The History of Geology and Life on Earth. Early Earth History. Name. Date
|
|
- Sharleen McGee
- 7 years ago
- Views:
Transcription
1 Name Date Use the TIMELINE OF LIFE ON EARTH in the Islands of Evolution exhibit to learn about the history of life on Earth. Then, continue to the Earthquake exhibit to answer questions on the geologic history of Earth and the Human Odyssey exhibit in n Hall to learn about the history of humans. 1 Early Earth History Describe what the first life to evolve 3.5 billion years ago was like. When did land plants first evolve? What structures allowed these early plants to survive on land? Explain your answer. Estimate This... The length of the Academy from the east to west windows is about 450 feet or 137 meters. Length of the Academy as a scaled timeline of Earth If this length represented the entire 4.6 billion year history of Earth and started by the Earthquake exhibit, how far to the other side would you have to walk before you were at a time when life first evolved (3.5 billion years)? Mark your guess with a star along the dotted line on the map. How far would you have to walk to the point when simple marine organisms evolved, 650 million years ago? Mark this estimate with an x along the dotted line on the map. Islands of Evolution n Hall East Windows = Present day Earthquake West Windows = Earth formed 4.6 billion years ago
2 2 Islands of Evolution 3 For each date write what groups of species flourished on earth (mark with a star), recently evolved (mark with an up arrow), or went extinct (mark with an X). Not all have all three categories n Hall: Human Odyssey (Part 1) Earthquake Use the interactive Plate Movement screens to label the pictures. The first two are from the Southern Hemisphere view; the rest are from the view. Possible dates are 200, 125, 66, 30, and 2. Southern Hemisphere 125 Fill in each box with the key event in human evolution that occurred at that time Southern Hemisphere (11 million years before 50 ) 30 (For this box, fill in the timepoint as a range.) Genus Homo evolved. Imagine what the Earth looked like around this time. Hint: There is a picture of it on this page. 200,000 years ago Examine the fossils next to the timeline. What can these fossils tell us about life on Earth millions of years ago? What information can t fossils tell us about ancient life? Revisit the map on the first page showing the length of the Academy as a scaled timeline of the Earth. Mark your estimate of when modern humans evolved with a square.
3 4 n Hall: Human Odyssey (Part 2) The history of modern humans continues with their migration out of. View the large migration map screen and use the interactive timelines below the screen to fill in the boxes with the areas of the world populated with modern humans at each timepoint. Notice how climate change affected migration patterns. Today 200,000 years ago (modern humans evolved) 125, ,000 65,000 55,000 25,000 10,000 5 Critical Thinking Discuss with a Friend» When one group of species goes extinct, like the dinosaurs, why do other groups of species soon thrive on Earth?» How have humans adapted to the variety of environments in which they live? Remember that adaptations include both physical and behavioral adaptations.» Reflecting on all of the time scales you experienced today, what was most surprising to you?
4 Name Date Use the TIMELINE OF LIFE ON EARTH in the Islands of Evolution exhibit to learn about the history of life on Earth. Then, continue to the Earthquake exhibit to answer questions on the geologic history of Earth and the Human Odyssey exhibit in n Hall to learn about the history of humans. 1 Early Earth History Describe what the first life to evolve 3.5 billion years ago was like. Single celled, including bacteria that could use energy from the sun to make food and release oxygen into the atmosphere When did land plants first evolve? 450 What structures allowed these early plants to survive on land? Explain your answer. waxy exterior keeps them from drying out and pores allow them to exchange gases with the air Estimate This... The length of the Academy from the east to west windows is about 450 feet or 137 meters. Length of the Academy as a scaled timeline of Earth If this length represented the entire 4.6 billion year history of Earth and started by the Earthquake exhibit, how far to the other side would you have to walk before you were at a time when life first evolved (3.5 billion years)? Mark your guess with a star along the dotted line on the map. How far would you have to walk to the point when simple marine organisms evolved, 650 million years ago? Mark this estimate with an x along the dotted line on the map. Islands of Evolution n Hall East Windows = Present day Earthquake West Windows = Earth formed 4.6 billion years ago
