Impressive Igneous and Secretive Sedimentary: The Hawaiian...
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GRADE 4 Author: P. Evans Lesson #: 3 Unit Title: Hawaiʻi as an ESS Lab Time Frame: Two 50Minute Periods Impressive Igneous and Secretive Sedimentary: The Hawaiian Rock Cycle ABSTRACT In this lesson, students will explore theories of island formation based upon evidence in the geosphere. They will investigate Hawaiian igneous rock by participating in handson activities with rock samples and using models to demonstrate the rock cycle. Students will link the Hawaiian rock cycle to the Earth system interactions between the atmosphere, hydrosphere, geosphere, and biosphere around them. They will apply their knowledge from their work with their terrarium in unit “Earth science system” with new concepts from this lesson and share their ideas by creating their own poster to explain the Hawaiian rock cycle. PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES BACKGROUND INFORMATION FOR TEACHERS In Hawaiʻi, we see a lots of igneous rocks. Basalt is produced in our volcanoes and can produce a wide variety of colored rocks and sand. Most of those are black or gray when young or browntored when old and weathered. The lava in Hawaiʻi owes its dark colors to a high iron and magnesium content. As it ages, oxidation of the iron creates the orange and red hues. In Hawaiʻi we have only small amounts of sedimentary rocks seen mostly in the form of coral reefs, as well as beach rocks, or beach sandstones. Hawaiʻi has not been around long enough for sediments to accumulate into thick layers as seen on continents. The sediments that do accumulate often are lost to the deep sea floor as there is no continental shelf surrounding the islands. Although there are not many sedimentary rocks here, the ones that we find give valuable clues to the geologic history of the Islands, such as changes in sea level, saline records, and fossils to study. Types of sedimentary rock found here are limestone, sandstone, and tuffaceous. All rocks are related to each other and may be transformed from one kind to another. In its basic form, the rock cycle describes the relationships between the three major types of rock: ___________________________________________________________________________________________________________________ © Bishop Museum, 2015. 1
Transcript of Impressive Igneous and Secretive Sedimentary: The Hawaiian...
GRADE
4
Author: P. Evans Lesson #: 3
Unit Title: Hawaiʻi as an ESS Lab Time Frame: Two 50Minute Periods
Impressive Igneous and Secretive Sedimentary: The Hawaiian Rock Cycle
ABSTRACT In this lesson, students will explore theories of island formation based upon evidence in the geosphere. They will investigate Hawaiian igneous rock by participating in handson activities with rock samples and using models to demonstrate the rock cycle. Students will link the Hawaiian rock cycle to the Earth system interactions between the atmosphere, hydrosphere, geosphere, and biosphere around them. They will apply their knowledge from their work with their terrarium in unit “Earth science system” with new concepts from this lesson and share their ideas by creating their own poster to explain the Hawaiian rock cycle.
PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES
BACKGROUND INFORMATION FOR TEACHERS In Hawai̒i, we see a lots of igneous rocks. Basalt is produced in our volcanoes and can produce a wide variety of colored rocks and sand. Most of those are black or gray when young or browntored when old and weathered. The lava in Hawai̒i owes its dark colors to a high iron and magnesium content. As it ages, oxidation of the iron creates the orange and red hues. In Hawaiʻi we have only small amounts of sedimentary rocks seen mostly in the form of coral reefs, as well as beach rocks, or beach sandstones. Hawaiʻi has not been around long enough for sediments to accumulate into thick layers as seen on continents. The sediments that do accumulate often are lost to the deep sea floor as there is no continental shelf surrounding the islands. Although there are not many sedimentary rocks here, the ones that we find give valuable clues to the geologic history of the Islands, such as changes in sea level, saline records, and fossils to study. Types of sedimentary rock found here are limestone, sandstone, and tuffaceous. All rocks are related to each other and may be transformed from one kind to another. In its basic form, the rock cycle describes the relationships between the three major types of rock:
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● Igneous Rocks Formed from the cooling of molten rock. Magma is composed of molten rock and is stored in the Earth's crust. Lava is magma that reaches the surface of the earth through the vent of a volcano.
