DOCUMENT RESUME ED 261 861 · 2014. 3. 4. · DOCUMENT RESUME. ED 261 861. SE 045 988. TITLE. Earth 'Science Curriculum Guide. BUlletin 1643. 4. INSTITUTION Louisiana State Dept

DOCUMENT RESUME

ED 261 861 SE 045 9884

TITLE Earth 'Science Curriculum Guide. BUlletin 1643.INSTITUTION Louisiana State Dept. of Education, Baton.Rouge. Div.

of Academic Programs. *.

. PUB DATE 84NOTE 950; For other guide's in this series, see SE 045

981.PUB TYPE Guides Classroom Use - Guides (For TeaChers) (052)

EDRS PRICE MF01/PC04 Plus Postage.'DESCRIPTORS *Behavioral Objectives; Competency Based Education; .4

*Course Descriptions; Curriculum Development; *EarthScience; Energy; Process Education; *Science',Activities; Science Curriculum; Science Education;*Science Instruction; Secondary Education; *Secondary'School Science;eState Curriculum Guides

IDENTIFIERS '*Louisiana

ABSTRACTThis curriculum guide, developed to establish

statewide Curriculum standards for the Lotasiana Competency-basedEducation Program, contains the minimum competencies and processskills that should be included in an earth science course. Itconsists-of: (1) a rationale for an effective science program; (2) alist and deScription of four major goals of science; (3) a list anddescription of eight basic process skills (such as predicting andclassifying) and five integrated processes (such as controllingVariables. and defining operationally)rInd (4) an eight -part

outline. These parts provide performance objectivescorrelated with a concept, process skill(s), and suggested activitietfor each of the following major topic areas: five areas of earthscience and introduction to scientific processes; atomic structure;physical geology; historical geology; oceanography; meteorolpgy;astronomy; and energy resources. A list of audiovisual supplier andbrief comments on evaluation techniques are also provided. (1N)

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STATE OF LOUISIANADEPARTMENT OF EDUCATION

EARTH SCIENCECURRICULUM GUIDE

A

BULLETIN 16431984

Thomas G. Clausen, Ph.D.. Superintendent

U.E. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

14'his document has Men reproduced asreceived from the person or organizationoriginating itMinor changes have been made to Improverepoduction qualitY

Points of view or opinions stated in this docu!tient do not necssanly represent official MEposition or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

S. 'Ebrb

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC"

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This public document was published at a cost of$3,148.57, 1500 copies of this public document were published in thissecond printing at a cost of $2,054.00. The total cost of all printings of this document, including reprints, IS-$3,148.57,This document was published by the Louisiana Department of Education, P. 0. Box 44064, Baton Rouge, Louisiana70804, to provide technical assistance to local school boards and the public under authority of R.S. 17:24.1. This material

was printed in accordance with the standards for printing by state agencies established pursuant toR.S. 43:3L

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1TATE OF LOUISIANA

.DEPARTMENT OF EDUCATION

EARTH SCIENCE CURRICULUM GUIDE

BULLETIN 1643

1984

Issued bye

Office of Academic Programs

THOMAS G. CLAUSEN, Ph.D.

Superintendent

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FOREWORD

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Act 750 of the 1979 Louisiana legislature (A.S. 17:24.4) established the Louisiana Competency-WesedEduCationProgram. On crthe-most important \provisions of Act 750 is the mandated development and establishment ofstatewide curriculum standards for.,r6quired subjects. These curriculum standards include curriculut guideswhich contain minimum skills, suggested activities, and suggested materials of instruction.

During the 1979-0 school year, curriculum guides were deVeloped by advisory.and writing coittees represent-ing all levels of ptofession

rRal education and all geographic areas across the State of Louisiana for the

following Science courses: Eleinentary K-§, Life Science, Earth Science, Physical Science, General Sclence,Biology, Chemistry, and Physics.

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During the 1982-83 school year, the Curriculum guides were piloted by teNhers in school systems representingthe different geographic areas of the State as well as urban, suburban,'innar-city, and rural schodls. Thestandard populations involved in the piloting reflect also the, ethnics composition of Louisiana's stuctentpopulation.. Based upon partisipantst.recommendations at the close of the 1982-83 pilot study, the curriculum.,guides were revised to ensure that they are usable, appropriate, accurate, comprehensive, relevant, and clear.

Following the mandate of Act 750, the revised curriculum guides will be implemented statewide in the 1984-85school year. The statewide implerlientation is not, however,--the end of the curricular development process. Acontinuing procedure-for revising and *improvihg' curricular materials has been fmstituted to ensure thatLcuisiana students have an exemplary curriculum available to them--a curriculum that is current, relevant, andcomprehensive. Such a curriculum'is essential.if we are to provide the,,best,possible educational opportuni-ties for each,student in the pub.lic schoolsof Louisiana.

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Thomas G.-Clausen, Ph.D.

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Foreword.,

Table of Contents

TABLE OF CONTENTS

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State board of.Elementary and Secondary Education iv

Ackngedledgments

Members...of Earth Sciende Curriculum Writing and Review Teams vi

Prefacevii

Rationale viii

Goalsix

. Process Skills

,dContent Outline

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Minimum Standards1

Resources and Bibliography I 31

Evaluative Techniques34

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Dr. Claire R. LandryPresident

Firse'Congressional District

Bro..FdiicianFourrier, S.C.,Vice -President

-Member-at-large

Mrs. Marie Louise SnellingsSecretary-TreasurerFifth Congressional Districts

Mr. Jesse H. BankstonSixth Congressional District.

Dr. John ,A. Bertrand

Seventh. Congressional District

Mr. Milton Hamel

Fourth Congtessional District

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LOUISIANA STATE BOARD

OF ELEMENTARY AND SECONDARY EDUCATION

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Mrs. Gloria J. HarrisonMember-at-large

Mrs. Martha Scott HenryMember-at-large

Mr. A.J. "Sookie" Roy, Jr.Eighth Congressional District

Mr. Keith JohnsonSecond Congressional District

Mr. Jack Pellegrin

Third Congressional District '

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EXECUTIVE DIRECTOR

Mr. James V. SoileauState Board of Elementaryand Secondary Education

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I, ACKNOWLEDGMENTS

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This publicatitn represents the cooperative effortp, of personnel in the Bureaus of Secondary Education and

Curriculum, Inservice, and Staff Development within the Office of Academic Programs. Special recognition goes

to Donald W. McGehee, Supervisor, Science Sedtion, who served as chairman in the development of the guide.

Special commendation goes als6'to members of the writing and review teams Thfhd worked diligentTy to make this

publication a reality.

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William E. Stephens, 1r.itsistant SuperintendentOffice of Academic Programs

en Brown, Ed.D., DirectorBureau of Curriculum, Inservice,and Staff Development

P. Edward C-ancienne,:Jr., Ph.D.Div:gcto,

Bureau of Secondary Education

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Pepper Davies (CHAIRMAN)John Q. Adams Junior High School5525.11enican PlaceMetairie, Louisiana-70003

Dr. PatqyBoudreaux (CONSULTANT)Ruston High School.:Cooktown RoadRuston, Louisiana 71270

Marjorie King (CONSULTANT)Jefferson Parish School System519 .Huey P. Long AvenueGretna, Louisiana 70053,

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Wanda GtangerCrbwley.Junior High School01 West Northern. AvenueCrowley, Louisiana 70526

Dr. William Craig (CONSULTANT)Department of Earth ScienceUniversity of New. OrleansNew Orleans, Louisiana 70148

Joy Tingle (CONSULTANT)Terrebone Parish School BoardPost Office Box 5097Houma, Louisiana 70361

CURRICULUM WRITING TEAM

Mary Hargrove

Northwestern Junior High SchoolRoute 2

Natchitoches, Louisiana 71457

Joyce Patton

Walnut Hill Junior Hign SchoolRoute 1, Box 85

Shreveport, Louisiana 70119

Gary StringerHoley Junior High School2213 CyptessWest Monroe, Louisiana 71291

CURRICULUM REVIEW TEAM

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hliej. AbreoLutcher Junior High SchoolRoute 1, Boi 157Lutcher, Louisiana 70071

Walter LeBonBen Franklin High School719 South Carrollton AvenueNew Orleans, Louisiana 70118

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.,PREFACE'

The Earth Science Curriculum Guide contains the minimum competencies and process skills that should beincluded in an Earth Science course. Each teacher should build on the foundation of these minimumcompetencies to establish the maximum program possible for his/her studdnts. The teacher must take specialcare to incorporate all skills contained in this guide within the framework of his/her instructional program.The guide is flexible enough to be adapted to most of the commercial basal programs; and teachers may adjustthe sequence of content.based on the needs of their students, the available equipment, and the textbooks.

