The theory of plate tectonics, as an explanation of both physical features of the continents and of the strata which make up the continents, is an excellent example of historical science. The theory is constructed from existing evidence and data and is not amenable to empirical testing. Computer modelling is as close as one can come to reconstruction of the Earth's past.
The theory is a powerful tool to enlighten us about the geological history of Saskatchewan. How did uranium come to be deposited in the Athabasca Basin? How could there have been mountain ranges through Saskatchewan? Where did the vast beds of potash come from? Was Estevan in the past in a tropical climate that would have supported vegetation to produce coal to be mined today?
This unit has strong ties to the grade 8 core unit Energy Resources in Saskatchewan and to the grade 7 optional unit Resource Use. Since the deposits of coal, natural gas, and petroleum are the results of geologic processes, and resource use policy deals with these fossil fuels and other mineral resources, these three units could be integrated.
Science writing and reading activities, as discussed in this Guide, should be incorporated into each lesson. Writing in personal, reflective journals, reading from newspapers and magazines, and reporting on the activities of science class in the form of stories, letters to peers, and newspaper articles are ways by which students may refine their understanding of the concepts of science and develop their ability to communicate through the written word.
Science challenge, as described in this Guide, is meant to extend students' critical and creative thinking abilities in the context of the science concepts being studied. Activities involving science challenge should be incorporated into science lessons in each unit. The challenge is intended to give each student a chance to investigate an area of interest in more depth than would be possible for all students in a class to do. Science challenge is a key strategy for bringing the Adaptive Dimension to the classroom, and for encouraging independent learning.
Writing and illustrating a booklet on one of Saskatchewan's mining industries or on some phase of one of those industries is an example of a challenge activity. For example, a booklet might focus on describing how potash is produced from the ore that is mined.
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Note: Many of the resources listed in Science: An Information Bulletin for the Middle Level - Key Resource Correlations describe activities or ideas for activities.
As an extension to this activity, divide the timeline into from 15-20 "days". If 17 "days" are used for 3.5 billion years, then 1 "day" represents about 205 million years. Then assign a group of these days to each working group in your class. If you have eight groups each group would get two days and one group three days. Group A could have day 1 (- 3.5 b y to -3.3 b y), day 9, and day 17 - and so on. Ask each group to write news releases to describe their "days" in geological history. The news release for each day could then be read or posted at the beginning of each day.
Factors: A2, A6, B3, B15, B24, C1, C13, F3
Objectives: 3.2, 3.4, 5.1, 5.3
Assessment Techniques: self assessment, anecdotal records, oral assessment
Instructional Methods: model building, cooperative learning groups
Factors: A3, B16, B20, C9,
C15, F1, G3
Assessment Techniques: written assignments, rating
scales, peer assessment
Instructional Methods: focused imaging, research
project
Write an account of the climate, terrain, vegetation, animal
life, and what you would have to do to survive.
Factors: A2, B2, C1,
C6, C10,
G1
Objectives: 3.1, 3.2, 4.1, 5.1
Assessment Techniques: written assignment
Instructional Methods: essays
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