incorporating the cross cutting concepts from the new york ......the regents exam includes questions...

Incorporating the Cross Cutting Concepts from the New York State Science

Learning Standards in the Regents Earth Science Curriculum A. De Pinto

Abstract The New York State Science Learning Standards (NYSSLS) were adopted by New York in 2016

and are an adapted version of the Next Generation Science Learning Standards (NGSS). The

purpose of the NGSS and NYSSLS is to create a STEM-literate public (Wysession, 2018). This

is necessary to adequately understand humans’ impact on the environment. Research shows that

students perform better on old-style assessments when taught with NYSSLS-style teaching. To

carry out NYSSLS standards with integrity, teachers in Elementary, Middle, and High schools

need to work collaboratively to teach content using common language and skills. Content is

scaffolded in grade K-12 through various Performance Expectations (PEs) and Disciplinary Core

Ideas (DCIs). Content is taught by doing, not by listening. Activity-style learning should be

based in the Science and Engineering Practices (SEPs) and used in a real-world setting. Common

language between grade levels and courses comes from teaching through the lens of a

Crosscutting Concept (CCC). The NYSSLS document provides suggestions for which PEs,

SEPs, DCIs, and CCCs to teach together. The Human Sustainability and Engineering Design

units suggest viewing content through the lens of Systems and System Models (NYSED, 2016).

This paper explores how this Crosscutting Concept can be incorporated in the High School Earth

Science Curriculum. Various laboratory activities that align with the curriculum and CCC are

provided and can be used to facilitate the learning of content.

Introduction New York State (NYS) adopted new Science Learning Standards in December 2016. The New

York State Science Learning Standards (NYSSLS) are an adapted version of the commonly

known Next Generation Science Learning Standards (NGSS) that have been adopted by 19

states, including California – a front runner in educational innovation – and the District of

Columbia. Recently, New York State also approved a new model of science education, called K-

12 Science Education. This model is set to begin implementation in 2019. K-12 Science

Education scaffolds information to students from Kindergarten to 12th grade and each year of

science should progressively build on the next. In order to carry out this model with integrity,

teachers in Elementary, Middle, and High schools need to work collaboratively to teach content

using common language and skills. The NYSSLS standards deliver the procedure for doing so.

New York State has not adopted a new set of standards since 1996. Major advances in science,

including our understanding of how students learn science, have created a need for updated

teaching practices (Cochrane, 2016). In the last 25 years the United States lost its competitive

economic edge, had lagging student achievement, a lack of scientific and technological literacy,

an inability to participate constructively in science and engineering discussions, and a lack of

knowledge about how science impacts daily life (Cochrane, 2016). The NGSS document was

developed to counteract the lagging science education but lacked information that those who

developed NYSSLS found important. Several Performance Expectations (PEs), Disciplinary

Core Ideas (DCIs), and Engineering and Design tasks were added into NYSSLS that are not

found in NGSS.

The newly adopted NYSSLS document is founded upon three dimensions: Science and

Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Cross Cutting Concepts

(CCCs) (NYSED, 2016). The Science and Engineering Practices refer to what students ought to

be doing in the classroom in order to gain access to content. The Disciplinary Core Ideas refer to

the key concepts that students should understand upon completing a performance expectation,

which was formerly called the learning objective. The Crosscutting Concepts are a set of themes

that are woven throughout all science curriculums. The basis for developing Crosscutting

Concepts is to identify the interconnection between units within a course, and between various

science courses. Crosscutting Concepts can also be utilized for interdisciplinary and teamed units

in middle school classrooms, depending on the structure of the school.

The same Crosscutting Concepts are to be referred to in Earth Science, Living Environment,

Chemistry, Physics, and General Science classrooms throughout grades K-12. These concepts

include the idea of systems and system models; patterns; cause and effect; scale, proportion, and

quantity; energy and matter; and structure and function. Teachers in New York should think of

the Crosscutting Concepts as “the lens with which to view the content” (Anderson, 2018). It is

suggested in the NYSSLS document that each lesson segment focus on 1-3 Cross Cutting

Concepts (NYSED, 2016).

The Earth Science curriculum can be separated into 8 units with each topic covered for

approximately 1 month during the school calendar year. The topics include: Measuring the Earth;

Astronomy; Minerals, Rocks, and Natural Resources; The Dynamic Crust, Structural Geology,

Geologic Time, Meteorology, and Climate. The New York State Earth Science course cumulates

in a Regents Exam that is given state-wide at the same date and time to all students. The Regents

exam includes questions that involve use of the Earth Science Reference Table, protractors,

straight edges, and calculators, as well as reading comprehension and analysis-style questions.

Michael Wysession, one of the NGSS writers, was a Keynote Speaker at the 2018 LISTEMELA

Fall Conference. He noted that specific Crosscutting Concepts have been paired with certain

units in each content area (Wysession, 2018). In the High School Earth and Space Science

Performance Expectations, the Systems and System Models concept is suggested to be paired

with and taught in two units: Human Sustainability and Engineering Design. Wysession states

that teachers may choose to teach any topic through any cross cutting concept lens. However, he

notes that future NYS assessments will most likely use the suggested pairings provided for in the

standards. Knowing this, I have chosen to do an in depth look into the two units where Systems

and System Models were suggested.

The Crosscutting Concept System and System Models involves students using and creating

models that are physical, mathematical, and computational in nature. Teaching systems and

models from various perspectives encourages students to see relationships between different

science topics. This paper aims to explore how this Crosscutting Concept can be incorporated in

the High School Earth Science Curriculum. Options of 5E-friendly laboratory activities that can

be used to facilitate the learning of content through the lens of Systems and System Models are

also included in Appendix A. The 5E model aligns with NYSSLS standards because it begins

with an engagement activity, or phenomenon. Phenomenon-based learning is the backbone of the

NYSSLS standards. The 5Es are Engage, Explore, Explain, Extend, and Evaluate. The anchoring

phenomenon for each lesson would fall within the “Engage” portion, though subsequent

investigative phenomena may be used throughout to further enrich learning.

Results The Human Sustainability Unit and Engineering Design Unit are the final units within the

NYSSLS standards and are provided below (Figure 1 & Figure 2) (NYSED, 2016). Each unit

should be taught through the 3 Domains: SEPs, DCIs, and CCCs. The Crosscutting Concept

Systems and System Models is specifically associated with the standards HS-ESS3-6 and HS-

ETS1-4.

The Performance Expectation HS-ESS3-6 requires that students “use a computational

representation to illustrate the relationships among Earth systems and how those relationships are

being modified due to human activity” (Figure 1) (NYSED, 2016). Earth systems that can be

discussed include the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. The

boundaries and starting conditions of the system need to be defined when addressing the

Crosscutting Concept. Each system has inputs and outputs that should also be analyzed and

described using models when investigating or describing a system. Students are not required to

run computational representations of their own but should use published results of current

scientific computational models.

Figure 1: New York State High School Unit: Human Sustainability. The New York State P-

12 Science Learning Standards provide a 3-Domain approach to teaching science content.

Performance Expectations HS-ESS3-1, HS-ESS3-2, HS-ESS3-3, HS-ESS3-4, and HS-ESS3-6

review the content to be taught. Content is further broken down in the Disciplinary Core Ideas

section. Science and Engineering Practices outline the approach to learning the content. The

Crosscutting Concepts of Cause and Effect, Systems and System Models, and Stability and

Change are suggested to pair with the various Performance Expectations. Systems and System

Models is matched with Performance Expectation HS-ESS3-6 (NYSED, 2016).

