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Connecting to Unifying Concepts through EARTH SCIENCE Connecting Unifying Concepts: Earth Science This training was developed to help you in the following ways: Add to your content knowledge of Earth Science concepts Model teaching strategies that meet the needs of ELL students

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Connecting to

Unifying Concepts

through

EARTH SCIENCE

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting Unifying Concepts:Earth Science

  • This training was developed to help you in the following ways:

    • Add to your content knowledge of Earth Science concepts

    • Model teaching strategies that meet the needs of ELL students

    • Provide TEKS aligned learning experiences to use in your classroom

    • Provide questioning tools to help students connect learning to big ideas in Science

Connecting to Unifying Concepts through Earth Science, 2006


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Other training sessions to be presented in this format are:

  • Connecting to Unifying Concepts through Space Science

  • Connecting to Unifying Concepts through Physical Science: Energy

  • Connecting to Unifying Concepts through Physical Science: Matter

  • Connecting to Unifying Concepts through Life Science

Connecting to Unifying Concepts through Earth Science, 2006


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Training and materials were developed by:

  • Presenters:

  • Georgia Beatey, Garland ISD

  • Lisa Dwinal, Garland ISD

  • Rosemary Martin, Supporting Science, Inc.

  • Suzanne Melton, Lewisville ISD

  • Dr. Karen L. Ostlund, UT Austin

Connecting to Unifying Concepts through Earth Science, 2006


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Take a few minutes to introduce yourself to others at your table and discuss your student notebooking experiences in science.

Connecting to Unifying Concepts through Earth Science, 2006


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Unifying Concept Questions notebooking experiences during today’s training.

  • After each activity we will ask you to discuss some of these questions.

  • Glue this page into your science notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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How does science notebooking help notebooking experiences during today’s training.teach the TEKS?

The student is expected to . . .

  • Observe

  • Describe

  • Identify

  • Communicate

  • Explain

  • Justify

  • Sort/Group/Classify

  • Predict

  • Record

  • Illustrate

  • Construct graphs/tables/maps/charts

Connecting to Unifying Concepts through Earth Science, 2006


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  • Science notebooking is a very important component of science instruction.

  • The more you use a notebook yourself, the more you will be able to help your students in notebooking.

  • Activities (in PDF format) from this presentation will be emailed to you on Monday.

  • This will allow you to print and create the lesson materials in either color or black and white.

Connecting to Unifying Concepts through Earth Science, 2006


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Pre-assessment instruction.

Dropping In – Focus on Systems

Weather Watch – Focus on Change

Restless Rocks – Focus on Properties & Patterns

Gently Down the Stream – Focus on Models

Rationing Our Resources – Focus on Survival

Post-assessment

Evaluations

Overview of the day

Restrooms

Breaks

Lunch

Connecting to Unifying Concepts through Earth Science, 2006


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  • During some of our activities each group will need to pick up and return materials to the supply table.

  • Please designate a materials manager at your table to take this responsibility during the day.

  • Please turn your cell phone off. Inform one of the presenters if you have an emergency situation that requires you to answer your cell phone during this training.

Connecting to Unifying Concepts through Earth Science, 2006


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English Language Learners up and return materials to the

  • Learning experiences include

    • Added visuals

    • Vocabulary word cards

    • Instructional suggestions for reading, writing, and speaking tasks

      Take a few minutes to peruse the Proficiency Charts and Bibliography prepared by

      Dr. Nancy Montgomery

Connecting to Unifying Concepts through Earth Science, 2006


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How can I make sure students will transfer what they have learned during hands-on activities to multiple choice questions on TAKS?

The dilemma!

Connecting to Unifying Concepts through Earth Science, 2006


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Blend ideas from national research on best practices in science and reading in the content area for success in ScienceANDReading.

To address the dilemma . . .

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006 science and reading in the content area for success in


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Components of the science and reading in the content area for success in Five “E” Lesson Model

  • Interest getting, intriguing, making connections to past learning

  • Provide common experiences, question and probe concepts

  • Information, terminology, communicate findings

  • Connect new concepts to prior learning to create understanding

  • Ongoing process for determining levels of understanding

Connecting to Unifying Concepts through Earth Science, 2006


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Advantages of pre-assessment science and reading in the content area for success in

  • Find out what students know

  • Uncover their misconceptions

  • Plan for instruction

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Learning Experience Dropping in Science content. It is

TEKS

  • K.6 D, E

  • 1.6 A, B, D, C

  • 2.6 A, B, 2.10 A

  • 3.5 A, B, 3.7 B

  • 4.5 A, B, 4.7 A

  • 5.5 A, 5.6 B

    TAKS Objective

    4 – Earth Science

Connecting to Unifying Concepts through Earth Science, 2006




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Think about . . . Science content. It is

  • How does water change form as it moves from one place to another?

