carolina biological supply company

Carolina Biological Supply Company800.334.5551 www.carolina.com

Earth in SpaceChanges to the Teacher’s Guide

Earth in SpaceChanges to the Student Guide and Source Book

Since publication of the Earth in Space Teacher’s Guide and the Earth in Space Student Guideand Source Book, National Geographic has discontinued production of the videotapes Sun,Earth, Moon and Asteroids: Deadly Impact. In the Teacher’s Guide and in the Student Guideand Source Book, changes in instructions affect Lessons 6, 16, and 17.

In addition, Newton’s Apple Dinosaur Extinction has changed from video format to DVDformat. This change affects Lesson 18 in both the Teacher’s Guide and the Student Guide andSource Book.

Please replace the pages in your texts with the revised pages provided.

This errata set includes the following:• For the Earth in Space Teacher’s Guide – revised pages xxix, xl-xlvi, 73, 76-77,

245, 249-251, 272-274, 277, and 280-282.• For the Earth in Space Student Guide – revised pages 75, 244-245, 270, and

290-291.

Photocopy and distribute these new instruction pages as needed.

If you have questions about these changes or the module in general, call Carolina’s productinformation staff at 800-227-1150 (8 am–5 pm ET, M–F), or email [email protected].

0908

STC/MS™ EA R T H I N SPA C E xxix

MO D U L E OV E R V I E W

Activity project to compare Earth to the otherplanets in the solar system and examine howEarth’s climate and other characteristics maysupport life.

As students complete the final part of themodule, they reflect on what they have learnedabout space by considering how our knowledgeof space has lead to improvements in technologyfor life on Earth. During Lesson 20, studentsread about a number of inventions that scien-tists created for the space program that becameuseful to people on Earth. They each research a“spinoff” developed by the space program andpresent their research to the class in Lesson 21.

The module ends with a three-part summa-tive assessment in Lesson 22. This assessmentcovers Parts 2 and 3 of the module and is madeup of a performance-based assessment and awritten assessment. Students conduct an inves-tigation to describe the relationship betweendistance and orbital period on orbiting bodies,and complete a series of selected- and con-structed-responce questions. Students alsorevisit the 10 questions they answered in Lesson1 to see how much they have learned over thecourse of the module. By comparing their post-module thinking with their ideas from Lesson 1,teachers can assess each student’s growth inunderstanding of Earth in space.

Earth in Space addresses the skills and con-cepts deemed appropriate for grades 5 through8 by the National Science Education Standards(see Appendix B). It allows students to experi-ence phenomena that they find fascinating andexciting and that often make headline news. Bycompleting this module, students and teachersalike will develop a better understanding of therelationships among the solar system bodiesand how our study of the solar system helpsimprove our own understanding of Earth’s his-tory and future as a planet.

Lesson 16 brings together Parts 1 and 2 of themodule by asking students to apply what theynow know about gravity to the Sun-Earth-Moonsystem and to the occurrence of tides on Earth.Students consider how the relative position ofthe Sun, Earth, and Moon causes ocean tides.Students analyze data about high and low tidesand compare these data to moonrise and moon-set times and phases to determine patterns.The lesson ends as students read to learn moreabout tidal processes on Earth, the Moon, andother bodies within the solar systems.

PART 3 EARTH’S HISTORY AS A PLANET Lesson 17, the first lesson in Part 3, serves asan assessment of students’ current knowledgeabout the history of Earth as a planet. Based ontheir knowledge of the solar system, studentsnow look at ways in which asteroids, comets,and meteoroids have contributed to changes inEarth’s history as a planet.

In Lesson 18, students explore how fossilsreveal the history of possible asteroid andcomet impact on Earth. They examine samplesof fossiliferous limestone and brainstorm aboutfossils, watch a short DVD about dinosaurextinction, and discuss how an asteroid impactmay have caused the demise of the dinosaurs.Students complete three inquiries to investigatethe excavation, identification, and formation of fossils.

During Lesson 19, students use the informa-tion about the nine planets that they have col-lected from the Mission series to consider whyplanet Earth is uniquely able to support life.They also consider how the delicate balance ofa planet’s condition affects its ability to supportlife by exploring the geological and atmosphericsimilarities and differences between Earth andthe other planets. Students use their planetarybrochures and mission designs from the Anchor

Earth TG Front Matter:Earth TG Front Matter 9/14/09 2:17 PM Page xxix

xl STC/MS™ EA R T H I N SPA C E

MAT E R I A L S LI S T

Item Description Item Description Item Total Lesson Number in Teacher’s Guide on Packing List Type Quantity Used (Quantity Used)

CD ROM, Starry NightBackyard*

Voucher, CD ROM, StarryNight Backyard, 5-seatlicense

B 3 (1), 4 (1), 5 (1), 7 (1),8 (1), 15 (1)

1

Clamp lamp (with reflector) Lamp, w/reflector, clamp B 3 (1), 5 (1), 6 (1), 7 (8),9 (8)

8

Cocoa Powder, cocoa, 8oz R 12 (10 oz), 13 (6 oz)16 oz

Cup with hole, 270 mL Cup, plastic, w/hole,270mL (9oz)

B 13 (2)2

Cup, 296 mL Cup, plastic, w/lid,296mL (10oz)

R 9 (3), 12 (16), 13 (12),18 (56)

87

D-cell battery Battery, size-D R 2 (16), 6 (2), 8 (16),12 (16), 13 (16)

16

Digital thermometer Thermometer, digital B 9 (8)8

Dropper bottle Bottle, dropper B 18 (16)16

Duct tape Duct tape, all-purpose,2in.×55yd

B 14 (1)1

Earth in Space Photo CardSet (set of 10)

Photo Card Set, Earth inSpace

B 1 (1)1

Excavating stick Stick, excavating, 10cm B 18 (16)16

Fishing bobber Bobber, fishing, 13⁄4in. B 11 (24)24

Flashlight Flashlight, standard B 2 (8), 6 (1), 8 (8), 12 (8),13 (8)

8

Flexible drinking straw Straw, flexible R 13 (8)8

Flour Flour, all-purpose, 5lb R 12 (~43 lb), 13 (5 lb)48 lb

Foam sleeve Foam sleeve, 3×5×3in. B 3 (8), 4 (8), 5 (8), 6 (8),16 (8), Appendix D (8)

8

Fossil Collection box 12 fossil collection B 18 (3)3

Fossiliferous limestone sample

Limestone, fossil B 18 (8)8

Globe of Earth, 12 cm Globe, world, 12cm (5in.) B 2 (8), 3 (8), 4 (8), 5 (8), 6(8), 16 (8)

8

Bottle of red food coloring Food coloring, red, 1oz R 13 (1)1

Box of patching plaster Plaster of Paris, 2.5lb R 18 (2)2

Bucket Pail, plastic, 1gal. B 13 (2), 18 (1)2

CD ROM, Explore thePlanets

CD ROM: Explore thePlanets, site license

B 10 (1), 13 (1), 15 (1), 17 (1)1

Blue balloon Balloon, round, blue, 11in. R 16 (1)1

Bookend Bookend, small, non-slipbase

B 3 (2), 5 (2), 6 (2), 7 (16),9 (16)

16

Fossil-bearing mound Fossil-bearing mound R 18 (16)16

*A software license voucher is packaged with the Starry Night Backyard CD which must be completed and returned to Imaginova by fax or mail. Seeinstructions on TG pages xxxv, xxxviii, or 10. Allow one to two weeks for delivery of the software license after the voucher is received by Imaginova.

DVD, Newton’s Apple:Dinosaur Extinction

DVD, “DinosaurExtinction”

B 1 18 (1)

Earth TG Front Matter:Earth TG Front Matter 9/16/09 2:55 PM Page xl

STC/MS™ EA R T H I N SPA C E xli



Gravel Gravel, aquarium, 5lb R 18 (2)2

Hand lens Lens, dual hand B 12 (16), 13 (16), 18 (16)16

Large absorbent pad Absorbent pad, large R 13 (2)2Large binder clip Binder clip, 1in. B 3 (32), 8 (32)32

Large metal washer Flat washer, 7⁄8in.ID B 14 (132)132

Large resealable plastic bag Bag, plastic resealable,12×15in.