The guide contains .suggested activities designed to assist the teacher in teaching each competency; however,the teacher and the students should not be limited to these activities rior bound to utilize all them.There ate many other activities available to the teacher which will help him/her to present each competencyand process skill to the student. It is hoped that the teacher will be resourceful in using many types ofexperiences to teach the topics listed.

Methods of science instruction, to be most effective, must be based upon .the development of process skills incritical thinking. An effort has been made to incorporate numerous process Skills in the suggestedactivities, and the teacher should use as many of these skills as possible in daily instruction.

This curriculum guide !should be of sliecial benefit to,the teacher in helping to organize the Earth Sciencecourse. It is suggested that additional textbcoks, workbooks, and laboratory manuals be consultted foractivities, demonstrations, and experiments to supplement those described in this curriculum guide.

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RATIONALE

Developments in science technology have improved our way 'of living and have become a major influence on sourculture. No one in our culture escapes the direct influence of science. Because of the impact of science onour social, economic, and political institutions, the education of every responsible citizen must include notonly the basic principles of science but also the attitudes and processes of scientific thought.

The nature of science itself determines the way that it should be taught. The definition of science is a two-fold one: It is (l). an unending method or process of seeking new knowledge, and (2) the body of knowledgewhich results from this search. Science is an intellectual, active Process which involves an investigator ofany age and something to investigate. The discipline of science taught by the process approach teaches thestudent how to learn, and that intellectual gain is a permanent one for the student.

The process approach develops the intellectual abilities of students. Some students develop thinking skillsin the normal course of growint up in a complex worldbut the acquisition of useful skills and attitudes isby no means automatic. Many students succeed in school by repeating what they are told in a slightlydifferent farm or by memorizing; such strategies are of little extended value. At present, relatively fewstudents develop persistence in and zest for dealing with new concepts because they are rot aware of theirintellectual capabilities.' Thus, they need literally to experience application of scientific process skillsin different situa4ops.

To be, most effective, methods of-science instruction must be based upon the development of skills in criticalthinking. Guided practice in experimenting, observing, gathering information, organizing facts, and drawillgconclusions will help to develop critical-thinking_ skills, Laboratory techniques should be employed wheneverpossible, and inquiry teaching/learning situations using both deductive and inductive reasoning should be thepredominantfmethod used in all classroom activities. The teacher's role in a process-oriented scienceclassroom includes being a provider of problems, a discussion leader, a supplier of clues (when necessary),and a skillful questioner, i.e., a facilitator of learning activities. Thus, the aim of an effective scienceprogram ,should be to equip each child with competencies in the basic processes and concepts of science throughindividual participation in activities and investigations specifically designed to develop such capabilities.

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GOALS

Achieving scientific literacy involves the development of attitudes, process skills, concepts, and socialaspects of science and technology. Based upon this belief, the following major goals of science are seated:

1. To Foster Positive Attitudes Toward the Scientific Process

Students will develop a deep apprepition of the role the scientific process plays in theireveryday lives.

2. To Develop Process Skills ati

Process skills development should be an integral part of science activities for students. Studentsshould be given opportunities to develop those intellectual processes of inquiry and thought by which.scientific phenomena,are explained, measured, predicted, organized, and communicated..

Basic Process Skills: Observing, inferring, clOsifying, using numbers, measuring, using space-timerelationships, communicating, predicting.

Integrated Process Skills: Controlling variables, defining operationally, formulating hypotheses,interpreting data, experimenting.

3. . 212Lsuire Knowledge

Included in the basic science curriculum should be those scientific facts, principles, concepts,and terms which will enable the students to understand and interpret natural phenomena.

Areas of Knowledge: LifeScience, Physical Science, Earth Science.

4. To Recognize Social Aspects of Science and Technology

The_students should (a) understand the interrelationships of science, technology, And social andeconomic development; and (b) recognize both the limitations and the us/fulness orscience andtechnology in advancing human welfare:

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PROCESS SKILLS

Eight basic science process skills are stressed: (1) observing; (2.) inferring, (3) classifying, (4) using'numbers, (5).measuring, (6) using space/time relationships, (7) communicating, and (8) predicting. There is aprogressive intellectual development within each pi-ocess category. A brief description of evil basic processskill follows:

ORSERVING: To observe is to use ne or more of the five senses to perceive properties of objects or'events as they are. tatements about observationsshbuld be (1) quantitative where possible,(2) descriptive regarding change(s) andrat-e-S of change(s)., and (3) free of interpretations,assumptions, or inferences.

INFERRING: To infer is toP_explain or to interpret an observation. Inferences are statements which gobeyond the evidence and attempt d interpret or to explain one or more observations.Inferences are based on (1) obs rvations, (2) reasoning, and (3) past experiences of theobserver:' Inferences require valuations and judgments, and they may or may not be accurate

. interpretations or explanations of the observation.

CLASSIFYING: Classifying is the grouping or ordering of phenomena according to an established scheme.- Objects and events may be classified on the basis of observations. Classification schemes are

based on observable similarities and differences in arbitrarily selected properties. Classi-fication keys are used to place items within a scheme as well as to retrieve information froma scheme. elf

-USING NUMBERS: To use numbers is to describe the measurement, properties, and relationships of quantitiesthrough the use of symbols.

MEASURING: To measure is to find out the extent, size, quantity, %capacity, and other properties of agiven object, especially by comparison with a standard. Once the concept of measuring isintroduced and mastered in first grade, the 'metric and /or SI s stem should be usedexclusively. A

USING

SPACE/TIMERELATIONSHIPS: Space/Time relationships is the process.that.develops skills in the description of spatial

relationships and how they change with time This process skill includes the study of shapes,time, direction, spatial arrargeoent, symmetry, motion, and rate of change.

COMMUNICATING: To communicate is to pass information along from one person to another. CommAications may beverbal, nonverbal (i.e., gestures), written, or pictorial (pictures, maps, charts, andgraphs). Communications should be concise, accurate, clear, precise descriptions of what isperceived.

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PREDICTING: Predicting is forecasting what future observations might be; it is closely related toobserving, inferring, and classifying. The reliability of predictions depends upon theaccuracy of past and present observations and upon the nature of the event being predicted.

As basic progressive, intellectual development proceeds in each basic process skill, the interrelated natureof the processes is manifestefi in they five integrated processes: (1) controlling variables, (2) .deffiningoperationally, (3) formulating hypotheses, (4) interpreting data, and (5) experimenting. A brief descriptionof each integrated process skill follows:.

CONTROLLINGVARIABLES: A variable is any factor in a situation that may,change or vary. Investigators,in science and

other disciplines try to determine what variables influence the behavior of a system bymanipulating one variable, called the manipulated (independent) variable and meaguning itseffect on another variable, called the responding (dependent) variable. As this is done,call other variables are held constant. If there is a change in onl one variable and aneffect is produced on another var able, then the investigator can conclude that the effect hasbeen brought about by the changes n the manipulaked variable. If more than one variablechanges, there can be no certaint at all about which of the changing variables causes the

4 effect on the responding variable.

DEFININGOPERATIONALLY: To define operationally is to choose a procedure for measuring a variable. In a scientific

investigation, measurements of the variables are made; however, the investigtor must decidehow to measure each variable. An operational defihition of'a variabli is a definitiondetermined by the investigator for the purpose of measuring the variable during aninvestigation; thus, different operational definitions of the same%variable be used bydifferent investigators.

To formulate a hypothesis is to make a guess about the relationships between variables. Ahypothesis is usually stated before any sensible investigation or experiment is' performedbecause the hypothesis provides guidance to an investigator. about the data to collect: Ahypothesis is an expression 9f what the investigator thinks will be the effect of themanipulated variable on the responding variable. A workable hypothesis is stated in stich away that, upon testing, its credibility can be established.

FORMULATINGHYPOTHESES:

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INTERPRETING* .,,,,

DATA: The process of interpreting data may include many behaviors such as (1) recording data in a

table, (2) constructing bar and-line graphs, (3) making and interpreting frequency

distributions, (4) determining the medley,' mode, .mean, and range of a set of (1st's, (5) usingslope or analytical equations to interpret graphs, and (6) constructing number .sentences

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describing relationships betWeen two variables. Interpreting data requires going beyond the1use of skills of tabulating, charting, and graphinetoask questions about the data which leadto the construction of inferences and hypotheses and the collecting'df new data to test theseinferences and hypotheses. 'Interpretations are always subject to revision in fhe light of newor more refined data.

