earth science unit 1 introduction and mapping skills
TRANSCRIPT
Earth Science Unit 1
Introduction and Mapping Skills
Suggested Time: 3 Weeks
During this unit, the students will gain an understanding of the scope of earth science as a survey
of astronomy, meteorology, geology, and oceanography. In addition, it is very important that
students review the scientific method that has been emphasized during their prior science
experiences and plan and conduct scientific investigations using inquiry methods and skills.
They should learn the importance of data collection and the analysis of data through practical lab
experiences. Students should gain experience in using metric units of measure and graphing
data. Safety rules and skills should be introduced in this unit and infused throughout the year.
The second part of this unit gives the students an introduction to mapping. Students will learn
how to read and interpret maps, globes, charts, and imagery. A review of cardinal direction, map
scales, map legends, and latitude and longitude are essential. Time measurement is taught in this
unit but is not a skill that is tested on the VA SOL test in earth science.
A performance assessment on scientific investigation and mapping should be introduced early in
this unit so that students may work on it throughout the unit. The resource is Performance
Assessment in Earth Science – Unit 1 from the Glencoe supplement entitled Performance
Assessment in Earth Science, pp. 1-4. Teachers should familiarize themselves with this activity
before planning the unit.
BIG IDEAS:
Scientific progress is made by
asking meaningful questions
and conducting investigations.
The world can be represented
and studied through the use of
scientific models.
The Earth is a dynamic system
where atmospheric, geological,
oceanographic, and biological
processes interact.
STAGE 1 – Desired Results
UNIT 1 BIG IDEAS:
Scientific progress is made by asking meaningful questions and conducting investigations.
The world can be represented and studied through the use of scientific models.
The Earth is a dynamic system where atmospheric, geological, oceanographic, and biological processes interact.
Enduring Understandings: Essential Questions:
Science involves a systematic approach to problem solving.
Rapid advances in technology improve our knowledge of Earth.
Many science disciplines are involved in the study of Earth
Science.
How does studying Earth systems and processes allow us to understand
the world around us?
How does systematic problem solving allow scientists to gather and
communicate newfound knowledge?
Instructional Focus Standards of Learning Essential Knowledge and Skills Virginia Beach Objectives
Virginia Department of Education Expectations
1.1 The Scope of
Earth Science
Define Earth science as a
collection of studies including
geology, meteorology,
oceanography, and astronomy.
(1.1.1)
Explain how the Earth is a
dynamic system incorporating
knowledge of the atmosphere,
lithosphere, biosphere and
hydrosphere. (1.1.2)
1.2
Experimentation
and Safety
ES.1 The student will plan
and conduct
investigations in which
a) volume, area, mass,
elapsed time, direction,
temperature, pressure,
measure mass and volume of regular and
irregular shaped objects and materials using
common laboratory tools, including metric
scales and graduated cylinders.
apply the concept of mass per unit volume
Identify safety rules for the
classroom and lab. (1.2.1)
Discuss emergency procedures
(fire drills, etc.) with emphasis on
responsible behavior. (1.2.2)
distance, density, and
changes in
elevation/depth are
calculated utilizing the
most appropriate tools;
b) technologies, including
computers, probeware,
and geospatial
technologies, are used to
collect, analyze, and
report data and to
demonstrate concepts and
simulate experimental
conditions;
c) scales, diagrams, charts,
graphs, tables, imagery,
models, and profiles are
constructed and
interpreted;
e) variables are manipulated
with repeated trials; and
f) current applications are
used to reinforce Earth
science concepts.
ES.2 The student will
demonstrate an
understanding of the
nature of science and
scientific reasoning
and logic. Key concepts
include
a) science explains and
and calculate density without being given a
formula.
record data in systematic, properly-labeled,
multicell tables, and using data, construct
and interpret continuous line graphs,
frequency distributions, bar graphs, and
other explicating graphics that present a
range of parameters, relationships, and
pathways.
interpret data from a graph or table that
shows changes in temperature or pressure
with depth or altitude.
analyze how natural processes explain
multiple aspects of Earth systems and their
interactions (e.g., storms, earthquakes,
volcanic eruptions, floods, climate,
mountain chains and landforms, geological
formations and stratigraphy, fossils) can be
used to make predictions of future
interactions and allow scientific
explanations for what has happened in the
past.
make predictions, using scientific data and
data analysis.
use data to support or reject a hypothesis.
differentiate between systematically-
obtained, verifiable data and unfounded
claims.
evaluate statements to determine if
systematic science is used correctly,
consistently, thoroughly, and in the proper
context.
distinguish between examples of
Demonstrate safe techniques when
using science equipment. (1.2.3)
Use appropriate tools and identify
SI units of measurement to gather
and analyze data in a scientific
investigation. (1.2.4)
Construct and interpret data from
multiple types of graphs,
diagrams, models and tables.
