Modeling Earth Science

How do we learn about Earth's interior?  By using a model of a volcano, we can observe the movement of magma as it exits the Earth's interior and pours out across the surface.  Incorporating a model into the lesson allows for the students to create a replica of a land form that is created by forces and magma found deep within the Earth.  

As students erupt their volcanoes, they observe the movement of lava as it spews from the volcano.  The lava changes the surface of the Earth and the lives of anyone living in a volcanic region. 

Models allow students to observe occurrences and formations.  Students have the opportunity to manipulate models to answers questions and explore curiosities. 

Developing Scientifically Literate and Compassionalte Citizens

The power and fury of natural disasters are intriguing to many.  As news-casters report on the destruction and devastation associated with these occurrences, citizens seek answers to many questions such as why?  How? and When?  Why is this natural disaster occurring?  How is this natural disaster affecting Earth?  communities?  people's lives?  When will this natural disaster occur again? 

As educators, we can help to develop more scientifically- literate and compassionate students by teaching our students what natural disasters are, why they occur and where they are likely to occur.  Students don't realize the power within the Earth.  By studying the Earth's interior and the causes of our weather, students will gain an understanding of why these events occur. 

Through the study of past natural disasters, students can observe the  destruction and devastation caused by the tremendous power of these storms.  They could the begin to look for patterns to the occurences of these natural disasters.

Some classroom activites to help students understand the power and fury of natural disasters could include:
1.  Creating photo essays showing the destruction and devastation to the Earth and peoples lives
2.  Corresponding with a school that is located in an area that has been affected by a natural disaster
3.  Collecting items to send to the Red Cross to aid victims of a natural disaster.

The American Red Cross is a relief organization that aids people in emergency situations. By having a representative from the Red Cross come into a classroom and talk to the students is one way to show students how they can help people in need during any crisis.  Asking a representative that has helped people during a natural disaster to speak to students is a way to convey a personal experience of a catastrophic event. 

 

21st Century Topics and Tools

My physical science topic is Nuclear Energy.  The following websites provide information to students about nuclear energy and power plants:

http://www.kids.esdb.bg/uranium.html

http://itehome.apogee.net/kids/?ver=kkblue&utilid=itehome&id=16182

http://science.howstuffworks.com/nuclear-power1.htm

The following website I found to be extremely informative:

http://www.eia.gov/kids/energy.cfm?page=nuclear_home-basics .

It provides information about nuclear energy, an energy timeline, famous scientists that have contributed to the study of energy, tips on using and saving energy, and games and activities students can participate in using information regarding energy.  This site provides an excellent activity for students to conduct an energy analysis of energy consumption for the past 50 years.  Students are required to collect data from various websites that provide information about energy consumption and sources in production and consumption considering fossil fuels, nuclear energy and renewable energy sources.  They will use graphs of historical data and research historical  and societal events to determine and analyze trends in energy.  This activity which is written in detail at this website will guide students to becoming scientifically literate relating to nuclear energy and various other energy sources.  Through the use of the computer students will collect the data needed to complete the data graphs and charts. 

This website offers a connection to real life by presenting information regarding the tsunami in Japan that caused the disaster of the nuclear power plant.

http://www.washingtonpost.com/lifestyle/style/explaining-nuclear-energy-for-kids/2011/03/15/ABhFsfl_story.html. 

One challenge that I see for the use of technology within my school district is the availability of computers for many of my students.  We have access to a computer lab at school that is not always reliable for use with thirty students at a time.

Heat Transfer

Heat Transfer Experiment Reflection

After reflecting on the results of the heat transfer experiment that tested various materials to find the best insulator, I found that conduction and convection were taking place.  The ceramic mug that was used to hold the water became warm through conduction.  The materials I tested as insulators were: a thick plastic lid, a piece of wood, a piece of latex, a paper plate, a cotton cloth, and aluminum foil.  The data showed that after forty minutes the mug that was covered with the aluminum foil was the warmest.  Convection currents within the liquid were cooling the liquid as the heat was moving from the warmer object to a cooler one. 