5 2 Islands of Evolution 3 For each date write what groups of species flourished on earth (mark with a star), recently evolved (mark with an up arrow), or went extinct (mark with an X). Not all have all three categories % of all species (or ) club mosses and reptiles on land; in the oceans, snails and clams s teem with fishes, squid, large swimming reptiles and ammonites (extinct molluscs) 125 dinosaurs dominate the land flowering plants evolve in tandem with pollinating insects modern groups of insects, including ants, butterflies, aphids, grasshoppers, and termites modern forms of corals 4 n Hall: Human Odyssey (Part 1) Fill in each box with the key event in human evolution that occurred at that time. 10 Humans and chimpanzees diverged from gorillas. 8-7 Humans and chimpanzees diverged from each other. Earthquake Use the interactive Plate Movement screens to label the pictures. The first two are from the Southern Hemisphere view; the rest are from the view. Possible dates are 200, 125, 66, 30, and 2. Southern Hemisphere 200 Southern Hemisphere (11 million years before 50 ) Dinosaurs Students may also include that most modern groups of mammals including early primates as well as grasses evolved. Though, strictly speaking, this happened between 66 and grasslands mammals on the land monkeys and the early ancestors of apes most modern bird groups modern groups of marine animals (or ) marine invertebrates diversify Examine the fossils next to the timeline. What can these fossils tell us about life on Earth millions of years ago? What information can t fossils tell us about ancient life? (For this box, fill in the timepoint as a range.) Genus Homo evolved. Imagine what the Earth looked like around this time. Hint: There is a picture of it on this page. 200,000 years ago Modern humans (Homo sapiens) evolved. Revisit the map on the first page showing the length of the Academy as a scaled timeline of the Earth. Mark your estimate of when modern humans evolved with a square
6 4 n Hall: Human Odyssey (Part 2) The history of modern humans continues with their migration out of. View the large migration map screen and use the interactive timelines below the screen to fill in the boxes with the areas of the world populated with modern humans at each timepoint. Notice how climate change affected migration patterns. Middle East or the Arabian Peninsula Today 200,000 years ago (modern humans evolved) 125, ,000 65,000 55,000 25,000 10,000 Middle East The tropics (for example, India) Middle East The tropics Southeast Asia China Australia Europe Middle East The tropics Southeast Asia China Australia Europe The Americas 5 Critical Thinking Discuss with a Friend» When one group of species goes extinct, like the dinosaurs, why do other groups of species soon thrive on Earth?» How have humans adapted to the variety of environments in which they live? Remember that adaptations include both physical and behavioral adaptations.» Reflecting on all of the time scales you experienced today, what was most surprising to you?
7 GRADE LEVELS 6 th -12 th ; California Content Standards for 6 th, 7 th, and 9 th -12 th grades Objectives In this scavenger hunt, students will 1. be introduced to different periods of Earth s history. 2. relate the slow changes of plate movement to the slow processes of evolution. 3. estimate time scales using the length of the Academy as a model. 4. understand the time scale over which modern humans evolved, migrated, and populated the Earth Materials SUBJECTS The History of Geology and Life on Earth scavenger hunt Teacher Answer Key pencil or pen scratch paper (optional) clipboard (optional) Vocabulary World History and Geography, Life Sciences, Earth Sciences, Investigation and Experimentation DURATION Preparation: 5 minutes Academy: 60 minutes Islands of Evolution exhibit; Earthquake exhibit; n Hall: Human SETTING Odyssey exhibit ancestor: an earlier organism from which others are derived; a relative from the past descendant: an organism that derives or descends from an earlier form; future offspring diverge: when two lineages branch off in two directions evolution: changes in the heritable traits of a population of organisms as successive generations replace one another. It is populations of organisms that evolve, not individual organisms fossil: the remains or imprints of an organism from a previous time lineage: a continuous line of descent from a particular ancestor species: a group of organisms that share their most recent common ancestor and can produce viable offspring Teacher Background There are many great resources that describe the history of life on Earth. We recommend these as a way to prepare yourself for this lesson: Nova, A Brief History of Life. BBC, History of life on Earth. Understanding Evolution. Institute of Human Origins, Becoming Human. Teacher and Youth Education,