● Sedimentary Rocks Formed from layers of sediment as the pressure of overlying layers compacts the sediment into rock. Sometimes, a cementing agent of dissolved minerals such as silica or carbonates, helps bind the sediment particles together. Examples of sedimentary rock found in Hawaiʻi are sandstone and limestone.
● Metamorphic Rocks Formed from either sedimentary or igneous rock that is exposed to intense heat and pressure over time, thus changing their physical and/or chemical form. These rocks are usually much older than igneous and sedimentary rocks, so are rarely found in Hawaiʻi as the islands are geologically young. A common example of this type of rock is marble.
Molten rock or magma solidifies either rapidly at the Earth’s surface or slowly under the Earth’s surface into igneous rock. As these rocks are exposed to wind, water erosion and weathering, they are broken down into smaller and smaller pieces. The grains of sediment may be transported long distances by water, wind or gravity, and eventually deposited in layers. As more and more sediment layers build up on top of each other, the sediments are compacted and sometimes cemented together into sedimentary rock in a process called lithification. Sedimentary rock can change into metamorphic rock . With heat and pressure from within the earth the rock will undergo a physical and/or chemical change into metamorphic rock. Sedimentary rock can also change into igneous rock by undergoing melting and then solidification. Layers of sedimentary rock may be assimilated into the mantle where it may undergo enough heating to melt. If this rock later makes it back to the surface and cools it will become igneous rock. The concept of the rock cycle is attributed to James Hutton, an 18th century geologist. The idea is that rocks are continually changing from one type to another and then back again. Forces inside the earth bring rocks closer to the surface, where they are weathered, eroded, and compacted, and forces on the earth push them back down, where they are heated, pressed and melted. Rocks are constantly recycled and help us to see that earth is one big recycling machine.
PLANNING Essential Questions
● Why is Hawaiʻi’s rock cycle unusual? ● How does weathering and erosion impact my daily life? ● Why is learning about the rock cycle important in my life in Hawaiʻi?
Instructional Objectives
Students will: ● Experiment to build understanding about how Earth’s systems interact in Hawaiʻi’s rock
cycle. ● Create a model that demonstrates how the rock cycle works which includes the processes of
weathering, erosion, and deposition. ● Make predictions about Hawaiʻi’s future based on observations and collected data. ● Communicate their ideas in their science notebooks and by making a poster.
Key Vocabulary
● Igneous rock ● Sedimentary rock ● Fossils ● Metamorphic rock
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INSTRUCTION Materials
● Assorted rock samples including basalt, sandstone, limestone, and olivine. (Include rock samples from other locations such as marble, granite, obsidian to compare and contrast with igneous samples found in Hawaiʻi.)
● Bins or containers for rock examination stations ● Magnifying glasses ● Popsicle sticks ● Chart paper and copies of KWL ● Photos and Discussion Organizers for photo analysis ● Starburst candies and colored sugar sprinkles for rock candy lab ● Paper plates
Preparation
● Gather rock samples and magnifying glasses for rock examination stations. ● Place rocks that are sorted by rock type at six stations around the classroom, placing three to four
samples of each rock type in each of the six containers. The containers do not need to be labeled with rock type, but have numbers on them for later reference when comparing and contrasting the samples.
● Preselect different rock types to pass around the room for the initial KWL and to begin the investigation.
● Gather materials for rock cycle simulation. Starburst candies have different colors and can be manipulated by students into layers. They will warm and become more pliable in their hands to change. Other similar candy also can be used but should be pretested for success.
Resources
NASA: ● eClips: Our World: The Rock Cycle: https://www.youtube.com/watch?v=SRaInMDNyE8
Bishop Museum: ● GRADES 3 5: Science Adventure Center Programs: This is Your Life: Kupuna Atoll:
http://www.bishopmuseum.org/education/science_programs.html ● GRADES 4 5: Extreme Makeover: Earth Edition/Science on a Sphere:
http://www.bishopmuseum.org/education/science_programs.html Other:
● School Tube, Igneous rock formation on location in Hawaiʻi: http://www.schooltube.com/video/1db4b49ffe290cd8fd16/IgneousRockFormation
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ENGAGE
1. Engage students by beginning a discussion about rocks posing these questions:
● Where do you find rocks? ● What makes a rock?
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● Where do they begin? ● Where do they go?
