Probes, Suggested Grade Levels, Concepts, and Related Disciplinary Core Ideas:

Land And Water

1- What’s Beneath Us? (3-8); Earth’s crust, layers of Earth, rock, soil; ESS2.A: Earth Materials and Systems; The purpose of this probe is to elicit students’ ideas about the structure of the solid Earth. The probe is designed to reveal whether students recognize that most of Earth’s crust is solid rock with only a thin layer of soil. Type of Probe: Phenomenon-Based Friendly Talk Probe

2- What Do You Know About Soil? (3-8); Earth’s crust, soil; ESS2.A: Earth Materials and Systems; The purpose of this probe is to elicit students’ ideas about soil. The probe is designed to reveal commonly held ideas about soil and its formation. Type of Probe: Ideas Inventory Justified List Probe

3- Land or Water? (3-8); hydrosphere, ocean, water distribution; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about the composition of Earth’s surface. The probe is designed to reveal whether students recognize that most of Earth’s surface is covered by water. Type of Probe: Concept-Based Friendly Talk Probe

4- Where is Most of the Fresh Water? (3-12); hydrosphere, fresh water, groundwater, ice caps, glaciers, water distribution; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about freshwater distribution on Earth. The probe is designed to reveal whether students recognize that most freshwater is found in groundwater or ice. Type of Probe: Concept-Based Friendly Talk Probe

5- Groundwater (3-12); groundwater, aquifer, freshwater; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about groundwater. The probe is designed to reveal how students visualize the concept of groundwater. Type of Probe: Concept-Based Friendly Talk Probe

6- How Many Oceans and Seas? (6-12); concept of one ocean, global ocean conveyer belt, ocean, ocean basins, seas, water circulation; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about Earth’s oceans and seas. The probe is designed to reveal whether students recognize the concept of “one ocean”. Type of Probe: Concept-Based Friendly Talk Probe

7- Why Is the Ocean Salty? (5-12); weathering, erosion, salinity, salt water, rivers; ESS2.A: Earth Materials and Systems; The purpose of this probe is to elicit students’ ideas about where oceans get their salt. The probe is designed to reveal whether students recognize the role of landforms, rivers, and Earth processes in carrying salt to the ocean. Type of Probe: Phenomenon-Based Friendly Talk Probe

Water Cycle, Weather, and Climate

8- Water Cycle Diagram (3-8); evaporation, precipitation, transpiration, water cycle, model; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about . The probe is designed to reveal whether students . Type of Probe: Concept-Based Friendly Talk Probe

9- Where Did the Water in the Puddle Go? (3-8); ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about evaporation. The probe is designed to reveal whether students know that the water gos into the air around us in a form we cannot see. Type of Probe: Phenomenon-Based Friendly Talk Probe

10- Weather Predictors (3-8); weather, weather forecasting; ESS2.D: Weather and Climate; The purpose of this probe is to elicit students’ ideas about weather prediction. The probe is designed to reveal whether students recognize the limitations of long term weather prediction. Type of Probe: Concept-Based Friendly Talk Probe

11- In Which Direction Will the Water Swirl? (6-12); ocean circulation, global wind patterns, Coriolis effect, scale; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about the phenomenon of water swirling down a drain. The probe is designed to reveal whether students recognize how scale and Earth’s rotation affect fluid motion. Type of Probe: Phenomenon-Based Friendly Talk Probe

12- Does the Ocean Influence Our Weather or Climate? (6-12); weather, climate, global ocean conveyer belt, ocean currents; ESS2.D: Weather and Climate; The purpose of this probe is to elicit students’ ideas about the connection between oceans, weather, and climate. The probe is designed to reveal how students think the ocean affects atmospheric conditions. Type of Probe: Concept-Based Friendly Talk Probe

13- Coldest Winter Ever! (3-8); weather, climate, climate change; ESS2.D: Weather and Climate; The purpose of this probe is to elicit students’ ideas about weather and climate. The probe is designed to reveal whether students distinguish between a one time weather related event and a change in climate. Type of Probe: Opposing Views Probe

14- Are They Talking About Weather or Climate? (6-12); weather, climate; ESS2.D: Weather and Climate; The purpose of this probe is to elicit students’ ideas about weather and climate. The probe is designed to reveal how students distinguish between weather and climate . Type of Probe: Example/Non-Example Justified List Probe

15- What Are the Signs of Global Warming? (6-12); global warming, climate change, climate, weather, evidence; ESS3.D: Global Climate Change; The purpose of this probe is to elicit students’ ideas about signs of global warming. The probe is designed to reveal how students decide whether data are sufficient to support a claim that the Earth is warming. Type of Probe: Data Analysis Probe

Earth History, Weathering and Erosion, and Plate Tectonics

16- How Old Is Earth? (6-12); Age of Earth; Earth history, geologic time, radiometric dating; ESS1.C: The History of Planet Earth; The purpose of this probe is to elicit students’ ideas about Earth history. The probe is designed to reveal how old students think the Earth is. Type of Probe: Concept-Based Friendly Talk

17- Is It a Fossil? (3-8); Earth history, fossil; ESS1.C: The History of Planet Earth and LS4.A; Evidence of Common Ancestry and Diversity; The purpose of this probe is to elicit students’ ideas about fossils. The probe is designed to reveal what types of objects are considered fossils. Type of Probe: Example/Non-Example Justified List

