GRADE LEVEL: Grades 9-12

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: In the nineteenth-century Western frontier, the wolf was considered a menace – perpetually hunting farm animals and threatening frontier livelihoods. It was not unusual for bounty hunters to be hired to rid communities of this scourge. But one such bounty hunter, Ernest Thompson Seton, was influential in changing popular perspective on wild animals. Seton was hired to kill wolves – but one particular wolf, named Lobo, challenged Seton’s hunting abilities and piqued his more naturalistic interests. As his chase of Lobo stretched on, Seton came to believe that future generations of animals like the wolf should be protected. His focus became less on destruction and more on conservation. Seton was instrumental in spearheading environmental movements in the United States.

In this lesson, students will first learn about the “success stories” of species whose protection under the Endangered Species Act of 1973 saved them from extinction. They will then engage their knowledge of US History during the latter half of the nineteenth century to brainstorm reasons why so many of our wild species’ populations declined dramatically during this period. Students will use segments from NATURE’s The Wolf that Changed America to explore nineteenth-century attitudes toward wolves in the western United States, and will learn of the groundbreaking efforts of Seton to change the popular view of the American wilderness and to launch organizations concerned with the environment. In the Culminating Activity, students will use web resources to research conservation organizations active today, sharing their findings with the class.

SUBJECT MATTER: Life Science, Biology, Environmental Science, U.S. History

LEARNING OBJECTIVES:

Students will be able to:

• Describe how Ernest Thomas Seton and his pursuit of Lobo the wolf changed America’s view on predatory animals;
• Describe how public opinion on animal management and endangered species protection has changed from the 19^th century to today;
• Understand the history of the Endangered Species Act of 1973, and name some of the species the Act has helped protect;
• Name a list of modern-day conservation organizations and describe their initiatives.

STANDARDS

National Science Education Standards

Content Standard C: Life Science

As a result of their activities in grades 9-12, all students should develop understanding of:

THE INTERDEPENDENCE OF ORGANISMS

• Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors are threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

Content Standard F: Science in Personal and Social Perspectives

As a result in their activities in grades 9-12, all students should develop understanding of:

SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES

• Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use-which decreases space available to other species-and pollution-, which changes the chemical composition of air, soil, and water.

US History Standards

National Center for History in the Schools

Era 6
The Development of the Industrial United States (1870-1900)

STANDARD 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people.

Standard 1D: The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement.

Therefore, the student is able to:

• Explain the origins of environmentalism and the conservation movement in the late 19th century.

MEDIA COMPONENTS

NATURE: The Wolf That Changed America, selected segments.

Clip 1

“1893 New Mexico”

Clip 2

“The wolf problem”

Clip 3

“Trapping Lobo”

Clip 4

“Seton’s Legacy”

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

The following are major US and international organizations active in the field of environmental conservation. Students will research these organizations in the Culminating Activity (or substitute others of your choice).

• Conservation International

• EarthWatch Institute

• Greenpeace

• National Audubon Society

• Nature Conservancy

• Sierra Club

• Student Conservation Association

• World Wildlife Fund

MATERIALS

For the teacher:

• Video Organizer Answer Key (PDF) (RTF)
• Computer with audiovisual projection system for showing video clips

For each student:

• Video Organizer (PDF) (RTF)
• Conservation Organizer (PDF) (RTF)
• Access to computer with Internet connection

PREP FOR TEACHERS

Preview all of the video segments and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social book marking took such as del.icio.us or diigo (or an online book marking utility such as portaportal) will allow you to organize all the links in a central location.

Make copies of the Video Organizer and Conservation Organizer for each student, and copy the Answer Key for yourself.

INTRODUCTORY ACTIVITY

1.      Tell the students that you are going to write a list on the board. The students’ task is to try to deduce what the items on the list have in common.

2. Begin writing the following list of species from the column on the left on the board (don’t share the rest of the chart yet). Allow the students to make guesses at any time as to how the species are related (the correct answer is that they are species whose protection under the Endangered Species Act allowed for their recovery – they are Endangered Species Act “success stories”).

(source: 100 Success Stories for Endangered Species Day 2007, http://www.esasuccess.org/reports/, 3/31/2009.)

3.      Explain the list you wrote on the board – these are all species whose protection under the Endangered Species Act has led to recovery. Share some of the data from the right two columns of the chart as examples of the recovery.

4.      Explain that the facts you’ve shared track the population since the 1960s and 1970s, when data became available as the government passed laws to protect species. But going back further in time to the 19^th century, some of the species that are exceedingly rare today were once extremely common. Species populations have changed dramatically from the 19^th century to today (for example, the now-extinct passenger pigeon was once one of the most abundant birds in North America, with a population that may have reached 6 billion individuals. During the 19^th century these numbers declined dramatically, and by 1900, the bird was extinct in the wild).

5.      Ask the students to brainstorm a list of factors that might have led to these species’ decline from the 19^th century to today. What was going on in late 19^th century America that would have led to these dramatic declines in species’ population? (This was an era of westward expansion and intense development of industry and agriculture on a grand scale. Also, attitudes toward species other than humans were generally very different. There was largely no public concept that species should be protected – and no laws or governmental agencies that tried to protect animals or plants other than humans. Excessive hunting and rampant habitat destruction had an adverse effect on many, many species.)

Proceed to ACTIVITIES

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GRADE LEVEL: 9-11

TIME ALLOTMENT: Three 45-minute periods

OVERVIEW: This inquiry-based lesson plan will challenge students to design and conduct scientifically valid experiments to evaluate hypotheses regarding an animal’s expected behavior in response to changes in its environment.

Students will first view and analyze video segments from the NATURE film “Earth Navigators” as they begin to think about animal behavior as a response to stimulus in the environment. The video clips feature many different animal species reacting to changes in the environment by migrating from one part of the earth to another. Students will predict the reasons for these migrations and will determine the stimuli that actually trigger the animals to migrate.

Following the video exploration, students will conduct reading and research to learn about isopods (commonly known as pill bugs or roly polies). The students will use the information they gather to formulate research questions having to do with the isopods’ expected response to environmental stimulus. The students will design experiments that can be conducted in the classroom to test their hypotheses. They will conduct the student-designed experiments, collecting data and reporting their findings and conclusions. They will also make suggestions for future improvements in the experimental protocol.