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EXPERIMENTING: (Using the scientific method)': Experimenting is the process of designing a procedure thatincorporates both the basic and.integrated process skills. An experiment may begin as a

- question for the purpose of testing a hypothesis. The basic components of experimenting areas follows;

1. Constructing a hypothesis bas2d on a set of data co llected by the person from observatiorsand/or inferences.

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2. Performing-a test of the hypothesis. The variables must be identifiqd and cont lled ash much as possible. Data must be collected and recorded. 11

. or.3. Describing err Interpreting how the data support or do not support the hypothesis, i.e.,deciding whether the hypothesis is to be,accepted, modified, or rejected.

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4.. Constructing a revised hypothesis if the data do not support the original hypothesis.

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I. IntroductionA. Five areas of Earth ScienceB. Introduction to scientific process

I. Atomic structure (subdivisions)A. MatterB. Molecular structureC. Elements, compounds and

mixturesD. Physical and chemical

changes

III. Physical GeologyA. Layers of earthB. Three types of rockC. MineralsD. TopographyE. External forces (forces that

wear down the earth's crust)1. Weathering

I2. Erosion

F., Internal forces (forces thatuplift the earth's crust)1. Earthquakes2. Volcanoes.3. 'Plate tectonics

IV. Historical GeologyA. Majr historical geology eventsB. Absolute and relative timeC. SuperpositionD. Soil horizonsE. UnconformityF. Fossils

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CONTENT OUTLINE

H. Continental driftI. UniformitarianismJ. Natural selection

V. OceanographyA. Ocean waters

1. Extent of hydrosphere2. Composition3. Movement

B. Ocean bottoms1. Topography of ocean floor2. Sedimentation3. Sea floor spreading

C. Importance of ocean to man

VI. MeteorologyA Composition and layers of airB. Conduction, convectiqn, radiationC. Unequal heating of the earth's surfaceD. Weather and climateE. Water cycleF. Air circulationG. Surface irregularitiesH. Weather

1. Instruments2. Cloud types3. Storms4. Humidity5. Air masses and fronts

VII. AstronomyA. Solar systemB. Characteristics of sun as a starC. Rotation and revolutionD. Causes of seasons

E. Lunar surface featuresF. 'TidesG. Eclipse

4 1. Solar2. Lunar

H. Phases of moon

VIII. Energy resourcesA. Renewable resourcesB. Nonrenewable resourcesC. Energy conservation

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CONTENT OUTLINE CONTINUED

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it1 A

COMPETENCY/PERFORMANCE OBJECTIVE

I. INTRODUCTION

CONCEPT

The student will be able to:

1. Recognize the definitionofearth science and identifymajor areas by matching tneareas to their definition.

2. Identify the scientific proces-ses when given a descriptionof a simple experiment.

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The'five areasof \earth

1. Astronomy2. Meteorology3. Oceanography4. Physical

Geology5. Historical

Geology

Introductionto scientificprocesses:1. Problem2. Hypothesis3. Experimen-

tation4. Interpreta-

tion and/orconclusion

PROCESS SKILLS

Classifying,communicatingscience:

Observing, inferring-,classifying, usingnumbers, measuring,using space/timerelationships, com-municating, predict-ing, formulatinghypothesis, inter-preting` data,

experimenting

SUGGESTED ACTIVITY

1. Write a definit4on the five.areas of earth science. ..4p

2. Teacher will name objects orconcepts studied in Earth Scienceand student will name major area:Example:'fossib star, Olunder-storm, volcano, river, sanddune,sponge, dinosaur, cloud, summer,oyster, comet.

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1. Briefly describe a glacier.Problem: To demonstrate the

wearing action of aglacier.

Hypothesis: Striae are formed byglaciers moving overrocks.

Materials:1. Metric ruler2. Fine sand3. Aluminum4. A box or'plastic con-

tainer about 5 cm. nigh.5. Water6. Clay7. Refrigerator

Experimentation:1. Teacher or student(s) will line a

box with aluminum foil. Placesome fine sand in the bottom ofthe box. (14p sure the sandfills the box to a depth of about1 cm.) Slowly pour water

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CONCEPT PROCESS SKILLS 'sCOMPETENCY/PERFORMANCE OBJECTIVE

ATOMIC STRUCTURE

3. (A) Diagram a model of anatom;' label°the protpn,neutron, and electron,and recognize theircharge.

(B) Recognize/differentiateisotopes.

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Atomic strUvture

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Communicating, usingspace/time relation-ships, using numbers,classifying

SUGGESTED ACTIVITY

into the box, to about 1 cm.from the' top., Let the mix-

ture stand until'Ule sand settles.Put the box in the, freezer com-partment of the_refrigerator.Roll the clay out flat. With thesand side of the block down, runthe block over the clay. Recordobservations. Conblusion: Deter-mine the effect,the block had onthe clay.

2. Using 3 beakers of water (oneroom temperature, one warm, onecold) teacher/student(s) willplace a sugar cube into each ofthe beakers of 1120. Stir eachbeiker of water vigorously withstirring rod (same for each)until sugar dissolves the cubes.

Measuring rate of time dissolv-ing takes for each cube withstopwatcholetc.

. Activity to reinforce theseconcepts: Cut out4circlerepresenting nuclei of atoms.Place 'symbols in circle, onefor protons and another forneutrons. Have several withthe same number of protons,but only a few of thesewith same number of neutrons.Have students classify theminto piles of like elements.Further, have them subdividethese piles into isotopes.eHave them state the atomicnumber and mass number foreach pile they have made.Now have them use a pert;iodic table to identify. theelements.

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COMPETENCY /PERFORMANCE OBJECTIVE

4. Define matter.

5. Recognize that atoms combineto form molecules.

6. Distinguish among elements,compounds, and mixtures. "

CONCEPT

7. Recognize the difference betweena physical change and a chemicalchange.

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Matter

Molecularstructure

Elements, compounds, andmixtures

Physical andchemicalchanges

OCESS SKILLS

Communicating

Communicating

SUGGESTED-ACTIVITY

Observing, communicating

Communicating;observing

1. 1Yraw and label parts of anatom and their electriccharges.

1. Student will'diagram varioussimple molecules.

Z.' Student will make model of'simple molecule using diferent colored circles ofconstruction paper. 4

1. Given list of substances,

student labels each as element, compound,.and mixture.

2. Student separates a mixture,e.g., sand tInd NaC1 grainsor sulfur and iron filings.

Hints to teacher:.1. For sand and NaC1 use

solution.2. For S and Fe filings

use magnet.

Given list of changes, studentphysically changes a piece oflimestone* and chemicallychanges a piece of limestone.See section on chemical andphysical weathering. *May useclam shell. .

Hints to teacher:

1,,....1physically: Break it.

2. .Chemically: Apply HC1or vinegar.

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COMPETENCY/FERFORMAgCE OBJECTIVE

III. PHYSICAL GEOLOGY

CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

8. Label the fodr major layers ofthe earth (inner core, outercore, mantle, and crust) whengiven.a diagram of a crosssection.

9. Name the three classes of rock:igneous, sedimentary, andmetamorphic.

10.. Match the names of the rockclasses with their mode oforigin.

11. Tell the classification of eachrock when given names of common:rocks (e.g., sandstone, lime-stone, shale, slate, marble,quartzite, granite, obsidian).

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Layers of theearth

Three typesof rock

Rock classifi-cation

Rock classifi-cation

Observing, infer-ring, communicating;experimenting, inter-pretidg data, formu-latinghypothesis,controlling variables

(1.

Classifying, definingoperationally

Classifying, observ-ing, inferring

Observing, classify-ing, inferring

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1. Draw and label cross-section of earth; cut ahard boiled egg withshell (or-Apple) in halfand relate to layers ofearth.

2. In a beaker, make a densitylayer model with corn oil,water, and syrup to demon-strate how earth is lay-ered because of density.Give students a solidrubber ball and a hollowplastic ball. Have

students experiment withthem, make observations,and determine what theycan but the insidewithout seeing it.Note: Teacher may opt to use

transplrencies in placeof /11.

Given rock samples, student willexamine, write observations, notesimilarities and differences.