R 11 (8), 12 (8), 13 (8),15 (4)

16

Large steel washer Washer, flat, 5⁄16in.ID B 14 (200), 15 (50)200

Latex sheet Latex sheet, 27×27in. B 15 (2)2

Magnetic compass Compass, magnetic B 3 (8)8

Marble Marble B 2 (9), 11 (16), 15 (6)31

Mesh fabric square Fabric, coarse, mesh,15×15cm (6×6in.)

B 12 (16), 13 (8)16

Metal canning jar ring Band & seal, wide-mouthjar

B 15 (2)2

Metric measuring tape Tape, measuring, metric B 2 (8), 3 (8), 7 (8), 9 (8), 11(8), 12 (8), 13 (8), 15 (2),22 (16)

16

Metric ruler Ruler, plastic metric,30cm (12in.)

B 3 (8), 8 (32), 11 (8), 12(8), 13 (8), 15 (4)

32

Modeling clay Dough, Crayola®, 3lb R 3 (1), 4 (1), 6 (1), 18 (1)1

“Modeling Shadows” sheet Sheet, Modeling Shadows,30×60cm

B 3 (8), 4 (1)8

Nylon fishing line Line, nylon, 60lb B 15 (1)1

Nylon line (string) Line, nylon braid, 12lb R 3 (1), 22 (1)1

Pack of 3 steel spheres Sphere set, steel B 12 (8), 13 (8)8

Paintbrush Brush, paint, #2 B 18 (16)16

Pair of binoculars Binoculars, plastic,6×35mm mag

B 8 (8)8

Pair of disposable gloves Dis. gloves, medium R 18 (32)32

Pair of forceps Forceps B 18 (16)16

Pair of heat-resistantKevlar® gloves

Gloves, Kevlar® Aramid,pair

B 7 (8)8

Pair of red and blue 3-Dstereo glasses

Glasses, anaglyph 3-D,red/blue

R 12 (32), 13 (32)32

Pair of solar viewing glasses Glasses, safe solar view R 8 (32)32

Peppercorn Peppercorn, whole, black,2oz

R 11 (16)16

Piece of plastic tubing,10 cm

Tubing, polyethylene,10cm (4in.)

B 15 (2)2

Hole punch Hole punch B 3 (1), 14 (1), 15 (1)1

Piece of round oat cereal Cereal, round oat, 1oz R 11 (24 pc)24 pc

Earth TG Front Matter:Earth TG Front Matter 9/14/09 2:18 PM Page xli

xlii STC/MS™ EA R T H I N SPA C E



Plastic box with lid Box, w/lid, plastic, clear,16×11×6in.

B 2 (8), 4 (8), 5 (8), 6 (8),7 (8), 8 (8), 9 (8), 12 (8),13 (6), 14 (8), 15 (14)

16

Plastic button Button, plastic B 11 (16)16

Plastic cylinder Cylinder, closed,2.5×15cm (1×6in.)

B 14 (8), 15 (2)10

Plastic spoon Spoon, plastic, heavy duty B 13 (2), 18 (16)16

Poster, “Blast from thePast”

Poster, “Blast from thePast”

B 18 (1)1

Poster, “Fossils ThroughTime”

Poster, “FossilsThrough Time”

B 18 (8)8

Quilting hoop Hoop, quilting,58cm (23in.)

B 15 (2)2

Radiometer Radiometer (with markedblade)

B 7 (8)8

Red sand Sand, red, 1lb R 18 (6)6

Removable dot Label, round, assorted, 1⁄2in. R 4 (40), 6 (40), 7 (8)88

Rubber ball Ball, racquet, blue B 11 (24)24

Rubber band Rubber band, #16 R 12 (16), 13 (8)16

Rubber stopper, #00 Stopper, rubber, #00 B 13 (2)2

Screw eye Screw eye B 15 (2)2

Self-stick note Pad, note, adhesive,7.6×12.7cm (3×5in.)

R 1 (320)320 sheets

Set of fine-pointtransparency markers

Marker, wet-erase,fine point

B 3 (8), 4 (8), 5 (8), 7 (8),8 (8), 11 (1), 12 (1), 14 (1),16 (8), 17 (1), 18 (1),19 (1), Appendix D (1)

8

Sharks’ teeth Teeth, fossil shark, ~1oz R 18 (32)32

Sheet of blue cardstock Paper, cardstock, light blue,21.5×28cm (81⁄2×11in.)

R 16 (8)8

Planetary Process PhotoCard Set (set of 4)

Photo Card Set, PlanetaryProcess

B 13 (8)8

Plastic box with drain hole Box, w/lid, plastic, clear,w/drain hole

B 13 (2)2

Planet Data Card Set(set of 9)

Data Card Set, Planet B 11 (8), 14 (4)8

Ring magnet Magnet, ring B 12 (8), 13 (8)8

Plastic spreader Spreader, plaster, plastic B 12 (8), 13 (8)8

Plastic syringe Syringe, hypo, disp, 60cc B 13 (2)2

Plastic wide-mouthedcontainer with lid

Container, plastic, 16oz R 18 (16)16

Ping Pong ball Ball, Ping-Pong B 16 11 (16)

Piece of tubing, 90 cm Tubing, plastic, 90cm(35in.)

B 13 (2)2

Earth TG Front Matter:Earth TG Front Matter 9/14/09 2:18 PM Page xlii

STC/MS™ EA R T H I N SPA C E xliii



Sheet of fine cardboard Chipboard, fine, 81⁄2×11in. R 8 (8)8

Shell Sea shell assortment B 18 (32 shells)32 shells

Small absorbent pad Absorbent pad, small R 13 (2)2

Small adjustable beamflashlight

Flashlight, small adjustablebeam

B 3 (8), 4 (8), 5 (8), 6 (8),16 (8), Appendix D (8)

8

Small bead Bead, white pearl,2.5mm R 11 (16)16

Small metal washer Flat washer, #10 B 22 (16)16

Small resealable plastic bag Bag, plastic, resealable,15.2×22.9cm (6×9in.)

R 11 (8), 18 (24)32

Sphere, 3.5 cm Sphere, styrene,3.5cm (13⁄8in.)

R 2 (8), 5 (8), 6 (8), 16 (8)16

Sphere, 7.5 cm Sphere, Dialite foam,7.5cm (3in.)

R 2 (8), 5 (9), 6 (16), 15 (2)25

Split pea Pea, split, 1oz R 11 (24 pc)24 pc

Spring scale, 2.5 newtons Scale, spring, 2.5newton B 14 (8)8

Straight pin with round head Straight pin, round, 11⁄2in. R 11 (8)8

Student timer Student timer B 3 (8), 7 (8), 9 (8), 15 (2),22 (16)

16

Sun-Earth-Moon Board™ Board set, Sun-Earth-Moon B 3 (8), 4 (8), 5 (8), 6 (8),8 (8), 16 (8)

8

rod “E” B 3 (8), 4 (8), 5 (8), 6 (8),16 (8)

8

rod #1 B 3 (8), 5 (8), 6 (8), 16 (8)8

rod #2 B 3 (8), 5 (8), 6 (8), 16 (8)8

rod #3 B 3 (8), 5 (8), 6 (8), 16 (8)8

rod #4 B 5 (8), 6 (8), 16 (8)8

rod #5 B 5 (8), 6 (8), 16 (8)8

rod #6 B 5 (8), 6 (8), 16 (8)8

rod #7 B 5 (8), 6 (8), 16 (8)8

rod #8 B 5 (8), 6 (8), 16 (8)8

Sun scale kit Scale kit, sun B Appendix D (8)8

Super jumbo plastic straw,30 cm

Straw, plastic,30cm (12in.)