SUBJECT MATTER: Living Environment/Biology

LEARNING OBJECTIVES:

Students will be able to:

• Draw connections between the migratory behavior of different animals and seasonal changes on Earth;
• Describe migration as an instance of behavioral response to stimulus;
• Using anatomical and environmental information, create a research question about an isopod’s behavior in response to environmental stimulus;
• Create a hypothesis that addresses the research question;
• Design and conduct an experiment to evaluate the hypothesis;
• Collect data from the experiment, describe results, and evaluate conclusions.

STANDARDS AND CURRICULUM ALIGNMENT:

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop:

• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

CONTENT STANDARD C: Life Science. As a result of activities in grades 9-12, all students should develop understandings of:

• Behavior of Organisms.

New York State Regents Core Curriculum Alignments
Living Environment Core Curriculum
STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Performance Indicator 2.1: Devise ways of making observations to test proposed explanations.

Performance Indicator 2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.

Performance Indicator 2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.

6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions between organisms.

MEDIA COMPONENTS

Video

NATURE: Earth Navigators, selected clips

Clip 1: “Planetary Moves”

Introduction to four species’ migratory patterns.

Clip 2: “Monarch Migration”

The start of the monarch butterfly’s northward trek.

Clip 3: “Hungry Beasts”

Wildebeest and locusts on the move.

Clip 4: “Arctic Summer”

Many birds summer in the arctic.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web Sites

FOSSWEB: Isopods
Includes general information on isopods and useful tips on how to find and keep pill bugs for the classroom

Isopod, Pillbug, Sow bug information
Includes general information on isopods

NCES Graphing Tutorial
This tutorial from the National Center for Education Statistics explains the various kinds of graphs and demonstrates how to build them.

MATERIALS

For the classroom:

• Computer and projection system for showing video clips
• Several computers for student use
  Chalkboard or whiteboard
• Isopods (pill bugs) in a terrarium or other classroom habitat (enough specimens for at least 15-20 per student group)
• Isopod Research Organizer Answer Key (PDF) (RTF)

Materials to be used in pill bug experiments (several of each):

• Paper towels or filter paper
• Eye droppers
• Portable Lamps
• Heat Packs
• Cold Packs
• Card stock or construction paper
• Substrate materials, e.g. sand, gravel, dirt, shredded paper, bark, etc.
• Thermometers

Per group of 3-4 students:

• Stopwatch
• Materials to make “test chambers”: Petri dishes or small disposable bowls or plates – enough for approx. 5 or 6 per group
• Roll of masking tape
• Scissors or art knife
• Paper cup
• Data Collection Chart
• Graph paper

Per student:

• Isopod Research Organizer (PDF) (RTF)
• Isopod Experiment Organizer (PDF) (RTF)
• Isopod Experiment Assessment Rubric (PDF) (RTF)
• Paper and pen

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Procure live isopods (pill bugs) for the students to observe and use. Isopods are very easy to care for in the classroom, and can either be collected in the wild or ordered from a biological supply company. For more information on collecting, rearing, and keeping isopods in the classroom, see the two Isopod references mentioned in the “web sites” section.

Familiarize yourself with accepted guidelines for the safe and responsible handling of live animals in a classroom setting. The NSTA’s Responsible Use of Live Animals and Dissection in the Science Classroom and the Institute for Laboratory Animal Research’s Principles and Guidelines for the Use of Animals in Precollege Education are good general resources. Also check to see if your state or district has special animal handling guidelines or requirements.

Make copies of the Isopod Research Organizer and the Isopod Experiment Organizer for each student.

Next: Proceed to Activities

(Click here for a printer-friendly version of this lesson.)

GRADE LEVEL: 9-12

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: The traditional view of animal behavior is that it is driven by inherited, innate instincts, but recent scientific research is revealing a larger role for complex cognitive processes among many species. The lesson will explore some of the more commonly accepted indicators of animal intelligence as demonstrated by the most brainy of all birds-the raven.

Students will first explore a series of science Web sites to compile a list of certain animal behaviors and abilities that indicate higher intelligence. They will then find and analyze examples of these behaviors and abilities as demonstrated by ravens in selected clips from the NATURE episode “Ravens.” Based on what they learn, students will then work in groups to create a theoretical intelligence-challenging “obstacle course” for ravens.

This lesson could be used following (or in conjunction with) the lesson “Symbiotic Strategies.”

SUBJECT MATTER: Living Environment/Biology

LEARNING OBJECTIVES:

Students will be able to:

• Compare “classical” and “modern” views of bird brain anatomy and function, and compare bird brains to human brains;
• Describe various raven behaviors and abilities that indicate intelligence;
• Explain why many of these behaviors indicate cognitive intelligence rather than simple inherited instinct;
• Assemble a realistic sequence of intelligence-testing challenges for ravens.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of:

THE INTERDEPENDENCE OF ORGANISMS

• Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
• Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.

THE BEHAVIOR OF ORGANISMS

• Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
• Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
• Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.

CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of

NATURE OF SCIENTIFIC KNOWLEDGE

• Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. They should also be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific.
• Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in the areas in which they have been tested. In areas where data or understanding are incomplete, such as the details of human evolution or questions surrounding global warming, new data may well lead to changes in current ideas or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest.

NEW YORK STATE CORE CURRICULUM ALIGNMENTS

Living Environment Core Curriculum

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.

Performance Indicator 1.1: Hone ideas through reasoning, library research, and discussion with others, including experts.

1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.

1.1a Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying out either autotropic or heterotropic nutrition.

1.1b An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments.

1.1c In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1 Explain factors that limit growth of individuals and populations.

6.1g Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, scavenge, or decompose another.

MEDIA COMPONENTS:

Video

NATURE: Ravens, selected segments:

Clip 1: “Raven Adaptability”

Ravens are the most intelligent birds in the crow family.

Clip 2: “Feeding Time”

Ravens’ smarts can be observed in many situations.

Clip 3: “The Roost”

Why do ravens gather together?