8 Activity Preparation 1. Print out The History of Geology and Life on Earth scavenger hunt. One per student, or per pair if you would prefer they work together. Introduction Tell your students that when they visit the California Academy of Sciences, they will be learning about the history of life on Earth. Make sure that they have basic understanding of the processes of evolution and what the terms used in the vocabulary list mean. Procedure 1. Hand out the scavenger hunts to each student or each pair of students. 2. Before they break into groups to explore the exhibits, point out that there is an order to how they should proceed through the exhibits: starting with the Timeline of Life on Earth in Islands of Evolution, stopping in n Hall at the Human Odyssey exhibit, and finishing in the Earthquake exhibit. Note that this is the easiest order to do the hunt, but it can be done out of sequence if that works better for your group. 3. Make sure that students understand the questions on the hunt and point out that a number of questions do not require writing. Students should instead discuss them with a friend. These questions will also be discussed at the end of the field trip. If you feel they will need to write an answer to stay focused, provide them with scratch paper to write their ideas down. 4. Allow plenty of time for students to explore, answer, and discuss the questions on the hunt. 5. As students finish, encourage them to share what they found with their classmates. Wrap-Up Go over the answers to the hunt either while still at the Academy or back in the classroom. Ask where in the scaled timeline of the Academy the 3.5 billion, 650 million and 200,000 year marks were found. You can even gather predictions to see who was the closest. As a group, discuss the answers to the more open-ended questions: What can these fossils tell us about life on Earth millions of years ago? (Fossils can provide evidence of the past existence of species that have since gone extinct, they show the physical characteristics of ancient life and how structures have changed over time) What information can t fossils tell us about ancient life? (Fossils cannot directly show the behavior of an animal, for example) When one group of species goes extinct, like the dinosaurs, why do other groups of species soon thrive on Earth? (There are more resources like food, water, and living space available to the new groups of species who may be better adapted to the changes that caused the extinction) How have humans adapted to the variety of environments in which they live? (Examples include skin color, building shelter, and wearing clothing.) Reflecting on all of the time scales you experienced today, what was most surprising to you? Teacher and Youth Education,
9 Have students discuss, based on what they saw at the Academy, how plate movement, climate change and evolution might be related. Extensions This activity gives a brief introduction to the timeline of human evolution. In another Academy lesson, Human Evolution ( students will learn about the nature of scientific research in the context of human evolution. Correlated California Content Standards Grade Six World History and Geography: Ancient Civilizations 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 1.Describe the hunter-gatherer societies, including the development of tools and the use of fire. 2.Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. 3.Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. Earth Sciences 1.a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. Investigation and Experimentation 7. g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions). Grade Seven Earth Sciences 4. a. Students know Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. 4.d. Students know that evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years. 4.e. Students know fossils provide evidence of how life and environmental conditions have changed. 4.f. Students know how movements of Earth's continental and oceanic plates through time, with associated changes in climate and geographic connections, have affected the past and present distribution of organisms. 4.g. Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale. Teacher and Youth Education,
10 Investigation and Experimentation 7.d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure). Grades Nine through Twelve Evolution 8.e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. Investigation and Experimentation 1. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Teacher and Youth Education,
11A Plate Tectonics. What is plate tectonics? Setting up. Materials
11A Plate Tectonics What is plate tectonics? Earth s crust plus the upper mantle forms the lithosphere. Earth s lithosphere is broken in a number of different pieces. How these pieces move and interact
More informationHistory of the Earth/Geologic Time 5E Unit
History of the Earth/Geologic Time 5E Unit Description: Students will create a timeline of Earth history in the classroom and learn about major changes to the Earth and life through time. Standards Targeted:
More informationGeological Timeline Challenge
Geological Timeline Challenge Suggested Grade Levels: 8-12 Description: Students will create a timeline of Earth history in the classroom and learn about major changes to the Earth and life through time.
