Unit overview: Earth Systems

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1 Unit overview: Earth Systems Earth Systems is an Earth & space sciences unit for Year 10. It is designed to give students an understanding of the interactions between Earth s systems so that they are better equipped to deal with the complexity of the issue of human-induced climate change.z The big ideas to be explored in this unit are: 1 Interacting systems systems Earth can be understood in terms of four systems: the geosphere, the hydrosphere, the atmosphere and the biosphere. All natural processes involve the flow of matter and/or energy within and between these systems. These processes operate on a wide range of spatial and temporal scales. 2 Climate A region s climate consists of its surface conditions (temperatures, precipitation, etc.) averaged over long periods of time. Climates are determined by a wide range of natural processes involving all four Earth systems, resulting in seven main climate zones. The greenhouse effect traps heat within the lower atmosphere and oceans, helping to make Earth habitable. Climates have varied dramatically through the history of the planet. 3 Global warming A wide range of evidence indicates that human activity is altering global climate systems. The enhanced greenhouse effect is caused by the addition of greenhouse gases to the atmosphere mainly carbon dioxide from the burning of fossil fuels. Scientists make projections of future climate scenarios using complex computer models. Special thanks to Dr Willem Huiskamp (climate scientist at the Climate Change Research Centre, University of New South Wales) and Dr Angela Maharaj (lecturer at the Climate Change Research Centre, University of New South Wales and Associate Investigator with the ARC Centre of Excellence for Climate System Science) for their independent reviews of the unit. Any errors that remain are the sole responsibility of Stile Education. 1

2 Unit highlights: Earth Systems Career profile Climate scientist Willem Huiskamp helps guide students through the unit. Science investigations Science inquiry skills are developed as students plan and conduct their own science investigations to model sea level rise and thermal expansion. Engineering challenge Students follow an engineering design approach to solve a real-world problem caused by climate change. Students build a model floating garden to help address agricultural challenges faced by communities in Bangladesh due to increased frequency of floods. Simulation - Terraforming an exoplanet Students deepen their understanding of the ways that planetary systems can interact by making changes to a model planet and observing the effects. Citizen science Students contribute to research into our climate history by participating in a citizen-science project identifying cells in photographs of fossilized ginkgo leaves. Practical activities Students conduct experiments to explore the relationship between albedo and heat absorption first-hand. Curriculum This unit covers Australian Curriculum Standards for Year 10 in the Earth and space sciences domain, as well as the science as a human endeavour and science inquiry skills strands. The unit also covers standards addressed in the design and technologies domain. You Take this resource and make it your own! Our online interactive platform gives you the power to edit or delete any question or lesson, or add your own material. Pedagogy Student learning is scaffolded through the use of the 5E constructivist learning cycle, a research-based model for scientific inquiry developed by the Biological Science Curriculum Study (BSCS). Assessment Diagnostic, formative and summative assessments are embedded throughout the unit. Whole-class and singlestudent analytics are available in your teacher markbook. 2

3 Unit structure: Earth Systems Part 1 - Interacting systems Part 2 - Climate Part 3 - Global warming In the news Climate change 1.1 Lesson Four global systems 1.2 Quiz Four global systems 1.3 Lesson Movement of matter 1.4 Quiz Movement of matter 1.5 Lesson Movement of energy 1.6 Quiz Movement of energy 1.7 Experiment Albedo and colour (guided) 1.8 Experiment Albedo and colour (open) 1.9 Lesson Ecosystems 1.10 Quiz Ecosystems 1.11 Lesson The carbon cycle 1.12 Quiz The carbon cycle 1.13 Project Explore another cycle 2.1 Lesson The greenhouse effect 2.2 Quiz The greenhouse effect 2.3 Lesson Climate 2.4 Quiz Climate 2.5 Lesson Ocean currents 2.6 Quiz Ocean currents 2.7 Lesson Earth s climate history 2.8 Quiz Earth s climate history 2.9 Citizen science Tracking CO 2 levels 2.10 Simulation Terraforming an exoplanet 3.1 Lesson Human activity and global warming 3.2 Quiz Human activity and global warming 3.3 Lesson Effects of global warming 3.4 Quiz Effects of global warming 3.5 Engineering challenge Floating gardens 3.6 Experiment Modelling sea level rise (guided) 3.7 Experiment Modelling sea level rise (open) 3.8 Lesson Predicting the future 3.9 Quiz Predicting the future 3.10 Project Other questions Science and society Glossary Test 3