Through teaching Performance Expectation HS-ETS1-4, students should be able to “use a

computer simulation to model the impact of proposed solutions to a complex real-world problem

with numerous criteria and constraints on interactions within and between systems relevant to the

problem” (Figure 2) (NYSED, 2016). Systems and System Models may be physical,

mathematical, and/or computer models. Models can be used to simulate systems and interactions,

such as energy, matter, and information flows, within and between systems at different scales.

Figure 2: New York State High School Unit: Engineering Design. The New York State P-

12 Science Learning Standards provide a 3-Domain approach to teaching science content.

Performance Expectations HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, and HS-ETS1-4 combine

previously learned science knowledge with engineering and design concepts. The Disciplinary

Core Ideas explain what is expected of students by the end of the unit. Science and Engineering

Practices outline the approach to processing information and designing solutions. The

Crosscutting Concept Systems and System Models is suggested to pair with all the Performance

Expectations for this topic (NYSED, 2016).

The 8 Earth and Space Science units are listed in Table 1. Areas where Performance

Expectations, HS-ESS3-6 and HS-ETS1-4, and the System and System Models Crosscutting

Concept can be used are found in the table. These units are highlighted to denote them.

Additional areas where it may be helpful to teach through the lens of the Crosscutting Concept

Systems and System Models have also been provided. Science and Engineering Practices that

guide learning for each topic are provided. Possible laboratory activities that fit into the 5E

model of teaching are added. These laboratory activities can be found in Appendix A.

Unit Performance

Expectation and/or

Relation to CCC

Science and Engineering

Practices

Disciplinary Core Ideas Accompanying

Laboratory

Activities

1: Measuring

the

Earth/Model

of Earth

HS-ESS3-6. Use a

computational

representation to illustrate

the relationships among

Earth systems and how

those relationships are

being modified due to

human activity.

CLARIFICATION

STATEMENT: Examples of

Earth systems to be

considered are the

hydrosphere, atmosphere,

cryosphere, geosphere, and/or

biosphere.

RELATION TO CCC: Systems and System Models:

Models (e.g., physical,

mathematical, computer

models) can be used to

simulate systems and

interactions — including

energy, matter, and

information flows —

within and between

systems at different

scales.

Developing and Using Models

Modeling in 9–12 builds on K–8

experiences and progresses to using,

synthesizing, and developing models to

predict and show relationships among

variables between systems and their

components in the natural and designed

world(s).

-Develop a model based on evidence to

illustrate the relationships between

systems or between components of a

system.

ESS2.A: Earth Materials and

Systems: Evidence from deep probes

and seismic waves, reconstructions of

historical changes in Earth’s surface

and its magnetic field, and an

understanding of physical and

chemical processes lead to a model of

Earth with a hot but solid inner core,

a liquid outer core, a solid mantle and

crust. Motions of the mantle and its

plates occur primarily through

thermal convection, which involves

the cycling of matter due to the

outward flow of energy from Earth’s

interior and gravitational movement

of denser materials toward the

interior.

1. Using Satellites to

Track Latitude and

Longitude

2. POGIL Latitude and

Longitude Activity

3. Latitude and

Longitude of National

Parks Lab

4. Slice of Planet Earth

Lab Activity *May also

be used in Unit 7 with

layers of the atmosphere.

Unit Performance

Expectation and/or

Relation to CCC


Practices


Laboratory

Activities

2:

Astronomy







energy, matter, and


within and between


scales.








world(s).




system.

ESS1.A: The Universe and Its

Stars: The star called the sun is

changing and will burn out over

a lifespan of approximately 10

billion years.

ESS1.B: Earth and the Solar

System: Kepler’s laws describe

common features of the motions of

orbiting objects, including their

elliptical paths around the sun. Orbits

may change due to the gravitational

effects from, or collisions with,

other objects in the solar system.

1. HR Diagram Lab

2. Classification of Stars

Lab

3: Minerals,

Rocks, and

Natural

Resources

HS-ESS3-6. Use a

computational






human activity.

CLARIFICATION


Earth systems to be

considered are the



biosphere.








world(s).




system.


Systems: Earth’s systems, being

dynamic and interacting, cause

feedback effects that can increase or

decrease the original changes.

ESS3.A: Natural Resources:

Resource availability has guided the

development of human society.

ESS3.B: Natural Hazards: Natural

hazards and other geologic events

have shaped the course of human

history; [they] have significantly

altered the sizes of human

populations and have driven human

migrations.

1. Soil Silent

Conversation/Write

Around

2. Rock Flowchart Lab

3. Potholes on Long

Island – Reading

Comprehension and

Analysis Lab

Unit Performance

Expectation and/or

Relation to CCC


Practices


Laboratory

Activities

4: The

Dynamic

Crust

HS-ESS3-6. Use a

computational






human activity.

CLARIFICATION


Earth systems to be

considered are the



biosphere.








world(s).




system.

ESS2.B: Plate Tectonics and

Large-Scale System Interactions:

Plate tectonics is the unifying theory

that explains the past and current

movements of the rocks at Earth’s

surface and provides a framework for

understanding its geologic history.


Systems: Earth with a hot but solid

inner core, a liquid outer core, a solid

mantle and crust. Motions of the

mantle and its plates occur primarily

through thermal convection, which

involves the cycling of matter due to

the outward flow of energy from

Earth’s interior and gravitational

movement of denser materials toward

the interior.

1. Epicenter Location

Lab

2. Earthquake

Preparedness Project

3. Graham Cracker Plate

Tectonics Lab

5: Structural

Geology

HS-ESS3-6. Use a

computational






human activity.

CLARIFICATION


Earth systems to be

considered are the


cryosphere, geosphere,

and/or biosphere.








world(s).




system.

ESS2.C: The Roles of Water in

Earth's Surface Processes: The

abundance of liquid water on Earth’s

surface and its unique combination of

physical and chemical properties are

central to the planet’s dynamics.

These properties include water’s

exceptional capacity to absorb, store,

and release large amounts of energy,

transmit sunlight, expand upon

freezing, dissolve and transport

materials, and lower the viscosities

and melting points of rocks.

1. Evidence of Glacial

Erosion Lab

2. Skittles Weathering

and Erosion Lab Activity

Unit Performance

Expectation and/or

Relation to CCC


Practices


Laboratory

Activities

6: Geologic

Time







energy, matter, and


within and between


scales.

Using Mathematics and

Computational Thinking.

-Mathematical and computational

thinking in 9–12 builds on K–8

experiences and progresses to using

algebraic thinking and analysis; a range

of linear and nonlinear functions

including trigonometric functions,

exponentials and logarithms; and

computational tools for statistical

analysis to analyze, represent, and

model data. Simple computational

simulations are created and used based

on mathematical models of basic

assumptions.

-Use a computational representation of

phenomena to support explanations.


Systems: Earth’s systems, being

dynamic and interacting, cause

feedback effects that can increase or

decrease the original changes.

ESS2.B: Plate Tectonics and

Large-Scale System Interactions:

Plate tectonics is the unifying theory

that explains the past and current

movements of the rocks at Earth’s

surface and provides a framework for

understanding its geologic history.

Plate movements are responsible for

most continental and ocean-floor

features and for the distribution of

most rocks and minerals within

Earth’s crust.

1. Fossil Lab – Parts A

& B

7:

Meteorology

HS-ESS3-6. Use a

computational






human activity.

CLARIFICATION


Earth systems to be

considered are the



biosphere.















assumptions.