R 3 (8)8

Toothpick Toothpick, round,multi-color

B 3 (9), 4 (8), 6 (8)25

Transparency Transparency, write-on B 1 (1), 2 (8), 3 (9), 4 (1),5 (1), 7 (8), 8 (1), 11 (1),12 (1), 13 (1), 18 (1), 19 (1),20 (1), Appendix D (1)

35

Velcro hook Ultra-Velcro® hook,2×12in.

R 13 (2)2

Transparency 4.1: Seasons Transparency, “Seasons” B 4 (1)1

xliv STC/MS™ EA R T H I N SPA C E


White foil square Foil, white, 10×10cm(4×4in.)

R 9 (8)8

White glue Glue, white, 128oz R 18 (1)1

Wood barrel bead Barrel bead, wood B 11 (16)16

Yellow balloon Balloon, round, yellow,11in.

R 15 (2)2

Yellow cloth Fabric, poly-cotton, yellow,102cm×114cm (40×45in.)

B 2 (1), 5 (1)1


Velcro loop Ultra-Velcro® loop, 2×12in. R 13 (2)2

Earth TG Front Matter:Earth TG Front Matter 9/14/09 2:18 PM Page xliv

gwillette

Sticky Note

Unmarked set by gwillette

STC/MS™ EA R T H I N SPA C E xlv


• Lesson 5 1 extension cord9 brads9 pairs of scissors8 sets of wide-tipped water-based

markers (yellow, black, blue, green, orange)

8 sheets of newsprint8 fine-tipped black markersGlue8 paper plates (optional)

• Lesson 6 1 extension cord16 pencils

• Lesson 7 8 extension cords

• Lesson 8 9 pairs of scissors1 50-mm or higher refracting

telescope (optional)32 boxes of colored pencils8 sheets of white paper,

8 1⁄2 × 14 in.

• Lesson 9 Paper towels

• Lesson 10 Sample travel brochures (available from a local travel agency)

32 sheets of white or light-colored paper, 8 1⁄2 × 11 in.

• Lesson 11 Map with scalebarSample models8 markers32 calculators (optional)Trundle unit (optional)Clear packaging tape (optional)

• Lesson 12 Cleaning suppliesNewspaperPaper towels

Teachers or students will need to supply somematerials themselves. The following items areused in many lessons and should be kept avail-able in the laboratory:

Access to a computer and the Internet, class-room resource center, library, or other resourceAccess to computer lab or computer LCD pro-jector and screenIndirectly vented goggles (1 pair per student)Masking tapeOverhead projectorProtractorsTransparency markersTransparent tapeScience notebook for each student

The following materials must also be suppliedby the teacher:• Lesson 1 2 large sheets of newsprint or

bulletin board paper, approx. 65 × 90 cm (24 × 36 in.)

1 set of wide-tipped markers, assorted colors

10 file folders (or 10 additional large sheets of paper)

1 set of colored pencils, crayons, or fine-tipped colored markers for each student in the class

• Lesson 2 1 pair of scissors

• Lesson 3 24 sheets of plain white paper, 8 1⁄2 × 11 in. taped together

8 pieces of chalk64 markers, pens, or pencils (2

different colors for each student)1 mounted globe on axis

• Lesson 4 2 mounted globes on axes

Earth TG Front Matter:Earth TG Front Matter 9/14/09 2:18 PM Page xlv

xlvi STC/MS™ EA R T H I N SPA C E


• Lesson 22 32 pencils with erasers

• Appendix D 8 index cards, 3 × 5 in. (optional)8 calculators (optional)

• Appendix E 8 classroom geophysical or political globes

Variety of world maps

STORING AND DISTRIBUTING LABORATORYMATERIALS

As the teacher becomes familiar with thematerials and procedures required for eachlesson, he or she will find it easier to decideon a convenient way to store and distributethe materials. The easiest method of distribut-ing the materials is to use eight of the plasticboxes supplied with the kit (one for eachgroup of four students).

Before each lesson, the materials that stu-dents will need can be placed in these boxes.(Specific instructions are provided in thePreparation section of each lesson.) One mem-ber of each group can pick up the box at theappropriate point in the lesson and take it tothe group’s work area. Students should placetheir equipment in the box or in a designatedarea at the end of each class and dispose ofconsumable items such as drinking straws. Theteacher can then replenish the supplies in theboxes as needed.

Where groups of students are using appara-tus, it is advisable to set up and test theseitems before students arrive for class. Whensetting up potentially dangerous equipmentsuch as clamp lamps, safety needs to be a pri-ority. Provide separate areas for inquiry andwritten work, if possible.

• Lesson 13 Graduated container (1 L)Cleaning suppliesNewspaperPaper towels2 bottles of clear tap water (1 L)2 bottles of red water (1 L)

• Lesson 14 32 soda cans, empty (all the same brand of non-diet soda)

4 soda cans, full and unopened (the same brand of non-diet soda as the empty cans)

Pair of tin snips or sharp scissorsBalanceFunnel

• Lesson 15 8 index cards, 3 × 5 in.Glue1 marker1 pair of scissors2 sheets of white paper, 8 1⁄2 × 11 in.

• Lesson 16 32 sheets of graph paper8 pairs of scissors

• Lesson 18 DVD player and monitor (optional)1 sheet of newsprint or

1 transparencyCleaning suppliesStereomicroscope (optional)Warm waterBooks on fossilsWet and dry paper towelsNewspapers or other table coveringMixing spoon8 compartmentalized drink trays

(optional)Petroleum jelly (optional)

• Lesson 19 Index cards (optional)1 sheet of newsprint or

1 transparency

Earth TG Front Matter:Earth TG Front Matter 9/14/09 2:18 PM Page xlvi

STC/MS™ EA R T H I N SPA C E 73

OVERVIEWIn Lesson 5, students used the Sun-Earth-Moon(SEM) Board to investigate how the relativepositions of the Sun, Earth, and Moon affect ourview of the Moon and its changing phases. Inthis lesson, students return to this same modelto investigate the phases and conditions underwhich eclipses occur. After brainstorming whatthey know and want to know about eclipses, stu-dents use a sphere to model the shadows creat-ed by the Moon and Earth and to determinewhere these shadows fall in space. From thisexperience, students create operational defini-tions of the terms “lunar eclipse” and “solareclipse.” During Inquiry 6.1, students determinethe lunar phase during which each of these eclipses occurs and then read abouteclipses. Students reflect on the inquiry by com-paring phase data with eclipse data to concludethat eclipses do not occur with each new and fullmoon. During Inquiry 6.2, they use their SEMBoard to model the revolution of Earth and inves-tigate why eclipses do not occur every month.

6Solar and Lunar Eclipses

STUDENT OBJECTIVESModel shadows cast bythe Moon and Earth.

Analyze the conditionsunder which the Moonand Earth’s shadowscause eclipses.

Describe the phasesduring which lunar andsolar eclipses occur.

Analyze solar and lunareclipse data and compareit to phase data.

Develop workingdefinitions for the terms“umbra” and “penumbra.”

Inquiries 2Periods 3–4

CONCEPTSThe stage for an eclipseis set when the Sun,Earth, and Moon align ata time when the Mooncrosses the plane of the ecliptic.

A solar eclipse can occuronly during a new moon;the Moon comes betweenthe Sun and Earth andcasts a shadow on partof Earth.

A lunar eclipse can occuronly during a full moon;Earth comes between theSun and Moon and castsa shadow on the Moon.

Shadow cones cast byplanetary bodies containboth an umbra and apenumbra.

The location of theplanetary body within theshadow cone determinesthe type of eclipse.

LESSON

BACKGROUNDAny opaque body illuminated by the Sun casts ashadow. This includes Earth and the Moon. Ashadow cast by Earth or the Moon is shaped likea cone that points away from the Sun. The darkinner portion of the shadow cone is called theumbra. The lighter outer portion of the shadowis called the penumbra (see Figure 6.1). Theseshadows always exist, but we only notice themduring an eclipse.

