Educator Handbook: National StandardsThe National Science Education Standards
This is an edited version from the National Academy of Science’s Science Content Standards, for grades 5 – 8 with items selected that are tied to Falls of the Ohio State Park exhibits and interpretive programs. To find out which standards apply to your grade, check out this web site: http://www.nap.edu/openbook.php?record_id=4962 Content Standard D:
As a result of their activities in grades 5-8, all students should develop an understanding of • Structure of the earth system • Earth's history • Earth in the solar system
Developing Student Understanding
A major goal of science in the middle grades is for students to develop an understanding of earth and the solar system as a set of closely coupled systems. The idea of systems provides a framework in which students can investigate the four major interacting components of the earth system--geosphere (crust, mantle, and core), hydro-sphere (water), atmosphere (air), and the biosphere (the realm of all living things). In this holistic approach to studying the planet, physical, chemical, and biological processes act within and among the four components on a wide range of time scales to change continuously earth's crust, oceans, atmosphere, and living organisms. Students can investigate the water and rock cycles as introductory examples of geophysical and geochemical cycles. Their study of earth's history provides some evidence about co-evolution of the planet's main features--the distribution of land and sea, features of the crust, the composition of the atmosphere, global climate, and populations of living organisms in the biosphere.
By plotting the locations of volcanoes and earthquakes, students can see a pattern of geological activity. Earth has an outermost rigid shell called the lithosphere. It is made up of the crust and part of the upper mantle. It is broken into about a dozen rigid plates that move without deforming, except at boundaries where they collide. Those plates range in thickness from a few to more than 100 kilometers. Ocean floors are the tops of thin oceanic plates that spread outward from mid-ocean rift zones; land surfaces are the tops of thicker, less-dense continental plates.
Because students do not have direct contact with most of these phenomena and the long-term nature of the processes, some explanations of moving plates and the evolution of life must be reserved for late in grades 5-8. As students mature, the concept of evaporation can be reasonably well understood as the conservation of matter combined with a primitive idea of particles and the idea that air is real. Condensation is less well understood and requires extensive observation and instruction to complete an understanding of the water cycle.
The understanding that students gain from their observations in grades K-4 provides the motivation and the basis from which they can begin to construct a model that explains the visual and physical relationships among earth, sun, moon, and the solar system. Direct observation and satellite data allow students to conclude that earth is a moving, spherical planet, having unique features that distinguish it from other planets in the solar system. From activities with trajectories and orbits and using the earth-sun-moon system as an example, students can develop the understanding that gravity is a ubiquitous force that holds all parts of the solar system together. Energy from the sun transferred by light and other radiation is the primary energy source for processes on earth's surface and in its hydrosphere, atmosphere, and biosphere. By grades 5-8, students have a clear notion about gravity, the shape of the earth, and the relative positions of the earth, sun, and moon. Nevertheless, more than half of the students will not be able to use these models to explain the phases of the moon, and correct explanations for the seasons will be even more difficult to achieve.
Guide to the content Standard
Fundamental concepts and principles that underlie this standard include:
Structure of the Earth System • Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions.
• Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion.
• Some changes in the solid earth can be described as the "rock cycle." Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues.
• Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground.
• Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans.
• Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
• Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks.
Earth’s History• The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet.
• Fossils provide important evidence of how life and environmental conditions have changed.
• Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist. [From Life Sciences Standard C]
Earth in the Solar System
• The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day.
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Created January 27, 2010 |