-Use a computational representation of

phenomena or design solutions to

describe and/or support claims and/or

explanations.

ESS2.D: Weather and Climate.

Current models predict that, although

future regional climate changes will

be complex and varied, average

global temperatures will continue to

rise. The outcomes predicted by

global climate models strongly

depend on the amounts of human-

generated greenhouse gases added to

the atmosphere each year and by the

ways in which these gases are

absorbed by the ocean and biosphere.

1. POGIL Station

Models Lab

2. Slice of Planet Earth

Lab *May also be used

in Unit 1 with Model of

Earth based on density

differences between

layers.

Unit Performance

Expectation and/or

Relation to CCC


Practices


Laboratory

Activities

8: Climate

HS-ESS3-6. Use a

computational






human activity.

CLARIFICATION

STATEMENTS 1: Examples of Earth systems

to be considered are the



biosphere.

2: An example of the far-

reaching impacts from a

human activity is how an

increase in atmospheric

carbon dioxide results in an

increase in photosynthetic

biomass on land and an

increase in ocean

acidification, with resulting

impacts on sea organism

health and marine

populations.

HS-ETS1-4. Use a

computer simulation to

model the impact of

proposed solutions to a

complex real-world

problem with numerous

criteria and constraints on

interactions within and

between systems relevant

to the problem.















assumptions.

-Use a computational representation

of phenomena or design solutions to

describe and/or support claims and/or

explanations.

ESS2.D: Weather and Climate.

Current models predict that, although

future regional climate changes will

be complex and varied, average

global temperatures will continue to

rise. The outcomes predicted by

global climate models strongly

depend on the amounts of human-

generated greenhouse gases added to

the atmosphere each year and by the

ways in which these gases are

absorbed by the ocean and biosphere.

ESS3.D: Global Climate Change.

Through computer simulations and

other studies, important discoveries

are still being made about how the

ocean, the atmosphere, and the

biosphere interact and are modified in

response to human activities.

ETS1.B: Developing Possible

Solutions. Both physical models and

computers can be used in various

ways to aid in the engineering design

process. Computers are useful for a

variety of purposes, such as running

simulations to test different ways of

solving a problem or to see which

one is most efficient or economical;

and in making a persuasive

presentation to a client about how a

given design will meet his or her

needs.

1. Climate Lab

2. Climate Change

Station Activity

Discussion The NYSSLS document suggests teaching segments of Units 7 and 8, Meteorology and Climate,

through the lens of Systems and System Models. Performance Expectation HS-ESS3-6 falls

within the Meteorology and Climate Units, while Performance Expectation HS-ETS1-4 falls

mainly within the Climate Unit. The Science and Engineering Practice Using Mathematics and

Computational Thinking is associated with these Performance Expectations and Crosscutting

Concept. After speaking with Wysession, I learned that this was to guide the teaching of Human

Impact through a problem identification and subsequent problem-solving lens (2018).

Wysession recalled being in a conference with Nobel Prize winners who were discussing key

concepts that must be included in modern public school science curricula (2018). Participants at

the conference, no matter the discipline, referred back to the impact humans have on the

environment as being the utmost important topic to reiterate to students in grades K-12. Not only

do students need to understand how the planet is being affected, but they should begin to think

about ways to improve the environment they live in. The students currently in school are the

future of America. These will be the scientists and engineers who will research and design

solutions to the issues of melting polar ice caps, sea level rise, air pollution, and other

environmental consequences of human overpopulation and exploitation of resources. To

communicate this in the NYSSLS standards, there 4 of the 8 engineering-based (HS-ETS)

Performance Expectations are set in the Human Impact unit to encourage students to design

solutions that lesson the negative footprint. There are also 5 HS-ESS performance expectations

that address global warming and climate change directly, rather than minimal objectives that

addressed the topic in the previous NYS Science Standards (NYSED, 2016).

Several schools across New York may choose to combine the Meteorology and Climate units

into one wholistic unit. This viewpoint is helpful when developing storylines with phenomena-

based learning (Wysession, 2018). When developing bundles, teachers are given freedom to

group standards of their choosing. This aspect of NYSSLS separates it from the New York State

Common Core ELA and Math Learning Standards. While the NYSSLS standards are aligned

with Common Core standards (Figures 1 & 2), they are delivered much differently, giving

teachers more educational freedom within the classroom. Along with the ability to bundle

different Performance Expectations together, teachers may choose to use various Crosscutting

Concepts in one unit.

Teaching units through the lens of System and System Models requires that students use and

create models that are physical, mathematical, and/or computational. The Science and

Engineering Practice Developing and using Models can also be paired with this Crosscutting

Concept. In my suggested pairings, I combined the use of this practice and concept in Units 1-5.

It is important to keep in mind that only several related Performance Expectations and

Disciplinary Core Ideas were bundled with the Modeling SEP and CCC. There are several more

Performance Expectations and Disciplinary Core Ideas that are included in each NYSSLS

bundle. These still need to be taught but may be best taught using other Science and Engineering

Practices, and/or through the lens of other Crosscutting Concepts. The use various Crosscutting

Concepts and Science and Engineering Practices in one unit is encouraged by the NYSSLS

standards and the NGSS writers.

Unit 6 is the one unit I chose to pair with the Science and Engineering Practice Using

Mathematics and Computational Thinking, though I still think that the practice of Developing

and Using Models can still be utilized at points. The Geologic Time Scale (Pages 8 and 9 of

Earth Science Reference Table) is covered in this unit, along with the concepts of the fossil

record, relative dating, radiometric dating, and superposition. Students must be able to use

mathematical formulas to calculate the age of rocks and fossils. Students should also be able to

read the various models of time-tracking in a 2-page diagram titled “Geologic History of New

York State” (NYSED, 2011) This diagram requires the ability to read a time; determine the

length of existence for different species based on the fossil record; analyze images of Earth to

determine past supercontinents and the relative positions of various landmasses; and locate a

series of major events in the New York State region. These systems of dating are based on burial

depth, half-life calculations, and spatial awareness. These skills are covered in mathematics

courses as well, and thus would blend together. It would particularly be useful to teach these

concepts at the same time during an interdisciplinary unit with Math and Social Studies classes.

An assortment of laboratory activities that align with the given Performance Expectations,

Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts are listed

in Table 1 and found in Appendix A. These assignments fit within the 5E classroom model. The

5E model is lesson planning format that aligns well with the NYSSLS standards because it

begins with an engagement activity, or phenomenon. The 5Es are Engage, Explore, Explain,

Extend, and Evaluate. The laboratory activities provided fall best within the Explore, Explain,

and Extend portions of the 5E model. Students can perform some activities prior to receiving

notes, as a method of receiving notes and gathering information, or as an extension to the lesson

after taking notes.

Teaching scientific concepts from a Systems viewpoint provides the student with a wholistic

view of a topic. Research shows that students are better able to see connections between units,

and eventually between science courses, when big ideas are associated with one overall

“Crosscutting” concept. The purpose behind Crosscutting Concepts is to eliminate the archaic

segmented subject-specific teaching style, which is a human construct. Rather, students should

see that all things in the Universe are interrelated. Students who are taught to look at the big

picture will be better at developing a growth mindset, which is a skill necessary to be a

successful problem-solver (Dweck, 2006). Students who can visualize solutions to problems may

then become the engineers of tomorrow.