Given a gioup of rocks, studentswill classify theM, first.accord-ing to a characteristic he chooses,then according to possible origin.

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COMPETENCY/PERFORMANCE OBJECTIVE12. Dpfine and differentiate magma

and lava and relate them toigneous rock.

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13. Relate how cooling rate ofmagma affects size of crystalin igneous rock.

14. Explain relationship'ofradioactive decay and moltenrock.

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15. Predict which particle willsettle first when givenparticles of varying sizeand'density.

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CONCEPT

Relation ofmagma andlava to

igneous rock

Crystal size

PROCESS SKILLS

Defining operation-ally, inferring

Observing, usingspace/time relation-ships, inferring

Heat source of Observing,'molten rock

Sedimentaryrocks (sedi-mentation)

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communicating

Observing, experi-menting, hypothe-sizing, inferring,using numbers,

interpreting data,controllingvariables

41SUGGESTED ACTIVITY

Student will draw and label crosssection of volcano showing theconduit to the magma.-

In each of three tesi'tubes, place

2 crushed mothballs and 1/3 piececrayon. Heat the test tubes in abeaker of wLter until mothball/crayon mixture liquifies. Placestoppers the test tubes. Place onein beakeilof sand, one in ice waterand let one remain cooling inwarm water. Set aside overnight.Label tubes according to wherecooled. Wrap in towel and crackslightly with hammer. Observevariance in number ,and size ofcrystals (with magnifying glass).

1. DI,scuss diagram of radioactive

decay showing energy and parti-cles being given off._

2. Observation of radioactivematerial in "cloud chamber"(if available).

3. Expose film with radioactivematerial.

1. Student will drop grains (orbeads) of varying sizes into1000 ml graduate and record(and graph) settling time.

2. Student will shake one-quartsoft drink bottle containingvarious sizes of grains (silt,filled with water; invert bot-tle sand, pebbles) and observesettling particles.

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CONCEPT

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PROCESS SKILLS SUGGESTED ACTIVITY

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16. Relate materials, deposited in theocean to sedimentary rock formed.

17. Draw a diagram and explain howrocks change from one form toanother.

18. Upon examining sample of graniteand crushed granite, recognizethat rocks are made up ofminerals. Explain the relation-ship of the minerals to thegranite.

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Sedimentaryrocks

Rock cycle

C-

Rocks are made.up of minerals.

Observing, communi-cating

Communicating, usingspace/time relation-ships


1. Student compares unconsolidatedmaterial (clay, sand, gravel)to rock formed of same.

2. Studentmakes sedimentary rock.Put pebbles into paper cup withholes. Pour mixture of waterand glue through cup severaltimes. Let dry. Peel off'paper.Show porosity by shoving pipecleaners between particles.

1. Draw diagram of rock cycle.2. Examine metamorphic pairs:

Limestone - MarbleShale - SlateSandstone Quartzite

3. Put pennies in a ball of clay.

Flatten clay ball and see howpennies line up.

Student examines and describes-samples of granite and samples ofcrushed granite. Using a magnifier;the student sorts crushed graniteinto piles of similar particles.Student describes samples in pilesand relates to similar crystal in

39

"COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS

19. Recognize_ and demonstrate howstreak, hardness, luster,specific gravity, and cleavageare principal properties use-ful in describing a mineral(recommended for small groupof advanced students).

20. Define topography.

Mineral identi-fication

Topography

21. Explain how topography results Topographyfrom rock type, and the opposi-tion of internal and externalforces acting on the landsurface.

22. Demonstrate how topographicmaps reflect the topographyby constructing a simple topo-graphic map from a thtee-dimensional model.

4u

r

Topographicmaps (contourmaps)

7

Observing, classify-ing, communicatinghypothesizing,interpreting data,controlling vari-ables, experiment-lng, measuring

Communicating

Communicating

Observing, colununi-cating, using space/time relationships,using numbers

SUGGESTED ACTIVITYsolid rock. Crushed pieces areidentified as minerals. (If

students or teacher crush anyrock they should wear eyeprotection.)

Given samples of several common,abundant minerals and a key, studentwill be able to identify mineralsusing the above properties and to puthis results in chart form.

. Draw topographic map usingas materials a plastic shoe-box, a model volcano, and agrease pencil. Put the modelin a NOx and fill with water toa depth-of 1.5 cm, Draw a linearound volcano with grease pencilwhere water touches the side. Addwater to 3.0 cm level. Draw lineat water line. Repeat with 4:5 cmdepth. When box is filled totop, transfer contour fromthree-dimensional mountain totwo-dimensional plastic sheetwhich is placed on lid of bdx.

41

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

- 23. Identify the hills and choosethe least steep path to thetop of a hill when given a

simple topographic map likethe one

;constructed above.

24. List two types of weatheringand recognize them in pictures.

.25. Demonstrate how chemical andphysical weathering worktogether.

26. Re])te soil to the weatheringprocess.

42

14C

Topographicmaps

Weathering

Weathering

Soil

4

Observing, usingspace/time relation-ships,. using numbers

Observing, classify-ing, inferrigg,

hypothesizink

Observing, infer-ring, hypothesizing

CommuniLting,definingoperationally

2. Make relief map (3-D) fromsimplified topographic map.Cut corrugated cardboard inshape of contours and stackpieces.

Construct a topographic profileor profile of the earth's surfaceacross a given line of a simpli-fied topographic map. This showsshape of land.

Shake rocks (sandstone and shalework well) in bottles to mechanical-ly (physically) weather thei; stu-dent puts 200 g fine rock piecesin bottle filled with water. Allstudents shake bottles. Stop attwo minute intervals from two to20 minutes. Quickly pour H2Ofrom shaken bottle into pill bottleor test tube. Let,settle and com-pare amount of sediment to timeshaken; examine environment forexamples of weathering. Conductcampus or community excursion toobserve effects, of weathering.

Place a piece of limestone 1" in

diameter in a beaker of diluted HC1,and crushed limestone in another.Compare the speed and amount of-s-,disintegration.

43

CONPAPERFORNANCE OBJECTIVE CONCEPT411


27. When given a diagram of a soilprofile, recognize it as such;label thelaye'is as topsoil,subsoil, and parent (weathered)rock; and tell in ownwords why they are different.

28. Define permeability.

29. Define porosity (comparepermeability to porosity).

30. Contrast erosionto weathering.

44a

Soil, profile

Permeability

Porosity

Erosion vs.weathering

Communicating, usingspace/time relation-ships, defining

operationally,observing, inferring'

Communicating, observ-ing, inferring, pre- ,

dieting, hypothesiz-ing, using numbers,

measuring, interpret-ing data, operation- ,

ally defining

9

Communicating, observ-ing, inferring, pre-dicting, hypothesiz-ing, using numbers,

measuring, interpret-ing data, operation-ally defining

Communicating, usingspace/cite relation-ships, definingoperationally, .

observing

L. Bore into ground with shipauger (available from hard-ware store) welded to pipe.Pull out auger and observe

,

soil layers.2. Dig a hole and observe soil

layers.

Fill a paper cup with gravel,one with sand, one with clay.Punch holes in bottom of cup.Pour water into each cup.Through which does it flowmost easily?

Fill a beaker with 7 mm plas-tic beads (or le gravel) andanother to the same level with4mm plastic beads. Fill eachbeaker with water to the levelof the beads. Pour water fromeach beaker into graduatedcylinder. Which held mostwater? Mich had more porespaces?'

Hint: Beads may be purchasedfrom arts and craftsstore and from somesewing centers.,

Campus excursion

45

COMPETENftPERFORMANCE OBJECTIVE

ea.

411 411SUGGESTED ACTIVITYCONCEPT PROCESS SKILLS

31. Describe the role of gravityas the force behind erosion.

32. Explain how vegetation and typeof rock affect rate of weather-ing.

33. Identify the three agentsof erosion, compare theirrelative effect, and relatetheir action to gravity.

34. Recognize that glaciers move.

46

Gravity inerosion

Communicating,observing-

Factors affect- 'Observing, inferringing weathering

Three agentsof erosionformation

Observing, communi-cating, classifying,inferring

Glacial move- f Observing, infer-ment I ring, using numbers,

using space/timerelationships,experimenting,interpreting data,controllingvariables

10

Place dry sand or gravel insmall trough. As slope isincreased, material willmove by force of gravity.

1. Examine pictures ofweathering to see effect

of vegetation.2. Repeatedly drop small

amounts of diluted HC1 ona pied of limestone plusa piece of granite andrecord results. Be certainthe rock is the only variable.

