Science
SCI.V.1.5
Grade: 7
Strand V:
Using Scientific Knowledge in Earth Science
Standard 1:
Geosphere - All students will analyze effects of technology on the earth’s
surface and resources
Benchmark 5:
Explain how technology changes the surface of the earth.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
• Construct questions for each of the investigations suggested below to guide the design of the investigation.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and
sketches.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.4 - Describe the advantages and risks of new technologies.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
Types of human activities:
• surface mining
• construction and urban development
• farming
• dams
• landfills
• restoring natural areas
•
local example of surface changes due to
human activities listed in the key concepts
•
local examples of negative consequences
of these changes:
- groundwater pollution
- destruction of habitat and scenic land
- reduction of arable land
•
local examples of positive consequences:
- soil conservation
- reforestation
ƒ restoring habitats: forests,
wetlands, prairies
Knowledge and Skills
Resources
Coloma Resources:
Human activities such as mining, logging, building
houses, malls, farming and highways have changed
the surface of the earth.
“If The Earth Were a Cookie” – lab activity
Mark Twain Media, Inc. Page 56
(Shows effects of mining on the
environment.) attached.
Students will investigate how humans have caused
changes to the surface of the earth, such as
erosion of topsoil and destruction of a watershed.
•
Geological Survey of Canada Education
Resources – EXTENSIVE links – Science
Spot
•
Globe Soil Science Education Home Page
– Awesome, enormous site with TONS of
info on soil.
•
Soil Formation Links – Soil Science
Education
•
The Human Footprint – Human influence on
the Earth – Wildlife Conservation Society
•
Earth Science Education Resources –
LOTS of links to excellent information and
educational sites.
•
Plate Tectonics – USGS – This Dynamic
Earth
•
Michigan Teacher Network Resources
•
USDA – National Resources Conservation
Service – Soils Web Site – Huge resource
with LOTS of soil information. AWESOME.
•
Iowa State Univ. Earth Science Weblinks –
extensive and awesome!!
•
Bill Nye: Atmosphere, Earth Quakes, Earth
Crust, Rocks & Soil, Volcanoes
•
Science Explosion: Landfill Blues
“Geosphere”
•
MEADE Video – Strip Mining vs. Open Pit
Mining
Resources Continued
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
V.1.MS.5 Explain how technology changes
the surface of the earth
Celebrating Agriculture and the Good Earth
from Center for Agricultural Science and
Heritage, Inc.
Lumberjack Life from Northern Michigan
University
7th Grade Science Curriculum
Technology Resources
V.1.MS.5
REMC Materials: Decisions Decisions: The
Environment, Order #060112
Instruction
Focus Question: What is the effect of
interactions between humans and technology
in your local area?
Through student discussion groups, field trips, and
inquiry-based activities, students observe the
positive and negative effects associated with a
technological society. Students collect data
through the use of observations and
measurements, on a variety of environmental
effects linked to humans’ use of automobiles,
industry, agriculture, construction, sewage
disposal and manufacturing. Students then use
concept maps to visually connect these
relationships.
Students develop real-world connections to
produce a plan for their local community that will
address the above issues and communicate them
to fellow classmates. Students could use this
information to write a letter to the editor of a local
newspaper.
Assessment
Optional Assessment
Students create a concept map that connects the
relationships of positive and negative effects
associated with a technological society, and develop
a written plan that identifies and explains one of the
identified issues. Students show cause and effect
relationships from the concept map to support claims
and propose solutions to offset the negative effects
of this technology.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Correctness of concept map
Apprentice -Selects one technological issue and
connects two positive cause and effect relationships
and one negative cause and effect relationship.
Basic - Selects one technological issue and
connects three positive cause and effect
relationships and two negative cause and effect
relationships.
Meets - Selects one technological issue and
connects four positive cause and effect relationships
and three negative cause and effect relationships.
Exceeds -Selects one technological issue and
connects five or more positive cause and effect
relationships and four or more negative cause and
effect relationships.
Criteria: Completeness of explanation
Apprentice -Attempts to identify human
consequences and shows cause and effect
relationships.
Basic - Identifies and explains human
consequences of identified issues, shows two cause
and effect relationships, and attempts to support
claims.
Meets - Identifies and explains human
consequences of identified issues, shows three
cause and effect relationships, supports claims, and
attempts to propose solutions for change.
Exceeds - Identifies and explains human
consequences of identified issues, shows cause and
effect relationships (using concept map), supports
claims, and proposes solutions or changes.
Teacher Notes:
Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal
deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering, erosion and
human activities. (JCISD)
Focus Question
• How do human activity and technology affect the surface of the Earth?
Date:
Names
INTRODUCTION:
If chocolate chips were fossil fuels and the only thing you could use to
mine for them was a toothpick, how would you keep from tearing up the
cookie to get the chips?
OBJECTIVE:
The energy that produces the electricity that we take for granted often
comes from the movement of water or from the burning of fossil fuels like
coal. In this activity, we will investigate the effects of mining for a
resource such as coal. Since coal is often located deep underground, the
mining of coal often causes a great deal of harm to the ecosystem.
PROCEDURE:
1. Each group member will need to get the following supplies:
1 toothpick
1 soft chocolate chip cookie
1 crunchy chocolate chip cookie
1 paper towel
2. The cookie represents the earth, and the chocolate chips represent the coal from
the earth. Each chocolate chip is enough "coal" to provide the electricity for your
town for one day.
3. Using only the toothpick, you are to "mine" for the chips in the cookies.
4. At the end of the activity you will have to pay for damage done to the earth (for land
reclamation and restoration) in the form of chips at the following rate:
1 chip if cookie is intact with only pits
2 chips if cookie is in 2-3 pieces
3 chips if cookie is in 4-8 pieces
4 chips if cookie is in crumbs (more than 8 pieces)
5. If your tool (toothpick) breaks and needs to be replaced, replacement picks cost
one chip.
6. Record your results below:
Group
Member
1
2
3
Number of
Chips
Mined
Effects on Cookie (Earth)
Cost
Total Gain
Date:
Names:
QUESTIONS:
1. How many days of energy did your group gain?
2. Which land type (cookie type) was easiest to mine? Why?
3. What land type is similar to:
a. the soft cookie?
b. the crunchy cookie?
4. What type of mining technique worked best?
5. How is land reclaimed after mining?
1. Read the "Discover" section on page 28 of the textbook
⊗ answer the four questions in complete sentences
⊗ write an answer to "Think It Over".
2. Read pages 28-32 in textbook.
3. Write the information in your own words
⊗ Include
⊗ What is the theory of continental drift all about?
⊗ Name three types of evidence Wegener used to explain his theory.
⊗ Do you agree with the theory?
⊗ How could the continents have drifted if Wegener's theory is correct?
4. Cut out the shapes of the continents using the world map.
5. Glue the pieces together on dark paper to show how Continents could have fit together at
one time. (hint: Use figure 12 on page 30 of textbook to assist you.)
6. Assessment
NAME:
HOUR:
1. EXPLAIN IN YOUR OWN WORDS WHAT WEGENER'S THEORY IS ALL ABOUT.
2. DO YOU AGREE WITH WEGENER'S THEORY? WHY OR WHY NOT?
3. WHAT WERE 3 PIECES OF EVIDENCE THAT WEGENER USED TO DEFEND HIS
HYPOYHESIS?
4. IF WEGENER'S THEORY IS CORRECT, HOW AND WHY COULD THE DRIFTING
HAVED HAPPENED?