Earth science

Continuing with our Oil and Thyme Question

by

Recap

Last time we explored links, interactives, and watched some videos to help with our scavenger hunt. We were looking for an answer to this question:

What does our oil and thyme experiment have to do with Earth’s structure?

Engage

This time, we will continue to explore for an answer to that question, but this time we have a new question that we will focus on:

How does the inside structure of the Earth affect the outside structure of the Earth.

Explore

You have 20-30 minutes to continue to explore the resources from last week (scroll down). While we still want to think about the oil and thyme demo, focus on finding evidence to help answer “How does the inside structure of the Earth affect the outside structure of the Earth.”

Explain

What did you find? You will work with your table partners to create a model on chart paper to explain your answer.

  • Work together as a team and talk about how to create the model before starting.
  • Use a pencil first before marker.
  • Use crayon for big areas of coloring.
  • Make sure everyone feels like they are a part of the poster. 
  • You may continue to use your computer as a resource while you work on your poster.

NGSS Standards

Science & Engineering Practices

  • I can develop and use a model to show my thinking and understanding.
  • I can analyze and interpret data and use it to show evidence.
  • I can gather data and communicate it to others.

Disciplinary Core Idea

  • Some Earth events happen slowly, while others happen quickly.
  • Some events happen over long time periods that cannot be observed in one life time.
  • Patterns of rocks and Earth formations happen because of the dynamics of Earth.
  • Tectonic activity shapes our planet.
  • Compare Earth to other objects in our solar system and space. 

Crosscutting Concepts

  • Structure and function
  • Cause and effect
  • Systems
  • Patterns

These are loose references to the DCIs for use in this enrichment classroom. They are a combination of standards in The History of Planet Earth across several grade levels.

SCROLL DOWN

The resources we are using today are the same from last week. See below or click the icon above to take you to that post.

Cloud Types with Cotton

by

Look at these cloud photos.

Questions for you to think about:

  1. How are they the same?
  2. How are they different?
  3. WHY are they different?
  4. What makes the clouds change?

Stratus Clouds

How would you describe stratus clouds?

What words would you use?

Cumulus Clouds

How would you describe cumulus clouds?

What words would you use?

Cirrus Clouds

How would you describe cirrus clouds?

What words would you use?

Cumulonimbus Clouds

How would you describe cumulonimbus  clouds?

What words would you use?

Different Cloud Types

There are actually a lot more types of clouds!

But there names combine the ones we heard above.

Stratus = low or layered

Cumulus = puffy, heap, or pile

Cirrus = high, curl, or fringe

Nimbus = storm or rain

How to Make Clouds from Cotton

  1. Fold the paper in half
  2. Fold the paper in half again
  3. Open up the paper
  4. In the first box, write your name
  5. Write the cloud words in each of the other three boxes. 
  6. Stretch the cotton balls to make the shapes of the clouds.
  7. Use white glue to glue them on.

Stratus are low clouds and cover the sky.

Cumulus clouds are puffy

Cirrus clouds are high, thin, and stretched.

We are going to read this book. 

Remember the questions that we have above. 

  1. How are they the same?
  2. How are they different?
  3. WHY are they different?
  4. What makes the clouds change?