Classroom Activities

 

 

Name Of Activity topic Grade Level Earth Science Big Ideas Source Next Generation Science Standards Website
Cupcake Core Sampling Dynamic Planet, Energy, Natural Resources K-4 Big Idea 7: Humans depend on Earth for resources. Women in Mining Education Foundation Activities 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. Visit Site
Curriculum Support Maps for the Study of Indiana Coal Minerals, Rocks, Natural Resources 8-12 Big Idea 3: Earth is a complex system of interacting rock, water, air, and life; Big Idea 7: Humans depend on Earth for resources; Big Idea 9: Humans significantly alter the Earth. Indiana Geological Survey MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Visit Site
Dangerous Atmosphere Weather 6-8 Big Idea 8: Natural hazards pose risks to humans. The Weather Channel MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. MS-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. MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Visit Site
Dating Popcorn Dynamic Planet 5-9 Big Idea 1: Earth scientists use repeatable observations and testable ideas to understand and explain our planet. American State Geologists MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. MS-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. HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. HS-ESS2-1. Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. Visit Site
Deep-Sea Drilling Oceans, Natural Resources 5-8 Big Idea 1: Earth scientists use repeatable observations and testable ideas to understand and explain our planet. Deep Earth Academy 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-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. MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Visit Site
Determine the relative amount of sand, silt, and clay in sediment Dynamic Planet, landforms, Rocks, soil 1-12 Big Idea 1: Earth scientists use repeatable observations and testable ideas to understand and explain our planet; Big Idea 3: Earth is a complex system of interacting rock, water, air, and life. Utah Geological Survey 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Visit Site
Determining Ages of Rocks Rocks, Materials and Minerals 8-9 Big Idea 2: Earth is 4.6 billion years old; Big Idea 3: Earth is a complex system of interacting rock, water, air, and life. University of California, Museum of Paleontology MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. MS-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. HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. HS-ESS2-1. Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
Visit Site
Determining and Measuring Earth?s Layered Interior Dynamic Planet K-12 Big Idea 1: Earth scientists use repeatable observations and testable ideas to understand and explain our planet.; Big Idea 4: Earth is continuously changing; Big Idea 8: Natural hazards pose risks to humans. IRIS 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth'systems. Visit Site
Developing arguments about earthquakes: Earthquake Machine Lite Activity 2 Dynamic Planet 5-12 Big Idea 1: Earth scientists use repeatable observations and testable ideas to understand and explain our planet.; Big Idea 4: Earth is continuously changing; Big Idea 8: Natural hazards pose risks to humans. IRIS MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth'systems. HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Visit Site
Dig Into Soil Soil K-4 Big Idea 7: Humans depend on Earth for resources. Wendy Greenberg, Soil Science Society of America K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.. 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Visit Site