More information3 The Mesozoic and Cenozoic Eras
CHAPTER 9 3 The Mesozoic and Cenozoic Eras SECTION A View of Earth s Past KEY IDEAS As you read this section, keep these questions in mind: What were the periods of the Mesozoic and Cenozoic Eras? What
More informationChapter 9: Earth s Past
Chapter 9: Earth s Past Vocabulary 1. Geologic column 2. Era 3. Period 4. Epoch 5. Evolution 6. Precambrian time 7. Paleozoic era 8. Shield 9. Stromatolite 10. Invertebrate 11. Trilobite 12. Index fossil
More informationEvolution (18%) 11 Items Sample Test Prep Questions
Evolution (18%) 11 Items Sample Test Prep Questions Grade 7 (Evolution) 3.a Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms. (pg. 109 Science
More informationUnit 2 Lesson 4 Early Human Migration and Stone Age Tools
Unit 2 Lesson 4 Early Human Migration and Stone Age Tools Daily Warm-up True/False Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True.
More informationGeologic Timeline. Objectives. Overview
Geologic Timeline Overview Students will build a timeline using both a physical and digital medium to better grasp geologic time that encompasses all the time that has passed since the formation of Earth.
More informationName Class Date WHAT I KNOW. about how organisms have changed. grown in complexity over time.
History of Life Evolution Q: How do fossils help biologists understand the history of life on Earth? 19.1 How do scientists use fossils to study Earth s history? WHAT I KNOW SAMPLE ANSWER: Fossils give
More informationThe Story of Human Evolution Part 1: From ape-like ancestors to modern humans
The Story of Human Evolution Part 1: From ape-like ancestors to modern humans Slide 1 The Story of Human Evolution This powerpoint presentation tells the story of who we are and where we came from - how
More informationThe Fossil Record and Geologic Time Scale
Two Conceptions of Earth History: Catastrophism Assumption: Great Effects Require Great Causes Earth History Dominated by Violent Events Uniformitarianism Assumption: We Can Use Cause And Effect to Determine
More informationGeologic Time Scale Notes
Name: Date: Period: 1 2 3 4 5 6 7 Notes Essential Question: What is the geologic time scale? Vocabulary: Geology: the scientific study of the origin, history, and structure of Earth and the processes that
More informationLesson Plan Title. Toilet Paper Tape Measure of Geologic Time
Lesson Plan Title Toilet Paper Tape Measure of Geologic Time Name (last, first): Serratos, Danielle J. Scientific Theme(s): Life Science *Changes in Life Forms over Time Earth Science *Forces that Shape
More information1 Branches of Earth Science
CHAPTER 1 1 Branches of Earth Science SECTION The World of Earth Science BEFORE YOU READ After you read this section, you should be able to answer these questions: What are the four major branches of Earth
More informationPractice Questions 1: Evolution
Practice Questions 1: Evolution 1. Which concept is best illustrated in the flowchart below? A. natural selection B. genetic manipulation C. dynamic equilibrium D. material cycles 2. The diagram below
More informationClassification and Evolution
Classification and Evolution Starter: How many different ways could I split these objects into 2 groups? Classification All living things can also be grouped how do we decide which groups to put them into?
More informationEvolutionary Evidence
Evolutionary Evidence 7th Grade, Science and English/Language Arts: Age of Mammals Make the most of your Museum field trip by integrating it into your classroom curriculum. These lesson plans provide a
More informationUnit 2 Lesson 4 The Geologic Time Scale. Copyright Houghton Mifflin Harcourt Publishing Company
Once Upon a Time How have geologists described the rate of geologic change? Geology is the scientific study of the origin, history, and structure of Earth and the processes that shape it. Early geologists
More informationUnit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
More informationRocks and Plate Tectonics
Name: Class: _ Date: _ Rocks and Plate Tectonics Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What is a naturally occurring, solid mass of mineral or
More informationChapter 25: The History of Life on Earth
Overview Name Period 1. In the last chapter, you were asked about macroevolution. To begin this chapter, give some examples of macroevolution. Include at least one novel example not in your text. Concept
More informationSECOND GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES
SECOND GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES PLATE TECTONIC CYCLE OVERVIEW OF SECOND GRADE VOLCANOES WEEK 1. PRE: Investigating the parts of a volcano. LAB: Comparing the parts of a
More informationFood Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey References: Columbus Public Schools Curriculum Guide- Grade 5 GK-12 Biological Science Lesson
More informationES Chapter 10 Review. Name: Class: Date: Multiple Choice Identify the choice that best completes the statement or answers the question.