It is often difficult for teachers to begin a new curriculum that is based on new standards. The

goal of this paper was to simplify one portion of the NYSSLS standards so that it may be used as

a model for further breakdown of the standards. The Crosscutting Concepts are a major portion

of NYSSLS because they are found in the Physical, Life, and Earth and Space Sciences

standards from Kindergarten to 12th grade. This means that teachers in all grade levels, of all

contents, need to directly and purposefully teach content using common language. Though it is

impossible to fully assess the effectiveness of this practice until the current kindergarten grade

are seniors in high school, it seems promising. The NYSSLS standards have more real-world

applications of content built in than the standards that previously governed public school

curricula in New York State. Future assessments will continue to guide teachers in developing

new curricula. In the meantime, transitioning lessons into 5E models, finding phenomena to

anchor a unit, teaching via Science and Engineering Practices, and viewing content through the

lens of a Crosscutting Concept are changes that can be made immediately. After doing such in

my own classroom, I can attest that students are more actively engaged, excited to come to class,

more readily volunteer, and retain more information when I teach using the aforementioned

teaching methods.

Acknowledgements

I would like to thank Dr. Gilbert Hanson for his direction and guidance in this project, and

throughout my time at Stony Brook University. A special thank you to Ms. AnnMarie Ferreri, for

analyzing the Earth Science Curriculum and its 8 Units, as well as choosing accompanying

laboratory activities. Thank you to Michael Wysession and Paul Anderson for providing unique

insights into the writing process and implementation of the Next Generation Science Standards,

which were adapted to form the New York State Science Learning Standards. Lastly, thank you

to Dr. Alison Offerman-Celentano for your time and dedication to your science staff at

Commack Middle School. I have learned so much through our Professional Development

opportunities.

References

Anderson, P., 2018. Staff Conference Day Fall 2018 Oral Presentation. Commack School

District, NY.

Cochrane, G., 2016. New York State Science Learning Standards: NYSSLS Presentation. Eastern

Suffolk BOCES, NY. Website: https://www.esboces.org/cms/lib/NY01914091/

Centricity/Domain/330/BOCES%20Meeting%20NYSSLS%20Glen%20Cochrane%20P

werPoint.pdf

Dweck, C., 2006. Mindset: The New Psychology of Success. Random House.

Next Generation Science Standards. 2016. Website: https://www.nextgenscience.org/evidence-

statements

NYSED., 2016. New York State Science Learning Standards. Website:

NYSED., 2011. New York State Earth Science Reference Tables. Website: http://www.p12.

nysed.gov/assessment/reftable/earthscience-rt/esrt2011-engr.pdf

Wysession, M., 2018. LISTEMELA Fall Conference Keynote Presentation. Nassau County, NY.

Appendix Laboratory Activities (adapted from AnnMarie Ferreri):

https://www.esboces.org/cms/lib/NY01914091/Centricity/Domain/330/BOCES%20Meeting%20NYSSLS%20Glen%20Cochrane%20PowerPoint.pdfhttps://www.esboces.org/cms/lib/NY01914091/Centricity/Domain/330/BOCES%20Meeting%20NYSSLS%20Glen%20Cochrane%20PowerPoint.pdfhttps://www.esboces.org/cms/lib/NY01914091/Centricity/Domain/330/BOCES%20Meeting%20NYSSLS%20Glen%20Cochrane%20PowerPoint.pdfhttp://www.p12.nysed.gov/assessment/reftable/earthscience-rt/esrt2011-engr.pdfhttp://www.p12.nysed.gov/assessment/reftable/earthscience-rt/esrt2011-engr.pdf

Name______________________________ Period______________

Earth Science

Lab: Tracking Satellites Using Latitude and Longitude

Introduction:

There are several thousand pieces of human-made space debris orbiting the Earth at this very

moment. Many of these pieces are simply pieces of junk, like left-over parts of rockets used long

ago, but the majority of these objects are satellites.

Satellites are objects that orbit the earth, and they are used to complete varied tasks such as

mapping, predicting weather, tracking storms, assisting in telecommunications, taking pictures of

planets, spying on the bad guys, etc. (just to name a few).

Procedure:

1. View the short video that can be found embedded in the power-point presentation for this

lab activity, or go to the link below:

https://www.youtube.com/watch?v=IC1JQu9xGHQ

2. After you’ve viewed the video, research the types of satellites that are listed in the chart

below and fill in the information requested.

Type of Satellite It’s Path of Motion What Does it Do For Us?

Polar Orbiting Satellites

Equatorial Orbiting

Satellites

Inclined Orbiting Satellites

Geostationary Orbiting

Satellites

3. Now go to the website below:

http://www.fourmilab.ch/earthview/satellite.html

https://www.youtube.com/watch?v=IC1JQu9xGHQhttp://www.fourmilab.ch/earthview/satellite.html

4. Once you get to the website, you’ll see a window containing the names of many satellites

that are currently orbiting the Earth. On the right side of this window you will see a scroll

bar. Scroll down the list and you will see the names for dozens of satellites.

5. Select ten satellites and write their names in the chart below. Click on the name of each

satellite and click on the button at the bottom of the window that says “view earth from

satellite”. You will now see what the satellite is seeing. If the picture is black, that is because

the satellite is currently on the dark (night) side of the earth. You will notice that you are

given information on the altitude and coordinates of each satellite. Use this information

along with the graph “Selected Properties of the Earth’s Atmosphere” on page 14 of your

ESRT to complete the chart below:

Satellite Name Altitude Above Earth’s Surface

Latitude Longitude

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

6. Go to Wikipedia.com and search each satellites name.

Ex: if the satellite’s name is Ferreri-47 you should search “Ferreri-47 satellite”. You will

see a detailed description of the satellite, its history and its functions. Fill out the chart

below:

Satellite Name Who Owns It?

What is its function/mission?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

7. Plot a point for each one of your satellites on the world map that is provided on the last page of the lab. Use a different colored pen or pencil to plot each satellites’ coordinates and make sure you label each point with the name of the satellite or create a color-coded key for your plotted points.

Analysis and Conclusion:

In the space below, compose a 2-4 paragraph, informative essay that stresses what YOU

think are the most interesting and important facts about satellites.

Be sure to include the following information:

• An explanation of the difference between natural and man-made satellites

• The importance of satellites in our lives

• What happens to satellites when they no longer function

• At least TWO sources

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Sources:

______________________________________________________________________________

______________________________________________________________________________

Latitude, Longitude and Time Zones Why is it important to have a global coordinate system and a universal system for telling time?

Why? Every location on earth has a global address. Because the address is in numbers, people can communicate about location no matter what language they might speak. A global address is given as two numbers called coordinates. The two numbers are a location's latitude number and its longitude number

1. Highlight and label the equator and prime meridian.

2. Shade the hemispheres – a. Northern Hemisphere: yellow b. Southern Hemisphere: green c. Western Hemisphere: blue d. Eastern Hemisphere: orange

3. Plot the following coordinates:

A: 45o North, 150o West B: 45o South, 60o East C: 0o , 105o East

D: 60o North, 60o West E: 0o, 0o F: 55o South, 120o East

D

B

C

A

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=bZwK_wLQ0Vy17M&tbnid=rtGO4zon7aD2tM:&ved=0CAUQjRw&url=http://www.iconarchive.com/show/security-icons-by-aha-soft/key-icon.html&ei=LJd7UouRMfW_sQSmqoCIBg&bvm=bv.56146854,d.cWc&psig=AFQjCNHmdsNPOZgZyxDtcS3YyfChDbZWQA&ust=1383917733493145

Determine the coordinates for each location. A: ___________________________________ B: ____________________________________ C: ___________________________________ D: ____________________________________

Read This! You need to know that degrees of latitude and longitude can be further subdivided into minutes and seconds: there are 60 minutes (') per degree, and 60 seconds (") per minute. All these notations allow us to locate places on the Earth quite precisely – to within inches. Remember that since the map below only shows New York State, it is able to pinpoint places more precisely than a world map or globe. Both degrees and minutes are used on this map, where 10 = 60 minutes (60’).