If I were to test more materials to find the best insulator I would test: styrofoam,  plastic wrap, a piece of thermal underwear and a piece of notebook paper.  I have chosen these objects because through researching I have found that materials that make good insulators are materials that contain pockets of trapped air like the feathers on a bird.  My prediction for the best insulator in this group of materials is the styrofoam.

If I were to test liquids other than water, I would test syrup and soda.  I would test these liquids because I am curious to see if the density of the liquid affects the rate of cooling. 

Guided Inquiry

Question and Procedure:

The guided inquiry question that my son and I chose to investigate was – How do different surfaces affect the momentum of marbles?  The first piece of information that we needed to find in order to answer the question was – What is momentum?  We found that momentum is defined as the product of the mass of an object and its velocity.  Velocity is the speed and direction of an object and speed is a measure of how fast you are moving and is defined as distance per unit of time (Tillery, Enger, Ross, 2008).  Prior to setting up our experiment, we needed to identify and locate different types of surfaces to test.  We tested three different surfaces with two marbles of different masses.  We decided that we needed variables that would remain constant for each test.  We decided that the marbles, the distance the marbles would travel, and the height of the ramp were the variables that would remain constant.  We located the different types of surfaces we were going to test:  a hardwood floor, a short nylon carpet and a thick shag carpet.  We measured the mass of each of the marbles.  One marble was twenty one grams and the other was eight and one tenth grams.  We set up a ramp that was thirty four inches long and thirteen and a half inches high.  We measured one hundred and twenty five centimeters on the first surface that we were going to test; the hardwood floor.  Prior to our test, we predicted that the marble would roll the fastest on the hardwood floor because the surface was smooth and there would be little rolling friction between the marble and the floor.  We then let each of the marbles roll from the top of the ramp onto the hardwood floor and timed how long it took to travel forty nine inches.  We followed the same procedure for each surface, ran three trials on each and recorded the data.  We found that the marble with the smaller mass traveled faster on the hardwood floor and the shorter shag carpet.  We found that neither of the marbles would travel the entire distance on the thick shag carpet, but the marble with the larger mass traveled a farther distance before stopping.  However, we discovered that after calculating the momentum of both marbles, that the marble with the greater mass had greater momentum. 

Successes:

This inquiry worked well with within a small group.  We were able to discuss our investigation and the results we were observing.  We were able to collect and record data with greater ease. 

Modifications:

Changes that I would make to this activity would include a larger variety of surfaces and the angle of the slope.

Application:

I would incorporate this guided activity in my classroom to teach mometum as a structured inquiry lesson.  I would incorporate changing the angle of the slope on the various surfaces to increase or decrease momentum.  This lesson would reinforce Newton's Laws of Motion. 

Melting Ice Caps

     As the polar ice caps are melting, they affect many aspects of life on Earth.  The effects they have had thus far are wide spread especially to the native people, wildlife and plants of the Arctic.  The native people of the Arctic have already experienced effects of the melting of the polar ice caps when the Ward Hunt Ice Shelf splintered and  the freshwater lake it enclosed drained into the ocean. 

     The melting of the Arctic ice cap is accelerating global warming.  Rising temperatures are a result of the protective, cooling layer over the Arctic melting allowing the Earth to absorb more sunlight. Melting ice caps contribute to rising sea levels, threatening low-lying areas causing beach erosion, coastal flooding and contamination of freshwater supplies.  Low lying islands are also at risk for being completely covered.

     The melting of the Arctic ice cap would also affect food production that requires particular temperatures for certain crops to grow. 

Reflection of Lesson Plan

I thought the 5 E's Model of lesson planning was very  thought provoking.  It is extremely comprehensive and detailed.  This format would be great to use in planning a unit of instruction.  I thought is was helpful focusing instruction that is engaging and interactive.  The lesson plan template that was provided this week for writing our lesson plan was very lengthy.  However, the lesson that I submitted was one that I had taught in my class this week and this format provided me with additional tools that I will use to reinforce my lesson.