Name: Class: Date: ES Chapter 10 Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Scientists used the pattern of alternating normal and reversed
More informationThe Art of the Tree of Life. Catherine Ibes & Priscilla Spears March 2012
The Art of the Tree of Life Catherine Ibes & Priscilla Spears March 2012 from so simple a beginning endless forms most beautiful and most wonderful have been, and are being, evolved. Charles Darwin, The
More informationHuman Nature A look at the ways in which monkeys and apes are similar to humans, not just biologically but mentally and socially
Lesson Title: Life As We Know It Grade Level: 9-12 Time Allotment: 3 45-minute class periods Overview Where did life on Earth come from, and how did it become what it is today? Students will explore the
More informationInvestigating Adaptations
Investigating Adaptations 4 th Grade Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Concepts Adaptations reveal what organisms need in their environment to survive. Location
More informationUnderstanding Geologic Time from the Texas Memorial Museum
Understanding Geologic Time from the Texas Memorial Museum Objective To gain a better understanding of the geologic time scale. Materials Activity 1: Geologic Time Geologic Time Activity Worksheet (included)
More informationFood Chains and Food Webs
Program Support Notes by: Spiro Liacos B.Ed. Produced by: VEA Pty Ltd Commissioning Editor: Sandra Frerichs B.Ed, M.Ed. Executive Producers: Edwina Baden-Powell B.A, CVP. Sandra Frerichs B.Ed, M.Ed. You
More informationThe concepts developed in this standard include the following: Oceans cover about 70% of the surface of the Earth.
Name Date Grade 5 SOL 5.6 Review Oceans Made by SOLpass - www.solpass.org solpass100@comcast.net Reproduction is permitted for SOLpass subscribers only. The concepts developed in this standard include
More informationAlfred Wegener s Theory of Continental Drift Became Modern Plate Tectonics. Wegener in Greenland about 1912. He froze to death there in 1930.
Alfred Wegener s Theory of Continental Drift Became Modern Plate Tectonics Wegener in Greenland about 1912. He froze to death there in 1930. Science is self correcting. The Scientific Method The history
More informationCalifornia Standards Grades 9 12 Boardworks 2009 Science Contents Standards Mapping
California Standards Grades 912 Boardworks 2009 Science Contents Standards Mapping Earth Sciences Earth s Place in the Universe 1. Astronomy and planetary exploration reveal the solar system s structure,
More informationFIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES
FIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES UNIVERSE CYCLE OVERVIEW OF FIRST GRADE UNIVERSE WEEK 1. PRE: Describing the Universe. LAB: Comparing and contrasting bodies that reflect light. POST: Exploring
More informationConnected Experience: Evolution and the Galápagos Tortoise
Connected Experience: Evolution and the Galápagos Tortoise GRADE LEVELS 6 th -8 th ; California Content Standards for 7 th and High School Biology Objectives SUBJECTS Life Sciences DURATION Pre-Visit:
More informationEvidence for evolution factsheet
The theory of evolution by natural selection is supported by a great deal of evidence. Fossils Fossils are formed when organisms become buried in sediments, causing little decomposition of the organism.
More informationName: LAB: The Geologic Time Scale
Name: LAB: The Geologic Time Scale INTRODUCTION: It is difficult to comprehend the age of the Earth and the time that various geologic events occurred in the past. A model drawn to scale is often useful
More informationGeologic Time Scale Newcomer Academy Visualization Three
Geologic Time Newcomer Academy Visualization Three Chapter Subtopic/Media Key Points of Discussion Notes/Vocabulary Introduction Title NA NA Various Pictures of Geologic Time It s About Time Personal Timeline
More informationPlate Tectonics Visual Glossary and Atlas How to use this app in your classroom
Plate Tectonics Visual Glossary and Atlas How to use this app in your classroom In addition to providing a comprehensive list of terms, definitions, illustrations, and animations related to plate tectonics,
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationThe Pennsylvania System of School Assessment
The Pennsylvania System of School Assessment 2005 2006 Science Item and Scoring Sampler Grade 8 Pennsylvania Department of Education Bureau of Assessment and Accountability 2005 2006 TABLE OF CONTENTS
More informationComplete tests for CO 2 and H 2 Link observations of acid reactions to species
Acids and Bases 1. Name common acids and bases found at home and at school 2. Use formulae for common acids and bases 3. Give examples of the uses of acids and bases 4. State that all solutions are acidic,
More informationUnit 5: Formation of the Earth
Unit 5: Formation of the Earth Objectives: E5.3B - Explain the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them. E5.3C - Relate major events
More informationGEL 113 Historical Geology
GEL 113 Historical Geology COURSE DESCRIPTION: Prerequisites: GEL 111 Corequisites: None This course covers the geological history of the earth and its life forms. Emphasis is placed on the study of rock
More information1. You are about to begin a unit on geology. Can anyone tell me what geology is? The study of the physical earth I.