Clip 4: “Testing Intelligence”

Scientific experiments test how ravens think.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web Sites

Bird Brain
A site from PBS’s NOVA exploring the most current understanding of bird brain physiology, revealing a less instinctive and more cognitive brain structure than has traditionally been thought.

Measuring Intelligence
A site from the Smithsonian National Zoological Park addressing some of the basic difficulties in determining bird intelligence.

The Animal Mind
A NATURE site from PBS describing the intelligent behavior of four different species.

Symbiosis
A site from North Carolina State University featuring descriptions of the different types of symbiotic relationships among animals.

Nutcrackers
A PBS site exploring intelligent behavior in various bird species.

MATERIALS

For each student:

• “Raven Reason” Student Organizer. (PDF) (RTF)
• Computer with Internet access

For the class:

• “Raven Reason” Student Organizer Answer Key (PDF) (RTF)
• Computer with Internet access and projection system for showing video clips
• Blackboard or whiteboard

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tools such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Gather the necessary materials listed above in advance of teaching the lesson. Download and print the “Raven Reason” student organizer and make copies for each student in your classroom.

Note that the computer requirements in the “Materials” section reflect an ideal arrangement. You may find it necessary to divide the class into a number of groups equal to the computers available, adjusting the lesson instructions accordingly.

Next: Proceed to Activities

GRADE LEVEL: Grades 9-10

TIME ALLOTMENT: Two to three 45-minute class periods

OVERVIEW: The structure of an organism is related to its function and the role it plays in its environment. Many structural differences can be found within a species. These structural differences are often adaptations that allow organisms to better survive in their particular environment. These evolutionary adaptations develop through the process of natural selection.

This lesson explores different adaptations and variations in birds, using the NATURE episode “Extraordinary Birds.” It focuses on bird beaks, migratory patterns, and birds’ ability to co-exist with humans. Students will define key concepts from the lesson, discuss and explore different adaptations of birds, and analyze relationships between the concepts learned. This lesson can be taught independently, or it can be used as a precursor to the New York State Core Curriculum “Beaks of Finches” lab. Students must have a basic knowledge of evolution and natural selection in order to successfully complete this lesson.

SUBJECT MATTER: Biology/ Living Environment

LEARNING OBJECTIVES:

Students will be able to:

• Discuss and define key concepts from the lesson, including adaptation, migration, and interaction between humans and birds;
• Describe how particular characteristics of bird beaks reflect birds’ adaptations to their particular environments;
• Explain how different environmental factors can affect the migration cycle of the Rufous Hummingbird;
• Demonstrate understanding of how adaptations in different species of birds assist their interactions with humans;
• Create a concept map using different adaptive traits of birds.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards:

CONTENT STANDARD A: Science Inquiry
As a result of activities in grades 9-12 students should develop abilities necessary to do scientific inquiry and understand about scientific inquiry. To develop scientific inquiry skills students must actively participate in scientific investigations and they must actually use the cognitive and manipulative skills associated with the formulation of scientific explanations.

CONTENT STANDARD C: Life Science
As a result of activities in grades 9-12 students should develop understandings of:

• Biological Evolution
• Interdependence of organisms
• Behavior of Organisms

Students’ understanding of biology will expand by incorporating more abstract knowledge, such as the theories of evolution.

NEW YORK STATE CORE CURRICULUM ALIGNMENTS

Living Environment Core Curriculum:

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.

Performance Indicator 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts.

1.2a. Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

Performance Indicator 3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1: Explain the mechanisms and patterns of evolution.

3.1g: Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.

3.1h: The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions.

3.1i: Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.

Key Idea 6: Plants and animals depend on each other and their physical environment

Performance Indicator 6.1: Explain factors that limit the growth of individual populations

6.1g: Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship or one organism may cause disease in, scavenge, or decompose another.

MEDIA COMPONENTS

Video

NATURE, Extraordinary Birds, selected segments:

Clip 1, “A Variety of Hummingbirds.”

Describes different traits and adaptations in various species of hummingbirds.

Clip 2, “Little Brain, Big Journey.”

Shows the migratory patterns and habits of the Rufous hummingbird.

Clip 3, “The Pigeon Express.”

Profiles a small business in which homing pigeons play a central role.

Clip 4, “Birds of Kundha Kulam.”

Demonstrates birds’ extraordinary impact on the agriculture of a small Indian community.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

Bird Adaptations – Beaks
An interactive Web site featuring the beaks of nine different species of birds, with descriptions of their characteristics and what they are best adapted for. It also includes a similar page for adaptations of birds’ feet, and worksheets to assess student comprehension.

MATERIALS

For each student:

• Rufous Hummingbird Student Organizer (PDF) (RTF)
• Beak Characteristics Student Organizer (PDF) (RTF)
• Vocabulary Student Organizer (PDF) (RTF)
• Practice Regents Questions (PDF) (RTF)

For each pair or group of students:

• For the Gallery Walk Activity: one pen or marker (a different color for each group)
• For the Concept Map Activity: two flip chart pages or large sheets of paper, one pad of sticky notes, one pen or marker
• Computer with internet access

For the class:

• Computer with internet access, projector and screen
• For the Gallery Walk Activity: flip chart pages with the following vocabulary terms written at the top of the page (one word per page): variation, natural selection, adaptation, competition, environment
• Teacher Answer Key (PDF) (RTF)
• Sample Concept Map (PDF)
• Scenarios for Vocabulary Terms – 2 copies (PDF) (RTF)
• Hat or bag (to hold Vocabulary Term scenarios)
• Regents Questions Answer Key (PDF) (RTF)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Prepare all classroom materials. Print out and make copies of the student organizers and answer keys. Prepare for the Gallery Walk activity by writing the following vocabulary terms at the top of flip chart pages or large pieces of paper (one term per page): Variation, Natural Selection, Adaptation, Competition, and Environment. Post the flip chart pages around the room. If you are not familiar with conducting a “Gallery Walk” in your classroom, review the procedure at the “How to Use Gallery Walk?” Web page.

For the Culminating Activity: Print two copies of the Scenarios for Vocabulary Terms sheet. Keep one sheet for teacher reference, and cut up the other sheet so that each scenario is on a separate slip of paper. Do not include the right-hand column (Vocab Key Code) on the cut-up slips. Put all the slips of paper into a hat or bag and mix well.