  • Does water always go to another location or could it stay in the same place?

  • When water is a gas (vapor), does it move slowly or quickly?

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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  • Count off 1, 2, 3. location to another.

  • If you are liquid water, line up together and roll once representing many particles together in a water drop.

  • If you move to the clouds (evaporate), separate from your group and line up as individual water particles.

  • If you become rain in the clouds (condense), grab two new partners from the line as you move to the next location.

  • If your roll indicates you STAY, move to the back of the line and wait for another turn.

Connecting to Unifying Concepts through Earth Science, 2006


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Solid Liquid Gas

ICE WATER WATER VAPOR

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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  • Material managers will pick up your table and discuss your journey with your group.Design a Travel Brochure for each person in their group.

  • Read over the steps and the criteria on the rubric.

  • Use the information from What is the Water Cycle? to help you create your travel brochure.

  • Leave the outside back section blank so your brochure can be glued into your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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While you are working discuss how you would modify this activity to accommodate the needs of special population learners.

  • Think about :

    • what conditions are necessary for water to move to each location

    • the form water is in as it moves from one place to another

    • interesting things that might happen to the water drop

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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  • Processing experiences with good questioning afterwards makes students think and helps them connect the learning

    to bigger ideas.

  • Big ideas provide the framework for students to attach details, meaningful vocabulary, and connections to the real world.

  • Result =_______, _______ kids!

Connecting to Unifying Concepts through Earth Science, 2006


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  • Processing experiences with good questioning afterwards makes students think and helps them connect the learning

    to bigger ideas.

  • Big ideas provide the framework for students to attach details, meaningful vocabulary, and connections to the real world.

  • Result = happy, SMART kids!

Connecting to Unifying Concepts through Earth Science, 2006


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Discuss the makes students think and helps them connect the learning Systems questions as you reflect on the activities completed during Dropping In.

Write your answers to at least 2 of the questions in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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Learning Experience Weather Watch makes students think and helps them connect the learning

TEKS

  • K.7 A

  • 1.7 A

  • 2.7 D

  • 3.6 A, B

  • 4.6 A

  • 5.6 A

    TAKS Objective

    4 – Earth Science

Connecting to Unifying Concepts through Earth Science, 2006


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How did you decide what to wear today? makes students think and helps them connect the learning

How did the person

making the map

decide what the weather

was going to be?

What do all the symbols mean?

What can we observe to determine what the weather will do next?

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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a. The energy from the flashlight is the same for both A and B.

b. More squares are covered by the angled beam, the light is spread over a larger area.

c. The direct beam is more intense and would heat things more than the angled beam.

d. Areas that receive direct sunlight would be hotter than areas with angled sunlight.

e. Areas near the equator get direct sunlight, areas near the poles get angled sunlight.

f. We receive angled light in the early morning and late afternoon, it’s not as hot as the middle of the day when the sunlight is directly overhead.

g. Hamburgers directly under the lamp stay warmer than ones at an angle to the lamp.

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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In your notebook summarize the things you learned about air masses from the human model.

  • Heavy air masses exert high pressure.

  • Light air masses exert low pressure.

  • The amount of heat energy from the Sun determines if an air mass is heavy or light.

Connecting to Unifying Concepts through Earth Science, 2006


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Remember the grocery bags? masses from the human model.

  • They are hard to tell apart without picking them up to feel the difference.

  • Scientists have the same trouble with air pressure. They cannot tell whether the air is heavy or light without measuring it in some way.

  • They measure air pressure with an instrument called a barometer.

Connecting to Unifying Concepts through Earth Science, 2006


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There is an easy way to masses from the human model.make a barometer.

  • Pick up materials from the supply area to complete:

    Weather Watch

    Investigating Factors - 3

Connecting to Unifying Concepts through Earth Science, 2006


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  • Watch the straw for several days. masses from the human model.

  • The balloon will move it up or down as the air pressure changes.

  • When pressure goes up the straw will go higher and when pressure goes down, the straw will dip lower.