2. Begin the rock observations by displaying a TChart. Have students create their own TCharts in
their science notebooks. Explain their objective is to examine pairs of rocks and compare and contrast what they notice using the TChart. Demonstrate how to begin using two of the large rock samples passed around the class earlier.
● What do students observe about these rocks? ● Which senses help them discover words to describe the properties of these rocks? ● How can they find out more?
Students may also include questions about their rock specimens.
3. Have the students form small groups of three to four students to begin at a specific examination station and rotate around the room. Using magnifying glasses to examine the rocks, encourage them to pick them up and view them from different angles. They may use popsicle sticks or their fingernail to gently scrape them. They may smell the rocks and listen to them as they rub them or put them gently on the table. They record their observations in their science notebooks. They should use the TChart for differences but also note any similarities in their sketches and additional notations.
4. After small groups have completed their observations, students will ThinkPairShare observations about the differences they have found. Pose the questions:
● What did you notice about the rock samples? ● What are some similarities and differences between the rocks?
5. Students may add ideas to their science notebooks entries. Record ideas on the class TChart for a
group summary.
EXPLORE
1. Photo analysis and questioning will help students focus on the essential questions in this lesson as
they build and improve upon their observation and inference skills. Class copies of the “Photos and Discussion Organizers” are included for these activities.
Image courtesy of the USGS.
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2. Share photo selection #1 with the students. For your information, one is of lava at the sea and the other is a tree mold after an eruption. These are selected igneous photos. They involve the geosphere, the hydrosphere, the atmosphere and the biosphere.
3. See how the students can observe and infer information from the photos. Ask students to describe
what they notice:
● What happened in these photos? ● How do you know? ● Where are the rocks?
4. Have students use “Discussion Writing Frame” worksheet to extend their thinking, and discuss their
ideas in small groups.
5. Continue with photo selection # 2 as seen above. For your information, one is of sandstone at the beach and the other shows fossilized land snail shells captured in the lithified sandstone. These are selected sedimentary photos. They also involve the geosphere, the hydrosphere, the atmosphere and the biosphere.
6. See how the students can observe and infer information from the photos. They may compare them
to the first selection and see how they are different but also how they are similar. Ask students to describe what they notice:
● How is the geosphere different in these pictures? ● What happened in this picture? How do you know? ● What connections do you see with the biosphere here?
Have students share their thoughts in small groups and with their worksheet to extend their thinking.
Image courtesy of NSF and NOAA.
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7. Display photo #3 above. For your information it is an underwater shot of pillow lava in the ocean. It is a different way to look at igneous rock and an important perspective when you live on a volcanic island. Have students continue examining as you ask the questions:
● What do you see in this picture? ● What spheres are interacting in this photo? ● How is it different from the first two selections?
8. Have students share their ideas together and in their notebooks.
Image courtesy of E. Tessmer.
9. Display photo #4 above. For your information, it is an aerial shot of Diamond Head crater on O‘ahu.
This secondary eruption occurred right near the sea. Sedimentary and igneous rock combined in different ways with water in this eruption. The higher elevation on one side of the crater was a result of the trade winds blowing materials and building them up there. Help students to notice that difference and brainstorm as a geologist why that might occur. Have students ThinkPairShare their ideas as you ask these questions:
● How is this photo different from the others? ● What happened in this picture? ● How is the geosphere connected to the biosphere, hydrosphere, and atmosphere in this
photo?
10. Make an inference based on your observation of this photo. Have pairs share their responses.
EXPLAIN
1. Students will investigate igneous and sedimentary rock. These types of rock makes up the land in
the Hawaiian islands. With magnifying glasses, students will first examine various specimens of igneous rock and discuss how they might have been formed. Students will ThinkPairShare ideas as they examine these specimens and write about them in their science notebooks.
2. With magnifying glasses, students will first examine various specimens of sedimentary rock and
discuss how they might have been formed. Students will ThinkPairShare ideas as they examine these specimens and write about them in their science notebooks.
● How do they compare to igneous rocks? How are they the same and how are they different? ● Why are sedimentary rocks helpful in determining the ages of islands? ● Where can you expect to find sedimentary rocks?