Next: Proceed to Activities

GRADE LEVEL: Grades 9-12

TIME ALLOTMENT: Two to three 45-minute class periods

OVERVIEW: Cattle evolved through the slow process of natural selection until human domestication, which rapidly accelerated their development as an artificially selected species fit less for survival than to satisfy human needs. This lesson focuses on how and why humans have been so successful in selectively breeding cattle to suit these needs, while also exploring the limitations and consequences of this success.

Natural selection describes the process by which organisms best adapted to their environments are the ones that survive and reproduce. The Introductory Activity helps students understand that some traits, such as the ability to digest grass, made certain species more desirable for domestication by humans. The Learning Activities explore how, by nurturing and protecting animals that might not have survived in the wild, human domestication interrupted the process of natural selection. Reproductive success was no longer primarily determined by an animal’s most naturally adaptive survival traits, but rather by its artificially selected traits desirable to humans (primarily milk and meat production). The culminating activity presents a case study in which students consider the consequences of losing the naturally selected attributes of breeds less adapted to domestication.

Students should already be familiar with the concepts of evolutionary adaptation, natural selection, and DNA/genetic engineering.

SUBJECT MATTER: Biology/ Living Environment

LEARNING OBJECTIVES:

Students will be able to:

• Describe the traits of cows that make them suitable for domestication.
• Explain how the cow’s digestive system has adapted to its environment.
• Compare and contrast natural and artificial selection.
• Describe various breeds of selectively bred cattle and their desirable traits.
• Discuss some limitations and negative consequences of selective breeding.

STANDARDS AND CURRICULUM ALIGNMENT:

From the National Science Standards for Science Content, Grades 9-12.

CONTENT STANDARDS C: Life Science
As a result of activities in grades 9-12 students should develop understandings of:

Biological Evolution

• Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.
• The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
• Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.

Behavior of Organisms

• Like other aspects of an organism’s biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.

New York State Core Curriculum Alignments
From the Living Environment Core Curriculum.

STANDARD 4: Students will understand and apply scientific principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

Performance Indicator 2.2: Explain how technology of genetic engineering allows for human to alter genetic makeup of organisms.

2.2a: For thousands of years new varieties of cultivated plants and domestic animals have resulted from selective breeding for particular traits.

2.2b: In recent years new varieties of farm plant and animals have been engineered by manipulating their genetic instructions to produce new characteristics.

Key Idea 3: Individuals and species change over time.

Performance Indictor 3.1: Explain the mechanisms and patterns of evolution.

3.1e: Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life-forms as well as for the molecular and structural similarities observed among the diverse species of living organisms.

3.1f: Species evolve over time. Evolution is the consequence of the Interaction of (1) the potential for a species to increase its numbers… (4) the ensuring selection by the environment of those better able to survive…

3.1j: Behaviors have evolved through natural selection. The broad patterns of behaviors exhibited by organisms are those that have resulted in greater reproductive success.

3.1k: Evolution does not necessitate a long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.

MEDIA COMPONENTS

Video

NATURE, Holy Cow, selected segments:

Clip 1, “A Cow’s Digestive System”

Clip 2, “Desirable Breeding Traits in Cattle”

Clip 3, “Different Breeds of Cattle”

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

Breeds of Livestock
An Oklahoma State University Web site featuring photos and descriptions of various breeds of cattle from around the world.

World Climate Map
A map of the world showing different climate zones.

Genetic Engineering
A Regents’ preparatory Web site featuring a description of how the meaty English Shorthorn cow was selectively bred with the heat-resistant Brahman cow to produce the Santa Gertrudis, a hybrid which possesses the positive characteristics of both parent breeds.

Punnett Squares
An interactive Web-site which explains how Punnett squares can be used to determine the likelihood that certain traits will be passed on to future generations.

A Dying Breed
A New York Times article which discusses the pros and cons of increasing hybridization by Bahiman cattle ranchers in Uganda of their native Ankole cattle with Holstein cattle from the United States.

MATERIALS

For each student:

• “Traits of Ankole and Holstein Cattle” Student Organizer (PDF)(RTF)

For each group:

• “Man’s Best Friend?” Student Organizer (PDF)(RTF)
• “Cattle Breeding” Student Organizer (PDF)(RTF)
• “Finding the Balance” Student Organizer (PDF)(RTF)

For the class:

• “Traits of Ankole and Holstein Cattle” Student Organizer Answer Key (PDF)(RTF)
• “Man’s Best Friend?” Student Organizer Answer Key (PDF)(RTF)
• “Cattle Breeding” Student Organizer Answer Key (PDF)(RTF)
• “Finding the Balance” Student Organizer Answer Key (PDF)(RTF)
• Computer with Internet access, projector, and screen

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Next: Proceed to Activities.

GRADE LEVEL: 9-11

TIME ALLOTMENT: Two to three 45-minute class periods

OVERVIEW: The rarity and unique physical properties of diamonds have earned them an important and valuable place in our society. The NATURE episode “Diamonds” investigates the origins of this brilliant gemstone, as well as how it is mined and sold.

In this lesson, students will explore the characteristics of diamonds, and begin building an understanding of their formative environment, the resulting crystal structures and the physical properties of earth materials. Students will also be introduced to the silica tetrahedron and the silicate minerals, build physical models of silicate structures, and determine the physical properties of several common silicate mineral samples.

Prior to commencing this lesson, students should have already been introduced to the concepts of minerals and the physical properties used to identify them (i.e. luster, hardness, and cleavage/fracture).

SUBJECT MATTER: Earth Science, Mineralogy, Crystallography, Science and Society

LEARNING OBJECTIVES:
Students will be able to:

• Determine some physical properties of minerals;
• State and illustrate, with examples, that the physical properties of minerals are a function of their crystal structures;
• Connect the scientific significance of diamonds to its cultural and historical significance;
• Construct simple models of olivine, pyroxenes, amphiboles, and micas using 3 dimensional silicate tetrahedron models.