(1.2.5)
Create and conduct an original
investigation with multiple trials;
Create and test a hypothesis (1.2.6)
Analyze how natural processes
explain multiple aspects of Earth’s
systems and their interactions
using the Scientific Method.
(1.2.7)
Collect evidence (observational or
experimental) to reach a
conclusion about a natural process;
predict future outcomes; or
support, refute or improve
scientific theories. (1.2.8)
Compare and contrast hypotheses,
theories and scientific laws using
logic to distinguish between
examples of observations and
inferences. (1.2.9)
Use computers, probe ware, and
geospatial technologies to collect,
analyze, and report data. (1.2.10)
Differentiate between
predicts the interactions
and dynamics of complex
Earth systems;
b) evidence is required to
evaluate hypotheses and
explanations;
c) observation and logic are
essential for reaching a
conclusion; and
d) evidence is evaluated for
scientific theories.
observations and inferences.
explain how scientific methodology is used
to support, refute, or improve scientific
theories.
contrast the formal, scientific use of the term
“theory” with the everyday nontechnical
usage of “theory.”
compare and contrast hypotheses, theories,
and scientific laws. For example, students
should be able to compare/contrast the Law
of Superposition and the Theory of Plate
Tectonics.
systematically obtained data
(verifiable) and unfounded claims.
(1.2.11)
1.3 Mapping ES.1 The student will plan
and conduct
investigations in
which
d) maps and globes are read
and interpreted, including
location by latitude and
longitude;
interpret landforms, water features, map
scale, horizontal distance between points,
elevation and elevation changes, latitude
and longitude, human-made structures and
other pertinent features on 7.5 minute
quadrangles on topographic maps.
construct profiles from topographic
contours.
use latitude and longitude down to minutes,
with correct north-south and east-west
designations, to locate points on a map.
Interpret maps including legends,
symbols, colors, scale and
distance. (1.3.1)
Locate and identify points and
directions on maps, globes and
charts using latitude and longitude
(down to minutes), cardinal
direction and alphanumeric
system. (1.3.2)
Using a 7.5 minute quadrangle
topographic map, interpret
landforms, water features, human-
made structures, elevation, map
scale, and gradient. (1.3.3)
Create a contour profile based on a
topographic map. (1.3.4)
Students will know… Students will be able to…
Earth science is a collection of studies including
geology, meteorology, oceanography, and
astronomy.
Earth is a dynamic system incorporating knowledge
of the atmosphere, lithosphere, biosphere and
hydrosphere.
It is important to know and practice safety
procedures.
Scientific investigations require standard measures
and consistent, reliable tools.
Information and data collected can be organized and
expressed in the form of charts, graphs, and
diagrams.
Modern instrumentation for data collection includes
probeware interfaced to computers or graphing
calculators, digital cameras with imaging software,
and global positioning systems (GPS).
It is necessary to devote time and mental energy to
carefully study data for relationships and patterns.
Careful interpretation of the data allows us to more
easily defend our findings.
Experiments are designed to test hypotheses.
Hypotheses are tentative explanations that account
for a set of facts and can be tested by further
investigation.
Any valid hypothesis can be tested.
Hypotheses can be supported, modified, or rejected
based on collected data.
Changing relevant variables will generally change
the outcome of an experiment.
Conclusions are only as good as the quality of the
collected data. They should be based on a data set to
verify whether the conclusion is supported. This
involves references to the data that specifically
support findings and established conclusions.
Scientific laws are generalizations of observational
data that describe patterns and relationships. Laws
may change as new data becomes available.
Scientific theories are systematic sets of concepts
that offer explanations for observed patterns in
nature.
Theories provide frameworks for relating data and
guiding future research. Theories may change as
new data become available.
Any valid scientific theory has passed tests designed
Recognize that system models are
helpful in understanding and
predicting the interrelatedness of the
Earth processes in the Earth system.
Work safely in the science laboratory
and execute emergency procedures
safely.
Select appropriate tools to determine
distance, volume, mass, time,
temperature, and pressure.
Make precise and consistent
measurements of distance, volume,
mass, temperature, and pressure in the
laboratory.
Calculate density as the ratio of mass
to volume.
