Save the Earth science experiments: science fair projects for eco-kids.

Ofrece una gran cantidad de ideas para que los niños obtengan el conocimiento necesario para entender lo que está pasando en el planeta Tierra y tengan el deseo de hacer algo ecológico todos los días. El recurso se divide en cinco capítulos. En el primer capítulo se ayuda paso a paso en los detalles para hacer un proyecto de ciencias y asegurar el éxito del resultado final. Los cuatro capítulos restantes presentan más de veinte experimentos diferentes relacionados con los temas ambientales de hoy.

Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

INVESTIGATION OF STRATEGIES TO PROMOTE EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT EXPERIENCES IN EARTH SCIENCE

This dissertation serves as a call to geoscientists to share responsibility with K-12 educators for increasing Earth science literacy. When partnerships are created among K-12 educators and geoscientists, the synergy created can promote Earth science literacy in students, teachers, and the broader community. The research described here resulted in development of tools that can support effective professional development for teachers. One tool is used during the planning stages to structure a professional development program, another set of tools supports measurement of the effectiveness of a development program, and the third tool supports sustainability of professional development programs. The Michigan Teacher Excellence Program (MiTEP), a Math/Science Partnership project funded by the National Science Foundation, served as the test bed for developing and testing these tools. The first tool, the planning tool, is the Earth Science Literacy Principles (ESLP). The ESLP served as a planning tool for the two-week summer field courses as part of the MiTEP program. The ESLP, published in 2009, clearly describe what an Earth science literate person should know. The ESLP consists of nine big ideas and their supporting fundamental concepts. Using the ESLP for planning a professional development program assisted both instructors and teacher-participants focus on important concepts throughout the professional development activity. The measurement tools were developed to measure change in teachers’ Earth science content-area knowledge and perceptions related to teaching and learning that result from participating in a professional development program. The first measurement tool, the Earth System Concept Inventory (ESCI), directly measures content-area knowledge through a succession of multiple-choice questions that are aligned with the content of the professional development experience. The second measurement, an exit survey, collects qualitative data from teachers regarding their impression of the professional development. Both the ESCI and the exit survey were tested for validity and reliability. Lesson study is discussed here as a strategy for sustaining professional development in a school or a district after the end of a professional development activity. Lesson study, as described here, was offered as a formal course. Teachers engaged in lesson study worked collaboratively to design and test lessons that improve the teachers’ classroom practices. Data regarding the impact of the lesson study activity were acquired through surveys, written documents, and group interviews. The data are interpreted to indicate that the lesson study process improved teacher quality and classroom practices. In the case described here, the lesson study process was adopted by the teachers’ district and currently serves as part of the district’s work in Professional Learning Communities, resulting in ongoing professional development throughout the district.

Earth Science and Communities: Great Earthquakes to Wild Rice

Connections between earth science and communities are not clear to many communities. This talk explores the geologic setting, the infrastructural damage, and the impact on communities of recent large earthquakes in Taiwan, Turkey, Haiti and Japan. Decisions made about geologic hazards had a profound impact on human life and the built environment. Ridgway shares how Purdue is building connections between the scientific community and Native American communities—especially by engaging Native American students in research on tribal lands.

Rocks are human beings: researching the humanizing metaphor in earth science scientific texts

This paper describes a corpus-based analysis of the humanizing metaphor and supports that constitutive metaphor in science and technology may be highly metaphorical and active. The study, grounded in Lakoff’s Theory of Metaphor and in Langacker’s relational networks, consists of two phases: firstly, Earth Science metaphorical terms were extracted from databases and dictionaries and, then, contextualized by means of the “Wordsmith” tool in a digitalized corpus created to establish their productivity. Secondly, the terms were classified to disclose the main conceptual metaphors underlying them; then, the mappings and the relational networks of the metaphor were described. Results confirm the systematicity and productivity of the metaphor in this field, show evidence that metaphoricity of scientific terms is gradable, and support that Earth Science metaphors are not only created in terms of their concrete salient properties and attributes, but also on abstract human anthropocentric projections.

Earth science field trip, guide leaflet : Metropolis area : Massac, Pope and Johnson Counties : Paducah, Brownfield, Vienna and La Center Quadrangles.

"April 11, 1959."

Earth science, a physiography,

"Helpful reference books": p. 570-574.

Earth science information network : relationship of consortium to federal agencies : report to the Chairman, Committee on Science, House of Representatives /

"B-259468"--P. 1.

Effective earth and space science analogies

There are several good reasons why Earth and Space Science should be a part of any science curriculum. Nearly everything we do each day is connected in some way to the Earth: to its land, oceans, atmosphere, plants and animals. By 2025, eight billion people will live on Earth. If we are to continue extracting resources to maintain a high quality of life, then it is important that our children are scientifically literate in a way that allows them to exploit the Earth’s resources in a sustainable way. People who understand how earth systems work can make informed decisions and may be able to help resolve issues surrounding clean water, urban planning and development, global climate change and the use and management of natural resources.

