Adapting Activities for

Different Learning Levelsof the

TXESS Revolution Earth & Space

Melissa Anzaldua Antonio Urrabazo Valley View I.S.D. Mission C.I.S.D Region One: Rio Grande Valley

Melissa Anzaldua Antonio Urrabazo Valley View I.S.D. Mission C.I.S.D Region One: Rio Grande Valley

TXESS Revolution High School Earth & Space Sciences

One Year Course Developed

by

Kathy Ellins Hilary Olson Eleanor Snow Elizabeth Polito

Images Source: www.txessrevolution.org

Chapter 1: Earth the Habitable PlanetChapter 2: Earth System ScienceChapter 3: Earth Outside InChapter 4: Earth Inside Out Chapter 5: Geologic TimeChapter 6: Poking Holes in the Planet

Image Source: http://sos.noaa.gov/datasets/Land/

Overview of InstructionHigh School Earth & Space Framework

Overview of InstructionHigh School Earth & Space Framework

Chapter 7: The Water PlanetChapter 8: Earth’s CryosphereChapter 9: Earth’s Climate SystemChapter 10: Energy, Resources, Energy, & Climate Chapter 11: Extreme Events/Extreme EnvironmentsChapter 12: Humans at the Helm

Image Source: http://sos.noaa.gov/datasets/Land/

Overview of InstructionHigh School Earth & Space Framework

Overview of InstructionHigh School Earth & Space Framework

* Make objectives and expectations clear

* Consider learning styles, skills, talents, and personalities

* Make it an active process so the students are engaged at all times * Consider instructional strategies, curricular content, instructional material, and assessment practices

* Be flexible

What to keep in mind when teaching younger students

What to keep in mind when teaching younger students

Learning Objectives:Students will know

-How geologic time is measured-The process of radioactive decay-How to apply the laws of stratigraphy and

the Principle of Faunal Succession

Chapter 5: Geologic Time Chapter 5: Geologic Time

5.7 A explore the processes that led to the formation of sedimentary rocks and fossil fuels. (Readiness Standard)

5.7D identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

(Supporting Standard)

Quick Look at the 5th Grade Science TEKS

Quick Look at the 5th Grade Science TEKS

Excavating Vocabulary Activity Excavating Vocabulary Activity

Word Excavation Game (Group)

Word Excavation Duel (One-on-one)

Compare stacked pancakes to sedimentary layers and relative time.

Think of words that are associated with the layering of rocks.

Excavating Vocabulary Activity Excavating Vocabulary Activity

Excavating Vocabulary Activity Excavating Vocabulary Activity

Last Pancake =Youngest

First Pancake = Oldest

Image 1 Source: A.J. Schukler; Image 2 Source www.sleepingdogstudios.com

Image 1 Source: A.J. Schukler; Image 2 Source www.sleepingdogstudios.com

Sedimentary Layer Lesson Plan Sedimentary Layer Lesson Plan

Source: © 2011 NESTA, Windows to the Universe®Source: © 2011 NESTA, Windows to the Universe®

Sedimentary Strata ConstructionSedimentary Strata Construction

Add a layer of crushed shells

Useful Sedimentary Terminology

Useful Sedimentary Terminology

Law of Superposition: In a stack of sedimentary rocks, the topmost layer is always youngest and lowermost always oldest (as long as the rocks have not been overturned)

Relative Age: Dating of events by place in chronological order of occurrence rather than in years.

Core: A rock core is shaped like a cylinder and is cut from the Earth's crust by a drilling rig fitted with a coring bit that has a diamond blade.

Cross Section: Construction of geologic cross-sections from maps helps to interpret structure in three dimensions..

Useful Sedimentary Terminology

Useful Sedimentary Terminology

Strike: A cross section that is oriented parallel to the sloping layers of rock ("along strike") makes the sloping layers appear to be flat and doesn't give any information about the tilted layers

Dip: A cross section that is oriented perpendicular to the sloping layers of rock ("along dip") shows the maximum angle that layers of rock are tilted.

Instructions:* Your plastic container contains a model of sedimentary rock layers. * You will figure out what those layers are and their relative ages by taking cores using plastic straws. * Don’t touch the clay of the model or remove the tape that is on the outside of the container.

Sedimentary Layer ActivitySedimentary Layer Activity

Procedures:1. Decide as a group where to take a core (spread them

out, core in a line, or in one small area). 2. Hold the straw vertically and push straight down until the straw touches the bottom of the box. Turn and wiggle the straw to free it from the rest of the dough and then pull it out.3. Label each core sample with a label sticker that has a sample number with the one that corresponds to the flagged area (Don't cover the end with the dough.)

Sedimentary Layer ActivitySedimentary Layer Activity

Procedures (continued):

4. Repeat the process until you have taken 5-10 core samples and 5-10 locations marked on the landform. 5. Tape all of your cores against a sheet of white paper so that everyone in the group can see them.

Sedimentary Layer ActivitySedimentary Layer Activity

How many different colored layers did you find? What does the placement of the layers tell us? Explain you findings.

How can we use this in the real world?

Assessing comprehensionAssessing comprehension

Materials: transparencies, permanent marker, ruler, tape, paper, toothpicks, masking tape

On the time line below, mark the colors of these layers with the youngest at the top and the oldest at the bottom. Youngest

Relative age Oldest

Activity FoldableActivity Foldable

Sedimentary ImagesSedimentary Images

Image Sources: Rising Tide Project; Stephan F. Austin University; Shimmin, J. Image Sources: Rising Tide Project; Stephan F. Austin University; Shimmin, J.

* Make objectives and expectations clear

* Consider learning styles, skills, talents, and personalities

* Make it an active process so the students are engaged at all times * Consider instructional strategies, curricular content, instructional material, and assessment practices

* Be flexible

REMINDERREMINDER

Image Source: http://80laf.files.wordpress.com/2010/08/globe.jpg Image Source: http://80laf.files.wordpress.com/2010/08/globe.jpg

Bashinski, S. M. July 2002. Adapting the curriculum to meet the needs of diverse learners, PBS Teachers.

National Earth Science Teachers Association. 2011. Windows to the Universe®

Stephen F. Austin University, image retrieved on June 18, 2012, http://www.geology.sfasu.edu/structure/folding1.jpg

ResourcesResources

The Origin and Evolution of the Earth System: A Rising Tide Project for Grades 9 and 10. http://kingfish.coastal.edu/marine/risingtide/cores/strat/intro2.html Retrieved June 2012

Shimmin, J. Stratigraphy and Stratigraphic Nomenclature http://www.ukfossils.co.uk/guides/stratigraphy/Pic%201.jpg Retrieved June 2012

Schuster, A. J. Cold Robot Logic http://ajschuster.tumblr.com/post/368740656/guillee-rainbow-pancakes-i-want-the-whole Retrieved June 2012

ResourcesResources