Interpret data from a graph or table
that shows changes in mass, density,
or temperature with time.
Interpret data from a graph or table
that shows changes in temperature or
pressure with depth or altitude.
Use scientific methodology and
principles of experimental design to
design and test a hypothesis.
Construct hypotheses to predict the
relationship between the independent
variable and the dependent variable.
Use data to support or reject a
hypothesis.
Construct a graph, table, and/or
diagram from collected data.
Formulate conclusions that are
supported by the gathered data.
Make predictions using scientific data
and data analysis.
Explain how the scientific method is
used to validate scientific theories.
Compare and contrast hypotheses,
theories, and scientific laws. For
example, compare and contrast the
Law of Superposition and the Theory
of Plate Tectonics.
Read and interpret maps, including
legends, symbols, colors, scale and
to validate it. Maps are drawn to scale. Scale relates
to actual distance and indicates how the map’s
features compare in size with Earth’s surface.
Distances on a map are determined by using a
variety of scales.
Symbols are used on maps to represent physical
features such as rivers, lakes, mountains, or plains.
Symbols can also be used to represent human-made
features such as highways, cities, or airports.
A map legend, or key, is a list of symbols used on a
map and an explanation of their meaning.
The locations of places on Earth are pinpointed
through a grid of imaginary lines on maps and
globes known as latitude and longitude. Latitude
determines a location by measuring north or south of
the equator. Longitude measures east or west of the
Prime Meridian.
Topographic maps relate to actual 3-D landforms,
both natural and man-made. Contour lines on
topographic maps show slope and elevation.
Time zones are based on location and influence
global communication and travel.
The Global Positioning satellites orbit Earth and
send signals that can be picked up by a user’s
receiver to determine position on Earth.
Air photos and satellite images relate to actual 3-D
landforms and may show physiological features and
elevation of a particular area.
Aerial photography allows mapmakers to study
photographs of land areas and determine the
contours of the land. Satellite technology gives an
even broader view of Earth by gathering data from
broad areas of Earth’s surface.
distance.
Locate and identify points and
directions on maps, globes and charts
using latitude and longitude (down to
minutes), cardinal direction and
alphanumeric system.
Construct profiles from topographic
contours.
Interpret contour lines on a
topographic map.
Determine elevation on a topographic
map.
Compare topographic maps of
different scales.
Using a 7.5 minute quadrangle
topographic map, interpret landforms,
water features, human-made
structures, elevation, map scale, and
gradient.
Collect, analyze, and interpret data
collected from GPS technology.
Stage 2- Assessment Evidence
Title of Performance Assessment City Planner
Description of Assessment Task In this performance assessment, students are asked to design three different hiking trails according to specific
criteria that serve different purposes. Students will explain and defend their decision for each trail for City
Council. The performance assessment consists of two components. In part A, students create an experiment
and demonstrate understanding of SOL ES 1.a, b, c, and d. In part B, students apply knowledge of SOL ES
1.e by analyzing and evaluating map features to determine best use of area recreational use in real world
application.
Standards of Learning SOL ES.1.a-e
Virginia Beach Objectives ES 1.2.8
ES 1.2.10
ES 1.3.1
ES 1.3.2
ES 1.3.3
ES 1.3.4
Science Practices In this performance task student will define the problem (engineering) from the information City Council has
requested. By using models and computational thinking, students will have the opportunity to engage in
crosscutting concepts. Additional science practices contained in this performance assessment are:
Planning investigations
Designing solutions
Engaging in argument from evidence
Obtaining, evaluation, and communicating information
4 C’s In this task, students will apply scientific principles to solve real-world problems with identified criteria
(critical thinking) with peers (collaboration). Students will also construct their defenses for City Council in
writing (communication) as well as construct a trail that follows recommended sustainability guidelines
(creativity).
Assessment Outcomes/Performance Expectations Analyze topographic maps
Create a topographic profile between two points on a map
Determine the distance between two points on a map using the scale
Interpret landforms, water features, map scale, horizontal distance between points, elevation and elevation
changes, and human made structures
Determine what data needs to be collected based on investigative questions
General Teacher Instructions Teachers should allow one to two blocks (90-180 minutes) for students to complete the assessment. Students
may work in groups. It is recommended that homogeneous grouping of 2 to 3 students be used. Prior to
students working on the assessment, teachers should spend a few minutes discussing the performance
expectations and the rubric. Students will need to be familiar with how to read a topographic map and how to
use a map scale and compass rose, basic knowledge of topography and topographic contours and know how
symbols are used on topographic maps. Student products will contain a plan for analyzing soil and a written
explanation for part A and a data sheet, correct profile, and trails added to the map for part B. Teachers may
modify the task or break the task into smaller chunks to be assesses at various points in the unit. It is
recommended that students and the teacher conference often throughout the assessment with students taking
feedback into account before turning in the final product.