The largest volcanic eruptions on Earth

Large igneous provinces (LIPs) are sites of the most frequently recurring, largest volume basaltic and silicic eruptions in Earth history. These large-volume (N1000 km3 dense rock equivalent) and large-magnitude (NM8) eruptions produce areally extensive (104–105 km2) basaltic lava flow fields and silicic ignimbrites that are the main building blocks of LIPs. Available information on the largest eruptive units are primarily from the Columbia River and Deccan provinces for the dimensions of flood basalt eruptions, and the Paraná–Etendeka and Afro-Arabian provinces for the silicic ignimbrite eruptions. In addition, three large-volume (675– 2000 km3) silicic lava flows have also been mapped out in the Proterozoic Gawler Range province (Australia), an interpreted LIP remnant. Magma volumes of N1000 km3 have also been emplaced as high-level basaltic and rhyolitic sills in LIPs. The data sets indicate comparable eruption magnitudes between the basaltic and silicic eruptions, but due to considerable volumes residing as co-ignimbrite ash deposits, the current volume constraints for the silicic ignimbrite eruptions may be considerably underestimated. Magma composition thus appears to be no barrier to the volume of magma emitted during an individual eruption. Despite this general similarity in magnitude, flood basaltic and silicic eruptions are very different in terms of eruption style, duration, intensity, vent configuration, and emplacement style. Flood basaltic eruptions are dominantly effusive and Hawaiian–Strombolian in style, with magma discharge rates of ~106–108 kg s−1 and eruption durations estimated at years to tens of years that emplace dominantly compound pahoehoe lava flow fields. Effusive and fissural eruptions have also emplaced some large-volume silicic lavas, but discharge rates are unknown, and may be up to an order of magnitude greater than those of flood basalt lava eruptions for emplacement to be on realistic time scales (b10 years). Most silicic eruptions, however, are moderately to highly explosive, producing co-current pyroclastic fountains (rarely Plinian) with discharge rates of 109– 1011 kg s−1 that emplace welded to rheomorphic ignimbrites. At present, durations for the large-magnitude silicic eruptions are unconstrained; at discharge rates of 109 kg s−1, equivalent to the peak of the 1991 Mt Pinatubo eruption, the largest silicic eruptions would take many months to evacuate N5000 km3 of magma. The generally simple deposit structure is more suggestive of short-duration (hours to days) and high intensity (~1011 kg s−1) eruptions, perhaps with hiatuses in some cases. These extreme discharge rates would be facilitated by multiple point, fissure and/or ring fracture venting of magma. Eruption frequencies are much elevated for large-magnitude eruptions of both magma types during LIP-forming episodes. However, in basaltdominated provinces (continental and ocean basin flood basalt provinces, oceanic plateaus, volcanic rifted margins), large magnitude (NM8) basaltic eruptions have much shorter recurrence intervals of 103–104 years, whereas similar magnitude silicic eruptions may have recurrence intervals of up to 105 years. The Paraná– Etendeka province was the site of at least nine NM8 silicic eruptions over an ~1 Myr period at ~132 Ma; a similar eruption frequency, although with a fewer number of silicic eruptions is also observed for the Afro- Arabian Province. The huge volumes of basaltic and silicic magma erupted in quick succession during LIP events raises several unresolved issues in terms of locus of magma generation and storage (if any) in the crust prior to eruption, and paths and rates of ascent from magma reservoirs to the surface.

Challenges in Earth sciences: the 21st century

The 21st century poses many challenges for global sustainability. Among them, most importantly, the human race will encounter scarcity of raw materials and conventional energy resources. And, India may have to take the brunt of these problems as it is going to be the most populated region of the world with concomitant increase in energy demand and requirement of other resources. India will be the testing ground for introducing newer ways of green technology and innovative principles of resource management and utilization. With the vagaries of potential climate change gathering clouds in the background, Earth sciences will have a special and predominant role in guiding the society in prioritizing our resource discovery, utilization and their consumption and the upkeep of environment. On the fundamental level, Earth sciences are going through a most exciting phase of development as a born-again science. Technological breakthroughs including the satellite-based observations augur well for gaining new insights into Earth processes. A set of exciting fundamental problems that are globally identified will set the stage for an exhilarating period of new discoveries. Improvements in numerical and computer-based techniques will assist in modelling of Earth processes to unprecedented levels. India will have to take special effort in improving the existing experimentation facilities in the Earth science departments of the country, and also the general level of Earth science education to meet the global standards. This article presents an Earth science vision for the 21st century in an Indian context.