  • High pressure indicates fair weather and low air pressure indicates cloudy, wet weather.

  • When the pressure does not change, neither does the weather.

Connecting to Unifying Concepts through Earth Science, 2006


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By now your sponge tower masses from the human model.has reached 100%

  • Can you explain why the sponge filled up quickly to 50% but took a long time to fill up to 100%?

  • Air, like the sponge, has a harder time soaking up more water when it is already full.

  • That is why you feel sticky on very humid days. The air is already full of water and can’t take any from you. Instead of your perspiration evaporating from your skin to cool you off, it stays on your skin making you feel hot and sticky.

Connecting to Unifying Concepts through Earth Science, 2006


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  • Evaporation adds water vapor to the air. masses from the human model.

  • The amount of water vapor in the air is called humidity.

  • When humidity reaches 100%, the air is saturated, which means it cannot hold any more water vapor.

  • Clouds form when the air is nearly saturated.

  • As the air cools the water condenses and falls back to Earth as precipitation, rain, snow, hail, or sleet.

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Discuss the notebook.Change questions as you reflect on the activities completed during Weather Watch.

Write your answers to at least 2 of the questions in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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Learning Experience notebook.Breaking Up! Moving On! Gently Down the Stream!

TEKS

  • K.7 A

  • 1.7 A

  • 2.7 A

  • 3.6 B

  • 4.10 A

  • 5.11 A, 5.12 A

    TAKS Objective

    4 – Earth Science

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Pick up the Breaking Up! materials from the supply table and begin working.

Connecting to Unifying Concepts through Earth Science, 2006


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Another example of mechanical weathering is caused by ice. notebook.

  • Water in cracks freezes causing rocks to break apart.

  • A film canister filled to

  • overflowing with water

  • Placed in freezer

  • overnight

  • Expansion of water

  • when frozen forces the

  • top off or cracks the

  • film canister

Connecting to Unifying Concepts through Earth Science, 2006


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1. The materials have the same physical properties but are in smaller pieces.

The materials have different sizes and shapes.

2. The model demonstrates breaking an object into smaller pieces through mechanical means; rocks smash into each other and break up, rocks are ground into smaller pieces under glaciers or car tires, and roots force their way through cracks breaking rocks apart.

3. The soil is made of small pieces of rock. Weathering forms these pieces.

4. The cereal ‘rock’ is no longer in one solid piece. It will probably dissolve into very small bits.

5. Weathering is a destructive process because rocks and rock layers are broken down.

Connecting to Unifying Concepts through Earth Science, 2006


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What happens to weathered rock that is blown in the wind or carried by a stream?

  • Return your Breaking Up! materials but keep your safety goggles.

  • Pick up the Moving On! materials tray.

  • Keep the earth materials in the cups as you observe and record their properties.

Connecting to Unifying Concepts through Earth Science, 2006


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  • What are these 3 kinds of earth materials? carried by a stream?

  • In the natural world, where would you find these separately and where would you find them as a mixture?

  • How are the materials similar and different?

  • Would the difference in their particle sizes affect their rate of weathering or erosion?

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Pick up the Moving On! instructions and begin working.

Connecting to Unifying Concepts through Earth Science, 2006


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1. Faster moving air has a higher energy level. It can move more materials and/or larger materials farther.

2. Faster moving water has a higher energy level. It can move more materials and/or larger materials farther.

3. More erosion would occur from faster moving water or air (higher energy levels). On a hillside more materials are carried away than on flat land due to the added effect of gravity.

Connecting to Unifying Concepts through Earth Science, 2006


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4. The ice cube on the sand pile made a path that pushed sand to the side in small ridges and had a small ridge of sand on the leading edge. The path where the ice cube traveled is noticeable. On the gravel piles some movement of the gravel to the front was observed.

5. The energy level of the moving ice cube remained the same. It did not speed up or slow down.

Connecting to Unifying Concepts through Earth Science, 2006


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6. Ice, water, or wind will cause materials that composed the hillside to be carried to another location.

7. These models show us natural processes that occur in the world close up.

Carefully pour the sand and gravel on your paper plates back into the cups and dispose of the ice cubes.

Connecting to Unifying Concepts through Earth Science, 2006


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What happens to weathered rock that is blown in the wind or carried by a stream? Investigate with Gently Down the Stream!

  • Return your Moving On! materials (keeping your goggles).

  • Pick up a new tray of materials and begin working.

