Heating Earth's Surface Lab (pg609 and 610)
MrAsciencedotcom
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Grade Levels
6th - 9th
Subjects
Resource Type
Standards
NGSSMS-ESS2-3
NGSSMS-ESS2-2
NGSSMS-ESS2-1
NGSSMS-ESS2-4
NGSSMS-ESS2-6
Formats Included
- Word Document File
Pages
4 pages
MrAsciencedotcom
17 Followers
Also included in
This is a bundle of all of the lessons, labs, PowerPoints, and worksheets for Unit 6: Earth's Systems. The bundle also includes the Unit 6 Test and its answer key. For a walkthrough of the unit, including pictures and videos, please click here.Price $14.99Original Price $19.00Save $4.01
This bundle includes an entire year's worth of material. It includes lessons, labs, projects, tests and more. The seven units include are as follows:Unit 1 - Forces and MotionUnit 2 - ChemistryUnit 3 - GeneticsUnit 4 - EvolutionUnit 5- AstronomyUnit 6 - Earth's SystemsUnit 7 - Environmental ScienceTPrice $100.00Original Price $139.00Save $39.00
Description
We did an experiment today where students investigated how the temperature of Earth’s surface can change. Students used a small tray that contained water (the ocean), sand (the beach), and grass (the forest). Then they turned on a small light to simulate the sun. Over the course of the lab, they kept track of how the temperature of each surface changed. The temperature of the forest changed slightly, while the temperature of the ocean was fairly constant. The temperature of the beach changed drastically. This is similar to what happens in real life on a hot summer’s day. After the lab, students were asked to determine how convection currents might have formed over each of the surfaces. Would it have been windy? In which direction would the wind have blown? And at what time would the wind have been the strongest? (Click here to see a video of the experiment.)
Total Pages
4 pages
Answer Key
Not Included
Teaching Duration
45 minutes
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Standards
to see state-specific standards (only available in the US).
NGSSMS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches). Paleomagnetic anomalies in oceanic and continental crust are not assessed.
NGSSMS-ESS2-2
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.
NGSSMS-ESS2-1
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials. Assessment does not include the identification and naming of minerals.
NGSSMS-ESS2-4
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. A quantitative understanding of the latent heats of vaporization and fusion is not assessed.
NGSSMS-ESS2-6
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations. Assessment does not include the dynamics of the Coriolis effect.
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