Science Content Module 7, Lecture notes of Fossil Fuels

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Science

Module 7

Earth and Space Science: Earth Materials

and Systems

Module Goal

The goal of this module is to provide information that will help educators increase their knowledge of grade-appropriate science concepts, knowledge, and skills to support effective planning or modification of their existing science instructional units for students with significant cognitive disabilities. The module includes important concepts, knowledge, and skills for the following instruction:

 Earth’s Systems (elementary)—Earth’s major systems (i.e., geosphere, hydrosphere, atmosphere, and biosphere) interact in various ways to affect Earth’s surface materials and processes. Interactions between Earth’s geosphere, atmosphere, and hydrosphere result in water cycling through the systems (e.g., the water cycle). Interactions between the atmosphere, hydrosphere, and geosphere create patterns of weather. Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events.

 Earth’s Systems (middle)—The energy flowing and matter cycling within and among Earth comes from the sun and Earth’s hot center. The cycling of energy and matter (e.g., rock cycle) causes chemical and physical changes in Earth’s materials. Interactions between sunlight and Earth’s systems affect the weather and climate. Observable patterns in these interactions and resulting weather can help predict the weather. The gradual movements of Earth’s plates explain earthquakes, mountain building, and sea floor spreading, as well as continental and oceanic features such as volcanoes, faults, and trenches. Fossil comparisons along the edges of continents demonstrate the gradual movement of Earth’s crust (i.e., lithospheric plate movement).

 Earth and Human Activity (middle)— The formation of many minerals depends on movement of magma and movement and evaporation rates of surface and ground water. Fossil fuel resources are found where geologic heat and pressure were placed on decaying plants and animals covered by sediments on the ocean floor over millions of years. Groundwater resources are affected by the location of permeable and impermeable rock layers and the level of yearly precipitation.

Module Objectives

The content module supports educators’ planning and implementation of instructional units in science by:

 Developing an understanding of the concepts and vocabulary that interconnect with information in the module units.

 Learning instructional strategies that support teaching students the concepts, knowledge, and skills related to the module units.

 Discovering ways to transfer and generalize the content, knowledge, and skills to future school, community, and work environments.

The module provides an overview of the science concepts, content, and vocabulary related to Earth and Space Science: Earth Materials and Systems and provides suggested teaching strategies and ways to support transference and generalization of the concepts, knowledge, and skills. The module does not include lesson plans and is not a comprehensive instructional unit. Rather, the module provides information for educators to use when developing instructional units and lesson plans.

The module organizes the information using the following sections:

I. Tennessee Academic Standards for Science and Related Knowledge and Skills Statements and Underlying Concepts;

Table 1. Tennessee Academic Standards for Science and Related KSSs and UCs 1

Academic Standards Knowledge and Skills Statements (KSSs)

Underlying Concepts (UCs) of the Academic Standard

Earth’s Systems (elementary) 3.ESS2.1: Explain the cycle of water on Earth.

3.ESS2.1.a: Ability to identify relevant components (i.e., water [liquid, solid, and in the atmosphere], atmosphere, landforms, plants, and other living things) in a model of water cycling between oceans, the atmosphere, and land

3.ESS2.1.UC: Match phases of water as a solid, liquid, or gas to different forms such as ice, rain, snow, and water vapor.

3.ESS2.3: Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate.

3.ESS2.3.a: Ability to use data to describe weather conditions (e.g., temperature, precipitation, wind direction)

3.ESS2.3.UC: Identify various weather conditions (e.g., sunny or cloudy, hot or cold, windy or calm, rainy or dry) on a given day.

4.ESS2.2: Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.

4.ESS2.2.a: Ability to use maps to locate different Earth features (i.e., mountain ranges, deep ocean trenches, volcanoes)

4.ESS2.2.UC: Identify different Earth features (i.e., land and water) using a map.

Earth’s Systems (middle) 6.ESS2.5: Analyze and interpret data from weather conditions, weather maps, satellites, and radar to predict probable local weather patterns and conditions.

6.ESS2.5.a: Ability to interpret weather information (e.g., weather map) to make predictions about future conditions (e.g., precipitation, temperature)

6.ESS2.5.UC: Use basic weather information to identify current weather conditions.