Earth TG 6: Earth TG 6 9/14/09 2:46 PM Page 73

76 STC/MS™ EA R T H I N SPA C E

LESSON 6 SO L A R A N D LU N A R EC L I P S E S

For each pair of students1 sphere, 7.5 cm 1 pencil (to support the sphere)*

For each group of students1 Sun-Earth-Moon Board™ 1 set of 8 rods, labeled #1–#81 rod labeled “E”1 globe of Earth, 12 cm 1 small adjustable beam flashlight2 AA batteries 1 foam sleeve1 sphere, 3.5 cm 5 removable dots1 toothpick, 1 cm of the tip

Modeling clay, bead-sized amount

STUDENT MISCONCEPTIONSMany of the two-dimensional models that illus-trate phases show the Sun, Moon, and Earthaligned, and this may cause students to assumethat a solar eclipse occurs each time there is anew moon and that a lunar eclipse can occureach time there is a full moon. The illustrationin the reading selection “Eclipses” attempts todemonstrate why this is not true and can beused to support students’ conclusions duringthe “Reflecting on What You’ve Done” sectionof Inquiry 6.2.

READING SELECTIONSIn this lesson students read the selections“Eclipses” and “Pinhole Projectors.” In“Eclipses,” students read about solar and lunareclipses, and review illustrations of the Sun,Earth, and Moon to learn more about how lunarand solar eclipses occur. The reading selection“Pinhole Projector” serves as an extension ofthe lesson, in which students build a pinholeprojector and use it to view the Sun indirectly.

MATERIALS FOR LESSON 6

For the teacher1 transparency copy of Student Sheet 6.2:

Geometry of Eclipses*1 clamp lamp (without reflector) 1 150-W lightbulb 2 bookends1 extension cord*1 flashlight (optional)2 D-cell batteries (optional)

Question folder D (from Lesson 1)*

For each student1 copy of Student Sheet 6.2: Geometry of

Eclipses*

*Needed, but not supplied

PREPARATION

1. Duplicate the student sheet and make atransparency copy of it as needed. As anoption, make one copy of Student Sheet 6.2for each group, instead of for each student.

2. If you have access to the NationalGeographic video Sun, Earth, Moon,preview it and plan to show it during“Getting Started.” The first 14 minutesreview the concepts covered in Lessons2–5. The last 18–23 minutes introduce students to eclipses. You may want to planto skip over minutes 14–17, which discusstides. Tides will be covered during Lesson16, when students investigate the effects ofgravity.

3. Set up the clamp lamp (without its reflec-tor) on bookends in the center of the room,as you did during Lesson 5. If possible,darken the room by covering the window(s)and door(s).



LESSON 6 SO L A R A N D LU N A EC L I P S E S

Now turn toward the light. Hold thesphere high in the air in front of you. Howdoes the sphere appear? (The sphereshould appear dark to the person holdingthe sphere.) Have a partner examine thesphere from all sides to verify what yousee. (The sphere should be lit only on theside facing the light.)

Quickly look at the light from the lamp.How does the light appear? (The lightshould be in full view.)

Now hold the sphere level with your eyesand the lamp. What do you see? (Thesphere should block the lamp’s light.)

Have your partner examine the sphere’sshadow now. Where does it fall? (Studentsshould recognize that the sphere’s shadownow falls on their partner’s face, which iswhy the lamp’s light is blocked from view.)

4. Ask students to relate what happened withthe sphere to what happens with the Moonand Earth. Have them record in theirnotebooks their current definitions of theterms “lunar eclipse” and “solar eclipse.”

Inquiry 6.1Investigating Lunar and Solar Eclipses

PROCEDURE

1. Invite groups to discuss how they mightuse the small flashlight and sphere toinvestigate the phases during which lunarand solar eclipses occur.

2. Review the procedures of the inquiry.Turn off the classroom lights as needed.

Getting Started

1. Introduce the topic of eclipses.

2. Ask students to describe what theyalready know about eclipses and whatthey want to know. You may want torecord their ideas on a transparency.

3. Have each pair of students stand aroundthe clamp lamp in a position so that theycan see their shadows, as they did inLesson 5. Make sure that each pair ofstudents has one white 7.5-cm spheresupported on one long rod (rod #5) orpencil. Shut off the classroom lights. Thendiscuss the following as a class:

With your back to the light, hold the largewhite sphere high in the air in front ofyou. What do you see? (The sphereappears fully lighted.) Have a partnerexamine the sphere from the other side.What does he or she see? (The sphere isdark—in its own shadow—on the oppo-site side, away from the light.)

Have your partner examine the shadowcast by the sphere. Where does it fall?Have your partner examine the shadowcast by your head. Where does it fall?(Both shadows probably fall into space.)

With your back still to the light, move thesphere level with your eyes. What do yousee? Have a partner examine the spherefrom the other side. (The sphere shouldbe dark on both sides.)

Have your partner describe why thesphere is completely dark. (Studentsshould see that the shadow of their headnow falls on the sphere. Their head isblocking light from reaching the sphere.)



OVERVIEWIn Part 1, students investigated the Sun-Earth-Moon system. During Lessons 14 and 15, studentsinvestigated the effects of gravity on weight andorbital motion. This lesson brings together Parts 1and 2 of the module by asking students to applywhat they now know about gravity to the Sun-Earth-Moon system and to the occurrence of tideson Earth. To begin, students read about the effectof tides on organisms along the shore. Then theybrainstorm what they know about ocean tidesand consider how the relative position of the Sun,Earth, and Moon causes ocean tides. DuringInquiry 16.1, students analyze data describingtimes of high and low tides and compare thesedata to moonrise and moonset times and phasesto determine patterns. The lesson ends as stu-dents read to learn more about tidal processes on Earth, the Moon, and other bodies within thesolar system. Students also read about Pluto inthe Mission series.

16Gravity and Tides

STUDENT OBJECTIVESGraph and analyzepatterns in the times and heights of tides,moonrise and moonsettimes, and phases of the Moon along Virginia Beach.

Draw conclusions about the cause andoccurrence of tides.

Consider whether tidalprocesses exist on otherplanets and moons.

Summarize and organizeinformation about Plutoand compare Pluto toother planets.

Inquiries 1Periods 2

CONCEPTSTides are the periodicrise and fall of the sealevel and other bodies of water.

The gravitationalattraction between theMoon and Earth (and the Sun and Earth)contributes to theformation of tides.

Normally two high andtwo low tides occur each day.

The time at which highand low tides occurchanges by about 50minutes each day due to the Moon’s orbitaround Earth.

LESSON

BACKGROUNDTides are the periodic rise and fall of the oceansea level and other waters. Tides are generatedby multiple forces that act between Earth andthe Moon (and to a lesser degree, the Sun andEarth). For centuries, sailors and people livingalong the coast have observed tides, but they didnot fully understand what caused them until the17th century, when Isaac Newton proposed thelaw of universal gravitation. Newton found thattides result from the gravitational attraction ofthe Moon and the Sun on the solid and liquidsurfaces of Earth.

Earth TG 16:Earth TG 16 9/15/09 8:46 AM Page 245


LESSON 16 GR AV I T Y A N D TI D E S

slowed the Moon down until it reached its current state with the same side of the Moonalways facing Earth. The side of the Moon thatfaces Earth is called the “near side” and it hasa much thinner crust than the far side of theMoon. Because the crust on the near side isless dense than the mantle below, the near sideis denser than the far side. This is probablywhy the Moon ended up with this side facingEarth, the heavier (denser) side finally pointingdown toward Earth. A thin crust makes it easier for lava to reach the surface, which mayexplain why the maria (or lava plains) are con-centrated on the near side of the Moon. Thecrust on the far side, however, is thicker, whichmade it harder for molten material from theinterior to flow to the surface and form thesmooth maria. This may explain why the farside is still mostly highlands made of olderrocks with extensive impact craters.

