9.3.2.1 Energy Sources
Compare and contrast the energy sources of the Earth, including the sun, the decay of radioactive isotopes and gravitational energy.
Explain how the outward transfer of Earth's internal heat drives the convection circulation in the mantle to move tectonic plates.
Overview
MN Standard in lay terms:
The Earth is a system; it receives energy from the sun and produces energy itself through radioactive decay. Energy from the sun effectively drives all weather on the Earth. The atmosphere and ocean are inherently linked, and both the atmosphere and ocean exhibit currents (motion in three dimensions). As part of plate tectonic theory, energy produced within the Earth drives convection currents which result in the movement of solid Earth materials (including plates).
Big Idea:
Earth Science Literacy: The Big Ideas and Supporting Concepts of Earth Science.:
9.3.2.1.1
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth's systems. This energy is derived from the sun and Earth's interior. The flowing energy and cycling matter cause chemical and physical changes in Earth's materials and living organisms. For example, large amounts of carbon continually cycle among systems of rock, water, air, organisms, and fossil fuels such as coal and oil.
3.3 Earth exchanges mass and energy with the rest of the Solar System. Earth gains and loses energy through incoming solar radiation, heat loss to space, and gravitational forces from the sun, moon, and planets. Earth gains mass from the impacts of meteoroids and comets and loses mass by the escape of gases into space.
4.2 Earth, like other planets, is still cooling, though radioactive decay continuously generates internal heat. This heat flows through and out of Earth's interior largely through convection, but also through conduction and radiation. The flow of Earth's heat is like its lifeblood, driving its internal motions.
9.3.2.1.2
4.3 Earth's interior is in constant motion through the process of convection, with important consequences for the surface. Convection in the iron-rich liquid outer core, along with Earth's rotation around its axis, generates Earth's magnetic field. By deflecting solar wind around the planet, the magnetic field prevents the solar wind from stripping away Earth's atmosphere. Convection in the solid mantle drives the many processes of plate tectonics, including the formation and movements of the continents and oceanic crust.
MN Standard Benchmarks:
9.3.2.1.1. Compare and contrast the energy of the Earth, including the sun, the decay of radioactive isotopes and gravitational energy.
9.3.2.1.2. Explain how the outward transfer of Earth's internal heat drives the convection circulation in the mantle to move tectonic plates.
THE ESSENTIALS:
A quote, cartoon or video clip link directly related to the standard.
National Science Education Standards:
9.3.2.1.2
Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation. page 189
The outward transfer of earth's internal heat drives convection circulation in the mantle that propels the plates comprising earth's surface across the face of the globe. page 189
Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. page 189
Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans. page 189
AAAS Atlas:
9.3.2.1.2
Volume 2
Cluster: Historical Perspectives
Map: Moving the Continents (10DE) pp. 78-79
Map: Energy Transformations (4E) pp. 24-25
Benchmarks of Science Literacy:
9.3.2.1.1
Thermal energy in a system is associated with the disordered motions of its atoms or molecules. Gravitational energy is associated with the separation of mutually attracting masses. Electrical potential energy is associated with the separation of mutually attracting or repelling charges. 4E/H7** (BSL)
9.3.2.1.2
The outward transfer of the earth's internal heat causes regions of different temperatures and densities. The action of a gravitational force on regions of different densities causes the rise and fall of material between the earth's surface and interior, which is responsible for the movement of plates. 4C/H3*
In a fluid, regions that have different temperatures have different densities. The action of a gravitational force on regions of different densities causes them to rise or fall, creating currents that contribute to the transfer of energy. 4E/H8** (BSL)
NAEP
National Assessment of Educational Progress Frameworks (2009)
9.3.2.1.1
P12.11: Fission and fusion are reactions involving changes in the nuclei of atoms. Fission is the splitting of a large nucleus into smaller nuclei and particles. Fusion involves joining two relatively light nuclei at extremely high temperature and pressure. Fusion is the process responsible for the energy of the Sun and other stars.
E12.9: Earth systems have internal and external sources of energy, both of which create heat. The Sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from Earth's original formation.
9.3.2.1.2
E12.8: Mapping of the Mid-Atlantic Ridge, evidence of sea floor spreading, and subduction provided crucial evidence in support of the theory of plate tectonics. The theory currently explains plate motion as follows: the outward transfer of Earth's internal heat propels the plates comprising Earth's surface across the face of the globe. Plates are pushed apart where magma rises to form midocean ridges, and the edges of plates are pulled back down where Earth materials sink into the crust at deep trenches.