8.ESS2.3: Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.

8 .ESS2.3.a: Ability to identify and use features to classify igneous, sedimentary, and metamorphic rocks 8.ESS2.3.b: Ability to identify processes or transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks

8.ESS2.3.UC: Recognize that there are different types of rocks.

Academic Standards Knowledge and Skills Statements (KSSs)

Underlying Concepts (UCs) of the Academic Standard 8.ESS2.5: Construct a scientific explanation using data that explains the gradual process of plate tectonics accounting for A) the distribution of fossils on different continents, B) the occurrence of earthquakes, and C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches).

8.ESS2.5.a: Ability to identify the result of movements of sections of Earth’s crust (i.e., earthquakes, mountain building, volcanoes, and sea floor spreading, faults, and trenches) 8.ESS2.5.b: Ability to identify how fossil comparisons along the edges of continents demonstrate lithospheric plate movement

8.ESS2.5.UC: Locate evidence of plate movement using maps.

Earth and Human Activity (middle) 8.ESS3.1: Interpret data to explain that Earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes.

8.ESS3.1.a: Ability to use a map with a key to identify distributions of minerals, fossil fuels, and groundwater resources 8.ESS3.1.b: Ability to identify an explanation of how minerals formed 8.ESS3.1.c: Ability to identify an explanation of how fossil fuels formed 8.ESS3.1.d: Ability to identify an explanation of how groundwater was collected

8.ESS3.1.UC: Recognize minerals, fossil fuels, or groundwater resources in a model of Earth.

(^1) Instruction is not intended to be limited to the concepts, knowledge, and skills represented by the KSSs and UCs

listed in Table 1.

continental plate boundaries. Use maps and fossil locations to identify relationships that show how Earth’s plates have moved great distances, collided, and spread apart. Analyze data, looking for patterns of change that can be used to make predictions about typical weather conditions for a particular region and time of year. Analyze and interpret data such as distributions of fossils and rocks and continental shapes to provide evidence of past plate motions.

 Using Mathematics and Computational Thinking Examples: Organize a simple data set to show patterns of weather across a school year. Measure the amount of rainfall using a rain gauge. Determine if quantitative or qualitative data is the most effective in determining if a rock is igneous, sedimentary, or metamorphic. Use the mathematical process of revolutions per minute to measure wind speed (e.g., https://www.scientificamerican.com/ article/bring-science-home-wind-speed/). Apply mathematical concepts to answer scientific questions about location of sea floor spreading and the movement of Earth’s plates. Determine the best natural material (e.g., granite, slate, marble, sandstone) to use as a cutting board using the MoHs hardness scale. Multiple units of measurement (e.g., inches, °F, mph) are used when recording weather conditions such as temperature, types and amounts of precipitation, and wind direction and speed.

 Constructing Explanations and Designing Solutions Examples: Apply the scientific idea of the water cycle to explain precipitation. Construct an explanation using quantitative and qualitative relationships between factors that affect predicting the weather. Construct an explanation of the distribution of ocean trenches on Earth. Use information on the characteristics of sandstone to design a prototype of a core sampling tool suggesting the elements of the design that need to be improved. Construct an explanation that includes qualitative relationships between variables to describe how Earth’s plates have moved great distances, collided, and spread apart. By applying understanding of weather-related hazards, make a claim about the merit of a design solution that reduces the impacts of such hazards (e.g., barriers to prevent flooding, wind-resistant roofs, lightning rods).

 Engaging in argument from evidence. Examples: Modify a claim or reasons as to why volcanoes are located around borders of oceans and continents when provided critiques from peers. Use reasoning to connect the relevant and appropriate evidence to support the claim that most water eventually returns to the ocean. Make an argument that supports or refutes the advertised performance of a groundwater mapping device. Make claims about the merit of a design solution that reduces the impacts of such hazards, using evidence to support claims. Given criteria, determine how well each solution reduces the effects of severe weather. Collect evidence about processes that change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) to construct a scientific explanation for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

 Obtaining, evaluating, and communicating information. Examples: Read and compare two sources of information on the rock cycle. Communicate the current weather using maps and icons. Gather, read, and synthesize information from multiple sources to communicate information on the uneven distribution of Earth’s minerals, fossil fuels, and groundwater. Obtain from reliable sources the economic viability of using groundwater to irrigate fields. Use books and other reliable media resources to collect weather and climate information for a given region. Obtain information from scientific texts adapted for classroom use to describe patterns of fossil similarities bordering continental plates. Students compare information found in two different texts and use information to answer questions about weather and climate.

