Picture  from  http://researchpark.arc.nasa.gov/lecture%20series/archive/Benson_Lecture.html    

Objec&ves  �  List  the  main  strands  in  Earth  and  space  science  at  the  elementary  level  as  described  in  the  Texas  Essential  Knowledge  and  Skills.  

 � Discuss  basic  principles  in  Earth  and  space  as  identified  in  the  TEKS  Elementary  Level.  

 � Describe  effective  strategies  for  teaching  Earth  and  space  science  at  the  elementary  level.  

Important  for  Elementary  Science  

�  Earth  and  space  science,  particularly  Earth  science,  is  very  important  at  the  elementary  grades.  Students  are  curious  about  the  physical  world,  and  they  are  beginning  to  form  their  conceptual  understandings  and  attitudes  about  “how  the  world  works.”    

�  Earth  and  space  science  can  provide  an  opportunity  to  provide  a  which  students  will  use  to  make  important  decisions  throughout  their  lives  that  may  have  extensive  and  lasting  affects.    

�  Please  access  the  handouts  provided  for  this  unit  (Earth/space  TEKS  by  grade  and  Earth/space  TEKS  by  topic).  

Key  Topics  for  Earth/space  Science  at  the  Elementary  Level  

� Ecology  � Geology  � Weather  �  Space  

Picture  from  http://www.byui.edu/Geology/  

Ecology  � Ecology  –  The  ecology  standards  focus  on  the  following:    

 �  Resources  �  Soil/Rock  Cycle  � Water,  carbon,  and  nitrogen  cycles  �  Change  over  time    � What  must  a  teacher  know/understand  to  be  able  to  teach  these  topics?    

� How  can  a  teacher  teach  this  topics  to  students?      

Ecology:  Resources  �  K.7  (C)    give  examples  of  ways  rocks,  soil,  and  water  are  useful.  �  1.7  (B)    identify  and  describe  a  variety  of  natural  sources  of  water,  including  streams,  lakes,  and  oceans  

�   3.7  (D)    explore  the  characteristics  of  natural  resources  that  make  them  useful  in  products  and  materials  such  as  clothing  and  furniture  and  how  resources  may  be  conserved.  

�  4.7  (C)    identify  and  classify  Earth's  renewable  resources,  including  air,  plants,  water,  and  animals;  and  nonrenewable  resources,  including  coal,  oil,  and  natural  gas;  and  the  importance  of  conservation.  

�  5.7  (C)    identify  alternative  energy  resources  such  as  wind,  solar,  hydroelectric,  geothermal,  and  biofuels;    

Ecology:  Resources  � Note  that  classifying  resources  is  important  in  the  TEKS.  Be  sure  you  clearly  understand  the  classification  criteria  for  Renewable,  Nonrenewable,  and  Alternative  and  that  students  have  plenty  of  experience:  �  Classifying  �  Explaining  why  they  classified  as  they  did.      The  EXPLAINING  is  the  most  important  part.    

Ecology:  Soil  �  This  movie  is  excellent  to  help  a  teacher  understand  how  soil  forms.  It  also  demonstrates  excellent  teaching  and  assessment  strategies.  (The  link  to  the  video  is  near  the  bottom  of  the  page).    http://www.learner.org/courses/essential/earthspace/session1/?pop=yes&pid=2088    

 �  This  site  examples  student  ideas  about  soil  and  the  rock  cycle.  It  is  important  for  teachers  to  review  these  common  ideas  that  students  hold  so  they  they  can  help  students  “reconceptionalize.”  http://www.learner.org/courses/essential/earthspace/session1/ideas.html    

Could  you  label  this  drawing  and  explain    what  is  happening  at  each  point?  Could  your  students?            

Discovery  Learning  (2008).  The  dirt  on  soil.  Available  from  the  Internet  at  http://school.discoveryeducation.com/schooladventures/soil/down_dirty.html    

Soil:  Students  should  be  able  to:  �  3.7  (A)    explore  and  record  how  soils  are  formed  by  weathering  of  rock  and  the  decomposition  of  plant  and  animal  remains;  

 �  4.7(A)    examine  properties  of  soils,  including  color  and  texture,  capacity  to  retain  water,  and  ability  to  support  the  growth  of  plants;  

Soil:  Experiments  �  Schoolyard  Soil  Experiment  � http://web.stclair.k12.il.us/splashd/soilexp.htm  

�  42explore:  Soil  � http://42explore.com/dirt.htm  

� How  Stuff  Works:  Soil  � http://home.howstuffworks.com/science-­‐projects-­‐for-­‐kids-­‐soil-­‐experiments.htm  

Rock  Cycle  �  This  movie  includes  important  content  on  rock  cycle  formation.  More  importantly,  you  see  students  as  they  learn  about  the  rock  cycle  so  that  you  can  see  what  works  (when  they  are  learning)  and  what  doesn’t  (when  their  misconceptions  persist).  