One of the most dramatic examples of tidalforces at work is the volcanism on Jupiter’smoon, Io. Io has many active volcanoes. It hasmore volcanoes than any of the larger planets.This is because of Jupiter’s gravitational effect onIo. Io is about the same distance from Jupiter asour Moon is from Earth, but Jupiter is 300 timesmore massive than Earth. Io’s tremendous tidesare a result of Jupiter’s powerful gravitational pullon that moon. (See the SG reader “Can WaterFall Up?” for more information.)

STUDENT MISCONCEPTIONS• One common student misconception is that

high tides exist only on the side of Earthnearest the Moon. (High tides often occursimultaneously on opposite sides of Earthalong the Moon-Earth line.)

• Most students think that tides are caused bywind. Other students state that tides occurbecause of earthquakes. (While the wavescreated by underwater earthquakes—calledtsunamis—are often mistakenly referred to as“tidal waves,” they are not the result of tidalforces. Tides are the result of the Moon and

Sun’s gravitational influences on Earth.) • Because students mistakenly equate lunar

phases with the actual size of the Moon, theymay believe that a full moon causes strongertides than a new moon. Students may alsobelieve that a new moon results in no or lowtides. (It is the location of the Moon, and notits phase, that results in tides. A new moonand full moon both result in spring tides,which are higher-than-normal high tides.)

• The term “spring tide” often gives students themisconception that spring tides only occur inthe spring. (They occur in all months.)

READING SELECTIONSIn this lesson students read three selections.“Marching to the Beat of Tides” describes howsome animals’ behaviors correspond to the riseand fall of ocean tides. Students also read “CanWater Fall Up?” which addresses the scientificstudy of tides on Earth, as well as tidal effectson the Moon and other planetary satellites,such as Io. The reading selection from theMission series addresses information aboutHubble’s view of Pluto and concludes the lesson.


For the teacher 1 transparency of Inquiry Master 16.1b:

Tides for Virginia Beach (optional)*1 blue balloon (filled with water)

Overhead projector* (or clamp lamp)8 sheets of blue cardstock, approximately

21.5 cm × 28 cm (8 1⁄2 × 11 in.) Transparency copies of graph paper (see Appendix C: Blackline Masters)*

8 sets of fine-point transparency markersQuestion folder I (from Lesson 1)*Access to water*





who may be having trouble generatingtheir own graphs during SG ProcedureStep 3.

• Use a transparency of this inquiry masterduring “Reflecting on What You’ve Done”;analyze the tidal data as a class.

• Use the inquiry master as an embeddedassessment. For example, make one copyof the master for each student and createa list of questions similar to those in SGProcedure Step 2 that students mustanswer to analyze the graphed data. Seethe Assessment section of this lesson formore information.

3. If you have access to the NationalGeographic video Sun, Earth, Moon, set itto minutes 14–17 for a discussion abouttides. Plan to show this segment during“Getting Started.” Note that even if youhave shown this video in its entirety duringLesson 6, you will still want to show thesection on tides again during this lesson.

4. Fill one round 11-inch blue balloon withwater. Tie the balloon tightly. Place the balloon next to the overhead projector orclamp lamp for Getting Started.

For each student1 copy of Student Sheet 16: Bode’s Law* 1 sheet of graph paper* (see Appendix C:

Blackline Master)*1 working copy of Student Sheet 10.1c:

Planetary Chart

For each group of 4 students 1 copy of Inquiry Master 16.1a: Earth’s Tidal

Bulge (copied onto blue cardstock)*1 copy of Inquiry Master 16.1b: Tides for

Virginia Beach (optional)*1 Sun-Earth-Moon Board™1 set of 8 rods, labeled #1–#81 rod labeled “E” 1 globe of Earth, 12 cm 1 small adjustable beam flashlight2 AA batteries1 foam sleeve1 sphere, 3.5 cm1 pair of scissors*


SAFETY TIP

Only the teacher is to handle thewater balloons. Students should notfill or handle the balloons.

Do not place the balloon directly on theprojector. Keep it away from the projec-tor to prevent the possibility of damageto the equipment and shock hazard,should the balloon leak or break.

PREPARATION

1. Duplicate Inquiry Master 16.1a: Earth’s TidalBulge onto blue cardstock. Duplicate severalcopies of the graph paper in Appendix C:Blackline Masters. See Procedure Step 3 formore information. Set out the fine-pointtransparency markers as needed.

2. Preview Inquiry Master 16.1b: Tides forVirginia Beach. The intention of thisinquiry master is to give you examples ofhow students might graph their data duringInquiry 16.1. As an option, you can also dothe following:

• Make one copy of this inquiry master foreach group; groups that have difficultycompleting SG Procedure Step 2 can usethis master to answer the questions in SGProcedure Step 2.

• Make one transparency of this inquirymaster to use as a model for students

NOTE If you have access to probeware, you maywish to have your class perform this lesson asdescribed in The Guide to Probeware andComputer Applications for STC/MS™, availableonline at www.nsrconline.org.

Earth TG 16:Earth TG 16 9/16/09 3:33 PM Page 250



Getting Started

1. Ask students to read “Marching to theBeat of Tides.” Then discuss with theclass the following question: Why does thestory say that tides are like clocks? Askstudents to give one example of an organ-ism that is affected by tidal rhythms.

2. Have students record in their science note-books what they already know about tides.

3. Invite students to share their ideas withintheir group or with the class. You maywant to record their ideas on a trans-parency or sheet of newsprint.

4. Show students the water-filled balloon.With your palm facing upward, hold theballoon in the palm of your hand so thatthe balloon is round (see Figure 16.4).Using the overhead projector, project theshadow of the balloon onto the chalk-board, newsprint, or white board. Ask astudent volunteer to trace the shadow ofthe round balloon onto the board.

Figure 16.4 (A) Hold the balloon in your palm as your palm faces up. Project its

shadow onto the wall. (B) Hold the balloon from its neck, while projecting its shadow

onto the wall. How does its shape change under the influence of gravity?

5. Now hold the balloon by its neck andremove your hand from beneath the balloon,as shown in Figure 16.4. Again, ask a stu-dent volunteer to trace the shadow or shapeof the balloon onto the board. Ask studentshow the balloon’s shape changed under theinfluence of the “pull” of your hand andEarth’s gravity. Encourage students to dis-cuss their observations of this “bulge.”Inform students that Earth’s land and waterelongate like this balloon under the influ-ence of the Moon’s gravitational pull.

6. If you have access to the NationalGeographic video Sun, Earth, Moon,show minutes 14–17 and discuss it. Helpstudents understand that just as Earthpulls on the Moon to keep it in orbit, theMoon pulls on Earth, and this gravita-tional tug is evident in Earth’s ocean astides. Let students know that gravitationalforces also are at work on Earth’s land aswell as on the Moon, although the tidalbulges in the solid Earth and the Moonare not as evident as they are in water.

NOTE If your classes are 45 minutes long, this isa good stopping place.

A B



LESSON 17 AS T E R O I D S, CO M E T S, A N D ME T E O R O I D S

distance from Earth’s atmosphere. Cometsremain visible in the night sky for days asthey continue on their path toward or awayfrom the Sun, while meteors are located with-in Earth’s atmosphere and remain visible foronly a few seconds.)

READING SELECTIONSIn “Getting Started,” students read “Asteroids,Comets, and Meteoroids.” They read about theimpact of Comet Shoemaker-Levy 9 on Jupiterin 1994 in “A Fiery Necklace.” Students alsoread the last selection in the Mission seriesabout missions that observe Earth from space.The reader “The Space Name Game” serves asan extension to the lesson and describes howsolar system bodies are named.