Science Practices Resources^2

 Safety in the Elementary Science Classroom provides safety information for teachers and students. https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/safetypr actices/safety-in-the-elementary-school-science-classroom.pdf

 This site categorizes inquiry into three types: structured inquiry, guided inquiry, and open inquiry. Each type provides a wide range of example lessons grouped by elementary and middle school. http://www.justsciencenow.com/inquiry/

 Education.com provides a variety of Earth and Space Science resources. https://www.education.com/resources/earth+and+space+science/

 This site provides information on introducing models to elementary students. http://seplessons.ucsf.edu/node/

Patterns

Patterns

 Patterns of change can be used to make predictions (e.g., Pattern of temperature is used to predict that summers will be hot or warm and winters will be cool or cold in Tennessee. Movement of fronts can be used to predict weather conditions.).

 Patterns can be used as evidence to support an explanation (e.g., Water cycles through Earth’s geosphere, hydrosphere, biosphere, and atmosphere. Patterns of volcanoes and deep ocean trenches located along continental plate borders can explain how volcanoes and deep ocean trenches were formed.)

 Patterns in rates of change and other numerical relationships can provide information about past plate motions.

Causality

Cause and Effect

 Cause and effect relationships may be used to predict phenomena in natural or designed systems (e.g., A quickly moving cold front meeting a warm front causes the warm air to rise and the temperature to cool down. The forces of wind, rain, snow, and ice cause rocks to break down. These pieces accumulate in layers and over a long period of time harden into rock, called sedimentary rock.).

 Events have causes that generate observable patterns (e.g., Storms are often preceded with dark clouds in the sky. Collisions of continental plates have caused mountain ranges.)

Systems

Systems and System Models

 A system can be described in terms of its components and their interactions (e.g., A weather system can be described by air masses, air pressure, wind speed and direction, etc. The geosphere, atmosphere, hydrosphere, and sometimes biosphere interact to change rocks to different types of rocks.)

Energy and Matter

 Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter (e.g., The sun’s energy and Earth’s gravity cause the motioning of water through the water cycle. Energy from the sun and Earth’s hot interior result in cycling matter through the rock cycle.).

Stability and Change

 Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale (e.g., Continental plate movement formed and continues to form sea and land features over time, possibly millions of years. Minerals and fossil fuels are formed by heat and/or pressure over time, possibly millions of years.).

Crosscutting Concept Resources

 Grant Wiggins talks about “big ideas” in this article. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=

 A Framework for K-12 Science Education, Appendix G explains the crosscutting concepts and how the concepts help students deepen their understanding of the information. http://www.nextgenscience.org/sites/default/files/Appendix%20G%20- %20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf

 Teacher Vision provides ten science graphic organizers that are free and printable. https://www.teachervision.com/graphic-organizers/science/52539.html

 Utah Education Network provides a variety of student interactives for:

o grades three through six. http://www.uen.org/3-6interactives/science.shtml

o grades seven through twelve. http://www.uen.org/7-12interactives/science.shtml

Table 2. General Vocabulary Words

General Vocabulary —words that generalize to different animals, plants, organisms, and activities. Describe the word and provide examples (e.g., Circulate means moving continuously through a pathway. Example: Water circulates from the ground, to the sky, and back to the ground.).

 atmosphere  erupt  pressure  circulate/circulation  evaporation  rock  climate  fossils  settling  cloud/cloudy  fossil fuels  soil  collect/collection  heating  storm/stormy  compact  landforms  temperature  condensation  minerals  transpiration  continents  mountain/mountain range  trenches  crystallization  ocean  volcano  cycle  ocean trenches  water vapor  earthquake  precipitation  weather  erosion  predict/prediction  weathering