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3. Students will investigate the rock cycle in a rock candy lab simulation. Working together sharing
materials, each team of two students will explore with their own rock. They will use different colors of Starburst candies as rock layers. They can manipulate them one layer at a time and stack and fold, like what happens in the geosphere.
● Students begin with igneous rock, using one piece of candy. Adding colored sugar crystals becomes the small pieces and sediments of rock. By adding layers of various colored Starbursts along with crystals and pressing them together, they simulate the breaking of pieces of rock through erosion, transport and deposition represent sedimentary rocks. Lastly, by the warmth of their hand and the pressures of squashing and twisting the layers in various ways, they can simulate the high temperature and pressure resulting in metamorphic rock formations. Using two different colors of candy, the colors will mix with the heat of their hands.
● During the simulation, have students discuss in their small groups what they are doing and how they are making these “rocks” change and how do these processes and results relate to rocks in our geosphere. Encourage them to question each other’s observations and results based upon evidence from the investigation. When they are finished, students clean up their area and display their rock on their shared paper plate. Each writes the name of their rock and their name as the geologist that has discovered it. Students will need to wash their hands and return to visit all the rock specimens in the class.
4. Have students draw and label their rock samples in their science notebooks. They need to include their ideas about the processes and results as well. Focusing questions may include:
● What do we know about igneous rock? ● Where does igneous rock come from, how does it begin? ● Based on your Starburst experiment, what changes igneous rock to metamorphic rock? ● How can igneous rock become sedimentary rock? ● How does sedimentary rock become metamorphic rock?
5. As students discuss their investigation, take notes on the board creating a graphic organizer for the rock cycle using their key ideas. Students may follow along in their science notebooks and contribute ideas for a group summary. Using the sequence of their lab, a summary may look something like this diagram:
Image courtesy of P. Evans.
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6. Ask student to consider the following questions. Have students summarize their ideas in their science notebooks. They should notice that metamorphic rock is not included in our observations. Encourage them to ask questions about that. Scientists always find new questions with their work. They may be interested in find out more about this. (Some of the important factors are the age of our islands in geologic time and our location away from tectonic plates.)
● Does it matter where they start in the process or is it the pattern that is important? ● How is this reflected in the geosphere in Hawai‘i?
EXTEND
1. Watch NASA’s eClips entitled Our World: The Rock Cycle. Upon completion of the video, pose the
following questions:
● What are some key ideas discussed in the video? ● What makes igneous rock different from sedimentary and metamorphic? ● Is it important to learn about this type of rock? Why or why not?
2. Discuss interactions such as wind, waves, and water with the rock cycle:
● How do the atmosphere, hydrosphere, geosphere, and biosphere interact in the rock cycle?
EVALUATE
1. At this stage, students are ready to show what they have learned. Using their science notebooks
and worksheets, they will begin to summarize the process of the Hawaiian rock cycle. The final product will be a poster of the Hawaiian rock cycle and how this cycle interacts with Earth’s spheres.
2. Teachers will provide guidance throughout the process as students begin work in small groups to brainstorm and plan their posters. They then collect materials they will need, such as art supplies, pictures from magazines and poster board. Individually, students create a sketch of what they would like their final product to show and share these in small groups. In these groups, students ask questions and provide feedback on sketches and poster plans. This gives students a chance to add or revise their initial plans. Students individually create their posters. They set them up for display around the class for a gallery walk. Students tour the room and observe the various posters noting information, style and techniques in their science notebooks.
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ASSESSMENT OPTIONS Formative Assessment
● The initial graphic organizer that students have created and their work in science notebooks may be used as formative assessment pieces. In addition, anecdotal records of demonstrations and class participation in discussion pieces will serve as formative assessments.
Summative Assessment
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● The final poster sharing the Hawaiian rock cycle and its interactions with Earth’s spheres will serve as the summative assessment piece. The poster will include the key vocabulary terms to show students’ understanding.
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CULTURE CONNECTION
Image courtesy of Bishop Museum.
Pele: The Fire Goddess
Even before she was born, the village elders knew Pele would be different from all other children. "When a great storm comes," they told her mother, "your ancestors will bring the spirit of your child." One night, "when the earth shook, lightning split the sky, and thunder rolled down the green valleys," Pele arrived. At Halema̒uma̒u, she dreams of a handsome young chief and sends her dearest sister, Hi̒iaka, to Kaua̒i to fetch him. Students will soon discover that Pele's love for her sister is matched by a jealousy and impatience that knows no bounds.