Calibration for Scoring Student Work and Examination of Data
Scoring performance based assessments should occur in PLC’s. Research shows that when teachers “use,
score, and discuss results of high-quality performance assessments over time, both teaching and learning
improve” (Darling-Hammond, 2014, p. 11). It is recommended that teams follow the Team Protocol for
examining data found on the Secondary Science SharePoint site. A summary is also included below.
One person serves as the facilitator and shares an overview of the process.
Each team member is given 5-7 minutes to look over a sample of student responses (teachers may choose to look
over 3 or 4 very strong responses and 3 or 4 weaker responses). Each team member reflects on the following and
then shares their thoughts with the group:
o I wonder if…
o I predict that…
o Some possibilities for learning that the data might offer are…
After all members have shared their thoughts, they are provided 8-10 minutes to jot down their observations:
o What do you observe in the responses?
o What important points in the responses initially “popped out” at you?
o What patterns or trends did you notice?
o What surprising or unexpected features are present in the responses?
The team shares their responses to the above questions for 5-10 minutes.
The team chooses three student responses to evaluate as a team. Each teacher evaluates the responses based on
grading criteria established and provided in this document for 5-10 minutes.
Each team member takes turns discussing each responses, how the response was evaluated, and why. The team
discusses any discrepancies in grading and decides on how the performance assessment task will be evaluated. The
purpose of this step is to overcome rater bias.
Next, teachers grade their student’s responses and bring data to the meeting on a different date.
On the second meeting, teachers discuss the results. Teachers are provided with 5-10 minutes to reflect on the
following question: “What are the implications for teaching, learning, and improving student achievement in the
area(s) we have been examining?” The purpose of this step is to make connections between what needs to be done,
what should be changed, and what is working. The following questions should be taken into account as team
members individually record their ideas:
o What have we learned from the data?
o What steps should be taken next?
o What are appropriate strategies or solutions that will address the needs implied in the data?
o What does the dialogue make you think about in terms of your own practice?
o In what areas should we change what we are doing?
o What other data or information would help us determine if our solutions are working?
After individual think time, the team engages in dialogue for 10-15 minutes in which all members share their
thoughts. Each idea is considered and recorded on chart paper.
Team members take another 5-10 minutes to form consensus on one or two major issues identified and one or two
strategies to address these issues. The team also decides upon the method(s) to be used to assess whether the
strategies have successfully addressed the issues.
Materials Student handouts, rulers, coloring pencils, calculator, access to computers or lap tops (optional)
Resources Impact of hiking trails on the environment: http://www.cabi.org/leisuretourism/news/16160
Sample information students may include in data sheet describing the length of trail and other interesting features:
http://www.pickatrail.com/
Video on how to read a topographic map: https://www.youtube.com/watch?v=AfmoFY2zyes
Pathways to trail building handbook: http://atfiles.org/files/pdf/TNpathways.pdf
Core elements of sustainable trails: http://www.americantrails.org/resources/trailbuilding/MAsustain.html
Trail surfacing options: http://atfiles.org/files/pdf/AltaTrailSurface.pdf
Assessment Task with Student Directions See next page.
City Planner Performance Assessment
Trail design is one of the most important factors to insure that the route offers optimum scenic, geologic,
historic, cultural and biological sites to provide a variety of diverse habitats for the trail user to experience.
Trail design is the critical connection to make the trail sustainable, to reduce impacts to the natural
environment, and to minimize future trail maintenance. City Council has requested that you plan three hiking
trails, each with a different difficulty level in the Campedo community. Most visitors to the mountain like to
camp and hike from the camp site. City Council has given you several criteria that must be followed to
develop the trail system. Your success as a planner depends on the attention to detail you use. Read through
all of the parts before proceeding.
PART A:
City Council will require answers to the following questions so be prepared to write a written response to the
council before the presentation: 1. Scientists describe soil based on color, texture, and consistency. You will need to create an experiment so that
you may use the data from soil test to identify the soil type (you will not need to carry this out until the plan is
approved but council will ask you to provide them with a plan on what data you will need to collect, how, and
why).