3. Find an oak tree with rootsbreaking concrete (goodexample of'physical weather-ing). Vegetation oftenspeeds weathering butretards erosion. Grass orclover is often planted onslopes to prevent erosion.

1. Student should bring maga-zine pictures of erosionand label the agent.

2. Given pictures of landscape,.'student will classify themby agent of erosion.

3, Can make bulletin board orposter from above.

4. Discuss local landscape andits formation.

-Place some "silly putty" on aboard which is inclined atapproximately 30° - 45°. Markthe position of the putty.Place a small amount of sandand gravel in front of the putty.Observe 24 hours laterand record position of 47

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT

35. List three of five evidences ofglaciation and recognize a linedrawing of a glaciated area.

36. State that water is the principalagent of erosion and explain why.

37. Recognize that material is re-moved from one place and de-posited in another.

7

38. Demonstrate the relationship ofincreased slope and/or increasedveloci',:y to the rate of erosion,

given a stream table or similarcontainer.

39. Recognize landforms that willresult from stream action,e.g., deltas, meanders, floodplains, oxbow lake, cut bank,and sand bars (point bar).

40. Show how forces within theearth cause uplift or moun-tain building.

48

rvidences oflactation

Stream action

Areas of ero-sion and depo-sition

Effect of slopeand velocity onrate of erosion

Stream-relatedlandforms

PROCESS SKILLS


Communicating, usingspace/time relation-ships

Observing, infer-ring, using space/time relationships,communicating,predicting, formu-lating hypotheses

Observing, infer-ring, predicting,

hypothesizing

11

Observing, infer-ring, predicting,classifying, usingspace/time relation-ships, fOrdulatinghypotheses

Using space/timerelationships

SUGGESTED ACTIVITY

putty. What has happened tosand, and. gravel? Relate toglaciers. Vary angles; recordresults.

View film: "Evidence of an IceAge." See Introduction,No. 2, Activity No. 1.

Given a stream table or similarcontainer, student will add waterand observe material being removedfrom one area (higher) and depos-'ited in another (lower). Putstream table at an angle. Allowstudent to hypothesize about whatwill happen. (Streams do threekinds of work: erosion, transpor-tation, and deposition.)

Raise end of stream table toincrease slope, and note theeffect on erosion; increasevelocity.

Allow students to simulate theselandforms on a stream table.(Use of a topographic quadrangle

showing these features will helpstudents recognize them.)

See folding and faulting below.

.494.

COMPETENCY /PERFORMANC OBJECTIVE

41. Define folding and recognizea fold when given a simpleline drawing and/orphotograph.

42. Define faulting and the threemajor types of faults,(normal,reverse, horizontal) and to beable to recognize a fault whengiven a simple line, drawing orphotograph.

43. Discover that the earth's crustis divided into mobile plateswhich have been moving and arecontinuing to move. Ire will

relate plate tectonics (cause)to continental drift (effect)and recognize the effect on lifein the past (see historical

geology-continentaldrift).

44. Discover that these "plates'are moved by convectioncurrents in the mantle.

50

CONCEPT

Folding.

Faulting

Plate tectonics

Convectioncurrents inmantle iiiove

crustalplates

12

PROCESS SKILLS

Using space/timerelationships,inferring, observ-ing, defining

operationally

.Using space/timerelationships,inferring, observ-ing, definingoperationally

Using time/space re-.lationships, infer-ring, predicting,observing

Time/space relation-ships, observing,inferring, experi-menting

SUGGESTED ACTIVITY

1. Use several layers (Play-Doh, clay, paper towels), W-

and apply force to endscausing'folds.

2. Draw a cross-section dia-gram of a fold.

1. Student can use fault blockor fault box to show var-ious types of faults.

2. Draw a cross-section dia-gram of a fault.

. 1. View film: "The Not-So-SolidEarth."

2."-bsingcntouts of continentstry to fit them together intoone "supercontinent." Viewvarious films and film-strips.See National Geographic Fflm.Strip Series "Powers of Nature."

Convection currents can be setup in a liquid (water, corn

syrup) using small bits of paperor light wood floating on top ofrepresentative land masses. GivenContainer (petri dish) of corn-starch paste (one pound corn-starch to 1/2 cup water), student

can demonstrate how a substancecan act like a liquid and asolid by "floating" a penny orpushing it across surface. (A

drop of food coloring or crys-tal of KMn0

4can help the stu-

dent see the convection currents.)

51 /

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY--'

45. Discover the relationship ofvolcano and mountain-buildingto the "plate" boundaries.

46. Be ali.Le to relate the occur-rence of faults to earthquakes.

47.. Identify the seismograph asthe instrument that recordsan earthquake.

48. Be able to recognize the

difference between the focusand the epicenter.

49. Given a map and simplifed data,determine the epicenter ofearthquakes.

50. Define tsunami.

52

Zones ofcrustal

activity

Relationshipof faults toearthquakes

Seismograph

Focus-Epi-center

Epicenter

Tsunami

Using space/time

relationships,using numbers,observing, infer-ring

Using time/spacerelationships


Defining operation-ally

Using numbers,measuring

Defining, operation:ally

13

Students should plot earthquake__and volcano locations on a worldmap to demonstrate that they occurin the same location - the plateboundaries.

Have students write a paragraphdescribing a stream which crossesa horizontal fault before andafter an earthquake.

Student draws diagram showingfocus and epicenter.

P ot the epicenter of an earth-ake, given the distance from

the epicenter of three recordingstations. The student can use-acompass to draw circles represent-ing the distances from the earth-quake to the seismograph. Theepicenter can be found near theplace the three circles meet.

Teacher may read stories.or newsaccounts of the-destructivefeatures of tsunami.

53


k

4

IV. HISTORICAL GEOLOGY

CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

51. Distinguish between absoluteand.relative time.

52. Given the half-life of amaterial, apply the principlesof absolute time (ra ioactive

I

decay).

54

Absolute and ` Space/time relation-relative time ships, inferring,

interpreting

Radioactivedecay

14

Observing, inferring,classifying, predict-ing, using numbers,controlling variablesinterpreting data

Measuring, inter-preting, inferring,predicting, usingnumbers I

Have students list the year oftheir birth, year entered ele-mentary school, and year enteredpr.sent grade. Note that theseare absolute dates (time units).Now have students list fourevents of their past life. Putthe most recent event at the top.Place the other events in rela-tive order. Note that theseevents are relative to oneanother. Let students note dif-ficulty in, relating relativeevents.

1 . Place 100 pennies into a box andshake. Remove and record "heads."Continue until all pennies havebeen chosen. Duplicate severaltimes; relate removal of heads to

radioactive decay. Can also vsecorn kernels and thumb tacks,removing those which point tomarked side. Graph results. (Boxmust be big enough for pennies tolie flat. More than one box maybe used.)

2. Have students draw a circle torepresent the amount of carbon14 present in a living organism

(use 5700 years, half of the C14

).

For each 5700 years, half of theCIA decays. Have students dottis by dividing the circle intohalves.

.COMPETENCY/PERFORMANCE OBJECTIVE

I'CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

53. Given a picture or figure ofundisturbed layers of rock,choose the layers of rockdeposited first (oldest rocks).

54. Recognize that layers of rocksare originally deposited inflat layers.

55. Explain that an unconformityis a gap in the rock recordat a certain locality.

56. Define fossil and recognizecharacteristics and environmentof organism which increase itschanges of fossilization.

56

Super-position

Soil

horizons

'Unconformity

Fossils

Observing, using. space/time relation-ships, inferring

A

15

V

Observing, inferring,using space/timerelationships,predicting

Observing, is `erring

Observing, inferring,classifying

Hypothetical element with half-life of 100 years. How much of\theelement remains in SOO years?200 years? 300 years? 400 years?

Obtaln some index cards'. Recordand stack some of the cards.Note that first card placed instack (oldest) is on the bottom.Relate to layers of rock (oldeston the bottom). Can also usebooks such as encyclopedias.

Place gravel, coarse sand, finesand, clay in large jar with lid.Students predict what will happen.Shake and let settle. Note sedi-ments settled into flat layers.Compare to layers of rock. (Sincesedimentation usually occurs underwater, filling the jar with wateris a good idea.)

Using colored modeling clay, dem-onstrate the relationships of thelayers to one another. Remove alayer (erosion) and place newlayers (deposition). Observe newrelationships (unconformities).Relate model to unconformities inrock layers.