For the teacher 1 copy of Inquiry Master 16: Answer Key:

Bode’s Law*1 transparency copy of Student Sheet 16:

Bode’s Law*1 Explore the Planets CD-ROM1 set of fine-point transparency markers

Computer and projector*Question J folder (from Lesson 1)*Copies of Venn diagram (see Appendix C:Blackline Masters)* (optional)

For each student1 completed copy of Student Sheet 16:

Bode’s Law*1 working copy of Student Sheet 10.1c:

Planetary Chart*

Table 17.1 Comparative Chart

Asteroid

Comet

Meteoroid

Meteor

Meteorite

A relatively small, inactive, rockybody in an independent orbitaround the Sun

A relatively small, sometimes activeobject whose ices can sublimate insunlight forming an atmosphere(coma) of dust and gas and some-times a tail of dust and/or gas

A small particle from a comet orasteroid orbiting the Sun

The light phenomenon that resultswhen a meteoroid enters the Earth’satmosphere and vaporizes

A meteoroid that survives its passagethrough Earth’s atmosphere andlands on Earth’s surface

Source: JPL/NASA

STUDENT MISCONCEPTIONS

• Many students think that asteroids are round.(Asteroids have a variety of irregular shapes.)

• Students may use the term “shooting star” todescribe a meteor. (“Shooting star” is a mis-nomer and creates the misconception thatany point of light falling through the sky mustbe a star. A “shooting star” is really a mete-or—the streak of light that occurs when ameteoroid burns up in Earth’s atmosphere.)

• Students may believe that the asteroid belt isdensely populated. (Scientists state that allasteroids combined together would form asingle solar system body only 1500 km across,which is a fraction of Earth’s diameter.)

• Most students think that comets and meteorsare the same and have the same appearance.(Comets and meteors may look like they arethe same size, but comets are much larger.Comets appear smaller because of their great


to radiate out of the constellation Leo) occurevery November as Earth passes through thedebris trail left behind by Comet Tempel-Tuttle,which passed by Earth over 100 years ago.




Inquiry 17.1Examining Asteroids

PROCEDURE

1. Show students the Asteroids segment in Explore the Planets (see Lesson 15,“Getting Started” Step 1 for details onstarting the software program). Discussthe concepts addressed in the segment.

2. Ask students to make general observa-tions about the asteroids in the softwareprogram. Refer back to Lesson 12 whendiscussing Barringer (Meteor) Crater andthe impact craters on the surfaces ofasteroids Gaspra and Ida.

REFLECTIONSUsing information gained from the software,have students record their responses to the following questions in their science notebooks,then discuss them as a class:

A. How and when do scientists thinkasteroids may have formed? (Scientistsonce thought that the asteroid belt formedwhen a large planet between Mars andJupiter disintegrated. Today, they believethat asteroids most likely originated frommatter left over from the formation of thesolar system over 4.5 billion years ago.)

B. Why do you think the belt of asteroidsexists between Jupiter and Mars?(Jupiter’s strong gravitational influenceprevented the matter in the belt fromforming into a planet.)

C. How are the orbits of asteroids similar to,or different from, planetary orbits? (Bothplanets and asteroids are in an independentorbit around Earth. Both have orbits within

PREPARATION

1. See Appendix C: Blackline Masters for theoptional Venn diagram (see “GettingStarted” Step 2).

2. Set up the classroom computer and projec-tor or arrange for time in the computer lab.Preview the Asteroids segment located in the“Tour the Planets” section of the Explore thePlanets software program (see ProcedureStep 1 in Inquiry 17.1).

3. If you have access to the NationalGeographic video Asteroids: Deadly Impact,preview it and plan to show the first 45 minutes during the second period of Inquiry 7.2.

Getting Started

1. Review the class homework from Lesson16 using the transparency of StudentSheet 16: Bode’s Law. Discuss the ques-tions on Student Sheet 16. InquiryMaster 16 provides suggested responses.

2. Have students read “Asteroids, Comets,and Meteoroids” and carefully examinethe photos in the reading selection. Askstudents to decide how the asteroids aresimilar to or different from comets andmeteoroids. Have students summarizetheir ideas in their science notebooks.They may chose to organize their com-parisons in a table or Venn diagram.Discuss their comparisons as a class orhave students discuss them within their groups.




C. What is the scientist’s role in forecast-ing asteroid and comet impact? (A scien-tist’s role is to reduce the risks of anyimpact by making informed forecastsusing special tools and scientific methods.)

D. What challenges do scientists facewhen they forecast asteroid or cometimpacts? (Scientists’ forecasts of asteroidand comet impact must be accuratebecause people, houses, and equipmentcould be harmed by an impact. An aster-oid impact could have devastating planet-wide effects. Forecasting a catastrophicevent can be difficult and stressful. If fewresources and little attention are given toa potential event and it does occur, humanand property losses can be high. If manyresources and much attention are given toa potential event that does not ultimatelyoccur, money for preventive measures hasbeen lost. If the scientists make a wrongdecision, they are at risk of losing thecommunity’s confidence.)

E. What is the scientist’s role in reducingthe risks of such an event? (Help studentsrecognize the following:

• Scientists may perform a risk analysis,consider the type of possible impact,and estimate how many people might beendangered by an impact. Scientists usethese analyses to suggest options forreducing the risks.

• If a hazard is imminent, scientists mayreduce the risks to humans and propertyby proposing an alert to the communityor area at risk.)

somewhat the same plane as the Sun.Unlike planets, however, some asteroidshave been knocked out of their orbits.)

NOTE The assessment section of the Asteroidssegment in Explore the Planets provides a con-cise review of concepts.

Inquiry 17.2Studying Asteroid Impact

PROCEDURE

1. Have students read “A Fiery Necklace” inthe Student Guide. Ask students to recordin their notebooks how Dr. EugeneShoemaker contributed to our knowledgeabout asteroid and comet impacts. Invitestudents to share their ideas.

REFLECTIONS

1. Ask students to answer the followingquestions in their science notebooks, andthen discuss them as a class:

A. How has Earth’s history been influencedby occasional natural catastrophes, such asasteroid impacts? (Impacts are evidentthroughout geological history. An asteroidimpact 65 million years ago was said tohave wiped out the dinosaurs and otherliving organisms.)

B. An asteroid impact is considered anatural hazard on Earth, but it is notconsidered a natural hazard on any otherplanet or moon. Given this information,how would you define “natural hazard?”(An event is considered a natural hazardwhen it can destroy human and wildlifehabitats, damage property, and harm orkill humans.)



OVERVIEWIn this lesson, students explore how fossilsreveal the history of possible asteroid and cometimpact on Earth. To begin, they examine sam-ples of fossiliferous limestone and brainstormabout fossils. Then they watch a short DVD clipabout dinosaur extinction and discuss how anasteroid impact may have been the demise ofthe dinosaurs. Students then complete threeinquiries to investigate the excavation, identifi-cation, and formation of fossils. These inquiriesprepare students for Lesson 19, where they willuse the information they have collected fromthe Mission series to consider why planet Earthis uniquely able to support life.

18Fossils as Evidence of Asteroid Impact

STUDENT OBJECTIVESAnalyze what theproperties of fossiliferouslimestone tell us abouthow the rock formed.

Brainstorm what studentsknow and want to knowabout fossils.

Watch a DVD about the relationships among fossils, dinosaurextinction, and asteroidimpact.

Model fossil excavation,identification, andformation.

Inquiries 3Periods 2–3

CONCEPTSFossils represent theremains of once-livingorganisms.

Fossils provide importantevidence of how life andenvironmental conditionshave changed on Earthover time.

Molds and casts areexamples of twofossilizing mechanisms.

LESSON

BACKGROUNDFossils are the preserved remains or impres-sions of organisms from Earth’s geological past.They can reveal details about the events thathave occurred on Earth since its formation.

Fossil TypesThere are several types of fossils. Remains(often called body fossils) are the parts oforganisms that remain intact after the softorganic materials have decomposed. Suchremains or body fossils include teeth, shells,skulls and skeletons, and the cellulose structureof plants. Trace fossils include tracks, trails,burrows, borings, nests, or any other indicationof the activities of an organism (see the photo-graph of dinosaur tracks in the Student Guidereading selection “Fossils”). Fossilized feces,called coprolites, provide evidence of activity of organisms and may offer important informa-tion about the diet and size of the animal thatproduced them.