Table 3. Specific Content Words

Specific Content Words —words that specify a particular thing (e.g., sedimentary rock) or phenomena (e.g., effects of a warm front). Describe the word and when possible make the connection to a Crosscutting Concept (e.g., Rocks constantly change in what is called the rock cycle. The rock cycle is one way that matter is cycled.).  air pressure  groundwater  rock cycle  barometric pressure  hydrologic cycle  sea floor spreading  cold front  igneous rock  sediment  Earth’s crust  magma  sedimentary rock  Earth’s inner core  metamorphic rock  warm front  Earth’s lithospheric plates

 molten rock  water cycle

 Earth’s mantle  Pacific Ocean  weather map  Earth’s outer core  plate boundary  faults  rain gauge

Ideas to Support Vocabulary Learning

Table 4 includes ideas and examples for teaching vocabulary in ways to build conceptual understanding of the words. The examples include ideas on how to provide individualization, indicated in brackets, for unique student needs. These individualization ideas are provided to guide educators in ways to create access to vocabulary instruction for individual students.

Table 4. Ideas to Teach Vocabulary Effectively (Marzano, 2004)^1

Ideas Examples

Explain, describe, and/or give examples of the vocabulary word rather than formal definitions.

 Provide a description and an example of atmosphere (e.g., The atmosphere is the layer of gases that surround Earth. The air we breathe is part of the atmosphere.). Have students restate the vocabulary word in their own words. Take this opportunity to help students connect new vocabulary, especially general vocabulary, to prior knowledge.

 Have students state in their own words or give an example of an “earthquake” and a “volcano.” [Individualization idea: Record and label two voice output switches, one with “earthquake” and one with “volcano.” Have students select the correct switch when listening to descriptions and viewing pictures of each.]

Have students represent vocabulary words in a variety of ways (e.g., pictures, symbols, graphic organizers, or models).

 Have students complete a water cycle graphic (see Figure 1 ) by placing the terms in the correct order on the graphic organizer and by adding matching pictures. [Individualization idea: Place the pictures in the correct order and have students place the corresponding terms or place the terms and have students place the corresponding pictures.]  Have students sort a variety of rock samples into three categories: igneous, sedimentary, and metamorphic. [Individualization idea: Provide students alternate ways to sort the rocks such as verbally, pointing, eye gaze, etc.]  Using a model, have students place pictures of fossils on a world map and use the relevant terms (e.g., fossils, continents, Earth’s plates) to describe lithospheric plate movement. Provide multiple exposure to vocabulary words in a variety of ways. This does not suggest mass trials, but rather distributed trials in different ways or contexts. Reference http://projectlearnet.org/tutorials/learning_trial s.html for information on learning trials.

Expose students by incorporating vocabulary into daily activities when it is appropriate:  Create a weather map using the daily weather forecast as a model.  Discuss the weather for the day, compare weather to the forecast, etc.  Have students complete an online interactive vocabulary activity (e.g., http://www.esolcourses.com/topics/weathe r-months-seasons.html).

Ideas Examples describe their weather condition (e.g., I’m the sun. I’m hot and help heat the air and dry the ground). [Individualization idea: Pre- record the answers for students to play using an adaptive switch.]

(^1) Refer to Section VI, Universal Design for Learning (UDL) Suggestions for additional instructional strategies.

Vocabulary Example

Have students complete a water cycle graphic (see Figure 1) by placing the terms in the correct order on the graphic organizer and by adding matching pictures. [Individualization idea: Place the pictures in the correct order and have students place the corresponding terms or place the terms and have students place the corresponding pictures.]

National Center and State Collaborative (NCSC) resources are available and may prove helpful:

 Use systematic instruction as described in the NCSC Instructional Guide. https://wiki.ncscpartners.org

 Reference ideas in the NCSC Vocabulary and Acquisition Content Module. https://wiki.ncscpartners.org

Figure 1. Example Water Cycle Graphic

Vocabulary Resources

 Vocabulary.com provides explanations of words using real-world examples. Once signed in, an educator can create word lists for students. http://www.vocabulary.com/

 TextProject provides Word Pictures that are free for educators to use. Their site includes word pictures for core vocabulary and various content areas including science and social studies. This link will take you to the Word Pictures page where you can select the category of words you want to use. http://textproject.org/classroom-materials/textproject-word-pictures/

 The Science Penguin site provides ideas to teach science vocabulary. The vocabulary demonstration activity uses real objects to teach vocabulary terms. http://thesciencepenguin.com/2013/12/science-solutions-vocabulary.html

Location of Earth’s Features

 Earth has physical features on land and water (e.g., mountain ranges, volcanoes, deep ocean trenches).