STANDARDS and CURRICULUM ALIGNMENT:
National Science Education Standards

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop

Abilities necessary to do scientific inquiry
Understandings about scientific inquiry

USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND COMMUNICATIONS.
A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of STRUCTURE AND PROPERTIES OF MATTER.

• Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.
• The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.
• Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.

New York State Regents Core Curriculum Alignments:
Physical Setting: Earth Science Core Curriculum

Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design in order to pose questions, seek answers, and develop solutions.

Key Idea 3. The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

Standard 2: Information Systems
Students will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1. Information technology is used to retrieve, process, and communicate information as a tool to enhance learning

Standard 4
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicators 3.1
Commencement: Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them

MEDIA COMPONENTS:
Video
NATURE: Diamonds, selected segments:

Clip 1: “Diamonds Everywhere”

A brief introduction the socio-economic value of diamonds

Clip 2: “Diamond Formation”

An expert describes the carbon composition of diamonds, as well as the conditions necessary for diamond formation.

Clip 3: “Aging Diamonds?”

Geological detectives use the ancient diamonds to learn more about the earth’s inner layers.

Clip 4: “Inclusion Conclusions”

Inclusions trapped within diamonds help geologists determine the age of diamonds and other information about where diamonds originate.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites
The Virtual Museum of Minerals and Molecules:
Graphite crystal visualization
Diamond crystal visualization
This site features 3-D crystal models for graphite and diamonds.
Please Note: These images require a plug-in download. See instructions under Prep for Teachers.

Silicate Structures
From the University of Wisconsin-Madison Web site:
Silica Tetrahedron

From the University of Arkansas Web site:
Olivine
Augite (Single Chain)
Hornblende (Double Chain)
Muscovite (Sheets)

From McGraw-Hill HIgher Education Online Learning Center Web site:
Animations of Silicate Structures

MATERIALS:
For each student:

• Tetrahedron Cutouts
• Envelopes or plastic zip-top bags for student tetrahedron cutouts
• NY Earth Science Reference Tables (ESRT) or a copy of pages 8-9 of the ESRT
• Diamond Discussion Worksheet (PDF)(RTF)
• Tetrahedron Worksheet (PDF)(RTF)

For each group of 3-4 students:

• A mineral testing kit consisting of one sample each of olivine, augite, hornblende, and muscovite mica, one streak plate, and one glass hardness testing plate
• Envelopes or zip-top plastic sandwich bags to hold mineral testing kits
• Glue sticks or paste
• Paper and pens
• One computer with broadband internet access and updated browser installed

For the Classroom

• One computer for the teacher with a digital projection system
• Diamond Discussion worksheet Answer Key (PDF)(RTF)
• Tetrahedron worksheet Answer Key (PDF) (RTF)

PREP FOR TEACHERS:
Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lessonload the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

The ideal setup for this lesson would be a workstation or laptop at a small lab table or station for each group of 3 or 4 students. If that setup is not possible, read through this lesson and decide how best to make it work in your classroom situation.

Test student workstations for compatibility with jmol scripts by logging on to the Virtual Museum Web pages (newer computers and updated browsers should support jmol). If yours does not, ask your technical staff to make the proper adjustments and test the computers yourself before attempting this lesson.

Make copies of all print materials as outlined in the materials section.

Copy, cut-out and assemble a few tetrahedron models yourself, noting best practices for assembly to share with your students.

Prepare a mineral kit for each group of 3 or 4 students containing a sample each of olivine, augite (pyroxene), hornblende (amphibole), biotite or muscovite (mica), a streak plate, and a glass hardness testing plate.

PREP FOR STUDENTS:
Two days before the intended date of the lesson, hand out the Tetrahedron Cutouts and an envelope/plastic bag. Have students write their names on the envelope or bag. Instruct them to cut out their tetrahedrons at home, and bring the cutouts to class in the envelope/plastic bag the next day. Collect the envelopes/bags, and give students who forgot one more day to get them done. You may also hand out more sheets to students who are interested in cutting out a few more.

Next: Proceed to Activities.

Grade Level: 9-12

Time Allotment: Two to three 45-minute class periods

Overview: We don’t often think about glaciers in our everyday lives, even though their effects are all around us. Glaciers have played a large role in shaping the world around us, from the large boulders in Central Park to the rolling hills of Ireland to Minnesota’s 10,000 lakes. For hundreds of thousands of years, the movement of glaciers has shaped land through erosion and deposition, creating landforms such as U-shaped valleys, drumlins, horns and arêtes, moraines, and kettle lakes. Currently, glacial retreat is implicated in the Earth’s changing climate patterns and may have a great impact on sea levels and weather cycles.

In this lesson, students learn how glaciers and glacial movement have affected the Earth through a series of Web interactives and hands-on activities. They learn fundamental information and terminology regarding glaciers and glaciation, and will then complete an activity using model glaciers to simulate effects on the landscape. Students then use video segments and satellite images to identify the effects of glaciation in various parts of the world. Lastly, they review current theories about cycles of climate change and relate them to glaciers and ice sheets existing today.

Subject matter: Earth Science\Glaciations\Erosion

Learning Objectives:

Students will be able to:

• Define key terms pertaining to glaciers and glaciation;
• Describe the formation process of glaciers and glacial motion;
• Explain several ways in which glaciers erode the land;
• Describe features of glacial deposition and explain how they occur;
• Recognize features of glacial erosion and deposition on landscapes;
• Explain the relationship between glaciers/ice caps and climate patterns.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

Earth and Space Science

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an understanding of

• Energy in the earth system
• Geochemical cycles
• Origin and evolution of the earth system
• Origin and evolution of the universe

Students find that the geologic record suggests that the global temperature has fluctuated within a relatively narrow range, one that has been narrow enough to enable life to survive and evolve for over three billion years. They come to understand that some of the small temperature fluctuations have produced what we perceive as dramatic effects in the earth system, such as the ice ages and the extinction of entire species. They explore the regulation of earth’s global temperature by the water and carbon cycles. Using this background, students can examine environmental changes occurring today and make predictions about future temperature fluctuations in the earth system.

Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.

NEW YORK STATE CORE CURRICULUM ALIGNMENTS

Earth Science Core Curriculum

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

SCIENTIFIC INQUIRY

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and earth science recognizing the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth’s plates.

