Chapter 1 Introduction

Materials:

• Worksheet, Maps Are Everywhere
• Several different types of maps

Objective:

• Students will be introduced to Earth Science and Chapter 1.
• Students will develop an understanding of the areas of Earth Science study.
• Students will identify different types of maps they find around their home and community.

Anticipatory Set:* Students will examine this photograph. As they do they will identify parts of the earth shown in the picture. Ask the question, why is this photograph appropriate for introducing earth science. The discussion should be focused on land, water, and air.

Teacher Input:* Show the students several types of maps: map1, map2, map3, map4, map5, map6. The instructor will use a discussion about the maps to determine the students prior knowledge about the maps.

Guided Practice:* Show the students the Organize Your Thoughts diagram from Page 1. Each site should formulate a question about the diagram. Jot down the questions.

Students will then go through the Goals for learning for Chapter 1.

Independent Practice:* Students will complete the Maps are Everywhere Worksheet. On the back of the Worksheet have the students draw a map to their favorite hunting and fishing spots.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-9 Students will understand the transfers and transformations of matter and energy that link living things and their physical environment, fro molecules to ecosystems. (Flow of Matter and Energy)
• SCI A-10 Students will understand that living things are made up mostly of cells and that all life processes occur in Cells (Cells)
• SCI A-11 Students will understand that similar features are passed on by genes through reproduction (Heredity).
• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-13 Students will understand the theory of natural selection as an explanation for evidence of changes in life forms over time (Evolution and Natural Selection).
• SCI A-14 Students will understand
  • the interdependence between living things and their environments:,
  • that the living environments consists of individuals, populations, and communities: and
  • that a small change in a portion of an environment may affect the entire environment (Interdependence);

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and:
• SCI B- 1 Students will use the processes of science; these processes include observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting;
• SCI B- 2. Students will design and conduct scientific investigations using appropriate instruments
• SCI B- 3. Students will understand that scientific inquiry often involves different ways of thinking, curiosity, and the exploration of multiple paths.
• SCI B - 4. understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort, and logical reasoning are all aspects of scientific inquiry.
• SCI B - 5. employ ethical standards, including unbiased data collection and factual reporting of results; and
• SCI B - 6. employ strict adherence to safety procedures in conducting scientific investigations.
• SCI C - 1. know how the words "fact," "observation," "concept," "principle," "law," and "theory" are generally used in the scientific community;
• SCI C -2. understand that scientific knowledge is validated by repeated specific experiments that conclude in similar results;
• SCI C- 3. understand that society, culture, history, and environment affect the development of scientific knowledge;
• SCI C- 6. understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
• SCI C- 7. understand that major scientific breakthroughs may link large amounts of knowledge, build upon the contributions of many scientists, and cross different lines of study; and
• SCI C- 8. understand that acceptance of a new idea depends upon sup- porting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
• SCI D- 1. apply scientific knowledge and skills to understand issues and everyday events;
• SCI D-2. understand that scientific innovations may affect our economy, safety, environment, health, and society and that these effects may be long or short term, positive or negative, and expected or unexpected;
• SCI D- 4. evaluate the scientific and social merits of solutions to everyday problems;
• SCI D- 5. participate in reasoned discussions of public policy related to scientific innovations and proposed technological solutions to problems; and
• SCI D- 6. act upon reasoned decisions and evaluate the effectiveness of the action.