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Earthworks
Earth System Science for Secondary Teachers
It's All In The Surface: The Effects Of Color & Texture On The Abillity Of A Surface To Absorb Solar Energy
Grade Level & Content Area: 9th Grade Earth Science; General Earth Science; Meteorology; Astronomy.
Time Needed: 2 class periods (total of 80 minutes).
Link to Standards: Use New York State Science Standards for Regents Earth Science.
Background Needed:Knowledge of electromagnetic spectrum & difference between various types of electromagnetic energy.
Knowledge of method by which earth heats its own atmosphere (absorption of visible light, its subsequent re-radiation as infrared energy, and absorption of this outgoing energy by greenhouse gases - water vapor, carbon dioxide & methane).
Knowledge of how to use thermometers to find air temperature.
Learning Objectives: As a result of this lesson, students will be able to:
- Understand that dark, rough surfaces are better absorbers of visible light than are light, smooth surfaces.
- Have a greater appreciation for the mechanism by which earth heats its atmosphere.
Materials Needed:Thermometers, shade pads, meter sticks, 6 foot long pieces of plastic pvc pipe marked off at an increment of 1.5 meters; paper and pencils to record data; graphing paper.
Procedures: Divide students into groups of 3; provide each group with a piece of pipe, thermometer, meter stick, pencil, shade pads and recording paper. Have students mark off appropriate increments on pipe.
- Have students record temperatures every five minutes for a total of ½ hour while being sure to keep thermometer shaded.
- Have students average the 6 readings.
- Have students in each group analyze their results via a graph that compares time with temperature.
- Compare the average results from the "blacktop" sites with the "lawn" sites and note any differences in air temperatures between the two.
- Draw conclusions via class discussion while noting (hopefully) that air over blacktop surfaces showed a higher temperature than the air over the lawn surfaces.
- Note that the greater absorptive ability of the dark, rough surfaces lead to greater solar heating of that surface, which lead to a greater heating of the air directly above the surface.
- Draw obvious similarities between our results and the way earth heats its own atmosphere.
Assessment:Each student will write a two page essay describing the significance of various earth surfaces as the earth attempts to heat its atmosphere. Students will include "real-life" examples to illustrate their points, i.e. the difference in relative heat absorption between a freshly plowed farm field and a snow-covered field.
Enrichment:This project will be a great segue into other earth science concepts like the difference in relative humidity, dew point, air pressure and wind speed above surfaces that are being heated differently.
Barriers/Strategies: Weather and available surfaces to conduct the experiment - in particular, finding enough open space in parking school parking lots (could be problematic while school is in session). This can be overcome by asking for the help of school employees to act as chaperones so that I can spread students out over a bigger area on school campus. With regards to the weather, simply wait for the "right" day.
NASA Mission to Planet Earth (2003)
Grade level: 4
Content Area: Earth Science
Time: 1 day
Standards:
- Performance indicator 2.1
- Major Understandings 2.1o, 2.1p, 2.1T, 2.1u, 2.1v, 2.1w
- (refer to Earth Science NY State Core Curriculum)
Background knowledge/skills: Definition of a geological force, definition of a landform, awareness that the one constant is change
Objectives: Students will be able to identify five geological landforms and the natural processes that created them. Students will enjoy another beautiful place on another level
Materials: pencils, log books, imagination, 5 senses, pictures of glacially formed landscapes, clip board for each student, create a map with neat names.
Procedures:
- Students will be informed that they are astronauts who have landed on planet "x". They have been charged by NASA to explore this planet and to produce a report complete with drawings on 5 important landscape features and the geologic forces that helped shape them.
- Using observations of 5 specific landforms that I will point out to them (lake, delta, caprock, talus slope, and waterfalls) and the forces at work creating them, students will be asked to "name" the landform and identify these forces. Students will be encouraged to give "personal" names to both landforms and forces.
- Students will record all observations and conclusions in their "official" NASA logbook.
- Students will also design an "official" patch which illustrates the qualities all good explorers-geologists possess.
- We will process the lesson by revisiting each site within the gorge. We will discuss what processes (frost action, root wedging, running water, solution pits, oxidation) are at work in the gorge and "name" the landforms they help shape and form. (lake, delta, caprock, talus slope, waterfall)
Assessment:
- We will compare "official" names of landforms and geologic processes with the names students have given them.
- We will examine student "logbooks" and check for understanding and accuracy (process vs. landform)
- Prize will be given to the group with most correct # of landforms matched with geologic agent responsible for creating it.
Enrichment/Reflection:
I will encourage students to look for similar landforms and geologic processes at work in other locations they visit. I will challenge them to look for additional landforms and to identify the forces at work creating them.
Resources:
Supportive administration, captive audience, awesome setting in which to attempt my plan, transportation for students, my own courage, knowledge of content area and enthusiasm.
Barriers:
- Fear of "failure"
- Fear of students unwilling to "give it a try"
Responses: GO FOR IT BABY!!!!
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