USE PAGE 3 IN YOUR ESRT TO ANSWER THE FOLLOWING QUESTIONS. City

Latitude Longtitude

Jamestown

Buffalo

Rochester

Albany

Niagara Falls

1. What is the distance from Elmira to Jamestown? ______________________________________ km ______________________________________ mi

2. How do you know the altitude of Polaris? ____________________________________________________________________

3. When viewed from Oswego, how high will Polaris appear in the sky? _____________________________

4. Will the North Star be higher in the sky when viewed from Riverhead or Old Forge? Explain. ____________________________________________________________________

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=bZwK_wLQ0Vy17M&tbnid=rtGO4zon7aD2tM:&ved=0CAUQjRw&url=http://www.iconarchive.com/show/security-icons-by-aha-soft/key-icon.html&ei=LJd7UouRMfW_sQSmqoCIBg&bvm=bv.56146854,d.cWc&psig=AFQjCNHmdsNPOZgZyxDtcS3YyfChDbZWQA&ust=1383917733493145http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S-wAWb0dpWJSyM&tbnid=ZB6Gj9jj8ILL8M:&ved=0CAUQjRw&url=http://www.hayneedle.com/product/stopsignrug.cfm&ei=xpZ7UuehD5TJsQSf6oGwCg&bvm=bv.56146854,d.cWc&psig=AFQjCNG9UlfCiZzweNUeHB2byuYT3ALv_Q&ust=1383917629781667

5. In which city would Polaris appear at an altitude of 42 degrees? _________________________________

7. At approximately what latitude do New York, Massachusetts, and Connecticut meet?

_________________________________ 8. At which New York State location would an observer measure the highest altitude of Polaris? _________________________________

USE PAGE 4 IN YOUR ESRT TO ANSWER THE FOLLOWING QUESTIONS.

1. Highlight the equator and the prime meridian. 2. What are the coordinates of the “A’s” of the following continents as shown on the map?

Antarctica: _____________________________ South America: __________________________ Australia: _______________________________ North America: __________________________ Africa: _________________________________ Asia: __________________________________

3. Your ship is caught in the Antarctic Circumpolar Current, and you observe the sun is at its highest point in the sky (solar noon). If it is 4:00am at the time at the Prime Meridian, what is your longitude? ___________________________________________________________________ 4. Approximately, what longitude can the West Greenland Current be found? _____________________________________________________________________ 5. Between what latitudes is the Gulf Stream found? ______________________________________________________________________

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S-wAWb0dpWJSyM&tbnid=ZB6Gj9jj8ILL8M:&ved=0CAUQjRw&url=http://www.hayneedle.com/product/stopsignrug.cfm&ei=xpZ7UuehD5TJsQSf6oGwCg&bvm=bv.56146854,d.cWc&psig=AFQjCNG9UlfCiZzweNUeHB2byuYT3ALv_Q&ust=1383917629781667http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=bZwK_wLQ0Vy17M&tbnid=rtGO4zon7aD2tM:&ved=0CAUQjRw&url=http://www.iconarchive.com/show/security-icons-by-aha-soft/key-icon.html&ei=LJd7UouRMfW_sQSmqoCIBg&bvm=bv.56146854,d.cWc&psig=AFQjCNHmdsNPOZgZyxDtcS3YyfChDbZWQA&ust=1383917733493145http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=bZwK_wLQ0Vy17M&tbnid=rtGO4zon7aD2tM:&ved=0CAUQjRw&url=http://www.iconarchive.com/show/security-icons-by-aha-soft/key-icon.html&ei=LJd7UouRMfW_sQSmqoCIBg&bvm=bv.56146854,d.cWc&psig=AFQjCNHmdsNPOZgZyxDtcS3YyfChDbZWQA&ust=1383917733493145

6. If you are located on Greenland (directly on the name Greenland), what is the altitude of Polaris ______________________________________________________________________________ USE PAGE 5 IN YOUR ESRT TO ANSWER THE FOLLOWING QUESTIONS.

1. Highlight the equator and the prime meridian.

2. What are the coordinates of the following features shown on the map above? Be sure to include directions, N, S, E, W!

Hawaii Hot Spot: ___________________________ Galapagos Hot Spot: ________________________ Sandwich Plate: ____________________________ Mariana Trench: ____________________________ Canary Islands Hot Spot: _____________________ San Andreas Fault: __________________________

3. What would the altitude of Polaris be as viewed from the Iceland Hot Spot? _______________________ 4. What feature will you pass over as you travel south from 60°N 180°W to 40°N 160°W? _________________ 5. The East African Rift extends north and south between what latitudes? __________________________ 6. From which hot spot would you view Polaris at an altitude of 45°? ________________________

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S-wAWb0dpWJSyM&tbnid=ZB6Gj9jj8ILL8M:&ved=0CAUQjRw&url=http://www.hayneedle.com/product/stopsignrug.cfm&ei=xpZ7UuehD5TJsQSf6oGwCg&bvm=bv.56146854,d.cWc&psig=AFQjCNG9UlfCiZzweNUeHB2byuYT3ALv_Q&ust=1383917629781667

7. Which three tectonic plates are found along the Prime Meridian?

1. ______________________________ 2. ______________________________ 3. ______________________________

Read This! Time Zones In 1883, Earth was divided into 24 time zones. The United States (excluding Alaska and Hawaii) has four time zones, which are indicated by different shadings on the map. Each zone is roughly centered on lines of longitude that are 15° apart. These lines are shown as dashed lines on the map. Most locations within a time zone have the same time. This time is called standard time. As you move to the west, the time in each zone is one hour earlier than the previous time zone.

1. When it is 1 a.m. in New York City, what time is it in Denver? _____________________________________

2. Explain, in terms of Earth’s rotation, why the time zones are 15° of longitude apart.

________________________________________________________________________ ________________________________________________________________________

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S-wAWb0dpWJSyM&tbnid=ZB6Gj9jj8ILL8M:&ved=0CAUQjRw&url=http://www.hayneedle.com/product/stopsignrug.cfm&ei=xpZ7UuehD5TJsQSf6oGwCg&bvm=bv.56146854,d.cWc&psig=AFQjCNG9UlfCiZzweNUeHB2byuYT3ALv_Q&ust=1383917629781667http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=bZwK_wLQ0Vy17M&tbnid=rtGO4zon7aD2tM:&ved=0CAUQjRw&url=http://www.iconarchive.com/show/security-icons-by-aha-soft/key-icon.html&ei=LJd7UouRMfW_sQSmqoCIBg&bvm=bv.56146854,d.cWc&psig=AFQjCNHmdsNPOZgZyxDtcS3YyfChDbZWQA&ust=1383917733493145http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S-wAWb0dpWJSyM&tbnid=ZB6Gj9jj8ILL8M:&ved=0CAUQjRw&url=http://www.hayneedle.com/product/stopsignrug.cfm&ei=xpZ7UuehD5TJsQSf6oGwCg&bvm=bv.56146854,d.cWc&psig=AFQjCNG9UlfCiZzweNUeHB2byuYT3ALv_Q&ust=1383917629781667

Name________________________________________ Period____________

Lab Partner(s)__________________________________________________________________

LAB ACTIVITY: A SLICE OF PLANET EARTH

Introduction:

In this lab activity your will be creating a cross-section of the Earth that shows the layers of the

Earth’s interiar and atmosphere drawn to scale. On our model, one centimeter will be equal to 100

km. For example, the radius of the inner core is 1,271km. On our model, that layer would be

drawn as 12.7cm (1,276km ÷100). *Notice that this number can be rounded to the nearest tenth.

