Transcript How does a teacher adapt the instructional goals to the existing

Adapting Activities
for
Different Learning Levels
of the
TXESS Revolution Earth & Space
Melissa Anzaldua
Valley View I.S.D.
Antonio Urrabazo
Mission C.I.S.D
Region One: Rio Grande Valley
TXESS Revolution
High School Earth & Space Sciences
One Year Course
Developed
by
Kathy Ellins
Eleanor Snow
Hilary Olson
Elizabeth Polito
Images Source: www.txessrevolution.org
Overview of Instruction
High School Earth & Space Framework
Chapter 1: Earth the Habitable Planet
Chapter 2: Earth System Science
Chapter 3: Earth Outside In
Chapter 4: Earth Inside Out
Chapter 5: Geologic Time
Chapter 6: Poking Holes
in the Planet
Image Source: http://sos.noaa.gov/datasets/Land/
Overview of Instruction
High School Earth & Space Framework
Chapter 7: The Water Planet
Chapter 8: Earth’s Cryosphere
Chapter 9: Earth’s Climate System
Chapter 10: Energy, Resources, Energy, & Climate
Chapter 11: Extreme Events/Extreme Environments
Chapter 12: Humans at the Helm
Image Source: http://sos.noaa.gov/datasets/Land/
What to keep in mind when teaching
younger students
* Make objectives and expectations clear
* Consider learning styles, skills, talents, and personalities
* Make it an active process so the students are engaged at all times
* Consider instructional strategies, curricular content, instructional
material, and assessment practices
* Be flexible
Chapter 5: Geologic Time
Learning Objectives:
Students will know
-How geologic time is measured
-The process of radioactive decay
-How to apply the laws of stratigraphy and
the Principle of Faunal Succession
Quick Look at the
5th Grade Science TEKS
5.7 A explore the processes that led to the
formation of sedimentary rocks and fossil
fuels. (Readiness Standard)
5.7D identify fossils as evidence of past living
organisms and the nature of the
environments at the time using models.
(Supporting Standard)
Excavating Vocabulary Activity
Word Excavation Game (Group)
Word Excavation Duel (One-on-one)
Excavating Vocabulary Activity
Compare stacked
pancakes to sedimentary
layers and relative time.
Think of words that are
associated with the
layering of rocks.
Excavating Vocabulary Activity
Last Pancake =Youngest
First Pancake = Oldest
Image 1 Source: A.J. Schukler; Image 2 Source www.sleepingdogstudios.com
Sedimentary Layer Lesson Plan
Source: © 2011 NESTA, Windows to the Universe®
Sedimentary Strata Construction
Add a layer of crushed shells
Useful Sedimentary
Terminology
Law of Superposition: In a stack of sedimentary rocks, the
topmost layer is always youngest and lowermost always
oldest (as long as the rocks have not been overturned)
Relative Age: Dating of events by place in chronological
order of occurrence rather than in years.
Core: A rock core is shaped like a cylinder and is cut from the
Earth's crust by a drilling rig fitted with a coring bit that has a
diamond blade.
Cross Section: Construction of geologic cross-sections from
maps helps to interpret structure in three dimensions..
Useful Sedimentary
Terminology
Strike: A cross section that is oriented parallel to the
sloping layers of rock ("along strike") makes the sloping
layers appear to be flat and doesn't give any information
about the tilted layers
Dip: A cross section that is oriented perpendicular to the
sloping layers of rock ("along dip") shows the maximum
angle that layers of rock are tilted.
Sedimentary Layer Activity
Instructions:
* Your plastic container contains a model of
sedimentary rock layers.
* You will figure out what those layers are and
their relative ages by taking cores using
plastic straws.
* Don’t touch the clay of the model or remove
the tape that is on the outside of the
container.
Sedimentary Layer Activity
Procedures:
1. Decide as a group where to take a core (spread them
out, core in a line, or in one small area).
2. Hold the straw vertically and push straight down until
the straw touches the bottom of the box. Turn and
wiggle the straw to free it from the rest of the dough
and then pull it out.
3. Label each core sample with a label sticker that has a
sample number with the one that corresponds to the
flagged area
(Don't cover the end with the dough.)
Sedimentary Layer Activity
Procedures (continued):
4. Repeat the process until you have taken 5-10 core
samples and 5-10 locations marked on the landform.
5. Tape all of your cores against a sheet of white paper
so that everyone in the group can see them.
Assessing comprehension
How many different colored layers did you find?
What does the placement of the layers tell us?
Explain you findings.
How can we use this in the real world?
Activity Foldable
Materials:
transparencies, permanent marker, ruler, tape, paper, toothpicks, masking tape
On the time line below, mark the colors of these layers with the
youngest at the top and the oldest at the bottom.
Youngest
Relative age
Oldest
Sedimentary Images
Image Sources: Rising Tide Project; Stephan F. Austin University; Shimmin, J.
REMINDER
* Make objectives and expectations clear
* Consider learning styles, skills, talents, and personalities
* Make it an active process so the students are engaged at all times
* Consider instructional strategies, curricular content, instructional
material, and assessment practices
* Be flexible
Image Source: http://80laf.files.wordpress.com/2010/08/globe.jpg
Resources
Bashinski, S. M. July 2002. Adapting the curriculum to meet the needs of
diverse learners, PBS Teachers.
National Earth Science Teachers Association. 2011. Windows to the
Universe®
Stephen F. Austin University, image retrieved on June 18, 2012,
http://www.geology.sfasu.edu/structure/folding1.jpg
Resources
The Origin and Evolution of the Earth System: A Rising Tide Project for
Grades 9 and 10.
http://kingfish.coastal.edu/marine/risingtide/cores/strat/intro2.html
Retrieved June 2012
Shimmin, J. Stratigraphy and Stratigraphic Nomenclature
http://www.ukfossils.co.uk/guides/stratigraphy/Pic%201.jpg Retrieved June
2012
Schuster, A. J. Cold Robot Logic
http://ajschuster.tumblr.com/post/368740656/guillee-rainbow-pancakes-iwant-the-whole Retrieved June 2012