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1. LESSON 18: Suggested Activities that Explore Earth Science

2. Earth Science involves the study of Earths composition , its layers , and the activity within the layers , oceans, and weather systems. The study of astronomy is often included. Much of what is known about the earth and the rest of the universe is based on inferences. Thus, as Nussbaum (1989) points out, much of earth science has to be taught through didactic methods. It is difficult to collect data through observations because change occurs on a grand scale and over very long periods of time. The formations of most earth science concepts were developed by using sophisticated technology. Theories of plate tectonics , for example, were developed in part by collecting samples from hundreds of feet below the earth and the ocean in different parts of the world. Seismographic data collected over many years were also used to develop an explanation for the movement of earth plates. The same is true for astronomy. Thus, making papier – mache planets does not lead to understanding anything about them. This is merely an art exercise . Usually , the planets are not made to scale , and their surfaces are not reproduced accurately either. These science concepts have been incorporated into curriculums with little consideration as to whether the children are developmentally ready to understand them.The plate tectonics theory was first introduced into the science curriculum at the high school level . The students collected actual data about earthquakes and volcanic activity. They studied maps of the continents and read about the composition of land masses to understand how they have may fit together at one time.However , now the study of plate tectonics can be found in the early grades.

3. The children cut out continent shapes and glue them together or make them out of clay and push them over each other to simulate what happens when continents collide. Thus , a theory developed through a complex process of collecting data and drawing inferences has been reduced to a demonstration of showing objects moving over each other. This representation has no meaning to primary children , since the concepts are so far removed from their own experienced and they are not developmentally capable of understanding them. Remember plate tectonics is a theory that is not based on direct observations . It is an explanation that most scientist accept based on the data they have.

4. II. SAMPLE LESSON PLAN Lesson 1: Scale Models of Planets Goals *To simulate the distances and diameters of the planets of the solar system To create scale models based on a ratio of the actual distances and diameters of the planets to one another Grade levels Upper grades Materials String, Construction Paper, Popsicle Stick Instructions Representing the distances and sizes of planets mathematically can be very helpful for the students in understanding the tremendous differences in measurements in outer space.

5. 5 Have the students find out the actual distances , in kilometers , between the Sun and the planets of the solar system. Create ratios of kilometers to meters. Cut lengths of string , in meters , that represent the distances between the planets and the sun. Find out the actual diameters or circumferences of the planets. Use the metric scale to make circular cut outs of each planet , represented in centimeters. Write the names of the planets on the circular cut outs. Glue them to popsicle stick . Attach one end of the string to the planet cutout. Take the children outside to a large area . One students represents the Sun and holds the unattached end of all the strings. Other students hold the planet cutouts and walk away from the sun until the string lengths are fully extended. The planet holders slowly walk in a circle around. The students whose planets are closer to the Sun will complete the circle before the student holding the earth. The students with planets that are at a greater distance from the Sun will take longer to complete their orbits. The students can count the number of Earth circles for each planet to know the number of years it takes for other planets to complete their orbits around the Sun. LESSON 2: Plaster of Paris Volcanoes Goal * To create a model of lava flow Grade Levels * Upper grades

6. Materials * Plaster of Paris ( Alternatives include chalk and water, lime and water , soy powder and water , acrylic undercoat from the hardware store , matte medium or gelatin). Crayons String , Hot Plate, Paper Cups , Metal container for boiling water, Safety goggles Background Information To stimulate volcanic activity , crayons submerged in plaster of Paris are placed in boiling water. As the water boils, the heat penetrates the mold and melts the crayon. As the pressure builds , it forces the melted crayon to travel up the string to the outside. The water has boil long enough for the crayon to melt inside the plaster of Paris. This stimulates underground volcanic action as well as the movement of molten rock . Before doing this activity , the students can read about the various types of volcanoes and identify the types that are shown in the simulation. Safety Precautions The students must wear safety goggles as they make observations around the boiling water. Make sure the boiling water is not too close to the edge of a table and that no one trips over an electrical cord. The students can make observations in small groups. Instruction Take a piece of string , approximately 6 centimeters long, and rub it with a piece of wax to coat it .Tie a piece of crayon to one end of the string. Prepare a mixture of Plaster of Paris or it’s alternative . Cover the bottom of a paper cup with the mixture.

7. 7 3.Place the crayon in this mixture and add more plaster of Paris until the cup is between one-half to two-thirds full. The end of the string should protrude from the plaster. 4.Let the cup set overnight so that the plaster of Paris dries. On the following day, strip away the paper cup. 5. Place the plaster of Paris mold in water in a metal pan. The pan should be deep enough so that the water covers about two-thirds of the mold. 6.Place the pan on a hot plate and bring the water to a boil. Suggestions Note where the molten crayon emerges from the plaster of Paris. Explain why ut comes out from several different places. Compare what the books say about volcanic activity with what happens in this simulation.

8. Thank You!! Prepared By: ORPESA, ARIAN A. BEED-2A