Common Core State Standards Initiative (i.e. connections with Math, Social Studies or Language Arts Standards):
Math. Many of the activities involve the Standards for Mathematical Practice:
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.
5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.
English Language Arts: Assigned reading and written reports should be guided by the Literacy in History/Social Studies, Science, and Technical Subjects Standards
Reading Standards for Literacy in History/Social Studies 6-12
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Misconceptions
Students think that the Sun is the only relevant source of Earth's energy. NSTA Pathways To the Science Standards High School Edition
Asthenosphere is liquid (students are only familiar with liquid convection, not solid convection, many secondary education earth science films also specifically refer to a molten internal layer.
Students believe volcanic island chains are formed because the hot spot is moving from underneath them. Weber State University.
From: Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter, 38, pp.11-14.
1. Things "use up" energy.
2. Energy is confined to some particular origin, such as what we get from food or what the electric company sells.
Vignette
cite from '97 Framework, or other research-based publications (ref: name & page number) or write one to fit.
Alvin -- a high school earth science teacher -- is teaching a unit into which he has incorporated standard 9.3.2.1. To introduce the topic of internal and external energy sources within the Earth system he asked his students (in pairs) to work through the first part (stopping once exogenic and endogenic processes were covered) of an interactive tutorial in the school computer lab. The students grasped the ideas fairly well, but struggled with understanding how radioactive decay contributes to Earth's internal heat supply. So, Alvin had his students use an online simulator to assist with their understanding of how radiometric decay releases energy into the interior of the Earth through the emission of particles (generating frictio and imparting energy through high-speed collisions). Though challenging, the radiometric decay activity established a background framework from which students could think more critically about heat-generation within the Earth's interior; and, many students were excited to receive a certificate of completion after finishing the simulation. The activity led seamlessly into a discussion of how the Earth releases internal energy that builds up through radioactive decay: plate movement, volcanic eruptions, etc. In a subsequent class period, students worked through a mini-lab activity entitled convection in a pan, where they used candles, water, and food coloring to explore the convective movements of heated water. After students had finished the convection activity, Alvin engaged them in a brief summary discussion about their experiences, and then asked the students to sketch a diagram of mantle convection and write up a short description of how it might relate to what the students observed in the convection activity. Once finished, Alvin asked for volunteers to share their explanations. Rather than confirm or deny the correctness of their responses when asked by the students, Alvin directed students to the appropriate section of an online book about the dynamic Earth, and instructed students to write-up a one-page summary of how mantle convection is believed to operate in Earth's interior, including a brief description of the advantages and limitations of using the "convection in a pan" exercise as a model of mantle convection.
Resources
Selected activities:
Activities for 9.3.2.1.1 - Compare and contrast the energy sources of the Earth, including the sun, the decay of radioactive isotopes and gravitational energy.
Ritter, M. (2011). Natural systems.
The site is an interactive tutorial on the Earth's energy system, and discusses both internal and external energy sources for the Earth. Teachers might choose to use the site as a resource for preparing for instruction, or might ask students to work through the tutorial. (9.3.2.1.1)
Geology Labs Online. (2007). Virtual dating.
The concepts related to radiometric dating are somewhat complex. There are several virtual radiometric exercises that teachers may elect to implement during instruction, or to ask students to work through to improve understanding of how radiometric decay works (so they may better understand how radiometric decay of isotopes contributes to the energy of the Earth system). (9.3.2.1.1)
Activities for 9.3.2.1.2 - Explain how the outward transfer of Earth's internal heat drives the convection circulation in the mantle to move tectonic plates.
My Science Box. (2009). Convection in a pan.
The site provides a lesson plan specifically for teaching convection as it relates to the mantle movement of material. A candle is used to drive convection in water, and food coloring is used to see the currents. Includes one step where a diagram of mantle convection is related to convection cells observed in the pan of water. Though designed for a younger audience, the activity described would be appropriate for a quick class activity, or as a teacher demonstration. (9.3.2.1.2)
San Diego Natural History Museum. (2000). Convection currents.