2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.

2.1s Weathering is the physical and chemical breakdown of rocks at or near Earth’s surface. Soils are the result of weathering and biological activity over long periods of time.

2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1u The natural agents of erosion include:

Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.

Mass Movement: Earth materials move downslope under the influence of gravity.

2.1v Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

MEDIA COMPONENTS

Video:

NATURE, Ireland, selected clips:

Clip 1, “Forming the Burren”

This clip describes how glaciers eroded the bedrock of Ireland’s landscape.

Clip 2, “Glaciated Landscape”

This clip shows the many different features and effects of glaciers in Ireland.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web Sites:

Our Environment: Glaciers
This interactive describes valley and continental glaciers and gives an in-depth explanation of the features of the glaciers and their effects on the landscape.

Life Cycle of a Glacier
This interactive from NOVA shows how a single snowflake makes it to the bottom of a glacier.

New York Satellite Images – Satellite Photo Map
This map contains satellite image of New York State.

Milankovitch Cycles – Interactivity – MSN Encarta
This interactive explains the three periodic variations in the Earth’s orientation toward the Sun, which are believed to cause cyclical changes in climate.

Earth science reference table for Regents exam

Materials:

For each student:

• Earth Science Reference Table – page 8
• Glacier Overview Organizer (PDF) (RTF)
• Life Cycle of a Glacier Organizer (PDF) (RTF)
• Milankovitch Cycles Organizer (PDF) (RTF)
• One model glacier
• Paper plate

For each pair/group:

• Computer with Internet access
• 5 oz. play dough (homemade or purchased)

For the class:

• Computer with Internet access, projector, and screen
• TV and DVD player
• Materials for model glaciers (to be constructed by teacher)
  • Dirt/gravel mixture (approximately 1 tablespoon per student)
  • Ice cube trays (enough for each student in the class to get one cube)
  • Water (enough to fill ice cube trays)

• Organizer Answer Keys:
  • Glacier Overview Answer Key (PDF) (RTF)
  • Life Cycle of a Glacier Answer Key (PDF) (RTF)
  • Milankovitch Cycles Answer Key (PDF) (RTF)
  • Effects of Glaciers in New York State Answer Key (PDF) (RTF)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Make copies of Earth Science Reference Table, page 8, for each student in your class.

Make copies of all student organizers for each student in your class.

Prepare model glaciers for students by following these steps:

1. Prepare mixture of dirt and gravel. Particles should be of different sizes. You will need approximately one tablespoon of the mixture for each student in the class.
2. Add mixture to ice cube trays. Each ice cube slot should be filled about halfway with the mixture.
3. Fill trays with water.
4. Freeze overnight.

Next: Proceed to Activities

GRADE LEVEL: Grades 9-11

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: Throughout history, volcanic eruptions have been among the most terrifying, catastrophic, and unpredictable natural events. Volcanic eruptions occur when molten rock beneath the Earth’s crust erupts though openings in the surface, which can occur either at the boundaries between lithospheric plates or over hot spots. Although scientists know a great deal about the formation of volcanoes, they have yet to develop an effective system for accurately predicting their eruptions. While volcanoes can be devastating to cities and landscapes, they can also create new geographical features such as mountains and island chains.

In this lesson, students will learn about different types of volcanoes, how and why they erupt, and the physical impact of volcanic eruptions. The class will simulate a volcanic eruption by using a model volcano and chemical solution, and compare it to a real eruption in order to understand both the process by which magma is created and the relationship between plate tectonics and volcanism. The lesson also reviews the formation, location, and identity of volcanic islands and other surface features. The class will analyze information gained from video clips and virtual labs to assess the possibility of using knowledge about volcanoes to predict their eruptions.

Student understanding will be assessed through classroom organizers, virtual lab activities, and responses to in-class discussions. Students should have a basic knowledge of plate tectonics prior to completing this lesson.

This lesson can be used following the NATURE lesson, “Stressed Out!”

SUBJECT MATTER: Earth Science

LEARNING OBJECTIVES:

Students will be able to:

• Describe the physical effects of volcanic eruptions;
• Describe the four principal types of volcanoes;
• Demonstrate an understanding of the process by which magma is formed;
• Explain the relationship between plate boundaries and zones of volcanism;
• Correlate zones of high occurrence of volcanoes and newly formed mountain ranges/island chains;
• Recognize the geographic areas where volcanoes most frequently occur;
• Compare the positive and negative effects of volcanic eruptions;
• Discuss options for predicting volcanic eruptions.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards:

Earth and Space Science

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an understanding of

• Energy in the earth system
• Geochemical cycles
• Origin and evolution of the earth system
• Origin and evolution of the universe

Fundamental concepts and principles that underlie this standard include:

ENERGY IN THE EARTH SYSTEM

• The outward transfer of earth’s internal heat drives convection circulation in the mantle that propels the plates comprising earth’s surface across the face of the globe.

THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM

• Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years

New York State Regents Core Curriculum Alignments

Physical Setting: Earth Science Core Curriculum

STANDARD 6 – Interconnectedness: Common Themes Patterns of Change:

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1

2.1k The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth’s surface.

2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system.

These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.

Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.

Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

2.1n Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.

2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

MEDIA COMPONENTS

Video:

NATURE, Violent Hawaii, selected clips

Clip 1, “A Land Born in Fire”

Shows footage of volcanic activity and lava flow in Hawaii.

Clip 2, “How to Build an Island from Scratch”

How the Hawaiian Islands were formed by a geothermal hotspot and related volcanic activity.

Clip 3, “Creating an Island Paradise”

The process by which the next Hawaiian island will be formed.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites:

Annenberg Media Exhibits – Volcanoes
This interactive site contains information about the formation and location of volcanoes, as well as information about predicting volcanic eruptions.

Dynamic Earth:

Plates & Boundaries
This section of the interactive shows the different types of plate boundaries and where they are located on the Earth’s surface. This page is a good review for students.

Slip, Slide, Collide
Starting on the second page of the section, Slip, Slide, Collide shows pictures and animations, accompanied by text descriptions, of the activity at plate boundaries.