Using modeling clay or Play-Doh,make impressions of commonobjects (can, pencil, fingerprint,etc.). Allow students to guesswhat object made the impression.Relate to fossils.

57

COMPETENCY /PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

57. Relate various types of fossilsto living organisms and/theirenvironment. 1

58. Recognize that certain fossilslived only during a certaingeologic span of time andbecame extinct.

rJ

Relationship-of fossils toliving organ-isms.

Index (key,guide) fossils

16


Observing, interpret-ing data, space/time

relationships, pre-dicting

Iuf erring, space/

time relationships,communicating, pre-dicting, formulatinghypotheses

1. Show students specimens, pic-tures, or slides of fossils.Have them relate the fossilsto recent organisms and theirenvironment.,

2.

1.

Students are assigned a fossil.The students research the fossiland develop environmental dataon it. These data can includewhere it lived, what it ate, etc. '(Make the fossil come "alive.")The information can be developedinto oral presentations, groupdiscussions, or role-playing.

Prepare for students a largeposter o'r individual sheets

on which'various index fossilsare shown living together.Instruct the student to use a

geologic time scale with lifedevelopment to show why theposter or sheets are incorrect.

2. Students will hypothesize whythe dinosaurs became extinct.Students will Provide support-ing data and decide whichhypotheses are most acceptable.Can be conducted as group dis-cussions or oral presentations.Can be developed into bulletin,boards or posters. Studentswill use hypothesis to pre-dict if other organisms willbecome extinct.

59

411COMPETENCY /PERFORMANCE OBJECTIVE. CONCEPT PROCESS SKILLS

59. Match or correlate rock layersin which index fossils arefound.

60. Classify major historical geo-logy events from the oldest tothe youngest.

60

Fossilcorrelation

Major histori-cal geologyevents

Observing, inferring,classifying, usingspace/time relation-ships, interpretingdata

Using time/space relationships, measuring,observing

17.

SUGGESTED ACTIVITY

3. Students are given the ageduring which an organielivedin the past. The student willplace the organism on a geologictime line or make.charts,show-ing the ages in which theorganism lived. Students willrelate which organisms were inexistence at the same time andwhich were not.

Prepare an exercise which showsindex fossils in two columns.The students will correlate indexfossils in one column to indexfossils in the other column.

Geologic time tape. Get a pieceof paper tape 5 meters long.

Each meter will represent 1 bil-lion years. Have students markthe major historical geologyevents to scale (1st simple plant= 2 meters, 50 centimeters; abun-dant shelled fossils = 3 meters,90 centimeters; development of1st fish 4 meters 10 centimeters;1st land plants = 4 meters, 10centimeters; 1st amphibians = 4meters, 15 centimeters; develop-ment of reptiles and dinosaurs =4 meters, 19 centimeters to 4meters, 43.5 centimeters;

development.of mammals = 4 meters,43.5 centimeters; development ofman = 4 meters, 49 centimeters topresent).

61

COMPET CY/PERFORMANCE OBJECTIVE CONCEPT

61. State evidence of con-tinental drift.

Continental

drift-relation-ship to geolo-gic history ofthe earth

62. Infer how continental drift The effect of

...

could have affected plan s continentaland animals in the past. drift on past

life

6218


Compare major geological events ofearth to a year. Note when eventswould occur. Especially note whenman would occur.

Observing, space/time 1. Reproduce the general outlines ofrelationships, the continents on sheets for theinferring students. The students will cut

out these outlines and place themtogether like a jig-saw Puzzle.Note the fit of the continents,

especially South America andAfrica, North America and Europe,and Greenland and North America.

Observing, inferring, 2. Obtain a geological map of thespace/time world. Have students compare therelationships age of the rocks on the eastern

coast of South America and thenorthwestern coast of Africa.Note othei similarities of geo-logical age along the "fit" ofthe continents. Students explainreasons for these similarities.

Observing, inferring, Have students prepare reports onspace/time relation- the fauna of Australia. Use con-ships tinental drift theory to explain

this distribution. Students findother plant and animal distribu-tions related to continental drift.View Shell's film, "This Land."

63


63. (A) Reconstruct the environmentof a fossil (e.g., corals,reptiles, mammals) by usingthe environment of asimilar living organism.

(B) Explain' topographic pheno-mena (Grand Canyon, glacialvalleys, etc.) using pro-cess at work on the earthtoday

64. Define evolution and natural

/selection and demonstratetheir relationships.

V. OCEANOGRAPHY

65. Observe and recognize that theocean hydrosphere covers three-fourths of the earth's surface.

66. (A) Identify the origin of saltin the ocean waters.

(B) Distinguish between the com-position of waters of theland and 14aters of the ()dean.

64

Present iskey to past

Present iskey to past

Evolution/naturalselectiotl

Extent of thehydrosphere

Compositionof seawater

Compositionof seawater

Interpreting, observ-ing clasSifying,

space/time relation-ship, communicating

Inferring, observing,classifying, usingspace/time relation-ships

Observing, measuring,using numbers, clas-sifying, hypothesizin


Observing, interpret-ing, inferring

Observing, measuring,communicating, infer-ring

Obtain pictures of various typesof organisms such as corals.Student will record the environmentin which the organisms live. Thenshow pictures of fossils and havestudents reconstruct the fossils'environments.

Name different topographical pheno-mena or show pictures of same. Havestudents suggest processes which mayhave caused said phenomena.

Obtain charts of evolutionary treeof various organisms (such as thehorse, elephant, camel', trilobite,etc.).,' Have students note andrecord changes in size, complexity,etc. Stress changes from.simple tocomplex, more advanced, and moreadapted. Have students hypothesizewhat will happen to the horse withtime.

Given a map or globe, students will

estimate the amount of the earth'ssurface covered by water.

Students collect water pouredthrough a salt-sand mixture.

Use ocean water, if available,or prepare artificial sea water(20 parts H2O to 1 part NaC1 or25g NaC1 to 600 ml H20). Then,

65

411COMPETENCY /,PERFORMANCE OBJECTIVE 'CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

67. Recognize waves and currentsas the major movements ofocean water; and, givenappropriate materials, dem-onstrate how they occur.

s

68. Recognize that the ocean floorhas a variety of topographicfeatures.

66

Waves andcurrents

Topography ofthe oceanfloor

20

Observing, inferl-ing,using space/time

relationships, com-municating, experi-menting

Observatiod, clas-sifying, measuring,using space/time

relationships, infer-ring, interpreting,data, using numbers

evaporate the water to observethe salt residue. Students col-lect water from lakes andstreams, let it evaporate, andobserve the residue. Compare.If ocean water is used, have

students compute percentage ofsalinity.

1. Student blows across a pan ofwater to generate waves.

2.

33.

Students generate waves in a panor stream table with a fan and/orrt.r.-tangular piece of good (sandcan be added to simulate beachactivities).Given a map showing major oceancurrents, the student will comparethese with a map showing -major aircurrents.

Students measure a landscape hiddenin a box and graph a profile.

.

Students'use topographic and physicalmaps of the ocean floor to identifytl,e various landscape features.Student drops water onto cans fromdifferent heights and notes differentsounds. Then Student drops water ontohidden cans whigh are at different

6"

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS

69. Recognize the continentalshelf, continental slope andmid-ocean ridges (mountainchains) given a simple dia-gram or map of the oceanfloor:

70. Describe the concept of seafloor spreading and relateto the mid-ocean ridges. (Seeplate tectonics in physicalgeology section.)

71. Recognize the importance ofplankton as one source ofatmospheric oxygen.

72. Recognize the importance ofproducts from the ocean fn.:the people of the earth.

be

Continentalshelf,

continentalslope, andmid-oceanridges

Sea floorspreading

Importance ofthe ocean to -man

Importance ofthe ocean toman

21

Observing, clas-sifying, measuring,using space/timerelationships, usingnumbers, inferring,interpreting data

Communication, usingspace/time relation-ships

I

Observing, inferring,interpreting

Observing, inferring,communicating

SUGGESTED ACTIVITY

heights simulating ocean bottomand draws profile of simulatedbottom based on sounds. Studentuses line and lead weight todetermine profile of simulatedocean bottom constructed ofplaster of paris in institution-sized tin can'or bucket and con-cealed by cloudy liquid.

Using depth measurements along aspecific latitude (parallel),construct a profile of the oceanbottom.

. Examine maps of ocean bottoms andlocate mid-ocean ridges andrelated features.Set up convection currents in aliquid. (See plate tectonics inphysical geology section.)View film, "Not So Solid Earth."