Connecting to Unifying Concepts through Earth Science, 2006


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1. The cup with the larger hole represented higher energy water. It made more changes in the landform.

2. Deposition occurred at the end of the stream table near the hole. The water slowed down and dropped its load of sand/gravel.

3. Compared to landforms made of mixtures of sand and gravel the sand only landforms showed the most erosion.

4. There is more erosion where the water has a high energy level and the soil is soft. Earth materials are dropped at the lower end of a stream or river.

Connecting to Unifying Concepts through Earth Science, 2006


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  • Return your water. It made more changes in the landform.Gently Down the Stream! materials to the supply table and clean up your table area.

Connecting to Unifying Concepts through Earth Science, 2006


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Discuss the water. It made more changes in the landform.Models questions as you reflect on the activities completed during Breaking Up! Moving On! and Gently Down the Stream!

Write your answers to at least 2 of the questions in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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Learning Experience Restless Rocks water. It made more changes in the landform.

TEKS

  • K.5 A, K.7 B, K.10 A

  • 1.5 A, 1.7 B, 1.10 B, C

  • 2.5 A, 2.7 B

  • 4.7 A, 4.10 A

  • 5.7 A, 5.11 A, C

    TAKS Objective

    4 – Earth Science

Connecting to Unifying Concepts through Earth Science, 2006


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  • How are rocks formed? water. It made more changes in the landform.

  • What kinds of things are in rocks?

  • Do rocks stay the same or do they change? If they change, how?

Connecting to Unifying Concepts through Earth Science, 2006


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  • Pick up water. It made more changes in the landform.Rock set A and the observation tools.

  • Wear your safety goggles.

  • Discuss your observations about the rocks. Some properties you might examine are:

    • texture

    • reflection of light

    • color

    • sound when hit together

    • magnetic

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006 water. It made more changes in the landform.


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Connecting to Unifying Concepts through Earth Science, 2006 water. It made more changes in the landform.


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Connecting to Unifying Concepts through Earth Science, 2006 water. It made more changes in the landform.


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Connecting to Unifying Concepts through Earth Science, 2006


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1. Colors, particles sizes. Materials must sink, drop into layers, fill in spaces in the layers, be inorganic.

2. Before melting-dark brown, chip shape, chocolate smell, did not burn. After melting-same except for shape change.

3. Before heating-materials were different colors. After heating-different shape, different colors, wavy bands of material.

4. Sedimentary rocks are formed from inorganic materials in layers, igneous rocks are form by melting/cooling and reforming, metamorphic rocks are formed by being heated and pressed to form a new material.

Connecting to Unifying Concepts through Earth Science, 2006


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Investigating the Rock Cycle layers, fill in spaces in the layers, be inorganic.

  • Rocks can change because the Earth’s crust is always changing and moving due to forces deep within the Earth.

  • Environmental conditions like weathering and erosion can also change rocks.

  • Pick up two Rock Cycle Diagrams for your group and two clay pieces for each set of partners

Connecting to Unifying Concepts through Earth Science, 2006


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  • Flatten one of the clay pieces on the desktop. layers, fill in spaces in the layers, be inorganic.

  • Explore the process of uplift by pushing the outer edges of the clay toward the center of the layer of clay.

  • How will this shape be affected by wind and water?

  • What word describes breaking pieces off the rocks?

  • What word describes moving the particles?

  • Draw and label uplifting in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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  • Re-flatten the piece of clay firmly on the desktop. Take the second piece of clay and flatten it firmly on the desktop next to the first color.

  • Explore the process of layers moving above and underneath each other.

  • Observe the movement of the layers as you slowly push the layers together.

  • One layer should move below the other. In the Earth’s crust, this pushes rock downward into a zone of heating and/or greater pressure.

  • What kind of rock is formed when rock material is melted and then cooled?

  • What kind of rock is formed with great pressure and heat?

  • Draw and label the movement of the clay (rock) layers in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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  • When you have completed your booklet return your materials and pick up Rock Set B and a Rock Chart for each group member.

  • Use your booklet, Rock Chart and journal notes to classify the 3 samples as igneous, sedimentary or metamorphic.

  • Record the properties from the Rock Chart which you used to classify each rock sample.

Connecting to Unifying Concepts through Earth Science, 2006


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Discuss the and pick up Properties and Patterns questions as you reflect on the activities completed during Restless Rocks.