PROCEDURE:

1. Cut a piece of white register tape that measures 90 cm long.

2. Using a ruler, draw a line across the register tape that is 10 cm from one end like this:

10 cm

90 cm

3. Calculate the thickness of the layers using the data in the table below:

Ear

ths

Inte

riro

r

LAYER AVERAGE

THICKNESS

SCALE IN CM

Inner Core 1,271 km 12.7cm

Outer Core 2,270 km

Mantle 2,885 km

Asthenosphere 200 km

Lithosphere 100 km

Ear

ths

Atm

osp

erh

e

Troposphere

12 km

Stratosphere

50 km

Mesophere

80 km

Thermosphere

140 km

4. Using these calculations, draw in the remaining lines to complete your scale model. NEATLY

label each layer with the correct name. Draw a person or tree on the surface of the lithosphere to

indicate that this is the location of the outermost surface of the Earth.

5. Using your ESRT, label the names as well as the composition of the inner and outer core in the

correct space on your model.

6. Using your ESRT, label the density range of the inner core, outer core and the mantle on your

model.

7. Using your ESRT, label the temperature from the surface down to the center of the Earth in

1,000 km intervals. For example, start with the surface temperature of Earth, then label the

temperature 1,000 km below the surface, 2,000 km below the surface, and so forth.

8. Trace over the boundaries between layers with a black marker and then, using colored pencils,

lightly and neatly shade the layers using the following color scheme:

LAYER COLOR Inner Core Brown

Outer Core Red

Mantle Orange

Asthenosphere Yellow

Lithosphere Pencil (gray)

Troposphere Light blue

Stratosphere Pink

Mesosphere Dark blue

Thermosphere Purple

COLOR THE REMAINING SPACE BLACK

Analysis, Discussion and Conclusion Questions:

1. List the layers of the Earth’s interior by increasing density. Does the density

increase or decrease as you travel from the Earth’s surface to it’s center? Why do

you think this happens?

__________________________________________________________________

__________________________________________________________________

2. Based on the information in your ESRT, what are the two most abundant

elements in the crust of the Earth?

___________________________and__________________________

3. Using a ruler, how many cm thick is the solid Earth on your model? (from the

center of the Earth to the outer edge of the lithosphere).

_______________________________

*NOTE: This measurement represents the radius of Earth as shown on your model.

EVALUATING OUR MODEL:

Sometimes the models of Earth that we create are not 100% exact. We can test our

model to find out if there is any error in the scale measurements we used to create it

by using a mathematical formula called PERCENT DEVIATION. It is a formula

that uses a measured value and the correct (actual value) for a measurement to

calculate your percent error (deviation).

*In essence, it calculates HOW WRONG you are. The closer your calculation of

percent deviation is to zero, the more accurate your measurement, and therefore

your model, is.

*The Accepted Value is what we call the correct answer.

The Percent Error (deviation) Equation:

Percent error = Difference Between Your Value and the Accepted Value X 100

Accepted Value

*Percent error (deviation) is always expressed as a percentage (%) and is always kept a positive number.

4. The actual radius of the Earth is 6,378km. Calculate your percent error from

accepted value for the radius of Earth below:

Write the Equation Substitute the Values

With Units

Solve for Percent

Deviation With Units (%)

CONCLUSION QUESTIONS:

5. How are the layers of the inner Earth sorted?

__________________________________________________________________

6. What happens to atmospheric pressure as you travel from Earth’s surface towards

outer space? Why does this happen?

__________________________________________________________________

__________________________________________________________________

7. We live and walk on the lithosphere. Analyze this layer upon which life exists.

How does the thickness of this layer compare to the total thickness of Earth

__________________________________________________________________

__________________________________________________________________

Soil Silent Conversation/Write Around Images

Name_______________________________ Date___________________

Partner______________________________

Lab Activity: Rock Identification and Classification

Introduction: You are going to have an opportunity to show off your creative side today! In this activity you will work with a partner to create a flowchart or diagram that illustrates the classification system for rocks.

Your flowchart/diagram must include titles, arrows, photographs, and rock descriptions. Use the terms

below to help you construct your masterpiece.

Rock Types:

Igneous Rocks Sedimentary Rocks Metamorphic Rocks

Texture:

Foliated Clastic Intrusive Bioclastic Nonfoliated Extrusive

Procedure:

1. Use your ESRT as well as your notes to match the textures above with the correct Rock Type. Fill your

answers in below.

Igneous Rocks Sedimentary Rocks Metamorphic Rocks

____________________ _____________________ ____________________

____________________ _____________________ ____________________

____________________ _____________________ ____________________

2. Write the Rock Types on a large piece of construction paper. Place the Textures with the correct Rock

Type. Be sure to leave enough room under for photographs and rock descriptions under each group.

3. Using your ESRT and your knowledge of Earth Science, identify by name the rocks that have no names

and label the photographs.

4. Cut out each rock photograph from the attached pages.

5. Place the rock photographs with the appropriate Rock Type and Texture. Note that some rocks have

already been named for you to help classify them.

6. Under the photograph of each rock, list the observable characteristic(s) used to identify the rock as

Igneous, Sedimentary or Metamorphic.

7. Complete the discussion question section.

Photo Pages:

1. Rock Gypsum 2. 3. Siltstone

4. Pumice 5. Quartzite 6.

7. Rock Salt 8. Granite 9. Gneiss

10. Slate 11. Bituminous Coal

12. Shale 13.

14. 15.

16. 17. Sandstone

18. 19.

20. Marble

Discussion Questions:

1. Conglomerate and Breccia are both clastic sedimentary rocks that are similar in

many ways but have one observable trait that tells you they formed in different

environments. What is this trait and what does it tell you about their environments of

formation? Explain your answer.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. If you were looking for a Hornfels deposit where would you begin your search and

why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. I would like to purchase a new kitchen countertop for my home and I cannot decide

between marble and granite. If I asked for your opinion, which would you advise I

purchase and why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. If I were interested in studying what the environment of an area was like in the

past what type of rocks would I look for and why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Pothole Season is in Full Bloom on Long Island Roadways

NATURE & WEATHER, LOCAL NEWS By:Vickie Moller Published: April 19 2013

Hurricane Sandy and Winter Storm Nemo are behind us, and the plows that moved tons of snow have been retired

for the season. But they have left Long Island residents with a new problem—a dramatic rise in the number and

severity of potholes on our roadways.

Temperature extremes and the beating our roads took as plows barreled through record-breaking snowfalls have left

cracked pavement and gaping potholes that pose a serious threat to drivers. In addition, utility crews working on gas

and water lines have left roadways in some areas seriously compromised.

Not only can they severely damage a car’s suspension or blow out tires, potholes pose life-threatening situations for

drivers who try to avoid them by swerving into oncoming traffic.