Students examine microscopicgreen algae in pond or lake water.(Green plants give off oxygen.)

Students research major fishinggrounds. Obtain percentages ofpopulations of various countrieswho make their living from theocean.

69

COMPETENCY /PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

lb

..

VI. METEOROLOGY

73. Recognize air as a mixtureof gases.

74. Recognize that the atmosphereis composed of layers of airof varying temperatures. '

75. Distinguish among conduction,convection, and radiation.

70

Compositionof air

Layering ofair

Conduction,convection,radiation

22

Observing, measuring,using numbers, infer-ring, interpretingdata

Observing, measuring,using numbers, infer-ring, interpretingdata

Observing, inferring,classifying, usingnumbers, measuring,using space/timerelationships, com-municating, con-trolling variables,interpreting data,experimenting

Light a candle; place a jar over it.With its rim just under the surfaceof the water, let the candle burnout. Then measure the height towhich the water has moved in the jaras the oxygen was taken out of theair; calculate the percentage ofoxygen.

Construct a poster or diagram showingthe order of the layers of the atmos-phere and their relative ranges.

To demonstrate the 3 methods of heattransfer: (materials needed: largebeaker of water, thermometer, metalpan, hot plate, metal spoon).1. Conduction - Fill pan 1/2 full of

H2O. Put spoon in pan. Heat.

Touch spoon handle. WATCH:DO NOT BURN FINGERS!

2. Radiation - Record temperatureof H2O in beaker. Place indirect sunlight or under a heatlamp. Record temperature again.

3. Convection - Place thermometeron floor. Record temperatureafter 2 or 3 minutes. Placethermometer on desk. Recordtemperature after 2 or 3 minutes.Place thermometer at highestpoint in room. Record tempera-ture again after 2 or 3 minutes.

71


76. Relate convection movementto the general circulationof air.

77. Describe reasons for unequalheating of the earth's sur-face (land and water).

78. Explain how latitude affectsthe amount of energy receivedfrom the sun.

79. Distinguish between weatherand climate.

72

Air circu-lation

Unequal heatingover earth'ssurface

Unequal heatingof the earith's

surface

Weather andclimate

Observing, inferring,space/time relation-ships

Observing, inferring,measuring, usingnumbers, interpret-ing data, control-ling variables

Observing, usingnumbers, measuring,inferring, formulat-ing hypotheses

Communicating

Student constructs convectionbox with two chimneys and places ,

candle under one chimney andsmoking stick over other.Observe results.

Student should put containerof soil and container of waterwhich art at equal temperaturein sunlitt (under 250-wattlamp). Acord temperature dif-ferences at 5-minute intervalsfor 30 minutes. (Allow suffi-cient cooling time betweenclasses. Perhaps separate set-ups for each class will benecessary.) Record and graph.Allow to cool, recording tem-perature at same intervals.Graph results. Compare graphsand answer questions.

Student should construct andplace two squares of equal areaon a globe, one at the equator,one at 40°N latitude. Plac'e indirect light. Place a piece ofpegboard between the globe andthe light. Have students countthe light do'..s on each square.

Which area received the mostlight?

73


80. Explain how mountain rangesaffect climate.

81. Describe and explain the dif-ference between continentaland marine climates.

82. Identify the processes in thewater cycle.

74

Surface irregu-lari,ies affectclimate

Types ofclimates

Water cycle

Using numbers, measur-ing, observing, infer-ring, using space/timerelationships, com-municating

24


Observing, inferring,communicating, usingtime/space relation-ships

Use a word map'to locatedeserts of-the world, anddiscuss their relationshipsto adjacent mountain rangesand prevailing wind patterns.Cut a piece of black con-struction paper, about 9 x24centimeters, and fold it inhalf, so it will make a "moun-tain." Put a block at eachend of an aquarium or earthbox so that the mountain won'tcollapse. Rub calcium chlo-ride dust on the surface ofthe paper strip that will bethe mountainsides. Be sure tospread it evenly from one endof L-he strip to the other.

Put the mountain into the boxand place a container of hotwater on one of the blocks.Put the top on the box andrecord observations. Make adrawing showing windward andleeward sides of mountains.

Using a world map discuss theeffects of air masses thatoriginate over land (continen-tal) and air masses that ori-ginate over water (maritime).

Using a diagram of the watercycle, trace the processestaking place. Have studentswrite creative stories enact-ing the role of a drop of:rater in the water cycle thathas been around for the pastI Jr billion years.

75


83. Relate humidity to the amountof water vapor in the air.

84. Describe how air masses formand explain the relationshipof fronts to air masses.

76

Humidity

Air masses andfronts

25

Observing, communicating, using time/space

relationships, usingnumbers, inferring


Have students determine thedew point of the air usingthe following method orrelated methods: Remove thelabel from a tin can. Makesure that the outside of thecan is clean and dry. Fillthe can about halfway withwater. Put a thermometerinto the can and read thetemperature of the water.Examine the outside of thecan carefully to see whetherany moisture can seep throughthe walls of the can. Add iceto the water slowly until thecan is about 3/4 full. Stirslowly with the thermometer;keep looking at the outside ofthe can. As soon as you seesome moisture forming on theoutside of the can, read thethermometer. Record otserva-tions. Repeat the above forat least three trials.

Using a world map, show theposition of forming air masses.Indicate the direction of flowof the air masses in relation-ship to the prevailing windpatterns. (Have a plentifulsupply of inexpensive bulletinboard material available.) Dis-cuss what could happen when a warm

' air mass meets a cold air mass(remind students of convectioncurrents). Discuss the acti-vity between the two air massesand relate this to the term"front."

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85. Identify fronts, temperature,and pressure usinga weather map legend.

86. Recognize weather instruments

(barometer, thermometer, anemo-meter) and identify the

atmospheric conditions thatthey measure.

Weather maps

Weather instru-ments

87. Identify a picture of the major Cloudskinds of clouds: cirrus,cumulus, stratus, and nimbus.

88. Select the causes of hurricanes,tornados, and thunderstorms.

89. Describe the characteristicsof hurricanes, tornadoes,and thunderstorms.

VII. ASTRONOMY

90. Recognize that the earth is oneof nine planets orbiting the sun.

7b

Hurricanes,tornados,storms

Hurricanes,tornadoes,and

storms

Solar system


Observing, inferring,communicating, measuring, using space/timerelationships



Observing, classify-ing, communicating,measuring

26

Measuring, usingnumbers, communi-,cating interpret-ing data

Using a weather map with sym-bols, have students identify

fronts, temperature, and airpressure.

Construct and/or use modelsof a barometer, thermometer,and anemometer.

Show pictures of the kinds ofclouds. Discuss their compositionand relationship to weather changes.Go outside. See what kinds ofclouds are around on that day.

Using pictures, discuss theformation and composition ofeach type of storm.

Make a table with the followingcolumns labeled: Precipitation,associated phenomena (lightning,thunder, etc.), wind speed, dia-meter, forward speed, season ofoccurrence, originates. over landor water? Fill in the table foreach storm.

Construct a model of the solar.system in which the distance andthe size are to scale. (Hint:adding machine tape could beused. 1" = 1 astronomical unit.)

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411 411COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

91. Identify the sun as the majorsource of the earth's energy.

92. Identify the sun as a middle-sized star.

93. Identify the sun as the starnearest the earth.

94. Distinguish between rotationand revolution.

95. Discriminate between theeffect of earth's rotationand revolution.

96. Relate the seasons to the tiltof the earth's axis.

S.

.*

Characteris-tics of sun

The sun as astar

The sun as astar

Rotation andrevolution

Observing, using spacetime relationships,measuring, predicting

Observing, inferring,classifying, usingnumbers

Observing, inferring,classifying, usingnumbers

Observing, inferring,interpreting data,communicating

Day and night, Observing, inferring,year

Cause ofseasonc

am%

communicating

Observing, inferring,classifying, usingSpace/time relation-ships, communicating,predicting, inter-preting data

27

1. Student will research infor-mation about the sun as asource of energy.

2. Show that heat energy isabsorbed faster4by dark coloredsurfaces than by light coloredsurfaces; faster by soil thanby water.

Construct an H-R diagram ofstars.

Use diagrams or pictures of theMilky Way and the Solar System.

1. Students will demonstraterotation and revolution withtheir bodies.

2. Demonstrate rotation andrevolution using two spheres.

Demonstrate using a planetarymodel and with student models.