DIFFERENTIATION Emerging Learners
● Emerging learners may need additional help with vocabulary development for key terms in this lesson. It may help them to use Annenberg Learner interactive websites: https://www.learner.org/interactives/rockcycle/ that break down the cycle into parts. Students may need additional help with note taking and recording of graphic organizers and may benefit from small group work with the teacher present, or pairing up with advanced learners.
Advanced Learners
● Advanced learners may wish to create a model that shows the rock cycle or a multimedia project that enhances the final formative assessment piece. They may also want to check out Bishop Museum’s Science Adventure Center program for grades 68 entitled Who Wants to Be a Rock Star?: http://www.bishopmuseum.org/education/science_programs.html
English Language Learners
● As with emerging learners, the vocabulary study may need to be enhanced and practiced in different contexts. This website WatchKnowLearn: http://www.watchknowlearn.org/Category.aspx?CategoryID=4761 has many resources including Study Jams and animations that may enhance English Language Learners’ understanding of content area and vocabulary studies.
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EXTENSIONS
● Students may wish to further investigate how various igneous rock formations are found in Hawaiʻi, such as: ʻa‘ā, Pele’s hair, Pele’s tears, and lava pillows. Photos of various types of Hawaiian volcanic rocks for teacher and student background information can be found on ScienceViews: http://scienceviews.com/islands/hawaiianrocks.html.
● Studying different types of igneous rock may lead to new extensions, such as researching further myths and legends about Pele, the Goddess of Fire.
● Hawaiian Petroglyphs by Halley Cox is one of many books that bring stories of rocks as records in the history of Hawaiʻi to life today. There are also many photos of petroglyphs that will excite the imagination of students. Students can do art activities using these petroglyphs to tell unique stories in stone. A literature extension is available with Ki‘i and Li‘i: A Story from the Stones by Jeremiah Ho‘oku‘u Gruenberg. Possible art activities include:
Using brown bags, students crumple bags to simulate rock surfaces. Using Hawaiian petroglyphs, they write their own stories in “stone”.
Using sandpaper, students make petroglyph rubbings. These can be colored on the sandpaper with crayons and then ironed onto muslin for a fabric print.
Using smooth river rocks, students paint a petroglyph that symbolizes something about themselves or a favorite activity that they enjoy doing, such as surfing. These make great paperweight gifts as well.
Image courtesy B. Kutsunai.
STANDARDS Next Generation Science Standards
Crosscutting Concepts: ● Patterns In grades 35, students identify similarities and differences in order to sort and
classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
● Cause and Effect In grades 35, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.
Science and Engineering Practices: ● Planning and Carrying Out Investigations
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● Analyzing and Interpreting Data Disciplinary Core Idea:
● ESS2.B Plate Tectonics and LargeScale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
● ESS2.E Biogeology Living things affect the physical characteristics of their regions. Common Core
● RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.
Hawaii Content & Performance Standards III
● SC.4.8.2 Describe how fast processes sometimes shape and reshape the surface of the Earth. General Learner Outcomes
● Community Contributor ● Effective Communicator ● Complex Thinker
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ADDITIONAL RESOURCES
● Animated Interactive Rock Cycle from Exploring Earth: https://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm?chapter_no=investigation
● The Hawaiians of Old by Betty Dunford, pages 29 describes the birth of the islands using grade appropriate vocabulary.
● The book Stories in Stone by K. Cuff invites students to explore geology, distinguish between rocks and minerals, classify rock samples including "mystery rocks," and observe the formation of crystals. Clay modeling activities provide students with handson insight into rock cycles and plate tectonics. Background information, assessment suggestions, and literature links are provided.
● Kiʻi and Liʻi: A Story from the Stones is a children’s literature book based upon stories invented from petroglyphs with Hawaiian vocabulary included. Students may follow these ideas and create their own. Put them together and the class will have a book of their own.