Potholes form from moisture beneath the surface of the pavement. When that moisture freezes and contracts from

temperature fluctuations, it applies stress to the blacktop. The weight of vehicles driving over these areas causes the

blacktop to crack and chip. The more blacktop that chips away, the more the pothole expands in size.

One irate commuter commented that Townline Road in Huntington is the “WORST” road he has ever driven on. “The

potholes are big enough to fit an entire tire. The road should be condemned and shut down,” he said. Another commuter

added that Townline Road and Old Northport Roads look “like they were testing dynamite on them.”

An anonymous Smithtown resident recently commented, “It's disappointing that the state of the roads throughout

Smithtown and Kings Park are so poor—and they only got worse after Nemo. In my neighborhood, after numerous

calls and emails to the town Highway Department, we just finally had a 1.5-foot-wide, 6-inch-deep pothole filled.

This poor response is quite alarming to me—potholes like this are more than just an inconvenience—they’re a

potentially lethal hazard to motorcyclists and motorists alike.”

In addition, drivers and residents report that road conditions on Christian Avenue in Stony Brook following water

main and gas line installations have been disastrous; and the town highway superintendent said that the permanent

paving project will not begin for another two months.

“It’s like a third-world country,” commented one resident. “It’s like driving down a bombed-out road,” added another

resident fed up with the situation.

Thankfully, some town officials have begun to take action. The Town of Babylon began its annual pothole blitz last

month, sending out crews throughout the town to attack the problem. The Town of Islip purchased an asphalt crusher

to recycle cracked pavement and use it to fill potholes. And earlier this month, Town of Smithtown officials voted to

move forward with more than $8 million in road improvements, including the reconstruction of streets, paving,

drainage improvements and curb/sidewalk repairs.

If you encounter dangerous potholes on State-owned highways in Nassau County or Suffolk County, you can report

them by calling (800)POTHOLE (800-768-4653) to notify the New York State Department of Transportation

(NYSDOT). Potholes on other roadways fall under federal, county, town, village or private jurisdiction, depending on

the area they are in.

Include your stories or comments below or on our Long Island Living Discussion Forum.

Do you have a pothole picture you'd like to share? Email us at [email protected], and we'll be sure to

include it in this story!

http://www.longisland.com/news/nature-weather/http://www.longisland.com/news/local-news/http://www.longisland.com/profile/vickiemhttp://www.longisland.com/roads.htmlhttp://www.longisland.com/tires-wheels/http://kingspark.patch.com/articles/smithtown-officials-approve-8m-in-road-improvements-6ac129achttp://www.longisland.com/smithtownhttp://longisland.news12.com/news/drivers-want-pothole-repairs-for-christian-ave-in-stony-brook-1.5047146http://abclocal.go.com/wabc/video?id=7335757http://www.longisland.com/towns/http://www.longisland.com/forum/long-island-living/c5/mailto:[email protected]?subject=Re%3A%20Pothole%20Photos.

Station #1: Pothole Problems

Directions: Brainstorm what you already know about the question in the “before reading” column. After

you have read the text, complete the “after reading” column with new information you obtained from the

reading. Be sure to support all of your answers with explanations.

Question Before Reading After Reading

What is a

pothole?

How does a

pothole form?

Does the

season affect

the number of

potholes?

Are potholes

dangerous?

Are potholes a

problem for us

in Commack?

These Pictures Show Some Examples of Potholes

Station #2: Why is the Statue of Liberty Green?

Directions:

1. Use the computers or ipads to go to the website: wonderopolis.org and search for “Why is the Statue of

Liberty Green?”

2. When you get there, watch the video about the Statue of Liberty’s 125th birthday.

3. Under the tab “try it out” take a virtual tour of the Statue of Liberty.

4. After your tour read about why the Statue of Liberty is green, then discuss the following questions

with your partner(s) and answer them completely in the space provided.

Discussion Questions:

A. How and when the Statue of Liberty find its way to the United States?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

B. What does the Statue of Liberty stand for? What person is the statue modeled after?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

C. Which element composes most of the Statue?_________________Element Symbol_______________

D. Describe how the color of the statue has changed over time and explain the process that caused the

change in color to occur.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

E. Is the process you described above an example of a physical or chemical change? Explain your

answer.

_____________________________________________________________________________________

_____________________________________________________________________________________

F. What is a patina? Is it harmful to the statue? Why or why not?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Station #3: Shake, Shake, Shake!!!

Directions:

Running water is unique to Earth and, as a result, Earth’s surface has an appearance that is unlike

any other planet we have studied because running water (rivers, streams and ocean waves) is the

dominant external force that changes the lithosphere. In this station you will perform an

experiment that demonstrates how running water in a stream or river affects a common rock we

studied back in Unit 3.

Materials:

50ml of rock salt

100 ml of water

Plastic container for shaking

Beaker or Graduated cylinder for measuring volume remaining

Stop watch or timer

Procedure:

1. Obtain 50ml of rock salt chips.

2. Place the rock chips into the plastic container and add 100ml of water.

3. Tightly cap the container and shake for 3 minutes.

4. Placing a screen over the opening, pour out the water. Remove the chips and dry with a paper towel.

5. Return the remaining chips to the beaker or graduated cylinder and record the volume remaining.

6. Repeat the process for 3 more minutes.

7. Create a line on your graph that displays your data for percent rock material remaining over time.

Make this line red.

Data Chart: Volume of Rock Remaining

Shaking Time (minutes) Volume of Rock

Remaining (mL)

0

3

6

Data Graph: Rock Remaining vs. Time

8. Imagine we repeated this procedure with another rock we studied this year: granite. How do

you think the granite would stand up to all this shaking? Why?

______________________________________________________________________________

______________________________________________________________________________

9. Draw a second line on your graph to illustrate what you think the relationship between shaking

time and volume of granite remaining would look like. Make this line green.

10. When rocks are subjected to this type of weathering in nature we call it weathering by

abrasion. What do you think the word abrasion means?

______________________________________________________________________________

______________________________________________________________________________

11. If sediments made of granite and rock salt were traveling in a stream, how do you think they

would affect, or change, the sides and bottom of the stream?

______________________________________________________________________________

______________________________________________________________________________

12. When rocks are weathered in this manner, is it a physical or chemical change? Explain.

______________________________________________________________________________

______________________________________________________________________________

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.reddit.com/r/pics/comments/22cf1i/a_trees_root_spill_over_the_sidewalk/&ei=Ht_-VOqOJomZgwTfx4KQDQ&psig=AFQjCNHaMkqxylHCsQ_jJGEE8zYyRe88Ag&ust=1426075647027059http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.pasadenanow.com/main/councilmembers-want-city-responsibility-for-sidewalk-upkeep/&ei=bt_-VPqcN8KZgwTqv4OgCg&psig=AFQjCNHaMkqxylHCsQ_jJGEE8zYyRe88Ag&ust=1426075647027059http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://ancpestsolutions.net/pests7429.html?id=15&ei=DOD-VLuxPMGWgwS3ooHYAQ&psig=AFQjCNGrmraCLZ4eRZwOQMlzr94zcdXYhQ&ust=1426075953951646http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.pestcontrolanteater.com/gopher-removal-phoenix-az/&ei=O-D-VMGaA4eWNozDgXA&psig=AFQjCNGrmraCLZ4eRZwOQMlzr94zcdXYhQ&ust=1426075953951646http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.reddit.com/r/pics/comments/22cf1i/a_trees_root_spill_over_the_sidewalk/&ei=Ht_-VOqOJomZgwTfx4KQDQ&psig=AFQjCNHaMkqxylHCsQ_jJGEE8zYyRe88Ag&ust=1426075647027059http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.pasadenanow.com/main/councilmembers-want-city-responsibility-for-sidewalk-upkeep/&ei=bt_-VPqcN8KZgwTqv4OgCg&psig=AFQjCNHaMkqxylHCsQ_jJGEE8zYyRe88Ag&ust=1426075647027059http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://ancpestsolutions.net/pests7429.html?id=15&ei=DOD-VLuxPMGWgwS3ooHYAQ&psig=AFQjCNGrmraCLZ4eRZwOQMlzr94zcdXYhQ&ust=1426075953951646http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.pestcontrolanteater.com/gopher-removal-phoenix-az/&ei=O-D-VMGaA4eWNozDgXA&psig=AFQjCNGrmraCLZ4eRZwOQMlzr94zcdXYhQ&ust=1426075953951646

Station #4: Silent Conversation

Directions:

1. Obtain a poster from your teacher and have everyone in your group write your

names on the top of the poster.