PLATE TECTONICS ACTIVITY The purpose of this lab is to introduce the concept of plate tectonics and the formation of mountains. Students will discuss the properties of the earth s crust and plate tectonics.
More informationExploring Our World with GIS Lesson Plans Engage
Exploring Our World with GIS Lesson Plans Engage Title: Exploring Our Nation 20 minutes *Have students complete group work prior to going to the computer lab. 2.List of themes 3. Computer lab 4. Student
More informationEarth Sciences -- Grades 9, 10, 11, and 12. California State Science Content Standards. Mobile Climate Science Labs
Earth Sciences -- Grades 9, 10, 11, and 12 California State Science Content Standards Covered in: Hands-on science labs, demonstrations, & activities. Investigation and Experimentation. Lesson Plans. Presented
More informationEndemic and Introduced Species Lesson Plan
Grade Level: 6-8 Curriculum Focus: Ecosystems and Biomes Lesson Duration: Two class periods Student Objectives Materials Understand and apply the term endemic to animal and plant life, meaning native,
More information6.E.2.2 Plate Tectonics, Earthquakes and Volcanoes
Name: Date: 1. The road shown below was suddenly broken by a natural event. 3. The convergence of two continental plates would produce Which natural event most likely caused the crack in the road? island
More informationGETTING TO THE CORE: THE LINK BETWEEN TEMPERATURE AND CARBON DIOXIDE
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
More information1. The diagram below shows a cross section of sedimentary rock layers.
1. The diagram below shows a cross section of sedimentary rock layers. Which statement about the deposition of the sediments best explains why these layers have the curved shape shown? 1) Sediments were
More informationGeologic History Review
1. The climate that existed in an area during the early Paleozoic Era can best be determined by studying (1) the present climate of the area (2) recorded climate data of the area since 1700 (3) present
More informationFIRST GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES
FIRST GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES PLATE TECTONIC CYCLE OVERVIEW OF FIRST GRADE VOLCANOES WEEK 1. PRE: Learning the shapes of volcanoes. LAB: Experimenting with "lava." POST:
More informationContinents join together and split apart.
KEY CONCEPT Continents change position over time. BEFORE, you learned Earth s main layers are the core, the mantle, and the crust The lithosphere and asthenosphere are the topmost layers of Earth The lithosphere
More informationScope and Sequence Interactive Science grades 6-8
Science and Technology Chapter 1. What Is Science? 1. Science and the Natural World 2.Thinking Like a Scientist 3. Scientific Inquiry Scope and Sequence Interactive Science grades 6-8 Chapter 2. Science,
More informationGeography at GISSV: An Introduction to the Curriculum
Geography at GISSV: An Introduction to the Curriculum Classes Geography is taught for two hours per week in Grades 5-9. The only exception is in Grade 8, where class is taught for one hour per week for
More informationPlate Tectonics Short Study Guide
Name: Class: Date: Plate Tectonics Short Study Guide Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. The existence of coal beds in Antarctica
More informationIDENTIFICATION OF ORGANISMS
reflect Take a look at the pictures on the right. Think about what the two organisms have in common. They both need food and water to survive. They both grow and reproduce. They both have similar body
More informationLesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity
Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral
More informationAnimal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.
Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?