LESSON 18 FO S S I L S A S EV I D E N C E O F AS T E R O I D IM PA C T

• Metamorphic rocks are sedimentary origneous (or even other metamorphic) rocksthat have been altered by tremendous heatand/or pressure.

READING SELECTIONSThe background reader “Fossils” summarizesthe different types of fossils. “The GreatAsteroid and the End of the Dinosaurs” sum-marizes events that took place 65 millionyears ago when an asteroid collided withEarth. As an extension, students also can read “The Age of Planets: Dating Rocks,”which summarizes how scientists determinethe age of rocks.


For the teacher 1 copy of the Newton’s Apple DVD

Dinosaur ExtinctionDVD player and monitor (optional)*

1 sheet of newsprint or a transparency* 1 set of fine-point transparency markers1 poster, “Blast from the Past”

Cleaning supplies*Stereomicroscope (optional)*

For each student1 pair of disposable gloves 1 pair of indirectly vented goggles* (optional)

For each group of 4 students1 fossiliferous limestone sample2 hand lenses1 black china marker

MATERIALS FOR INQUIRY 18.1

For the teacherWarm water*

3 Fossil Collection boxes Books on fossils*

STUDENT MISCONCEPTIONS• Students may believe that fossils are only

actual preserved animals or plant parts.(Fossils may include impressions of organ-isms, such as preserved molds and casts.)

• Some students believe that all fossil animalsare dinosaurs. (Fossils represent a variety ofspecies, although the fossil record is biasedtoward organisms that lived in areas of activesedimentation and had preservable skeletons.)

• Students may believe that fossilized mammals,such as mammoths and saber-toothed tigers,are dinosaurs. (Mammoths became extinctabout 11,000 years ago, whereas dinosaursbecame extinct about 65 million years ago.)

• Some students may believe that humans anddinosaurs lived at the same time. (Humansappeared on Earth nearly 65 million years afterthe dinosaurs became extinct. However, smallmammals—including shrew-sized primates—were alive at the time of the dinosaurs.)

NOTE To complete this lesson, some back-ground knowledge about the differencesbetween sedimentary rock, igneous rock, andmetamorphic rock may be helpful:

• Sedimentary rocks form as accumulations ofbroken and weathered pieces of rock mater-ial, including fragments of older rock debris.These fragments include silt and clay, sand,broken shells, pebbles, and other fossils.Many sedimentary rocks, such as the oneused in this lesson, also contain fossils.

• Igneous rocks form when molten magma orlava cools or becomes crystallized. They canhave large or fine crystalline grains, or theycan be glassy (no crystals). Igneous rocks areuseful for scientists who want to determinethe “age” of a rock, since the rock was formedat a point in time with a specific ratio of radi-ogenic isotopes. Scientists consider theamount of radioactive elements in the igneousrock to help determine the age of the rock.Once the age of the igneous rock is deter-mined, the ages of local sedimentary rock,and their fossils, also can be estimated.




For each pair of students 1 fossil-bearing mound 1 plastic wide-mouthed container of

warm water, with lid1 excavating stick1 paintbrush1 dropper bottle of water 1 pair of forceps 1 small resealable plastic bag

Wet and dry paper towels* Newspaper or other table covering*

For each group of 4 students1 poster, “Fossils Through Time”


For the teacherWhite glueWater*Mixing spoon*

1 bucket8 compartmentalized drink trays (optional)*

GravelRed sandAll-purpose sandBlack sand

For each pair of students1 set of fossils (from the fossil mound in

Inquiry 18.1)2 shark teeth 1 plastic wide-mouthed container, with lid

(from Inquiry 18.1)1 plastic spoon1 black china marker

For each group of 4 students1 cup of gravel with lid, 296 mL1 cup of red sand with lid, 296 mL1 cup of all-purpose sand with lid, 296 mL 1 cup of black sand with lid, 296 mL 1 cup of diluted glue with lid, 296 mL


For the teacher2 boxes of patching plaster

Water*Mixing spoon*

1 bucket Petroleum jelly (optional)*

For each pair of students1 plastic wide-mouthed container, with lid

(from Inquiry 18.2)2 shells1 cup (296 mL) filled with 120 mL of patching

plaster (premixed by the teacher)

For each group of 4 students1 small resealable plastic bag of craft dough


PREPARATION

1. Label a transparency or sheet of newsprint“What We Know and Want to Know aboutFossils.”

2. Preview the Newton’s Apple DVD DinosaurExtinction.

3. Hang up the poster “Blast from the Past.” 4. The gray-white fossil-bearing mounds

must be presoaked in warm water forapproximately 3 hours before beginningInquiry 18.1. To do this, place each moundin a 473-mL wide-mouthed container andcover completely with warm water. Place alid on each container. Students will removethe softened mound from the water duringthe inquiry and use the container of water toclean their fossils.

NOTE The same 473-mL wide-mouthed con-tainer will be used in Inquiries 18.1, 18.2, and18.3. Only minimal cleaning of the container isnecessary between inquiries.




You may want to also set out fossil books for students to use as additional reference.To keep each group’s “Fossils Through Time”poster clean, plan to distribute the postersduring Inquiry 18.1 SG Procedure Step 4.

7. If you have access to one or more stereo-microscopes, set them out for “GettingStarted.”

NOTE There are recommended stopping pointsbetween each inquiry. However, you may findthat your students can complete more than one inquiry in a period. You could, for example,prepare Inquiry 18.1 and 18.2 for the first dayand plan to complete Inquiry 18.3 and theReflections during the second day. Then havestudents remove the plaster casts (ReflectionsStep 1) during Lesson 19.

Getting Started

1. Ask each pair of students to remove thelimestone rock from its plastic box andexamine it with a hand lens (or scope).Invite groups to discuss the properties ofthe rock.

2. Ask students to think about how this lime-stone was formed and how the impres-sions of the shells got on the rock. Discusstheir ideas as a class. Explain that thisrock, called fossiliferous limestone, is asedimentary rock formed from sedimentand the remains of ancient organismsdeposited over time in ancient seas.

3. Record what students know and want toknow about fossils.

4. Show students the DVD DinosaurExtinction.

5. Using the poster “Blast from the Past” asa visual aide, ask students to think aboutthe history of dinosaur extinction. Discuss

5. Each group of four students will get one boxof materials, and students will work in pairsof two to complete the inquiries. For eachgroup, prepare the materials as follows:

A. Fill two dropper bottles with water (onefor each pair of students). Cap the bot-tles tightly.

B. Dilute the white glue with water until itis half water and half glue. Fill one 296-mL cup with diluted glue for eachgroup of four students to share. Place alid tightly on the cup.

C. Fill three 296-mL cups with sand, each adifferent color, and one cup with gravel.Tightly cap each cup with a lid. Eachgroup of four students can share the setof four cups. You may want to place themin compartmentalized cardboard drinktrays to keep the cups from spilling.

D. Place approximately 240 mL of craftdough in a small resealable plastic bagfor each group of four students to share.

E. Prepare the plaster in the bucket justbefore students are about to beginInquiry 18.3. Follow the mixing direc-tions on the box. Note how much timeyou have before the plaster fully hard-ens. Each group of four students needsapproximately 120 mL of plaster. Placethe plaster in cups (296 mL) for easydistribution.

F. Place one fossiliferous limestone sampleand two hand lenses in each plastic box.Examine the fossils ahead of time. Notethat some samples will contain more fos-sils than others. Keep this in mind whenconducting the lesson.

F. Provide cleaning supplies and paper tow-els (wet and dry) and newspaper or othertable coverings to each group of students.

6. The materials kit has a “Fossils ThroughTime” poster for each group of four studentsand three Fossil Collection boxes for theclass to share. These items will help stu-dents identify fossils during Inquiry 18.1.



Getting Started

1. What do you already know about eclipses?What do you want to know about eclipses?Discuss these questions with the class.Your teacher may record your ideas.

2. Your teacher will set up a lamp in the center of the room. Stand with a partnerso that you can see your shadow. Workwith your class to examine how you andyour 7.5-cm sphere can cast shadows andcan block, or eclipse, light.