The activity at the link deals with ocean circulation of water via convection, and may be a suitable analogy for helping students understand the movement of mantle material in a similar fashion (as described in the "Background" section of the activity). (9.3.2.1.2)
Kious, W.J. (2009). This dynamic Earth: The story of plate tectonics (online version). USGS.
Use the web book as a resource for teaching students about how mantle convection drives plate movement. Book includes images and diagrams that can be used during instruction.The site would be a useful resource for students conducting research projects. (9.3.2.1.2)
Instructional suggestions:
This standard can be best addressed by incorporating Earth's internal energy into a plate tectonic unit when discussing the Earth's interior structure and the mechanisms of plate motion. Earth's external energy can be taught in the unit on meteorology and ocean circulation. A number of interactive and hands-on activities have been provided as resources for this standard. Consider engaging students with a convection demonstration or asking them to read about exogenic and endogenic energy sources for the Earth (as described in the vignette). A Lava Lamp would be ideal for a classroom demonstration while asking students for their explanation of the processes involved.
Additional resources or links:
The Earth's Internal Heat Energy and Interior Structure
Two brief overviews of the sources of Earth's internal energy and the differentiation of the Earth's crust.
A lesson plan that links to several other lessons about energy in the Earth System. Appropriate for grades 9-12; topics include: solar radiation, conduction, convection, etc.
Earth Structure: A virtual Journey to the Center of the Earth Visionlearning
Discusses the interior structure of the earth as defined by research on the behavior of seismic waves as they move through the layers inside of the planet. The lesson details both compositional layers as well as mechanical layers.
Plates, Plate Boundaries, and Driving Forces Visionlearning
Discusses the types of plates, plate boundaries and that gravity and mantle convection are two driving forces for movement of plates.
EDinformatics: Education for the Information Age
This site provides links to a collection of databases including state released test items. The state test pages may contain samples and in some cases full test releases. Links to online interactive state test preparations and a version of the TIMSS International is also available.
Vocabulary/Glossary:
Asthenosphere: The soft, plastic layer of the upper mantle, below the lithosphere.
Conduction: Heat transfer by direct contact of particles of matter
Convection: Heat transfer involving the movement of fluids - both liquids and gases
Constructive forces: Forces that shape the Earth's surface by building up mountains and landmasses
Convection Current: The flow that transfers heat within a fluid. Set in motion by three factors
1. heating and cooling of the fluid
2. changes in fluid's density
3. the force of gravity
Density: A measure of how much mass there is in a volume of a substance (mass per unit volume)
Inner Core: A dense sphere of solid iron and nickel at the center of the earth
Insolation: An abbreviation for incoming solar radiation; describes the amount of sunlight incident on the Earth
Lithosphere: The rigid layer formed from the uppermost part of the mantle and the crust.
Heat Transfer: The transfer of heat energy from a high temperature object/area to a lower temperature object/area.
Mantle: The layer of hot, solid material between Earth's crust and core
Mantle Plumes: A geophysical term for narrow hot upwellings of magma.
Outer Core: The layer of molten iron and nickel that surrounds the inner core of the Earth
Radioactive decay: The breaking down of radioactive elements over time to more stable forms. All such radioactive decay processes release heat as a by product of the on-going reaction
Radiation: Heat transfer through electromagnetic waves, such as from the sun.
Ridge Push: The gravitational force that causes a plate to move away from the crest of an ocean ridge or spreading margin and into a destructive margin.
Slab Pull: The gravitational force, caused by the sinking of the cold, dense lithosphere into the asthenosphere at a destructive margin.
Virtual Courseware - online radioactive decay simulator
Several different types of radiometric dating are described through the simulations. Students may explore how rocks and other samples are used to establish "absolute" ages by examining stable to unstable isotopes (and parent to daughter products).
MN Math Benchmarks
Calculate measurements of plane and solid geometric figures; know that physical measurements depend on the choice of a unit and that they are approximations.
9.3.1.3 Understand that quantities associated with physical measurements must be assigned units; apply such units correctly in expressions, equations and problem solutions that involve measurements; and convert between measurement systems.
9.3.1.5 Make reasonable estimates and judgments about the accuracy of values resulting from calculations involving measurements.
Explain the uses of data and statistical thinking to draw inferences, make predictions and justify conclusions.