More informationDinosaurs and Fossils
Dinosaurs and Fossils T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment
More informationPLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
More informationThe retreat of glaciers and the original people of the Great Lakes
Subject/target grade: Grade 9-12 Local History, Ecology, or Earth/Environmental Science classes Duration: Four 50-minute class periods; one optional half-day field activity Setting: Classroom Materials
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: The Nature of Matter uses a variety of measurements to describe the physical
More informationThe Next Generation Science Standards (NGSS) Correlation to. EarthComm, Second Edition. Project-Based Space and Earth System Science
The Next Generation Science Standards (NGSS) Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS Copyright 2013 Achieve, Inc. All rights reserved. Correlation to,
More information... Date Starting your search in the Rainforest if it s open, keep an eye out for:
Museum-Wide Reptiles include turtles, lizards, snakes, crocodiles, and all of their relatives. There are over 9,000 different kinds of reptiles with amazing adaptations that help them find food and protect
More informationMatter and Energy in Ecosystems
Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.
More informationEarth Science & Environmental Science SOL
Earth Science & Environmental Science SOL THE SOL FOR GRADE 6 The Virginia Science SOL for Grades K 6 are organized according to a set of strands, with the SOL in each strand developed progressively through
More informationIn this lesson, students will identify a local plant community and make a variety of
MAKING COMMUNITY MEASUREMENTS: ABIOTIC FACTORS Grades 3 6 I. Introduction In this lesson, students will identify a local plant community and make a variety of measurements, preferably during two different
More informationPart 1: Hall of Ornithischian Dinosaurs
Part 1: Hall of Ornithischian Dinosaurs 1. When you enter the hall, you should see a large dinosaur to your left that has large plates on its back. What is the name of this dinosaur? (Please place one
More informationPlate Tectonics: Big Ideas. Plate Tectonics. Plate Tectonics. The unifying concept of the Earth sciences.
Plate Tectonics: Big Ideas Our understanding of Earth is continuously refined. Earth s systems are dynamic; they continually react to changing influences from geological, hydrological, physical, chemical,
More informationInterpretation of Data (IOD) Score Range
These Standards describe what students who score in specific score ranges on the Science Test of ACT Explore, ACT Plan, and the ACT college readiness assessment are likely to know and be able to do. 13
More informationLesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns
Lesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns NSF GK-12 Fellow: Tommy Detmer Grade Level: 4 th and 5 th grade Type of Lesson: STEM Objectives: The
More informationInside Earth Chapter 3
Name Hour Due Date Inside Earth Chapter Page 1 Volcanoes and Plate Tectonics Page 2 Volcanic Activity Page - Mapping Earthquakes and Volcanoes Page 4 Mapping Earthquakes and Volcanoes table Page 5 - Mapping
More informationThis hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
More informationChapter 8: Plate Tectonics -- Multi-format Test
Name: Class: Date: ID: A Chapter 8: Plate Tectonics -- Multi-format Test Modified True/False Indicate whether the statement is true or false. If false, change the identified word or phrase to make the
More informationZoo School Classroom Programs. Table of Contents. All Star Babies Kindergarten Panda Parade Kindergarten. Fur, Feathers & Scales 1 st Grade
Zoo School Classroom Programs Table of Contents All Star Babies Kindergarten Panda Parade Kindergarten Fur, Feathers & Scales 1 st Grade Growing Up Wild 2 nd Grade Wild Georgia 3 rd Grade Exploring Ecosystems
More informationTECTONICS ASSESSMENT
Tectonics Assessment / 1 TECTONICS ASSESSMENT 1. Movement along plate boundaries produces A. tides. B. fronts. C. hurricanes. D. earthquakes. 2. Which of the following is TRUE about the movement of continents?
More informationGRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.
GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students
More informationChapter 3 Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select. 3.1 Community Ecology Communities A biological
More informationThe Dynamic Crust 2) EVIDENCE FOR CRUSTAL MOVEMENT
The Dynamic Crust 1) Virtually everything you need to know about the interior of the earth can be found on page 10 of your reference tables. Take the time to become familiar with page 10 and everything
More informationAnswer Keys to Unit Tests
Reading Geography Series Answer Keys to Unit Tests Unit 1 The Five Themes of Geography Unit 2 Patterns in Physical Geography Unit 3 Natural Resources 7 Portage & Main Press Unit Test for The Five Themes
More informationInteractive Plate Tectonics
Interactive Plate Tectonics Directions: Go to the following website and complete the questions below. http://www.learner.org/interactives/dynamicearth/index.html How do scientists learn about the interior
More informationTectonic plates have different boundaries.
