Teaching Notes Teaching Notes: Unit & Lesson Slides • The content, vocabulary, videos and activities shown on the following slides come directly from your student and teacher text. PDFs are referenced on slides and can be downloaded at Ed: Your Friend in Learning (Ed: YFIL) • All slide content is editable, as you may add, remove or edit content to meet your individual classroom needs. • It is recommended that students utilize an evidence notebook as they ask questions and collect evidence and data throughout. Look for the notebook icon in the upper right corner of those slides. • It is recommended that you play the slideshow when using for instruction: Note: Some videos may not play when opened with Google Slides. All videos can be found in the Student & Teacher eBooks. 1 Teaching Notes 2 Earth and Space Science Unit 1: Introduction to Earth and Space Lesson 1: Studying Earth Unit 1 Lesson 1 Can You Explain It? Observe the effects of coral bleaching. 4 Unit 1 Lesson 1 Can You Explain It? In addition to studies of the body systems of corals, what studies in Earth science might increase scientists’ understanding of—and ability to predict—coral bleaching? 5 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth • When studying phenomena, scientists often start by defining a system. • A system is a part of the universe, made up of interacting components, that can be studied independently. What everyday experiences would you cite as evidence to support the claim that there is a balance between energy coming in and energy going out of the system? 6 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth PREDICT What parts of Earth do you think would be the most affected by a significantly warmer Earth? Use evidence and reasoning to support your claims. 7 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth PREDICT The oceans can affect the temperature and moisture of air that moves over them. In the map showing normal conditions in the Pacific Ocean, cool surface water is found off the western coast of South America. What can you predict about the characteristics of air moving over this part of the ocean? 8 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth • Think about the factors that might cause the trade winds to weaken, the water to warm up, and weather patterns to change during an El Niño event. • To begin to answer questions such as these, scientists often identify the parts, or components, of systems and make observations about how these components change and interact through different processes. COLLABOARTE Scientists know that El Niño is related to complex interactions between the ocean and the atmosphere. With a partner, think about cause and effect. What change in the trade winds or ocean circulation would you expect to see as the first indication that El Niño conditions are ending? 9 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth Scale, Proportion and Quantity • The systems and events that are important in Earth and space science differ in size, duration, and energy. • The Milky Way galaxy, and Earth’s place in it, is a familiar example of size order of magnitude. • Earth is part of the larger solar system, which itself is part of an even larger system of billions of stars and planets. COLLABORATE With a partner, describe the relative size order of magnitude of systems found in the Milky Way galaxy. Use reasoning and evidence to support your description. 10 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth Data Analysis • To study El Niño, scientists measure water and air temperatures, air pressure, wind, and ocean currents over time in the eastern Pacific Ocean, near the equator. • The data in the graph of surface temperatures in the equatorial Pacific show a pattern of increasing and decreasing water temperature over many months for three years when El Niño events occurred. Use page 9. What time(s) of year would you expect future El Niño and La Niña events to be strongest? 11 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth Hands-On Lab: Observing the Sky Design, test, and revise a method for observing an aspect of the sky, such as weather or astronomical objects. 12 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth Engineering • Many parts of the Earth system cannot be explored, observed, or measured directly without technology. • The Aquarius Reef Base is an underwater engineered system used by researchers to study the ocean, the In the Aquarius Reef Base, researchers coral reef, and other find everything they need to survive and marine organisms in conduct their research. Explain how this the Florida Keys. engineered system is like the Earth system. 13 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth • Thinking of Earth as a system of interconnected systems helps us see how sometimes change in one system is related to change in another system. • To understand the relationship between coral bleaching and sea temperature, scientists plotted bleaching events in Tahiti. • They were able to use these data to determine the bleaching threshold—the temperature at which bleaching is likely to occur—for the area. 14 Unit 1 Lesson 1 Exploring Patterns and Systems on Earth EXPLAIN What are the advantages and disadvantages of viewing Earth as a collection of individual, isolated systems? 15 Unit 1 Lesson 1 Evidence of Changes in Systems • Some scientists study very small parts of Earth’s system. • Some collect and analyze data to understand processes that occur very quickly. • Others develop models—simplified representations—to understand how Earth’s atmosphere, oceans, surface features, and interior have changed over the past 4.5 billion years. 16 Unit 1 Lesson 1 Evidence of Changes in Systems GATHER EVIDENCE As you read through this exploration, gather evidence to describe one way in which Earth has changed since it formed more than 4.5 billion years ago. 17 Unit 1 Lesson 1 Evidence of Changes in Systems • Earth formed roughly 4.56 billion years ago, but humans have been keeping historical records for only about the past 5000 years. Banded iron formations provide evidence of long-term global changes in Earth’s systems. 18 • To understand what Earth was like in the distant past, we need to make inferences based on evidence that we can examine today and on our understanding of how Earth systems operate today. Unit 1 Lesson 1 Evidence of Changes in Systems Rock and fossil evidence suggests that Earth’s surface has changed over millions of years. The continents were once together in a single continent called Pangaea. 19 Unit 1 Lesson 1 Evidence of Changes in Systems How might changes to the positions of continents and shape of the ocean change other parts of Earth’s systems? What would be the timescale of these changes? • There is evidence that the size, shape, and position of Earth’s continents and oceans have changed over the past 200 million years. • These changes have affected the distribution of landmasses, as well as ocean currents, wind patterns, climate, ecosystems, and life itself. • A slow process known as plate tectonics that originates deep within Earth has moved the continents, opening and closing oceans. 20 Unit 1 Lesson 1 Evidence of Changes in Systems GATHER EVIDENCE How can analyzing ice from Antarctica help us understand processes occurring on a distant continent thousands of years ago? 21 Unit 1 Lesson 1 Evidence of Change in Systems Hands-On Lab: What’s Before Your Eyes Make and record observations about multiple samples of salt solution. 22 Unit 1 Lesson 1 Evidence of Changes in Systems EXPLAIN How can gathering data and analyzing patterns help us explain phenomena and predict future conditions or events? Give an example to support your claim. 23 Unit 1 Lesson 1 Continue Your Exploration Choose one of the paths below to continue your exploration: • Oceanographer • Using the Present to Understand the Past • Classifying Events in Earth Systems 24 Unit 1 Lesson 1 Can You Explain It? Refer to your notes in your Evidence Notebook to explain how system thinking is helpful. In your notes, address the following question: How would scientists’ understanding of the causes of coral bleaching and their ability to predict bleaching events be different if they studied only the body system of the coral and not the larger ocean-atmosphere system? 25 Image Credits Unit 1 Lesson 1 coral bleaching ©AP Television/AP Archive; Aquarius Undersea Laboratory ©Mark Conlin/Oxford Scientific/Getty Images; banded iron ©Dirk Wiersma/Science Source 26