Student uses sphere with per-pendicular and tilted axisand a source of light to showthe position of the sun's directrays when the axis is tilted andthe position of the sun's directrays when the axis is perpendi-cular. Label a diagram showingthe sun and earth's position foreach season.

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COMPETENCY/PERFORMANCE OBJECTIVE CUCEPT PROCESS SKILLS SUGGESTED ACTIVITY

97. Identify pictures of theposition and shape of themoon on successive nights.

98. Label the portion of the sun,moon, and earth to show:a. An eclipse of the sunb. An eclipse of the moon

99. Match a definition of the majorfe'atures of the moon (crater,mountains, plains) with theappropriate term.

100. Identify the major cause ofocean tides.

VIII. FTERGY RESOURCES

101. Differentiate between non-renewable and renewableresources.

S2

Phases of themoon

Lunar andsolar

Major surfacefeatures oftLe moon

Causes of tides

Renewable andnonrenewableresources

28

Observing, inferring

Observing, inferring


Inferring, usingnumbers, usingspace/time rela-tionships, com-municating

Inferring, classifyin

Draw and label a diagram to showeach phase of the moon.

1. Using models to represent thesun, moon, and earth, show theposition of each for both asolar and lunar eclipse.

2. Label a diagram that shows thepositions of the sun, earth,and moon for both a solar andlunar eclipse.

Using a physical globe of themoon and/or pictures, stresseach physical feature of themoon and its characteristics.Use National Geographic mapof the mo-m.

Using, a tide table, have

students graph the tidal levelsfor five consecutive days, anddiscuss results. Relate thetidal rhythm_tomooes-position.(See tidal information in dailynewspaper.)

Given a list of nonrenewable and

renewable resources, the studentwill classify each as to its type(renewable a-d nonrenewable).Can also use exercise for develop-ment of bulletin boards, posters,and charts.

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,0


102. State advantages and dis-advantages of renewable andnonrenewable resources.

103. Relate the advantages and dis-advantages of energy sourcesfor Louisiana.

104. State energy conservation

practices applicable to dailylife.

,S4

Renewable andnonrenewableresources

Energy pros-pects forLouisiana

Energy

conservation

29

Communicating, infer-ring, predicting

Communicating, pre-dicting, inferring,interpreting data,using numbers

Observing, inferring,using numbers, measuring, communicating,interpreting data

Students are assigned to researcha specific resource. This infor-mation can be developed into oralpresentations, group discussions,debate and role-playing. Studentsassume roles as community leadersand decide upon the type and loca-tion of a power plant for theirimaginary city. Roles can includethose of environmental officials,governmental officials, industrialrepresentatives, etc.

1. Students contact Louisiana

Department of Land andNatural Resources for energydata.

2. Mid-continent oil and gaspublications contain data inoil and gas production.

3. Predict energy developmentusing current data.

1. Students design energy conserva-tion posters.

2. Contact local utility companiesfor resource personnel andmaterials for energy conserva-tion.

3. Students contact the Departmentof Energy or other governmentalagencies for information onenergy conservation.

4. Students will read electric andgas meters at school or home.Calculate daily use andgraph results.

85


86

(

CONCEPT PROCESS SKILLS

30

SUGGESTED ACTIVITY

5. Students conduct energy conserva-tion inspections of the schooland homes.

6. Students could graph energy useper day, perhaps comparing gasuse and electricity use.

0

II

87

-te

REFERENCE MATERIAL

1. Berstein, L.; Schachter, M.; Winkler, A.; and Wolfe, S. Concepts and Challenges in Earth Science.Fairchild, New Jersey: CEBCO Standard, 1979.

2. Bishop, M.; Sutherland, B.; and Lewis, P. A Search for Understanding Series Earth Science: A Search forUnderstanding. Philadelphia: Lippincott, 1977.

3. Branderein, P.; Yasso, W.; and Bravey, D. Concepts in Science Series: Curie Edition Matter: An EarthScience. New York: Harcourt, 1980.

4. Brown, F., and Kemper, G. Earth Science. Morristown, New Jersey: Silver-Burdett, 1982.

5. Brown, W., and Anderson, N. A Search for Understanding Series Earth Science: A Search for Understanding..Philadelphia: Lippincott, 1977.

6. Coble, C.; Murray E.; and Rice, D. Prentice-Hall Earth Science. Englewood Cliffs, New Jersey:Prentice-Fall, 1981.-.

7. Jackson, J., and Evans, E. Spaceship Earth\

c

Earth Science. Boston: Houghton Mifflin, 1980.

8. Ramsey, W., et al. Holt Earth Science. Ne01 York: Holt, 1982.

9. Thurber, W.; Kilburn, R.; and Orvell, P. Exploring Earth Science. Boston: Allyn and Bacon, J°76.

89

31

AUDIOVISUAL SUPPLIERS

The audiovisual materials suggested in the curriculum guide can be obtained from the following suppliers:

Association Instructional Materials347 Madison Avenue (Department (DC)New York, New York 10017

BFA-Ealing Coxporation2211 Michigan AvenuePost Office Box 1795Santa Monica, California 90406

BFA-Educational Media2211 Michigan AvenuePost Office Box 1795

Santa Monica, California 90406

Beckman Instruments Inc.Attention: New Dimensions2500 Harbor Boulevard

Fullerton, California 92634

Coronet Films65 East South Water StreetChicago, Illinois 60601

Education Audio-Visual Inc.Pleasantville, Mew York 10570

Encyclopaedia BritannicaEducational Corp.

425 North Michigan AvenueChicago, Illinois 606.11

9032

Inquiry Audio Visuals1754 West Farragut Avenue

Chicago, Illinois 60640

International Communication Films1371 Reynolds AvenueSanta Ana, California 92705

John Wiley and Sons, Inc.605 Third Avenue

New York, New York 10016

KalmiaDepartment Cl

Concord, Massachusetts 01742

Lansford Publishing Co.Post Office Box 87111088 Lincoln AvenueSan Jose, California 95155

McGraw-Hill FilmsCRM/McGraw-Hill110 ].5th Street

Del Mar, California 92014

Modern Learning Aids1212 Avenue of the AmericasNew York, New York 10036

91

Harper and Row Media10 East 53rd StreetNew York, New York 10022

Holt, Rinehart, and Winston, Inc.383 Madison AvenueNew York, New York 10017

Indiana UniversityAudio-Visual CenterOffice for ,,earniLi Resources

Bloomington, Indiana 47401

Prentice Hall MediaServode HC236150 White Plains RoadTerrytown, New York 10591

Scholarly Audio-Visuals Inc.5 Beekman StreetNew York, New York 10038

Science Software Systems Inc.11899 West Pico BoulevardWest Los Angeles, California 90064

hell Oil Film Library1433 Sadlier Circle W. DriveIndianapolis, Indiana 46239

Modern Talking Picture Service2323 New Hyde Park RoadNew Hyde Park, New York 11040

Peter M. Robeck and Cotpany230 Park AvenueNew York, New York, 10017

James J. Ruhl and AssociationPost Office Box 4301Fullerton, California 92631

Thorne Films1229 University AvenueBoulder, Colorado 80302

Universal Education and Visual Arts100 Universal City PlazaUniversal City, California 91608

Westwood Educational Productions701 Westport RoadKansas City, Missouri 64111

Sutherland Educational Films201 North Occidental BoulevardLos Angeles, California 90026

Since these materials vary from quite simple to complex, teachers are urged to preview materials beforepresenting them to the class.

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93

EVALUATION TECHNIQUES

Methods for evaluating pupils' achievement and progress are an integral part of the instructional program.Evaluation techniques must reflect (1) the objectives to be reached, and (2) the activities employed to reachthose objectives. Since the objectives are stated clearly, the method of evaluation is indicated within theobjective. The objectives are stated in behavioral terms, the process skills are identified, and suggestedactivities are listed. Thus, it is clear what the student is expected to be able to do after successfulcompletion of a learning activity. The successful attainment of an objective can he demonstrated by havingthe student do specific things which can be observed.

Therefore, evaluation should consist of more than just paper and pencil tests on recall of factual knowledge.A variety of evaluation activities should be used.

94. .

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Documents

DOCUMENT RESUME ED 261 861 · 2014. 3. 4. · DOCUMENT RESUME. ED 261 861. SE 045 988. TITLE. Earth 'Science Curriculum Guide. BUlletin 1643. 4. INSTITUTION Louisiana State Dept