9.4.2.1 Evaluate reports based on data published in the media by identifying the source of the data, the design of the study, and the way the data are analyzed and displayed. Show how graphs and data can be distorted to support different points of view. Know how to use spreadsheet tables and graphs or graphing technology to recognize and analyze distortions in data displays.
9.4.2.2 Identify and explain misleading uses of data; recognize when arguments based on data confuse correlation and causation.
9.4.2.3 Explain the impact of sampling methods, bias and the phrasing of questions asked during data collection
Assessment
Students:
Include questions designed to probe student understanding of concepts, both formative and summative. Identify taxonomic level of questions.
How is convection of heat in the mantle related to the movement of lithospheric plates over the asthenosphere?
a. Convection moves cold material downward at transform plate boundaries, and moves hot material downward at hot spots.
b. Convection moves hot material upward at divergent plate boundaries, and moves cold material downward at subduction zones.
c. Convection moves cold material upward at convergent plate boundaries, and moves hot material downward at divergent plate margins.
d. Convection moves hot material downward at divergent plate boundaries, and moves cold material upward at subduction zones.
Which of the following is NOT a major process that has contributed to Earth's internal heat?
a. Heat released by colliding particles during the formation of the Earth
b. Heat released as iron crystallized to form the inner core
c. Heat from the sun since the beginning of Earth history
d. Heat from radioactivity of radioactive isotopes of U, Th and K
Teachers:
3 questions designed to probe teachers understanding of concepts. Questions could be used as self-reflection or in professional development sessions.
What are the primary effects of the internal and external energy sources of the Earth?
The Earth's internal energy drives mantle convection cells that move crustal plates on the Earth's surface. Global climate is a function of heat transfer from the Sun and near the Earth's surface. Global climate may be directly affected by internal energy sources due to volcanic action etc.
How are Earth's internal circulation patterns manifested in the different types of volcanic eruptions?
Administrators:
If observing a lesson on this standard what might they expect to see.
An administrator stepping into a class and observing the implementation of lessons addressing 9.3.2.1 might see students working in a computer lab on a radiometric dating activity or students working in the lab on a convection current activity. Administrators may also see students tasked with researching information related to mantle convection.
Differentiation
Struggling and At-Risk:
Use strategies from Special Ed. and ELL
Improving Reading Skills in Science
Texts in science challenge students with technical vocabulary, detailed concepts and relationships and multi-step processes and cycles. Learn effective strategies fro helping students with each of these issues
Most textbook companies have supplemental materials with a textbook adoption that address teaching science to ELL learners.
Have textbooks that cover the same material that are at a lower reading level available for reference use by students.
Lee, O., & Buxton, C.A. (2010, April). NSTA Report: Teaching science to English language learners
"Science for All: Including Each Student" appendix in: NSTA Pathways to the Science Standards
A major theme in the National Science Education Standards is that science is for all students, and that all students should have the opportunity to attain high levels of scientific literacy. The purpose of this appendix is to elaborate on this theme and to offer teachers some practical suggestions for engaging a diverse student body in high-quality science education, specifically girls, minorities, or students with disabilities, who traditionally receive unequal attention in the science classroom.
G/T:
Earth Science does not have an AP course. Several of the web sites listed have higher level activities, and projects listed.
Teachers First is a website that aids in developing a classroom environment that addresses the needs of the gifted learner.
Gifted and Talented Math and Science is a part of the EDinformatics web site that offers activities for the gifted and talented student.
Teaching Secondary School Science, Trowbridge, Bybee, and Powell. Chapter 19, Individual Differences in Science Classroom
Many textbook companies have inclusion strategies in the teacher's edition or in the supplemental material. Have students use Cornell note system. In their notebooks, copy and define key terms that appear in bold type in their reading.
Use study partners and groups in class monitoring that all students are participating.
Have textbooks that cover the same material that are at a lower reading level available for reference use by students.
Students with disabilities. Official NSTA Position Statement
Teaching Secondary School Science, Trowbridge, Bybee, and Powell. Chapter 19, Individual Differences in Science Classroom
Parents/Admin
At the beginning of a unit, send a note home explaining the unit and how the parents can help their student. For example; be aware of news stories, possible connections to vacation trips etc.
National Science Resources Center. (2011). Parent resources. Smithsonian Institution:
Science.gov (2011). Science education: Resources for kids, parents, and teachers: