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Edible Earth Science Engaging Earth Science Presented by David Crowther and John Cannon University of Nevada, Reno (UNR) Lou Loftin and Kelly Cannon NWRPDP.

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Presentation on theme: "Edible Earth Science Engaging Earth Science Presented by David Crowther and John Cannon University of Nevada, Reno (UNR) Lou Loftin and Kelly Cannon NWRPDP."— Presentation transcript:

1 Edible Earth Science Engaging Earth Science Presented by David Crowther and John Cannon University of Nevada, Reno (UNR) Lou Loftin and Kelly Cannon NWRPDP &WCSD

2 Mystery Bag 20 Questions Only can answer Yes or No

3 Rock or Mineral ? Need 1 Silver Hershey Kiss Need 1 Gold Hershey Kiss Bite in Half Draw what you see Describe what you see

4 Definitions - Minerals Minerals – Made from Elements or combination of elements, they are consistent throughout (same – same). Few minerals are only single elements (elemental minerals) including Sulfur, Carbon, Silver, Gold, & Copper Most minerals (@ 4000) are a combination of elements. (E.g.) Sodium Chloride - Which is Halite or common table salt.

5 Definitions – Minerals Cont. 1. Must be naturally occurring 2. Must be inorganic 3. Must be a solid 4. Must possess an orderly internal structure (atoms arranged in a definite pattern) 5. Must have a chemical composition with minimal variation within specified limits

6 Definitions - Rocks Rocks are an aggregate (mixture) of one or more minerals, mineral-oids, glass, and even organic matter in various combinations. (E.g.) Feldspar, Quartz, Mica, and Hornblende make up Granite. Have one or more Phases – phases are defined boundaries between minerals.

7 Rock Cycle Song Sung to Row Row Row Your Boat Sed-im-entary, Meta-morphic too Igneous, Igneous, That’s the Rock Cycle!

8 Rock Song Sung to “My Bonnie” Oh Igneous rock starts as magma. It flows from deep under the sea. It cools and it sometimes forms crystals. And it can be found world round. Granite, Gabbro, Dolerite, Basalt and Obsidian Granite, Gabbro, These are igneous rocks Now some rocks are laid down in layers In the bottoms of oceans and lakes. It takes many years to compress them And sedimentary rocks it makes. Sandstone, Shale, Coal, and chalk and limestone, Sandstone, shale, these are sedimentary rocks. Oh, some rocks are called metamorphic Which means that the rock has been changed. It takes pressure and heat to change it And sometimes it looks kind of strange Marble, Slate, Garnets are found in metamorphic rock. Marble, Slate, these are metamorphic rocks.

9 3 Basic Kinds of Cookies / Rocks Using the baggie of Mother’s cookies try to determine which rock represents each category: Metamorphic – Heat, Pressure & Time Sedimentary – laid down in layers over time Igneous – Born of fire

10 Plate Tectonics Look at the world map? Do you see any patterns with the continents? How could they fit together?


12 Major Plates of the World

13 Plate Tectonics The Earth is constantly changing through two forces: Constructive & Destructive. –Constructive forces are those that are “Earth Building,” like volcanoes and plate movement. –Destructive forces are those that are recycling the Earth, like Earthquakes and plate movement. There are three main types of plate boundaries: –Convergent (Move toward one another) Subduction, collision, –Divergent (Move away from one another) –Transform (Slide horizontal from one another)

14 3 Kinds of Plate Boundaries

15 Plate Tectonics Seven Rules of Plate Tectonics 1. Continental Crust is less dense, or lighter, than Oceanic crust so it doesn’t sink. It is never destroyed and it is permanent. 2. Oceanic Crust is heavier so it can sink below Continental crust. It is consistently being formed and destroyed at ocean ridges and trenches.

16 Plate Tectonics Seven Rules of Plate Tectonics 3. Continental crust can carry on beyond the edges of the land and finally end far below the sea. This explains why the edges of all the continents don’t have deep trenches right up against their coast lines. 4. Plates never overlap, unless under very rare conditions (i.e. Rocky Mountains). This means that they must either collide and both be pushed up to form mountains, or one of the plates must be pushed down into the mantle and be destroyed.

17 Plate Tectonics Seven Rules of Plate Tectonics 5. There can never be gaps between plates, so if two plates move apart, as in the middle of the Atlantic, new rock will be formed to fill the space. 6. We know the Earth isn’t getting bigger or smaller, so the amount of new crust being formed must be the same as the amount being destroyed.

18 Plate Tectonics Seven Rules of Plate Tectonics Plate movement is very slow. This is partly why Wegener’s original ideas were ignored. Nobody could “see” the continents moving. When the plates make a sudden movement we call it an earthquake, and it is the ONLY time we are directly aware of the plates moving.