2. Your poster will have some pictures on it. Observe the pictures with your

group members, think about what you see, and write anything that comes to mind

on the poster. You may draw arrows to a picture, describe what you see, ask a

question of your group members, answer their questions, anything at all that you

would talk about if you and your group were looking at the pictures together and

discussing them. Time yourselves….silent conversation must last a minimum of

10 minutes. You can communicate for longer, but 10 minutes is the minimum

allowed time.

***The only rule here is that there is NO TALKING!!! The only communication

allowed is written communication on the poster.

3. After your silent conversation is over, reflect on what you saw in the pictures

and what you “talked” about on the poster. What are the three most important

ideas, thoughts, questions or conclusions you came up with at this station?

List them below:

1._________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2._________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3._________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Unit 5: Structural

Geology

In Unit 4 we studied the internal forces that change

the way Earth’s surface has appeared over time. In

this unit we will investigate all of the external

processes that change Earth’s surface by building it

up or wearing it down. These forces, like the forces

we learned all about in unit 4, are ongoing. They

never end.

In this activity you will visit 4 stations with your

partner(s). When you arrive at each station complete

all tasks as outlined in your activity packet.

Have Fun!

Name__________________________________ Date______________

Group Members__________________________ _______________________________________

Earth Science

The Dynamic Crust

Guiding Question: How do natural disasters inspire humanity to

adapt and create?

________________________________________________________________________

Earthquake Preparedness Project:

Community Planning for an Earthquake

Introduction: Your group is a panel of scientists and engineers hired to create an earthquake

preparedness plan for a U.S. city that is located 10 miles from a major fault line. The city government

has hired your group to write a proposal recommending how the city can best prepare itself for a major

earthquake that may strike in the future. (The last major earthquake occurred 50 years ago). Your group

must figure out which parts of the city should be “priority areas” and what should be done to protect

each section of the city from major damage and loss of life.

I. Review of the Background Research:

An integral part of a job like this one is to research the important history and facts behind the city you

are working for.

Your research has already revealed the following information about this city:

• The earthquake that hit 50 years ago toppled most of the city’s buildings. Seismologists

suspect that the seismic waves that hit the building foundations caused major ground

shaking that led to their collapse, and they worry that even stronger waves could cause

more destruction in a potential future earthquake that may be stronger than the first. City

planners feel strongly that a plan for retrofitting the city’s major buildings should be put into

place as soon as possible, but no action has been taken as of yet.

• The downtown area has seven skyscrapers more than 20 stories high. Five were built in the

1960’s, and two were built in the mid 1990’s. All buildings constructed after 1990 were built

with the latest earthquake-resistant construction. Despite discussion of retrofitting the

older buildings, no plans have yet been implemented.

• The southeast portion of the city is a primarily residential area that is built into the hill-

covered landscape. Each year when the winter rains fall, these hills experience flooding and

landslides.

• A river runs through the northwest portion of the city, which includes a part of the

downtown, central business district. Some people who have residences close to the river

complain that the soil in their backyards sometimes becomes soggy.

• The northeast section of the city is a mixed commercial and residential zone. It rests on a

plateau made of solid rock that is tens of millions of years old.

• The southwest portion of the city is the industrial segment and contains several major

petroleum processing plants and chemical factories. This industrial area provides many jobs

for local residents.

II. Consider the Impact of a Major Earthquake on

Each Section of the City:

On a separate report sheet, write a brief analysis for each section of this city (downtown, northeast,

northwest, southeast, southwest).

Answer the following questions for each section:

• How might an earthquake affect this neighborhood?

• Why would this neighborhood be affected in this way?

• What can be done to reduce this neighborhood’s risk in the event of an earthquake?

*You will be asked to turn in this section as part of your proposal to the city government.

________________________________________________________________________

III. Decide on Priority Areas:

a. Using your analyses of each section, think abut which neighborhoods should be priority areas and

which can wait a little longer for earthquake prevention measures. Number the neighborhoods below

from 1 to 5, with one being the highest priority and 5 being the lowest. Be sure to include the reasoning

for your priority order.

• Downtown

• Northeast

• Northwest

• Southeast

• Southwest

b. On a separate sheet, make a map of the city showing the locations of its neighborhoods and other

features mentioned in the scenario. Then write the priority numbers next to the neighborhoods on the

map.

*You will be asked to turn in your map in with your proposal to the city government.

IV. Prepare Your Proposal:

Prepare a proposal that recommends to the city government the protection measures each

neighborhood should adopt to minimize major earthquake damage.

***Your group’s proposal must include the following components:

• An introductory paragraph that explains why it is important to consider the different types of

soil and construction in a city located near an earthquake fault line.

• An analysis of the impact of an earthquake on different neighborhoods of the city (Your

response to part II)

• Your map of the city, with its neighborhoods numbered in order of priority. Include buildings at

greatest risk. (Your response to part III)

• A discussion of the different types of seismic waves that will hit the city when an earthquake

occurs and why some of these seismic waves are more destructive than others.

• A discussion of the types of buildings that face the greatest risk from earthquake damage.

• A discussion of modern construction techniques that could be implemented to help protect

buildings and bridges from earthquake damage.

• A closing paragraph that summarizes what the city should do to minimize its earthquake risk and

to make each one of its neighborhoods safer.

Have Fun Junior Seismologists!

Name_______________________________ Date______________

Earth Science: Crustal Motions

Homework Assignment: Earthquake Preparedness

Procedure: You have just completed a group project designed to help protect an earthquake-prone city from major damage and destruction in the event a major earthquake strikes. This homework assignment

will ask you to build upon the knowledge you gained while working on your project. Each part of this

assignment will be completed on a separate day; it is a two-day homework assignment.

Part I: Write a Letter (Day 1 Homework)

Choose one of the two highest-priority neighborhoods of your fictitious city. Write a letter to residents of

this neighborhood informing them of the reasons why their neighborhood is at risk, describing what might

happen to their homes during the next earthquake and providing some recommendations about what they

can do to minimize their risk. Your letter must be a minimum of 200 words in length.

Part II: Building an Emergency Preparedness Kit (Day 2 Homework)

Design an emergency preparedness plan and kit that could be used for any household in the city.

Your kit must include:

• An emergency plan for evacuation, meeting spots, and any other important information you feel

should be included regarding what each family member should do in the event of an earthquake

striking the city.

• A list of items that should be included in an emergency preparedness kit that all homes should have

on-hand in case of a natural disaster s

incorporating the cross cutting concepts from the new york ......the regents exam includes questions...

Documents