 Maps can be used to locate Earth’s land and water features.

 Maps can be used to describe patterns:

o major mountain ranges form inside continents or near their edges and under the ocean, o most earthquakes and volcanoes occur along the boundaries between continents and oceans, and o the deepest ocean trenches form a ring around the Pacific Ocean.

Earth’s Systems (middle)

Content

Predicting Weather Conditions

 A weather map can be used to interpret weather conditions.

 Weather predictions can be made by matching a season with typical weather conditions (e.g., bar graph indicating hot weather on most days in the summer).

 Weather-related data (e.g., temperature, precipitation, wind direction) can be used to predict weather conditions.

 Weather patterns help people predict weather.

 Weather maps can be used to indicate movement of fronts and storms and predict their influence on local weather.

 Complex patterns of the changes and movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.

Processes and Forces of Earth Materials

 There are three main categories of rocks: igneous, sedimentary, and metamorphic.  Rocks may change from one type to another, a rock cycle, through a series of processes (e.g., melting/cooling, sedimentation, metamorphosis) and over a long period of time.  Igneous rocks form when magma cools below Earth’s surface or when lava from a volcano cools at Earth’s surface.  Sedimentary rocks form when sediments (e.g., gravel, sand, silt, clay, pieces of other rocks) settle at the bottom of larger bodies of water and are compacted together.  Metamorphic rocks form when an existing rock is changed by heat or pressure.  The rock cycle’s processes form three types of rocks: o Igneous rock—The temperature deep in Earth gets hot enough to melt rock. The melted rock or magma comes to Earth’s surface and begins to cool. As it cools, crystals grow and form igneous rock. o Sedimentary rock—Water, wind, ice, and even plants and animals cause rocks, including igneous rocks, to wear down and over time break into smaller pieces called sediments. The sediments are carried by streams and rivers to larger bodies of water where they settle to the bottom. At the bottom of the body of water, they began to compact and cement together to form sedimentary rock.

o Metamorphism—Some sedimentary and igneous rocks get covered with other rocks over long periods of time and end up deep within Earth’s crust. These rocks then are exposed to extreme heat and pressure within Earth’s crust but don’t melt, changing the mineral composition and/or texture to form metamorphic rock.  Earth’s lithospheric plates have slow and large-scale movement.  The motion of Earth’s lithospheric plate (plate tectonics) colliding, separating, or sliding has caused and continues to cause earthquakes, volcanoes, mountains, sea floor spreading/deep ocean trenches.  The distribution of fossils and rocks, continental shapes, and sea floor structures provide evidence of past plate motions.  Similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of structures (such as rift valleys, mid-ocean ridges, volcanoes, faults, folded mountains, and fault-block mountains) provide evidence of past plate motions.

Earth and Human Activity (middle)

Content

Distribution of Earth’s Mineral, Fossil Fuel, and Groundwater Resources

 Earth has natural resources: minerals, fossil fuels, and groundwater.

 Models and maps can be used to show the distribution of Earth’s resources.

 Geologic processes (e.g., volcanic activity, sedimentary processes) result in the:

o formation of minerals, o formation of fossil fuels, and o collection of groundwater.

 Earth’s resources (e.g., minerals, fossil fuels, and groundwater) are unevenly distributed due to past and current geologic processes.

 Human use of resources that are nonrenewable changes how much and where the resources can be found.

Unit Content Resources

 Interactive Sites for Education provides a wide variety of topics that include interactive animations. http://interactivesites.weebly.com/science.html

Cycling of Water on Earth

 Kid Zone has information on the water cycle, photos, a diagram, and printable activity pages. http://www.kidzone.ws/water/

 NASA provides information and a diagram on the water cycle. https://pmm.nasa.gov/education/water-cycle

 This site has information and a diagram on the water cycle. http://www.cotf.edu/ete/modules/msese/earthsysflr/water.html

 This site has information on the hydrologic cycle (water cycle) and includes diagrams. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/smry.rxml