�  http://www.learner.org/courses/essential/earthspace/session2/  

�  This  review  of  children’s  ideas  is  particularly  helpful  because  as  teachers  we  often  hold  the  same  ideas  that  may  need  changing  or  clarifying.  

�  http://www.learner.org/courses/essential/earthspace/session2/ideas.html  

Rock  Cycle:  Models  �  There  are  many  models  of  the  rock  cycle  that  are  instructive  and  fun  for  students.  Some  examples  follow.    

�  Using  crayons  http://www.ehow.com/list_5919514_rock-­‐cycle-­‐activities-­‐elementary-­‐students.html    

�  Using  “pop  rocks”  and  chewing  gum  http://www.lessonplanspage.com/ScienceTheRockCycleWithGumAndPopRocks38.htm  

�  Animations  http://www.uky.edu/AS/Geology/howell/goodies/elearning/module05swf.swf  

�  Games  http://www.oum.ox.ac.uk/thezone/rocks/games/index.htm    

Rock  Cycle:  Models  � Remember  that  it  is  not  so  much  the  model  you  use,  but  the  thinking  you  encourage  while  you  are  using  the  model.    

� Ask  higher  level  questions  that  require  students  to  think  about  the  process.  � What  change  is  occurring?  What  is  causing  the  change  (what  is  the  energy  source?)  Is  this  change  reversible?  What  conditions  must  be  present  for  this  change  to  occur?  What  would  happen  if…  

Ecology:  Water  ,    Carbon  ,  and  Nitrogen  Cycles  � The  water  cycle  is  the  easiest  and  most  important  for  students  to  know  at  the  elementary  level,  followed  by  the  carbon  and  then  the  nitrogen  cycles.    

�  Students  MUST  be  taught  these  cycles  as  systems.  They  must  know  not  only  what  changes  follow  in  sequence,  but  what  causes  those  changes.  

Click  on  links  to  learn  more  about  any  of  the  cycles.    

Ecology:  Water  ,    Carbon  ,  and  Nitrogen  Cycles  � Can  you  answer  these  questions?    

� WHY  does  water  evaporate?  What  happens  to  the  water  left  behind  when  water  evaporates?  Why  didn’t  it  evaporate  as  well?    

� WHY  does  the  water  vapor  in  clouds  become  rain?    � WHY  is  it  often  warmer  after  a  rain  than  before?  � WHAT  EFFECT  does  eating  more  meat  have  on  the  carbon  cycle?  WHY?    

�  Students  DO  NOT  understand  these  cycles  unless  they  can  explain  what  is  happening  at  each  point  and  why.    

Click  on  links  to  learn  more  about  any  of  the  cycles.    

Ecology:  Change  Over  Time  � Change  over  time  is  a  key  concept  in  all  the  ecology  topics,  as  well  as  in  the  other  topics  in  these  two  sciences.  Help  students  understand  why  the  change  is  occurring  (what  are  the  conditions  that  cause  the  change;  what  energy  source  is  driving  the  change;  what  would  happen  if…)  

Geology:  TEKS  � Please  see  your  handout  for  a  fuller  description  of  the  TEKS  related  to  geology.  These  can  be  divided  into    

 �  Earth  Materials  –  Observing,  testing,  and  describing  physical  properties  of  various  natural  materials  

�  Change  Over  Time  –  Reading  various  sources  (fossils,  tree  rings,  charts,  graphs)    and  interpreting  change.  

�  Earth  Movements  –  identifying  the  causes,  processes,  and  results  of  movement  of  the  Earth’s  crust  

Earth  Materials  � Observe  the  properties  of  soils,  rocks,  and  water.    � Test  and  describe  the  properties  of  soils,  rocks,  and  water.    

� Gather  information  including  temperature,  magnetism,  hardness,  and  mass  using  appropriate  tools  to  identify  physical  properties  of  matter.  

� Note  how  important  it  is  for  students  to  test  for  themselves  and  to  identify  the  physical  properties  of  Earth  materials.    

