American Museum of Natural History: High School

Life on Earth: Why is the Earth Habitable

Grade Level: 10th Grade Biology
A Visit to the Gottesman Hall of Planet Earth

New York State Standards Addressed:
Standard 4: Science, Physical Setting: Knowledge of Earth phenomena that involves interactions among components of air, water, and land that help students explain how the atmosphere (air), hydrosphere (water), and
lithosphere (land) interact, evolve and change.
Standard 6: Interconnectedness, Patterns of Change: Identify patterns of changes to make predictions about future behavior and conditions.
Standard 7: Interdisciplinary Problem Solving: Combine the knowledge and skills of math, science and technology to make informed decisions and solve problems, especially those relating to issues of science/technology/society,
consumer decision making, design, and inquiry into phenomena.

Science and Math background for material for Teacher:
Read/review panels 4 and 5 (Introduction to the Hall of Planet Earth Teacher's Guide)
Goldilocks Phenomenon: The Earth's atmosphere and distance from the sun, relative to the other planets, make the Earth habitable with "just the right temperature" and material "composition" that encourage life (Natural History
Magazine :May 1999)
Evolution of life on Earth.
The Ozone layer and its role in blocking UV light.
Greenhouse Gases.
Life and life forms in the ocean floor
important biochemical cycles, especially the water cycle and the carbon cycle.

Instructional Objectives:

At the end of this trip, the students will be able to:
Relate the "Goldilocks phenomenon" and the ability of the earth to sustain life, identify the important factors that makes life on earth possible, compare and contrast the different atmosphere and conditions in Venus, Mars and the Earth, discuss critically the human contribution to the biochemical cycles, and interpret data that relates to the carbon cycle.

Materials and Methods:
Previsit and Advanced Preparations: Do a previsit at the Gottesman Hall of Planet Earth to familiarize yourself
with the content ad test the activities. Use the map of the Hall with the planning.
Contact the Museum for a docent or explainer or guide to lead the class through the pertinent parts of the museum, make reservation/booking well in advance. Assign advance reading on the water and carbon cycle (from Chemistry in >Context)Make copies of student field journal (Why is the Earth Habitable) from the AMNH Planet Earth Guide for distribution. Also photocopy the "background information for students" and the "exhibition guide" and worksheet. Staple the materials and blank sheets so the students can record their observations and thoughts while they are in the Hall. If available, provide the students with clipboards. Prepare a previsit discussion on why the earth is habitable. Provide reading material (The Goldilocks Phenomena by Neil Tyson de Gras) discussing important passages. Give the web site address for the Gottesman Hal of Planet Earth and encourage student to go through the orientation (www. amnh.org/rose/hope) and familiarize them with the resource

On Site:
Go to the Dynamic Earth Globe and quietly observe the globe for five minutes as a transition period (also good to calm down the students after arrival at the site). Gather and meet with the Museum guide here. Establish grouping (3 or 4 per) to facilitate discussion. The students will use their worksheets and spend 2030 minutes on their investigations and the simulations. The group will focus on the three biogeochemical cycles as well as the composition of the earth and the earth's atmosphere. Allow for another 10 minutes for the students to ask their questions to the guide as well as yourself, another 10 minutes to discuss among themselves the answers to questions to the worksheet.

Post Visit:
Each student group should present the results of its indepth studies to the class. This should occur as soon as possible after your return, while the visit is still fresh. Using openended questions to promote debate, let the individual presentation give rise to a class discussion with the students sharing their understanding and their observations.
Assessment:
Collect worksheet and the student field journal. Assign further readings on stromatolites and the early living forms. Assign student essay on either of the following: Goldilocks Phenomena, Me and the Carbon Cycle/Water Cycle,
Why Men are not from Mars and Women do not come from Venus, Friend or Foe: Greenhouse Gases (or alternatively, Ozone)

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