● Investigate the Universities Space Research Association online to offer a global look at a nonprofit organization’s work exploring EArth System Science. This link focuses on Diamond Head in their EArth Science Picture of the day: http://epod.usra.edu/blog/2011/09/diamond‐head‐crater.html
REFERENCES Cox, H. (1970). Hawaiian Petroglyphs. Hawaiʻi: Bishop Museum Press. Cuff, K. (1999). Stories in Stone. California: Lawrence Hall of Science, University of California, Berkeley.
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Dunford, B. (2002). The Hawaiians of Old. Honolulu, Hawaiʻi: The Bess Press, Inc. Evans, P. (Photographer). (2015). Rock Cycle Graphic. [Photograph]. Gruenberg, J., & Stasack, E. (2001). Kiʻi and Liʻi: A story from the stones. Honolulu, HI: Goodale Pub. Hawaiian Volcanic Rocks [Photographs]. Retrieved May 15, 2015, from:
http://scienceviews.com/islands/hawaiianrocks.html Kanakaʻole. P. & Varez, D. (1991). Pele the Fire Goddess. Honolulu, Hawaiʻi: Bishop Museum Press. Retrieved May 24, 2015, from: http://www2.bishopmuseum.org/press/web/detailed.asp?search=0930897528 Kutsunai, B. (Photographer). (2014). Petroglyph, Big Island of Hawai‘i. [Photograph]. Kutsunai, B. (Photographer). (2013). Tree Mold, Big Island of Hawai‘i. [Photograph]. Kutsunai, B. (Photographer). (2008). Lithified Sandstone at Mo‘omomi Dunes, Moloka‘i. [Photograph]. Kutsunai, B. (Photographer). (2008). Fossilized Tree Snails in Sandstone at Mo‘omomi Dunes, Moloka‘i.
[Photograph]. National Aeronautics and Space Administration. (2013). Our World: The Rock Cycle.
Retrieved from: http://www.nasa.gov/audience/foreducators/nasaeclips/search.html?terms=&category=1000
Smith, C. [carissasmith]. (2010). Igneous Rock Formation [video file]. Retrieved from:
http://www.schooltube.com/video/1db4b49ffe290cd8fd16/IgneousRockFormation Tessmer, E. (2011). Diamond Head East Aerial View [Photograph]. Retrieved April 13, 2015, from:
https://www.flickr.com/photos/erictessmer/6490549509/
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Name: ______________________________ Date: ____________________
Discussion Organizer Writing Frame Photo Selection # 1
What is happened in theses photos?
How do you know?
I THINK …. BECAUSE ….
Describe the interactions of the Earth’s spheres that you see in these pictures.
I THINK …. BECAUSE ….
Why do you think the spheres are interacting this way?
I THINK …. BECAUSE ….
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Name: ______________________________ Date: ____________________
Photo Selection # 1
Image courtesy of the United States Geological Survey.
Image courtesy of B. Kutsunai
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Name: ______________________________ Date: ____________________
Discussion Organizer Writing Frame Photo Selection # 2
What happened in this photo?
How do you know?
I THINK …. BECAUSE ….
Describe the interactions of the Earth’s spheres that you see in this picture.
I THINK …. BECAUSE ….
Why do you think the spheres are interacting this way?
I THINK …. BECAUSE ….
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Name: ______________________________ Date: ____________________
Photo Selection # 2
Image courtesy of B. Kutsunai
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Name: ______________________________ Date: ____________________
Discussion Organizer Writing Frame Photo Selection # 3
What do you see happening in this picture? How do you know?
I THINK …. BECAUSE ….
Why do you think the spheres are interacting this way?
I THINK …. BECAUSE ….
How is this picture different than the first two?
I THINK …. BECAUSE ….
.
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Name: ______________________________ Date: ____________________
Photo Selection #3
Image courtesy of National Science Foundation and National Oceanic and Atmospheric Association.
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Name: ______________________________ Date: ____________________
Discussion Organizer Writing Frame Photo Selection #4
What happened in this photo?
How do you know?
I THINK …. BECAUSE ….
Describe the interactions of the Earth’s spheres that you see in this picture.
I THINK …. BECAUSE ….
How is this picture different from the other photos? How is it the same?
I THINK …. BECAUSE ….
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Name: ______________________________ Date: ____________________
Photo Selection #4
Image courtesy of E. Tessmer.
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