KEY CONCEPT Plates move apart. BEFORE, you learned The continents join and break apart The sea floor provides evidence that tectonic plates move The theory of plate tectonics helps explain how the plates
More informationLesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
More informationLayers of the Earth and Plate Tectonics
Layers of the Earth and Plate Tectonics Objectives: explain various ways the earth can be changed by natural forces define the term Geology define the terms Crust, Mantle, Outer Core and Inner Core classify
More informationUnit 4 Lesson 2 Plate Tectonics. Copyright Houghton Mifflin Harcourt Publishing Company
Puzzling Evidence What evidence suggests that continents move? In the late 1800s, Alfred Wegener proposed his hypothesis of continental drift. According to this hypothesis, the continents once formed a
More informationCPO Science and the NGSS
CPO Science and the NGSS It is no coincidence that the performance expectations in the Next Generation Science Standards (NGSS) are all action-based. The NGSS champion the idea that science content cannot
More informationA Year in Antarctica. Features of This Text. Focus for Instruction
TM Celebration Press Reading DRA2 Level 38 Guided Reading Level P Genre: Nonfiction Narrative Reading Skill: A Year in Antarctica By Anita Ganeri What happens when a team of scientists sets out to spend
More informationScience I Classroom Guide
SkillsTutor Science I Classroom Guide Table of Contents Getting Started... 1 Science I Lessons... 2 Quizzes...2 Tests...2 Science I Lesson Summaries... 3 Life Science...4 Physical Science...6 Earth Science...8
More information1 Branches of Earth Science
CHAPTER 1 1 Branches of Earth Science SECTION The World of Earth Science BEFORE YOU READ After you read this section, you should be able to answer these questions: What are the four major branches of Earth
More informationPlate Tectonics. Plate Tectonics The unifying concept of the Earth sciences. Continental Drift
Plate Tectonics The unifying concept of the Earth sciences. The outer portion of the Earth is made up of about 20 distinct plates (~ 100 km thick), which move relative to each other This motion is what
More informationTectonic plates push together at convergent boundaries.
KEY CONCEPT Plates converge or scrape past each other. BEFORE, you learned Plates move apart at divergent boundaries In the oceans, divergent boundaries mark where the sea floor spreads apart On land,
More informationTalking About Penguins by Guy Belleranti
Talking About Penguins Penguins are one of the world s most interesting birds. They waddle when they walk, and have flippers instead of wings. The bones in a penguin s flippers are heavier and more solid
More informationSIXTH GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES
SIXTH GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES PLATE TECTONIC CYCLE OVERVIEW OF SIXTH GRADE VOLCANOES WEEK 1. PRE: Comparing the structure of different types of volcanoes. LAB: Plotting
More informationProgram goal: Students will have a better awareness and understanding of butterflies and their habitats
Butterfly Builders Students will investigate butterflies and their life cycle through a variety of activities including a story, game and science investigation. The lesson will end with a guided trip to
More informationORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF SCIENCE. GRADE 6 SCIENCE Post - Assessment
ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF SCIENCE GRADE 6 SCIENCE Post - Assessment School Year 2013-2014 Directions for Grade 6 Post-Assessment The Grade 6 Post-Assessment is
More information4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
More informationLesson Title: Kincaid Creatures Subject: Texas history, science, math By: Carol Schlenk. Grade level: 7 th (Can be modified for 4 th grade)
Lesson Title: Kincaid Creatures Subject: Texas history, science, math By: Carol Schlenk Grade level: 7 th (Can be modified for 4 th grade) Rationale or Purpose: To illustrate how archeologists use stratigraphy
More informationScience Grade 06 Unit 05 Exemplar Lesson 01: Advantages and Disadvantages of Energy Resources
Grade 06 Unit 05 Exemplar Lesson 01: Advantages and Disadvantages of Energy Resources This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
More informationDYNAMIC CRUST: Unit 4 Exam Plate Tectonics and Earthquakes
DYNAMIC CRUST: Unit 4 Exam Plate Tectonics and Earthquakes NAME: BLOCK: DATE: 1. Base your answer to the following question on The block diagram below shows the boundary between two tectonic plates. Which
More information