4 Part 1 - Interacting systems Climate change is often in the news but to understand this complex issue we need to first explore the movement of matter and energy through Earth s interacting systems. Lesson Learning goals Australian Curriculum links Lesson summary Materials required In the news climate change 1.1 Four global systems 1.3 Movement of matter Name and describe Earth s four main systems Describe how matter moves through Earth s non-living systems Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191) Willem Huiskamp, climate scientist and unit guide, introduces himself and gives a quick overview of the unit. Guided discussions, polls and visible thinking routines provide an opportunity to gauge current students knowledge and opinions. Review of rock and water cycles. The four Earth systems, or spheres. The systems overlap and intermingle. Earth isn't a closed system for matter dust and meteors are added and hydrogen and helium escape. Much more matter moves within and between the three non-living systems. Examples: dust and gases in wind, solid and gaseous solutes and sediments in rivers and currents, earthquakes, continental drift, erosion. 1.5 Movement of energy Describe how the Earth receives and emits energy Describe how energy moves through Earth s non-living systems The Sun is Earth s principal source of energy. Sunlight reflects off the planet (albedo) and is absorbed by land, water and air. The Earth emits heat, or terrestrial radiation. Visible light heats land, water and air, then the energy is released again as infrared radiation. Earth s energy budget the planet emits as much energy as it gains. 4

5 Ways that energy moves around the planet s non-living systems: winds, currents, convection, conduction, and evaporation. 1.7 & 1.8 Experiment- Albedo and colour Describe the relationship between colour and albedo Formulate questions or hypotheses that can be investigated scientifically (ACSIS198) Plan, select and use appropriate investigationtypes, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199) Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200) Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204) An experiment demonstrating albedo by comparing the temperatures of different coloured pieces of paper placed under a light source. The experiment is presented in two modes - guided or open. Students design their own experiment in the open mode. 3 thermometers or an infrared temperature probe 1 piece of black paper 1 piece of white paper 1 piece of paper of a third colour a tray (optional) high intensity lamp or sunlight 1.9 Ecosystems Explain how matter and energy flow through the biosphere and the impacts that this can have on the other Earth systems. The biosphere has significant effects on Earth s living systems, as illustrated by the re-introduction of wolves to Yellowstone National Park. All living things are embedded in ecosystems which involve interactions between the biosphere and the other three Earth systems. Examples of major impacts of the biosphere on other systems, eg. the great oxygenation event. 5

6 1.11 The carbon cycle Outline the main processes involved in the carbon cycle Transfers of carbon between the atmosphere, living things and soils. Seasonal variations in atmospheric carbon dioxide due to photosynthesis and plant decay. The overall carbon cycle, including major carbon reservoirs such as the oceans, carbonate rocks and fossil fuels Project explore another cycle Describe the nitrogen cycle or phosphorous cycle Describe the nitrogen cycle or phosphorus cycle. Optionally report on issues relating to nitrogen or phosphorus fertilizer use. Assessment opportunities Assessment type: Formative Formative assessment is an ongoing aspect of the learning cycle. These lessons will allow you to monitor your students developing science understanding and science inquiry skills. The curriculum elaborations next to each lesson provide further detail. Quizzes that follow each lesson provide you with formative assessment data that can be used to inform your teaching. Remember that you can use Stile to provide written or audio feedback to your students. 6

7 Part 2 - Climate Climate arises from interactions between all four Earth systems and has varied through geological time because of changes in the greenhouse effect, ocean currents, volcanic activity and the biosphere. Lesson Learning goals Australian Curriculum links Lesson summary Materials required 2.1 The greenhouse effect Explain how the natural greenhouse effect increases Earth s average temperature Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191) Stile video explains the filtering effect of the atmosphere and the natural greenhouse effect. The Earth s energy budget diagram is presented again in order to show how it incorporates the greenhouse effect. 2.3 Climate Explain what climate is and why Earth has diverse climate zones The distinction between weather and climate. Uneven heating by the Sun causes a temperature gradient from hot equatorial region to cold polar regions. The four main climate zones tropical, subtropical, temperate and polar are related to large-scale wind and precipitation patterns. Causes of regional variations in climate. 2.5 Ocean currents Explain what the ocean conveyor belt is and what causes it The ocean conveyor belt is a major system of currents that transport heat and matter around the globe. Currents are caused by winds and density differences, the latter related to variations in temperature and salinity. Ocean currents are a major influence on climate and cause regional patterns in climate zones. 7