3. Relate what happened with the sphere towhat happens to the Moon and Earth dur-ing an eclipse. Record in your notebookwhat you think the terms “lunar eclipse”and “solar eclipse” mean.


For you1 copy of Student

Sheet 6.2a:Geometry ofEclipses

For you and your partner 1 white sphere,

7.5 cm 1 pencil (to support

the sphere)

For your group 1 Sun-Earth-Moon

Board™ 1 set of 8 rods,

labeled #1–#81 rod labeled “E”1 globe of Earth,

12 cm 1 Mini Maglite®

2 AA batteries1 white sphere,

3.5 cm 5 removable dots1 toothpick, 1 cm

of the tipModeling clay,bead-sized amount

1 foam sleeve(optional)


INTRODUCTIONHave you ever built a sandcastle on an oceanbeach only to find it washed away a few hourslater? Every 6 to 12 hours or so in most placesalong the shore, the water rises and falls in a regular cycle called “tides.” What causes thisphenomenon? In Lessons 14 and 15, you inves-tigated the effects of gravity on weight andorbital motion. In this lesson, which concludesPart 2 of the module, you will apply what youknow about gravity to the Sun-Earth-Moon sys-tem and to the occurrence of tides on Earth. Tobegin, you will read about the effect of tides onorganisms along the shore. You will brainstormwhat you know about ocean tides. Consider howthe relative position of the Sun, Earth, and Mooncauses ocean tides on Earth. How do the times of high and low tide along the Atlantic Oceanchange each day and throughout the month? Is there any relationship between moonrise and

16Gravity and Tides

LESSON

OBJECTIVES FOR THIS LESSON

Graph and analyze patterns in the timesand heights of tides, moonrise andmoonset times, and phases of the Moonalong Virginia Beach.

Draw conclusions about the cause andoccurrence of tides.

Consider whether tidal processes existon other planets and moons.

Summarize and organize informationabout Pluto and compare Pluto to other planets.

Ocean tides along the shore rise and fall throughout the

day under the influence of the Moon and Sun’s gravitational

pull on Earth. The height of an ocean tide depends on its

location on Earth. Can you see evidence of the Sun’s and

Moon’s tidal effects on Earth’s ocean in this photograph?

DAN

AN

D M

ARC

I R

IVER

A, ©

2000

Earth SG 16:Earth SG 16 9/14/09 4:21 PM Page 244


Getting Started

1. Read “Marching to the Beat of Tides.”Discuss with your class the following ques-tion and give one example of an organismthat is affected by tidal rhythms. Whydoes the story say that tides are likeclocks?

2. Record in your science notebook whatyou already know about ocean tides.

3. Share your ideas within your group orwith the class.

4. Examine the water-filled balloon that yourteacher is holding. Observe its shape. Avolunteer will trace the shadow of the balloon onto the board.

5. Watch as your teacher removes the handthat supported the balloon, and holds theballoon by its neck. Again, a volunteer will trace the shape of the balloon on theboard. How did the balloon’s shape changeunder the influence of the “pull” of yourteacher’s hand and Earth’s gravity?Discuss your observations.

MATERIALS FORLESSON 16

For you1 copy of Student

Sheet 16: Bode’s Law

1 sheet of graphpaper

1 working copy ofStudent Sheet10.1c: PlanetaryChart

For your group1 copy of Inquiry

Master 16.1a:Earth’s Tidal Bulge(copied onto bluecardstock)

1 Sun-Earth-MoonBoard™

1 set of 8 rods,labeled #1–#8

1 rod labeled E1 globe of Earth1 Mini Maglite®

2 AA batteries1 white sphere,

3.5 cm1 pair of scissors

moonset times and tides? Does the phase of theMoon affect tides? In this lesson, you will discoveranswers to these questions.

Earth SG 16:Earth SG 16 9/14/09 4:21 PM Page 245


LESSON 17 AS T E R O I D S , CO M E T S, A N D ME T E O R O I D S

Inquiry 17.1Examining Asteroids

PROCEDURE

1. In the program Explore the Planets,review the Asteroids segment in the “Tourthe Planets” section. Discuss the conceptswith your class.

2. Make general observations about theasteroids shown on the program. Lookback at Lesson 12. How do you thinkBarringer (Meteor) Crater and the craterson the surface of asteroids Gaspra and Idawere formed? Discuss or record yourideas, as instructed by your teacher.

REFLECTING ON WHAT YOU’VE DONE

Answer the following questions in your sciencenotebook, and be prepared to discuss yourideas with the class:

A. How and when do scientists thinkasteroids may have formed?

B. Why do you think the belt of asteroidsexists between Jupiter and Mars?

C. How are the orbits of asteroids similarto, or different from, planetary orbits?

Inquiry 17.2Studying Asteroid Impact

PROCEDURE

1. Read “A Fiery Necklace.” How did Dr. Eugene Shoemaker contribute to theunderstanding of asteroid and cometimpacts? Record your ideas in your notebook.

REFLECTING ON WHAT YOU’VE DONE

1. In your notebook, record your ideas tothe following, and be prepared to discussthem with your class:

A. How has Earth’s history been influ-enced by occasional natural catastrophes,such as asteroid impacts?

B. An asteroid impact is considered a nat-ural hazard on Earth, but it is not consid-ered a natural hazard on any other planetor moon. Given this information, howwould you define “natural hazard?”

C. What is the scientist’s role in forecast-ing asteroid and comet impacts?

D. What challenges do scientists face whenthey forecast asteroid or comet impacts?

E. What is the scientist’s role in reducingthe risks of such an event?

Earth SG 17:Earth SG 17 9/14/09 4:26 PM 0


INTRODUCTIONAn enormous rock falls from the sky—appearingto come from nowhere. Flames of orange engulfthe land. All life near the point of impact isdestroyed instantly. Particles of melted rock,dust, and debris hover like a dusty blanket andeventually fall back to the planet’s surface.

This may sound like a scene from a sciencefiction movie, but this describes an event thattook place again and again throughout Earth’sgeological history—an asteroid impacting theplanet. In fact, scientists now think that a largeasteroid hit Earth 65 million years ago andcaused the extinction of the dinosaurs and manyother organisms that inhabited Earth at thattime. How do scientists know which organismsdied and which survived? They examined thefossils contained in rocks dating from that time.In this lesson, you will explore how fossils helpus trace the history of asteroid and cometimpacts on Earth.

18Fossils as Evidence of Asteroid Impact

LESSON

OBJECTIVES FOR THIS LESSON

Analyze what the properties of afossilized rock tell us about how therock formed.

Brainstorm what you know and want toknow about fossils.

Watch a DVD about the relationshipsamong fossils, dinosaur extinction, andasteroid impact.

Model fossil excavation, identification,and formation.

An asteroid impact in what is now Mexico may

have caused the mass extinction of many

organisms, including the dinosaurs.

ARTI

ST:

DO

N D

AVIS

/NAT

ION

AL A

ERO

NAU

TIC

S A

ND

SPA

CE

ADM

INIS

TRAT

ION

Earth SG 18:Earth SG 18 9/15/09 9:24 AM Page 290


Getting Started

1. Remove the limestone rock from yourgroup’s plastic box of materials. With your group, examine it with a hand lens.Discuss the properties of the rock.

2. How do you think this rock formed? Howdid the imprints of the shells get on therock? Discuss your ideas with the class.

3. Brainstorm with the class what you knowand want to know about fossils.

4. Watch the DVD Dinosaur Extinction.

5. Discuss as a class how the properties ofrocks can help scientists learn moreabout the history of a planet. Considerthe following:

What did scientists conclude by lookingat the layers of the earth in Mexico?

Why are rocks and fossils important forscientists who study the history of aplanet?

MATERIALS FORLESSON 18

For you1 pair of disposable

gloves

For your group1 sample of

fossiliferouslimestone

2 hand lenses1 black china marker

Earth SG 18:Earth SG 18 9/15/09 9:24 AM 1

carolina biological supply company

Documents