18- Sedimentary Rock Layers (6-12); sedimentary rock, geologic time, principle of superposition, rock layers; ESS1.C: The History of Planet Earth; The purpose of this probe is to elicit students’ ideas about sedimentary rock layers. The probe is designed to reveal how students think about the age of different rock layers. Type of Probe: Phenomenon-Based Friendly Talk Probe

19- Is It Erosion? (3-12); weathering, erosion, deposition; ESS2.A: Earth Materials and Systems and ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about erosion. The probe is designed to reveal whether students distinguish erosion from other processes that change the surface of the Earth. Type of Probe: Example/Non-Example Friendly Talk Probe

20- Can a Plant Break Rocks? (3-5); weathering; ESS2.E: Biogeology and ESS2.A: Earth Materials and Systems; The purpose of this probe is to elicit students’ ideas about weathering. The probe is designed to reveal whether students recognize that plants can cause weathering of rock. Type of Probe: Phenomenon-Based Friendly Talk Probe

21- Grand Canyon (3-12); weathering, erosion, river systems, canyons, landforms, scale; ESS2.A: Earth Materials and Systems; The purpose of this probe is to elicit students’ ideas about the formation of the Grand Canyon. The probe is designed to reveal whether students recognize the role of water in forming the Grand Canyon. Type of Probe: Phenomenon-Based Friendly Talk Probe

22- Mountains and Beaches (5-12); weathering, erosion, deposition, beaches; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about where the sand on many beaches comes from. The probe is designed to reveal whether students recognize the sand as coming from weathered rock from distant landforms . Type of Probe: Phenomenon-Based Friendly Talk Probe

23- How Do Rivers Form? (3-12); erosion, river systems, tributaries; ESS2.C: The Roles of Water in Earth’s Surface Properties; The purpose of this probe is to elicit students’ ideas about river formation. The probe is designed to reveal how students think rivers form. Type of Probe: Phenomenon-Based Friendly Talk Probe

24- What Is the Inside of Earth Like? (6-12); Earth’s crust, inner core, outer core, mantle, structure of Earth; ESS2.A: Earth Materials and Systems; The purpose of this probe is to elicit students’ ideas about the internal structure of the Earth. The probe is designed to reveal whether students recognize the Earth is made of layers that are mostly solid. Type of Probe: Phenomenon-Based Friendly Talk Probe

25- Describing Earth’s Plates (5-12); earthquakes, plate tectonics, structure of Earth, volcanoes; ESS2.B: Plate Tectonics and Large-Scale System Interactions; The purpose of this probe is to elicit students’ ideas about tectonic plates. The probe is designed to uncover commonly held ideas students have about Earth’s plates. Type of Probe: Descriptor Justified Probe

26- Where Do You Find Earth’s Plates? (6-12); plate tectonics, continental crust, ocean basin crust; ESS2.B: Plate Tectonics and Large-Scale System Interactions; The purpose of this probe is to elicit students’ ideas about Earth’s tectonic plates. The probe is designed to reveal where students think plates are found on the Earth. Type of Probe: Phenomenon-Based Friendly Talk Probe

27- What Do You Know About Volcanoes and Earthquakes? (5-12); volcanoes, earthquakes, plate tectonics; ESS2.B: Plate Tectonics and Large-Scale System Interactions; The purpose of this probe is to elicit students’ ideas about volcanoes and earthquakes. The probe is designed to reveal commonly held ideas students have about volcanoes and earthquakes. Type of Probe: Ideas Inventory Justified List Probe

Natural Resources, Pollution, and Human Impact

28- Renewable or Nonrenewable? (3-12); natural resources, renewable resources, nonrenewable resources, energy resources, sustainability; ESS3.A; Natural Resources; The purpose of this probe is to elicit students’ ideas about Earth’s natural resources. The probe is designed to reveal how students distinguish between renewable and nonrenewable resources. Type of Probe: Example/Non-Example Justified Probe

29- Acid Rain (6-12); acid rain, pH, pollution; ESS3.C: Human Impacts on Earth Systems; The purpose of this probe is to elicit students’ ideas about acid rain. The probe is designed to reveal how students distinguish acid rain from other types of pollution. Type of Probe: Phenomenon-Based Friendly Talk Probe

30- What Is a Watershed? (5-12); watershed; water resource management; ESS3.C: Human Impacts on Earth Systems; The purpose of this probe is to elicit students’ ideas about watersheds. The probe is designed to reveal students’ concept of a watershed. Type of Probe: Concept-Based Friendly Talk Probe

31- Is Natural Better? (5-12); natural resources, agriculture, pollution; ESS3.C: Human Impacts on Earth Systems; The purpose of this probe is to elicit students’ ideas about natural versus human-engineered products. The probe is designed to reveal whether students recognize that both can be harmful or beneficial. Type of Probe: Opposing Views Probe

32- Greenhouse Effect (6-12); greenhouse effect, global warming, climate change; ESS3.D: Global Climate Change; The purpose of this probe is to elicit students’ ideas about the greenhouse effect. The probe is designed to reveal whether students confuse descriptions of the greenhouse effect with other environmental concerns.. Type of Probe: Descriptor List Justified List Probe