Active Volcanoes, Plate Tectonics, and the “Ring of Fire”
Map showing plate boundaries and sites of volcanic activity.

Virtual Volcano
This interactive site from the Discovery Channel reviews the composition of volcanoes, the different types of volcanoes, and allows students to adjust conditions create different types of volcanoes and eruptions.

USGS Predicting Volcanic Eruptions
This interactive Web site uses data from a series of eruptive episodes of Mt. St. Helens to describe methods of predicting volcanic eruptions. The site includes animations, text, hands-on extension activities, and assessments.

Earth Science Reference Table
Provided by the New York State Regents Board, this reference guide includes useful information for students.

MATERIALS

For each student:

• Earth Science Reference Table (page 5)
• Case Study Organizer (PDF) (RTF)
• Hawaiian Islands Organizer (PDF) (RTF)
• Volcano Types Organizer (PDF) (RTF)
• Predicting Volcanic Eruptions Organizer (PDF) (RTF)

For each pair/group:

• Computer with Internet access

For the class:

• Computer with Internet access, projector, and screen
• World Map
• Materials for the Volcano Model and Simulated Eruption
  • One 100ml beaker
  • One metric measuring cup
  • One small jar (large enough to hold ingredients)
  • One small dishpan
  • One piece of cardboard, approximately 10 x 20 cm
  • 50g baking powder
  • 180ml white or cider vinegar
  • 60ml dishwashing liquid
  • Red food coloring
  • 120ml water
  • Approximately 0.5kg potting soil
  • Two sticks of modeling clay
• Teacher Answer Keys
  • Case Study Organizer Answer Key (PDF) (RTF)
  • Hawaiian Islands Organizer Answer Key (PDF) (RTF)
  • Volcano Types Organizer Answer Key (PDF) (RTF)
  • Predicting Volcanic Eruptions Organizer Answer Key (PDF) (RTF)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Make copies of the Earth Science Reference Table (page 5) for each student in your class.

Make copies of all Student Organizers for each student in your class.

Prepare the Volcano Model and materials for the Simulated Eruption prior to the lesson, assembling the materials as follows:

1. Put 50g baking soda in a small jar.
2. Cover the sides and part of the top of the jar with modeling clay, forming a cone shape resembling a volcano. Leave an opening at the top.
3. Place the model volcano in a small plastic dishpan.
4. If desired, fill the dishpan with soil, surrounding the volcano. If necessary, use cardboard to hold the soil in place.
5. In a separate container, mix 180ml white or cider vinegar, 60ml dishwashing liquid, 120ml water, and 2-3 drops red food coloring.
6. Set the volcano and vinegar solution aside for the Introductory Activity.

Next: Proceed to Activities

(Click here for a printer-friendly version of this lesson.)

GRADE LEVEL: 9-12

TIME ALLOTMENT: Two 45 minute classes

OVERVIEW: This lesson discusses the processes of weathering and erosion and how they work together to shape the earth’s landscape. An online game introduces students to the basic modes of erosion. The processes of chemical and physical weathering that enable erosion are then explored in detail using online media and hands-on laboratory experiments. Next, video clips from the NATURE episode “Violent Hawaii” are used to revisit in greater detail the causes and effects of erosion in the real world, and human attempts to limit it. The lesson culminates with an online game that reinforces students’ understanding of the lesson’s vocabulary and concepts.

SUBJECT MATTER: Geology/Earth Science

LEARNING OBJECTIVES:

Students will be able to:

• Differentiate and describe the processes of weathering and erosion
• Differentiate and describe the processes of mechanical and chemical weathering
• Model the process of mechanical and chemical weathering, drawing conclusions from their results
• Determine which environments and climates are most likely to promote different types of weathering and erosion
• Describe various human attempts to limit erosion

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

CONTENT STANDARD D: Geochemical cycle

All students should develop an understanding of:

GEOCHEMICAL CYCLES

• The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles.
• Movement of matter between reservoirs is driven by the earth’s internal and external sources of energy. These movements are often accompanied by a change in the physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules that control the chemistry of life.

New York State Regents Core Curriculum Alignments:

Physical Setting: Earth Science Core Curriculum

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

STANDARD 2: Students will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1p: Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

Performance Indicator 2.1s: Weathering is the physical and chemical breakdown of rocks at or near Earth’s surface. Soils are the result of weathering and biological activity over long periods of time.

Performance Indicator 2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

Performance Indicator 2.1u The natural agents of erosion include:

-Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.

- Glaciers (moving ice): Glacial erosional processes include the formation of

U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.

- Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves.

-Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock.

-Mass Movement: Earth materials move downslope under the influence of gravity.

Performance Indicator 2.1v Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

Performance Indicator 2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.

STANDARD 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

MEDIA COMPONENTS

Video

NATURE, Violent Hawaii, selected segments:

Clip 1: “Hawaiian Coastal Cliffs”

Explains the geologic forces beind the creation of Hawaii’s dramatic shoreline.

Clip 2: “Water Erosion”

Demonstrates the erosive action of water on the Hawaiian landscape, and human efforts to limit it.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites:

Shape it Up!
An interactive game from the American Association for the Advancement of Science that challenges students to correctly identify geological processes that shape the Earth’s surface.

Types of Mechanical Weathering
Interactive Web site from the University of Kentucky featuring animations of the different varieties of mechanical weathering.

Graphing Tutorial
This tutorial from the National Center for Education Statistics explains the various kinds of graphs and demonstrates how to build them.

Erosion and Weathering
Web site from the National Science Digital Library describing different causes and effects of erosion, and human efforts to limit it.

Relationship between Transported Particle Size and Water Velocity
Earth Science Reference Tables from the New York State Education Department charting the relationship between sediment particle size and the velocity of water necessary to transport it.

Weathering & Erosion Jeopardy
Interactive “Jeopardy” style vocabulary game based on the New York State Regents’ Earth Science Standards, with answers to each question found by scrolling to the bottom of the page.

MATERIALS:

For each student:

• “Mechanical Weathering” student organizer (PDF) (RTF)
• “Erosion” student organizer (PDF) (RTF)
• Printout of page 6 of the Earth Science Reference Tables.

