Earth is a habitable planet gas variables pogil extension questions

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Earth at the dawn of its existence was an unwelcoming furnace of volcanic activity and noxious gases, hardly the verdant home to countless species that we know today. This transformation required time on a grand scale, on the order of 4.6 billion years, and could not have occurred without a perfect conflux of relative placement – the fabled ‘Goldilocks Zone’ – and precise universal ingredients.

Built on a core of molten iron and orbiting our sun in the narrowest of life-sustaining bands, the swirling primordial Earth was enmeshed in a raw magnetism that shielded its oceans and early atmosphere from the ionized solar winds. At the same time, the push from our sun was just enough to allow the creation of a life-sustaining climate. The chemosynthetic organisms of old were eclipsed by new lifeforms and electricity and magnetism worksheets 8th grade a shift to photosynthesis as the primary mechanism of forming organic compounds. Oxygen concentration increased in the atmosphere, diversifying biological communities and as well, the size of organisms. The fossil record of the Cambrian explosion 542 million years ago captures this transformation. Since that time, life has emerged in myriad forms, surviving even the mass extinction events that have threatened to return this third rock back to its inhospitable past. Today, life on Earth occupies a wide range of environments, demonstrating resiliency even in scorching deserts on land and the seemingly electricity water hose analogy uninhabitable depths of the oceanic abyss. The activities in this unit chronicle Earth’s evolution from an inhospitable to a habitable planet by examining key events in Earth’s history and processes that facilitated this transformation.

The Conditions that Support Life interactive is a narrated visualization/video that the teacher may choose to have students view by themselves, in pairs, or as a whole class, discussing different talking points at some or all of the pauses. The teacher may decide to develop focus questions to guide their students so as to facilitate discussion. The short readings on the page below the visualization are important for clarification of key concepts and should not be overlooked. The culminating activity in this unit is an activity that refers back to the information given in this visualization.

The Goldilocks Principle: A Model of Atmospheric Gases B includes a detailed lesson plan for the teacher to implement. The teacher will need to time to prepare and collect materials prior to implementation in the classroom. The lesson includes suggestions for student assessment and modification strategies for alternative learners. The activity targets students in grades 6 – 9. One expert reviewer suggests the addition of a higher level and quantitative treatment of the greenhouse effect to support more advanced high school level learners.

The 25 Biggest Turning Points in Earth’s History gives learners the opportunity to explore the biggest events in Earth’s history through mini articles and accompanying videos. The teacher may decide to have students work in pairs and share, assign for homework, or create a questions or a scavenger-hunt type activity to guide students in their exploration of this resource.

The Origins of the Atmosphere reading could be assigned as a homework assignment in order to prepare students for in class discussion or as preparatory material for the subsequent learning activity, Clues to Oxygen Formation. This short video expands upon the role of banded iron formations in the formation of oxygen in Earth’s early atmosphere.

The next learning activity, What do Banded Iron Formation Deposits Reveal about the Evolution of the Atmosphere?, comes from SERC’s On the Cutting Edge collection, a repository of resources developed for undergraduate Earth science instruction. However, with careful instructor review, we recommend its use in the high school classroom. The link is a page that describes instructions for the teacher to guide learners through discussion of banded iron formations, including electricity in costa rica voltage using magnets to examine BIF samples. The instructor then guides learners through the development of a concept sketch to assess their understanding of how BIFs give insight into the evolution of Earth’s atmosphere. The teacher should complete such a sketch prior to implementing in the classroom, in order to anticipate any difficulties learners may have in developing a concept sketch.

The Methane Circus is an investigative activity developed by researchers on NOAA’s Okeanos Explorer, and the link to the activity gives the teacher access to an extensive learning guide with instructions and handouts to accompany the investigation. Also a part of the CLEAN collection, this link will direct the teacher to extensive reviewer notes, teaching tips, extensions, and correlations to various literacy standards. Though the original source indicates a grade level of 5-6 for this activity, the content is rigorous and appropriate for use in the high school classroom, especially when student-driven, as opposed to teacher-led. Prior review by the teacher is suggested for successful implementation of this activity.

Mass Extinctions introduces general ideas about mass extinction and emphasizes specific extinction events in Earth’s history. The activity requires that students have Internet access. More than 99% of all species that have ever lived on Earth are now extinct. The vast majority (over 95%) died out either because they could not successfully compete for food or other resources, or they failed to adapt to changes in their local environment over tens or even hundreds of millions of years gas jokes. Teachers might decide to assign the reading as an in-class or outside of class activity with learners taking notes in preparation for classroom discussion about the five major extinctions and what factors lead to these mass extinctions.

Both Weighing the Evidence for a Mass Extinction: In the Ocean and Weighing the Evidence for a Mass Extinction: On Land support HHMI’s short film, The Day the Mesozoic Died. While HHMI electricity synonyms suggests showing the film before these two activities, we recommend the learners investigate the evidence for mass extinction through these lab activities and then confirm their results through the viewing of the film. This supports the learners’ use of scientific inquiry, an important pedagogical model in Earth science. Alternatively, the included PowerPoint lecture, The Rock That Changed the World, could be utilized instead of the film, as it presents an expert’s discussion of the Cretaceous-Tertiary mass extinction event.

*Additionally, the following links give teachers access to supporting materials for K/T extinction activities: The Making Mass Extinctions, Blast from the Past is available as a digital image and PDF and is helpful at looking at the big picture. The following links are to the images and explanations of the K/T cores: New Evidence of Meteorite Impact Found Beneath the Seafloor, K/T Full Core, and K/T Core Replica Notes. An additional useful teacher resource on the major discoveries and contributions from the ODP and the Joides Resolution can be found at ODP’s Greatest Hits.

The TED Talk David Gallo: Life in the Deep Oceans engages the learner in what resides deep beneath the oceans’ surface, the challenges for life, and the types of organisms that survive in the abyss. This prepares the learner for the subsequent learning activity, How do You bp gas card login Get Your Energy?. In this investigative activity, students will be collecting bacteria from two locations in the school environment and comparing their growth to create correlations to the chemosynthesis that occurs at hydrothermal vents. This lab has extensive teacher prep, creating cultures and gathering materials, so it is important that the teacher preview and plan before implementation in the classroom. The resource includes extensive teacher tips and preparation notes in addition to suggestions for levels of student participation.

Aterra Explorer 4: Create an Organism is intended to be a culminating activity for learners to use their knowledge of habitability to evaluate the likelihood of life on an unknown planet and in turn, create an organism with the adaptations necessary to survive in this environment. Prior preparation includes duplication of planet cards and handouts. The teacher might have learners work in pairs or groups and then share with the class their organism and its adaptations, either through presentation or gallery walk style.