19 Edible Earth movements Graham crackers Fruit roll ups Frosting Paper plate Small cup of water Look at world map

20 Conclusions What we have known for about 40 years still holds true... “There is substantial evidence that children and teachers can explain scientifically and socially important science concepts in their own words when the concepts are presented in the hands-on manner and problem solving reference that Dr. Karplus invented in the learning cycle.” A Love of Discovery – The second career of Robert Karplus. (Fuller, 2002, p16).

21 Convergent Boundaries

22 Plate Tectonics Flip Book of Pangaea to Present Meat tray Plates....

23 Evaluation: Can a rock be a mineral? Why or why not? Can a mineral be a rock? Why or why not?

24 Gelatin Volcano Molds Homework #1 See packet for directions…

25 Science Notebooks Courtesy of Dinah Zike, Dinah-Might Activities Take 5 sheets of plain computer paper Take one of them: Fold it like a hamburger Measure 1 inch from each end on the spine & mark Cut between the marks on the spine - like a sliver... Take the other 4 sheets: Fold them like a hamburger Measure 1 inch from each end on the spine & mark Cut from 1 inch mark to the end of spine on each end Roll last 4 sheets - like a burrito - insert into slot in first paper -unfold - wallah - you have a book!!

26 National Science Education Standards

27 KWL or THC Know to Think about Rocks and minerals Want to learn to what I think? How can I find out (Later) What Learned to What do I Conclude from activities, debriefing, discussion, and assessments. THINK HOW TO FIND OUT CONCLUDE

28 Rock Cycle Game Begin at any station Roll / visit at least 13 times Record your journey in notebook Write paragraph with at least three visits that shows the Desert Write story about your journey

29 Apple as Earth How is the apple like the Earth Explore the parts

30 Volcanoes Parts of a Volcano (p. 129) 3 Most common types of volcanoes –Cinder Cone –Composite –Shield Cake Batter Lava Flows

31 What do we conclude? Which candy situation eroded the fastest, slowest? Why? What happens to rocks when they erode?

32 BSCS 5 E Learning Cycle Engagement – Hook – Introduces concept and activates prior knowledge (MYSTERY BAG) Exploration – hands-on activity where experience allows construction of knowledge (HERSHEY KISSES) Explanation – Through careful questioning, content is conveyed (ROCKS & MINERALS) Elaboration – A second hands-on learning experiene where the knowledge is used to extend new knowledge or practice new knowledge (EROSION) Evaluation – both Formative (as you go) and Summative – a project at the end etc.

33 History of Science Education Committee of 10 in 1910 – suggested learning science become more meaningful 1958 – Sputnik 1962 – Robert Karplus visits daughters 2 nd grade classroom Karplus changes careers Visits Jean Piaget Institute in Switzerland Birth of the Learning Cycle in SCIS Program

34 ABC Science Activity Before Content Karplus & Atkin The Learning Cycle (Published in ’62, but named in ’70)(Exploration, Invention, & Discovery) Chester Lawson’s (geneticist in Michigan ‘58) same discovery in Life Science – brought to Berkeley to work on SCIS late 60’s Biological Sciences Curriculum Study (BSCS) – The 5 E Learning Cycle National Science Education Standards (1996) Formal K- 12 Science Curriculum using Learning Cycle format (FOSS, SCIS 3+, Delta Science Modules, TRACS, etc. (2000) 2004 – how many schools using kits K-6 @ < 50%??

35 Challenge Make science engaging and fun Connect to prior knowledge and experience Use LOTS of hands-on experiences Use your ABC (Activity Before Content) or Learning Cycle.

36 Apple - A - Day List 20 things that you can learn from this apple using your 5 senses...

37 Apple - A - Day

38 Apple

39 Fossils 8 sugar cubes Glue together with Hot Glue Cover up in cup with sand Pour water over Excavate...

40 History of Everything MYA = Million Years Ago 1 MYA = 1 millimeter (e.g. 40 MYA = 40,000,000 = 4 centimeters) Make a timeline of everything Look at bookmark Compare Geological Periods to timeline

41 Erosion Activity 3 groups – lots of hard candy Slow moving stream (candy in place between teeth and swish) Rock Tumblers – (move candy all around mouth – use tongue – but no biting!) Rocks with rocks – (Bite candy into bits and swish all around)

42 Process Skills of Science Peanut Processes Inquiry Observation, Communication (written & oral)

43 Rocks & Minerals Flip Book Make 2 flip book Rocks & Minerals on Cover Draw rock and Mineral Kiss Describe the kisses Venn Diagram (on back)

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