For each group:

• “Weathering and Erosion Jeopardy” student organizer (PDF) (RTF)
• “Chemical Weathering” student organizer (PDF) (RTF)
• 6 effervescent antacid tablets
• 1000 ml beaker (filled with hot tap water)
• 250 ml beaker
• stopwatch
• thermometer
• graph paper

For the class:

• “Weathering and Erosion Jeopardy” student organizer answer key (PDF) (RTF)
• “Mechanical Weathering” student organizer answer key (PDF) (RTF)
• “Chemical Weathering” student organizer answer key (PDF) (RTF)
• “Erosion” student organizer answer key (PDF) (RTF)
• a hammer
• plaster of Paris (available at art or hobby supply stores, or from your art department)
• a small balloon
• two empty pint milk cartons (bottom halves only)
• a freezer
• 2 effervescent antacid tablets
• Blackboard or whiteboard

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Download and make copies of student organizers and handouts as outlined in “Materials.”

Next: proceed to Activities

GRADE LEVEL: 9-11

TIME ALLOTMENT: Three or four 45-minute class periods

OVERVIEW:

The rupture that occurs when bending stresses within earth’s rock exceeds the strength of the rock itself is known as an earthquake. Earthquakes cause seismic waves, which move both through earth and along its surface. Earthquakes can occur anywhere near earth’s surface, but most often happen at the boundaries between lithospheric plates. The seismic waves generated by earthquakes represent a transfer of energy, and can be recorded by devices known as seismometers. The seismic waves earthquakes generate are also used to investigate the structure of earth’s interior.

Earthquakes are significant natural hazards capable of destroying life and property on a massive scale. Scientists are anxious to perfect the art of predicting earthquakes to save lives and limit economic loss, but have achieved very limited success. The additional danger posed to coastal development by earthquake-generated tsunamis lends urgency to this task.

In this lesson, students will identify methods for detecting and locating earthquakes, utilizing excerpts from the NATURE episode “Can Animals Predict Disaster?” The class will simulate the action of P and S waves, and analyze seismic data and use seismic data to determine the epicenter of an earthquake.

Student understanding will be assessed throughout the lesson using a self-check quiz, a knowledge tracking chart, responses to in-class discussions, and successful completion of virtual lab activities. Students should have basic knowledge of waves, wave propagation, and potential energy prior to completing this lesson.

This lesson can be used immediately before students complete the New York State Regents Earth Science Lab activity “Locating an Epicenter.” It can also be used prior to the NATURE: Window into Science lesson “Feeling Hot, Hot, Hot!”

SUBJECT MATTER: Earth Science

LEARNING OBJECTIVES:

• Express an understanding of the dynamics of earthquakes;
• Explain the basic principles of plate tectonics, as they relate to earthquakes;
• Explain how the energy released in an earthquake travels as P waves, S waves, and surface waves;
• Describe how earthquakes can be detected and located;
• Compare the differing behaviors of P waves and S waves;
• Recognize P waves and S waves on a seismograph;
• Utilize data and graph skills to determine the epicenter of an earthquake.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards:

CONTENT STANDARD D: Earth and Space Science

All students should develop an understanding of:

Energy in the Earth System

• Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth’s original formation.
• The outward transfer of earth’s internal heat drives convection circulation in the mantle that propels the plates comprising earth’s surface across the face of the globe.
• Heating of earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

New York State Regents Core Curriculum Alignments

Physical Setting: Earth Science Core Curriculum

STANDARD 1: Analysis, Inquiry, and Design: Scientific Inquiry:

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing creative process.

STANDARD 2: Students will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

STANDARD 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. Earth may be considered a huge machine driven by two engines, one internal and one external. These heat engines convert heat energy into mechanical energy.

PERFORMANCE INDICATOR 2.1

Use the concept of density and heat energy to explain observations of weather patterns, seasonal changes, and the movement of Earth’s plates.

2.1l. The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another creating convergent, divergent and transform plate boundaries. These motions indicate that Earth is a dynamic geologic system. These plate boundaries are the sites of most earthquakes, volcanoes and young mountain ranges.

2.1k The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithosphere plates comprising Earth’s surface.

2.1j Properties of Earth’s internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction).

Analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of earthquake magnitude, this analysis leads to the inference that Earth’s interior is composed of layers that differ in composition and states of matter.

STANDARD 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real life problems and make informed decisions.

MEDIA COMPONENTS:

Video

NATURE: Can Animals Predict Disaster?, selected segments:

Clip 1: “Destructive Forces”

Describes instances of animals mysteriously surviving natural disasters.

Clip 2: “Waves of Destruction”

Anatomy of a tsunami.

Access the streaming and downloadable video segments for this lesson on the Video Segments Page.

Web sites:

Dynamic Earth

This interactive site allows users to delve into the earth’s interior, learn about its tectonic plates and their movements, and discover how mountains, volcanoes, and earthquakes are formed.

Seismograph

This site features an image of a seismograph.

Virtual Earthquake

This activity illustrates how seismic waves are used to locate an earthquake’s epicenter.

Materials

For the class:

• One computer with Internet access for class demonstration
• One LCD projector for the computer
• A hard-boiled egg with a cracked shell
• Water
• Pen
• Plastic ruler
• Stick or twig
• Glob of play-dough or clay
• Rubber band
• Safety goggles (for teacher)
• A slinky
• Stressed Out! Self Check Quiz Answer Key (PDF) (RTF)
• Stressed Out! Vocabulary Organizer Answer Key (PDF) (RTF)

For each group of 3-4 students:

• Computer with Internet access
• A tuning fork
• A 1000ml beaker

For each student:

• Knowledge Tracking chart (PDF) (RTF)
• Stressed Out! Self Check quiz (PDF) (RTF)
• Stressed Out! Vocabulary Organizer (PDF) (RTF)

PREP FOR TEACHERS:

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Gather the necessary materials listed above in advance of teaching the lesson. Download and print each of the student organizers listed above, and make copies for each student in your classroom.

Read through the lesson prior to class, and try out each of the activities. When practicing the tuning fork activity, try varying the depth at which the tuning fork is placed in the water to get the best waves; you may get best results by keeping the fork closer to the surface of the water.

Next: proceed to Activities