8 2.7 Earth s climate history Describe some of the main events in the history of the Earth s climate and the evidence for them Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191) Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192) The types of scientific evidence used to reconstruct past climates. Ice core data and the fluctuations in global average temperature and atmospheric CO 2 over the past 800,000 years. Effects of past glacial periods on sea level and albedo. A look at six very different climates in Earth s long geological past. People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people s lives, including generating new career opportunities (ACSHE194) 2.9 Citizen science Tracking CO 2 levels Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191) This citizen-science project involves identifying cells in photographs of fossilized gingko leaves Simulation Terraforming an exoplanet Students deepen their understanding of the ways that planetary systems interact by making changes to a model planet and observing the effects. Assessment opportunities Assessment type: Formative Formative assessment is an ongoing aspect of the learning cycle. These lessons will allow you to monitor your students developing science understanding and science inquiry skills. The curriculum elaborations next to each lesson provide further detail. Quizzes that follow each lesson provide you with formative assessment data that can be used to inform your teaching. Remember that you can use Stile to provide written or audio feedback to your students. 8

9 Part 3 - Global warming Some human activities are intensifying the greenhouse effect and leading to global warming, which impacts ecosystems and human communities. Lesson Learning goals Australian Curriculum links Lesson summary Materials required 3.1 Human activity and global warming Describe recent trends in surface temperatures and atmospheric carbon dioxide Evidence that greenhouse gas concentrations and global mean temperatures are rising. Carbon dioxide emissions are due to human activities. How this carbon dioxide impacts the carbon cycle. Explain how human activities are contributing to an enhanced greenhouse effect Analysis of global average surface temperature and CO 2 concentration data. 3.3 Effects of global warming Describe the observed effects of human-induced global warming Explain how positive and negative feedbacks affect the course of global warming Observable effects of human-induced global warming - including coral bleaching and sea level rise. Positive and negative feedbacks e.g. albedo effect, increased evaporation, thawing of permafrost. Likely future effects given different levels of CO 2 emissions and amounts of global warming. 3.5 Engineering challenge - Floating gardens Design a solution to a real-world problem caused by climate change. Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040) Students follow an engineering design approach to solve a real-world problem caused by climate change. Students build a model floating garden to help address agricultural challenges faced by communities in Bangladesh due to increased frequency of floods. 9

10 Investigate and make judgments on the ethical and sustainable production and marketing of food and fibre (ACTDEK044) Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046) Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048) Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049) Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050) 3.6 & 3.7 Experiment - modelling sea level rise Formulate questions or hypotheses that can be investigated scientifically (ACSIS198) Plan, select and use appropriate investigationtypes, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199) Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200) Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence(acsis204) Modelling the effect of melting sea and land ice and thermal expansion on sea levels. The experiment is presented in two modes - guided or open. Students design their own experiment in the open mode. 2 large beakers 1 smaller beaker water 2 ice cubes permanent marker Or students decide what materials to use 10

11 Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205) Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208) 3.8 Predicting the future Explain how computer models work, allowing us to envisage future effects of global warming Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191) Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192) People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people s lives, including generating new career opportunities (ACSHE194) Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205) The basics of how global climate models work. There is always some uncertainty in models. Current climate models stand up to testing against past data well, and strongly suggest that human-caused greenhouse gas emissions are causing the increased warming we are seeing Project - Other questions People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people s lives, including generating new career opportunities (ACSHE194) Students research and report on a question of their choice. 11

12 Assessment opportunities Assessment type: Formative Formative assessment is an ongoing aspect of the learning cycle. These lessons will allow you to monitor your students developing science understanding and science inquiry skills. The curriculum elaborations next to each lesson provide further detail. Quizzes that follow each lesson provide you with formative assessment data that can be used to inform your teaching. Remember that you can use Stile to provide written or audio feedback to your students. Lesson Learning goals Australian Curriculum links Lesson summary Materials required Science and society People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people s lives, including generating new career opportunities (ACSHE194) Values and needs of contemporary society can influence the focus of scientific research (ACSHE230) Career video of Willem Huiskamp followed by questions for student reflection on their own skills and ambitions, and about the role a climate scientist plays in society. Issue: The distinction between scientific and public debate introduced at the start of the unit is revisited in the context of the question Should the media seek balance by always presenting dissenting opinions on climate change issues? Revisit poll How much should governments, companies, and individual people be doing to address climate change? first given in the introduction to gauge if students opinions have changed over the course of the unit. Glossary Alphabetical list containing definitions of topic-specific words. Test End-of-unit test Assessment opportunities Assessment type: Summative Student understanding for Year 10 Earth sciences can be assessed using the end-of-unit test. Students science as a human endeavour skills can be assessed using the issue discussion in the science and society section. 12