Earth  Materials    � What  tools  would  students  use  to  determine  the  following?  

 � Temperature  � Magnetism  � Hardness  � Mass  

� Can  you  think  of  grade-­‐level  activities  that  would  allow  students  to  test  these  things?    

� Can  you  think  of  ways  for  students  to  record  their  data?    

Earth  Materials:  Example  Ac&vi&es  and  Lessons  �  Illinois  State  Museum  http://geologyonline.museum.state.il.us/tools/lessons/    

�   RocksForKids:  Resources  +  Experimentshttp://www.rocksforkids.com/RFK/TableofContents.html    

�  Lesson  Plan  for  younger  students  for  testing  harness  http://www.lessonplanspage.com/ScienceMathMusicPEArtSSLAMDRocks-­‐MohsHardnessScale12.htm    

Earth  Materials:  Proper&es  �  In  this  experiment,  students  dissolve  the  minerals  in  egg  shells  and  let  it  the  mineral  form  new  crystals.  What  questions  would  you  ask  to  focus  on  the  appropriate  knowledge  and  skills?    

From  http://www.rocksforkids.com/RFK/Experiments.htm  

Geology:  Change  Over  Time  The  Austin  Children’s  Museum  has  a  fun  activity  “Making  Fossil  Pudding.”  It’s  the  last  recipe  on  this  page.      http://blog.austinkids.org/category/cook/    

Geology:  Change  Over  Time  � Remember  to  focus  on  the  Big  Idea  –  that  things  change  over  time  and  that  by  observing  the  PATTERN,  we  can  infer  what  happened  in  the  past.    

Picture  from  http://www.msstate.edu/dept/GeoSciences/CT/TIG/WEBSITES/LOCAL/Summer2003/Harman_Pamela/Dynamic%20Earth.html  

Earth  Materials:  Virtual  Resources  � Virtual  “Rock  Analyzer”  http://www.open2.net/sciencetechnologynature/worldaroundus/geologytoolkit/whatrock_embedded.html    

� Many  rock  and  mineral  questions  answered  (g00d  animations)  http://www.childrensmuseum.org/geomysteries/faqs.html  

Geology:  Earth  Movements  Teaching  about  Earth  Movements  (volcanoes,  earthquakes,  etc.)  is  so  much  fun!  Caution!  

 � Many  models  do  not  link  closely  to  the  “real  thing.”  For  example,  soda/vinegar  volcanoes.  You  need  to  discuss  all  models  thoroughly  to  help  students  understand  what  is  happening.    

 �  Stress  “cause  and  effect.”  What  makes  the  crustal  plates  move?  Why  do  volcanoes  erupt  on  the  rim  of  crusts?  Where  would  we  most  expect  to  see  volcanic  eruptions  or  have  earthquakes?  Why  can  they  happen  at  “unexpected”  places?    

Geology:  Earth  Movements  � This  movie  is  very  helpful  if  you  need  to  review  plate  tectonics.  It  is  also  helpful  in  learning  how  kids  think  about  tectonics  and  models  effective  teaching  strategieshttp://www.learner.org/courses/essential/earthspace/session4/  

� This  site  provides  insight  into  students’  ideas  and  helps  clarify  the  science  behind  these  misconceptions.  http://www.learner.org/courses/essential/earthspace/session4/ideas.html    

Geology:  Earth  Movements  �  There  are  many  excellent  animations  and  videos  online  that  show  plate  tectonics,  Pangaea,  and/or  earthquake  and  volcano  activity.  Examples:    

 �  PBS’s  Mountain  Maker,  Earth  Shaker  at  http://www.pbs.org/wgbh/aso/tryit/tectonics/    

 �  Various  Youtube  animations  at  http://www.youtube.com/results?search_query=plate+tectonics&search_type=&aq=f      

 �  Lesson  plans  at  Geology.com  http://geology.com/teacher/plate-­‐tectonics.shtml  )  

Geology:  Models  and  Ac&vi&es  � Be  sure  you  include  lots  of  hands-­‐on.  This  is  an  area  that  has  lots  of  fun  activities  to  support  it.    

 � Keep  focused  on  KEY  CONCEPTS:  

� What  are  the  processes  that  produce  these  Earth  changes?  

�  Ask  lots  of  higher  level  thinking.    �  Remember,  it  is  not  the  activity  that  is  the  goal;  it  is  achieving  the  learning  outcomes.    

Weather  TEKS  �  K.  8  (A)    observe  and  describe  weather  changes  from  day  to  day  and  over  

seasons;  �  1.8  (A)    record  weather  information,  including  relative  temperature,  such  as  

hot  or  cold,  clear  or  cloudy,  calm  or  windy,  and  rainy  or  icy;  �  1.8  (D)    demonstrate  that  air  is  all  around  us  and  observe  that  wind  is  moving  

air.  �  2.8  (A)    measure,  record,  and  graph  weather  information,  including  

temperature,  wind  conditions,  precipitation,  and  cloud  coverage,  in  order  to  identify  patterns  in  the  data;  

�  2.8  (B)    identify  the  importance  of  weather  and  seasonal  information  to  make  choices  in  clothing,  activities,  and  transportation;  

�  3.8  (A)    observe,  measure,  record,  and  compare  day-­‐to-­‐day  weather  changes  in  different  locations  at  the  same  time  that  include  air  temperature,  wind  direction,  and  precipitation;  

�  4.8  (A)    measure  and  record  changes  in  weather  and  make  predictions  using  weather  maps,  weather  symbols,  and  a  map  key;  

�  5.8  (A)    differentiate  between  weather  and  climate;  

Weather    � Return  to  the  last  slide  and  think  about  how  many  of  these  TEKS  have  to  do  with  observing,  recording,  and  identifying  patterns.    Helping  students  know  what  to  look  for  is  the  main  skill  in  understanding  weather.    

 

Weather  �  Learning  a  few  basic  principles  can  provide  a  broad  and  deep  understanding  of  weather.  For  example,  understanding  the  hot  air  expands  and  cold  air  contracts  helps  explain,  among  other  things:  � Wind  � Humidity  �  Condensation  and  rain  � High  pressure  area  and  low  pressure  areas    

In  fact,  most  of  what  happens  in  weather  start  with  this  principle.      

Weather  � By  helping  students  “think  out”  what  is  really  going  on  with  weather,  rather  than  memorizing  a  bunch  of  independent  facts,  you  can  build  the  self-­‐confidence  they  need  to:  � Determine  patterns  � Make  predictions  based  on  those  patterns.    

� These  are  key  skills  in  weather  science.    

Weather  �  If  you  need  to  review  your  own  understanding  of  weather,  this  site  is  a  simple  and  clear  explanation  of  most  key  factors  of  weather  :  Radio  Shack’s  Guide  to  Weather  http://support.radioshack.com/support_tutorials/weather/weather-­‐02.htm  

Weather  � Of  course,  there  are  numerous  sites  for  suggested  ideas  for  lessons:    

� Teachnology:  Weather  http://www.teach-­‐nology.com/teachers/lesson_plans/science/earth_sciences/weather/  

�  The  Teacher’s  Guide:  Weatherhttp://www.theteachersguide.com/Weather.html    

�  Lesson  Plan  Library:  Weatherhttp://school.discoveryeducation.com/lessonplans/weather.html    

Weather  � Remember,  the  study  of  weather  is:  

�  Learning  a  few  basic  principles  about  how  matter  acts  (especially  air)  and  figuring  out  that  that  means  in  specific  contexts  

� Observing  and  recording  weather  phenomena  �  Identifying  patterns  from  those  records  

Picture  from  http://www.norman.k12.ok.us/092/techscope/science2.htm  

Space  TEKS  �  K.8    (B)    identify  events  that  have  repeating  patterns,  including  seasons  of  the  year  and  day  and  night;  and  

�  K.8  (C)    observe,  describe,  and  illustrate  objects  in  the  sky  such  as  the  clouds,  Moon,  and  stars,  including  the  Sun.  

�  1.8  (B)    observe  and  record  changes  in  the  appearance  of  objects  in  the  sky  such  as  clouds,  the  Moon,  and  stars,  including  the  Sun;  

�  1.8  (C)    identify  characteristics  of  the  seasons  of  the  year  and  day  and  night;    

�  2.8  (D)    observe,  describe,  and  record  patterns  of  objects  in  the  sky,  including  the  appearance  of  the  Moon.  

Space  TEKS  con&nued  �  3.8  (B)    describe  and  illustrate  the  Sun  as  a  star  composed  of  gases  that  provides  light  and  heat  energy  for  the  water  cycle  

�  3.8  (C)    construct  models  that  demonstrate  the  relationship  of  the  Sun,  Earth,  and  Moon,  including  orbits  and  positions    

�  3.8(D)    identify  the  planets  in  Earth's  solar  system  and  their  position  in  relation  to  the  Sun    

�  4.8  (C)    collect  and  analyze  data  to  identify  sequences  and  predict  patterns  of  change  in  shadows,  tides,  seasons,  and  the  observable  appearance  of  the  Moon  over  time    

�  5.8  (C)    demonstrate  that  Earth  rotates  on  its  axis  once  approximately  every  24  hours  causing  the  day/night  cycle  and  the  apparent  movement  of  the  Sun  across  the  sky;  and  

�  5.8  (D)    identify  and  compare  the  physical  characteristics  of  the  Sun,  Earth,  and  Moon.    

Space  TEKS,  Summarized  

� Observe  and  describe  cycles  and  changes  in  the  Sun,  Moon,  and  Earth.  

� Compare  and  contrast  the  characteristics  of  the  Sun,  Moon,  and  Earth.  

� Describe  the  role  of  gravity  in  the  solar  SYSTEM.  

Space:  Resources  � Annenberg  offers  two  movies  to  help  science  teachers  review  the  concepts  and  pedagogical  approaches  to  teaching  about  the  solar  system.  They  are:    

� Order  Out  of  Chaos:  Our  Solar  Systemhttp://www.learner.org/courses/essential/earthspace/session8/    and  

 � Our  Nearest  Neighbor,  the  Moon  http://www.learner.org/courses/essential/earthspace/session7/                    

Space:  Keeping  Focused  � Remember  in  teaching  about  space  what  has  been  identified  as  the  key  concepts.  For  example,  this  website,  http://www.123child.com/UBB/showthread.php?t=6337  has  a  thematic  unit  entitled  “Day  and  Night.”  There  are  about  15  activities,  but  none  of  the  15  help  students  understand  what  causes  day  and  night.  In  lessons  about  day  and  night,  the  MOST  IMPORTANT  concept  is  why  day  and  night  happen.  Singing  songs  and  playing  games  can  help  reinforce  important  concepts,  but  they  cannot  take  the  place  of  the  targeted  scientific  knowledge  and  skills.    

Space:  Keeping  Focused  � The  Sun,  Moon,  and  Planets  

� The  NASA  activities  on  this  site  have  students  actively  engaged  in  making  physical  models  of  cycles  and  changes  in  the  solar  system.  It  provides  teacher  background  information  and  worksheets  for  assessment.  Look  at  this  activity,  and  be  sure  and  review  the  worksheet  provided.    �  A  Playground  Model:  A  playground  model  to  explore  the  movement  of  the  

Sun  and  the  Earth  http://www.eyeonthesky.org/lessonplans/08sun_moonplayground.html    

Space:  Keeping  Focused  � Note  that  the  objectives  are  that  students  “know”  � The  Moon  rotates  or  spins  on  its  axis.  � The  Moon  revolves  or  orbits  around  the  Earth.  � The  Moon  and  the  Earth  revolve  around  the  Sun.  � The  motion  of  the  Sun,  Earth,  and  Moon  are  cyclical.  

 Could  you  tell  whether  a  student  understood  these  concepts  from  the  activity  sheet?  What  could  you  do  to  assure  yourself  that  a  student  understood?    

Space:  Staying  Focused  �  Finally:  Remember  that  the  Solar  System  is  a  SYSTEM.  Help  students  learn  that:  

 �  The  SYSTEM  of  which  our  Earth  is  a  part  is  

held  together  through  two  forces:  gravity  and  the  speed  (velocity)  of  the  planets.    

�  Like  all  other  systems,  every  part  affects  every  other  part.    

�  Like  the  parts  of  other  systems,  the  characteristics  of  each  part  can  best  be  understood  by  looking  at  the  system  as  a  whole.    

Picture  from  http://www.backbenchmedia.com/dark-­‐matter-­‐vs-­‐god/  

Points  to  Remember  � Earth  and  space  science  should  never  be  taught  as  a  bunch  of  independent  facts.  It  is  important  for  students  to:  �  Recognize  patterns  and  use  those  patterns  to  infer  what  has  happened  in  the  past  and  what  will  happen  in  the  future.    

� Understand  cycles  in  nature  and  that  these  cycles  are  systems.    

� Describe  the  characteristics  of  cycles  and  the  solar  system  in  terms  of  system  theory,  understanding  the  interconnectedness  of  each  part.