Write your answers to at least 2 of the questions in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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Learning Experience and pick up Rationing Our Resources

TEKS

  • K.10 B

  • 1.10 C

  • 2.10 B

  • 3.11 A

  • 5.11 C, 5.12 B

    TAKS Objective

    4 – Earth Science

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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To investigate Earth’s resources we are going to participate in a simulation.

  • Pick up materials from the supply area.

  • Glue a piece of graph paper into your journal.

  • You will complete the activity in small groups, but it works best with students as a class activity.

Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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Connecting to Unifying Concepts through Earth Science, 2006


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  • The simulation will consist of several short time periods randomly scatter all the pasta on it. The cloth represents the Earth.(15 seconds) when the group members who are in charge of a resource will try to gather as much of their resource as possible. One member of the group will be the timer.

  • Since many resources are found below the ground and are not visible to us at the surface, the gatherers must be blindfolded.

Connecting to Unifying Concepts through Earth Science, 2006


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  • Gathering rules randomly scatter all the pasta on it. The cloth represents the Earth.

    • Find your resource by feeling for the correct shape.

    • No stealing of another’s resources.

    • No destroying of another’s resources.

  • At the end of each gathering time, measure and record how much of each resource was gathered.

Connecting to Unifying Concepts through Earth Science, 2006


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After you have gathered, measured, and recorded you first gathering wait for a brief whole group discussionbefore going on.

Connecting to Unifying Concepts through Earth Science, 2006


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Types of Resources gathering

  • Renewable – it is naturally replaced through Earth’s cycles

  • Nonrenewable – it cannot be replaced in a short amount of time, even if we are recycling some (like metals) it is being

    used at a rate faster than Earth processes can replace it

  • Inexhaustible – there is a continual supply coming to

    Earth, it cannot be used up

Connecting to Unifying Concepts through Earth Science, 2006


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  • How can we demonstrate the difference in these types of resources in our simulation?

  • If your resource represents a renewable or inexhaustible resource you should re-scatter the gathered pieces on the cloth before the next gathering period starts.

  • This represents that the Earth has replaced or received additional amounts of your resource.

Connecting to Unifying Concepts through Earth Science, 2006


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  • Repeat the gathering process resources in our simulation?7 more times and then graph the results for your resource.

    (timer should choose a set

    of data to graph)

  • Also calculate how much of your resource is left from the original amount (50 grams).

Connecting to Unifying Concepts through Earth Science, 2006


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At the end of the simulation each group member should: resources in our simulation?

  • Explain your graphed data to your group.

  • Explain how the gathering (use) of your resource affected how much was left to use.

  • Explain how the simulation showed what is happening to many of Earth’s limited natural resources.

Connecting to Unifying Concepts through Earth Science, 2006


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Use the reading to create a bubble chart in your notebook to show the main ideas about Earth’s resources.

Connecting to Unifying Concepts through Earth Science, 2006


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Sample Bubble Chart resources in our simulation?

Connecting to Unifying Concepts through Earth Science, 2006


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Discuss the resources in our simulation?Survival questions as you reflect on the activities completed during Rationing Our Resources

Write your answers to at least 2 of the questions in your notebook.

Connecting to Unifying Concepts through Earth Science, 2006


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Post - assessment resources in our simulation?

  • Remember the 5 questions you answered first thing this morning?

  • We have used your answer responses to create TAKS-like multiple choice questions.

  • Return your Reading Notes and pick up these questions to answer.

  • This is a way to assess whether you have transferred learning from the hands-on activities to a paper and pencil test.

  • Check as a group when finished.

Connecting to Unifying Concepts through Earth Science, 2006


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Revisiting today’s training goals, resources in our simulation?how did we do on each of these?

  • This training was developed to help you in the following ways:

    • Add to your content knowledge of Earth Science concepts

    • Model teaching strategies that meet the needs of ELL learners

    • Provide TEKS aligned learning experiences to use in your classroom

    • Provide questioning tools to help students connect learning to big ideas in Science

Connecting to Unifying Concepts through Earth Science, 2006


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  • Please resources in our simulation?tidy your work area. Return materials to the supply table and dispose of waste.

  • Please complete the evaluation and leave it on your table.

  • Pick up your certificate as you leave.

Connecting to Unifying Concepts through Earth Science, 2006


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Thanks for un resources in our simulation?earthing the possibilities of science with us today!

Connecting to Unifying Concepts through Earth Science, 2006


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