2. Where is it easiest to build the hiking trails and why? What areas are unsafe and why?
3. Justify why you decided to create a hiking trail at each location.
4. What did you have to take into account when you planned the hiking trails?
PART B:
All trails must meet the following criteria:
Easy access from a camp site and be connected to at least one other camp site
Be connected to at least one existing trail
A data sheet describing the length of trail and any other interesting features
Begin and end at the same camp site
Correct profile between the camp site and the farthest point on the trail
Determination of which trail surface will be used with a justification supporting the use of the surface including
total cost per trail. (use the alpa planning and design tool: http://atfiles.org/files/pdf/AltaTrailSurface.pdf)
Be sustainable as described by the National Park Service:
o Supports current and future use with minimal impact to the area’s natural systems.
o Produces negligible soil loss or movement while allowing vegetation to inhabit the area.
o Recognizes that pruning or removal of certain plants may be necessary for proper trail construction and
maintenance.
o Does not adversely affect the area’s wildlife.
o Accommodates existing use while allowing only appropriate future use.
o Requires little rerouting and minimal trail maintenance.
Level 1 trail needs to include the following:
Wheelchair access
Be no longer than 3 Km
Be paved and have rest stops with benches no farther than .5Km apart
Level 2 trail needs to include the following:
Be no longer than 6 Km
Be a looping trail
Level 3 trail needs to include the following:
Be between 6 and 18 Km
Contain a significant increase in elevation
Your responses (on a separate sheet):
1. List all action items City Council has requested of you:
2. Construct a plan for each action item and write a detailed justification for City Council.
3. In different colors, add the trails to the map. Be sure to add this to the key.
Campedo Community
Map Source: Holt Science and Technology Inquiry Labs
Trail surface options
Source: http://atfiles.org/files/pdf/AltaTrailSurface.pdf
Trail surfacing materials matrix:
Source: http://atfiles.org/files/pdf/AltaTrailSurface.pdf
Source: http://atfiles.org/files/pdf/AltaTrailSurface.pdf
Source: http://atfiles.org/files/pdf/AltaTrailSurface.pdf
Source: http://atfiles.org/files/pdf/AltaTrailSurface.pdf
City Planner Performance Assessment
RUBRIC
Performance Expectations:
Analyze topographic maps
Create a topographic profile between two points on a map
Determine the distance between two points on a map using the scale
Interpret landforms, water features, map scale, horizontal distance between points, elevation and elevation
changes, and human made structures
Determine what data needs to be collected based on investigative questions
4 Development: The writer provides accurate, specific, and purposeful scientific facts and
concepts that are extended and expanded to fully explain the topic.
Organization: The writer establishes an organizational plan and consistently maintains it.
Task Components: The writer provides all information requested accurately and in full
detail.
Language: The writer consistently provides scientific vocabulary and language choices to
enhance the task. There are no errors in the mechanics (spelling and grammar)
3 Development: The writer provides scientific facts and concepts that adequately explain the
topic with some extension of ideas. The information is usually accurate and purposeful.
Organization: The writer establishes and maintains an organizational plan, but the plan may
have some minor flaws.
Task Components: The writer provides most information requested accurately and in full
detail.
Language: The writer frequently provides scientific vocabulary and uses language choices to
enhance the task. There are a few errors in the mechanics (spelling and grammar).
2 Development: The writer provides scientific facts and concepts that inadequately explain the
topic. The information is sometimes inaccurate, general, or extraneous.
Organization: The writer generally establishes and maintains and organizational plan.
Task Components: The writer provides most information requested accurately with some
details missing.
Language: The writer sometimes provides scientific vocabulary and uses language choices
to enhance the text. There are significant errors in mechanics (spelling and grammar).
1 Development: The writer provides insufficient scientific facts and concepts to explain the
topic. The information provided may be vague or inaccurate.
Organization: The writer either did not establish an organizational plan, or if an
organizational plan is established, it is only minimally maintained.
Task Components: The writer provides information requested with errors and missing
details.
Language: The writer seldom, if ever, provides scientific vocabulary and uses language
choices to enhance the text. There are many errors in the mechanics (spelling and grammar).
Comments
Goals
Actions
Modified from Assessments in Science Education, Corwin Press, 2014.
City Planner Performance Assessment
SELF-ASSESSMENT and REFLECTION
1. What process did you go through to produce this product?
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2. Which performance expectations did you meet? What evidence do you have that you mastered
them?
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3. How would you rate your work using the rubric on the previous page? What do you need to take
into account next time?
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4. What did you learn through the performance task that can inform your future work?
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5. What does this piece reveal about you as a learner?
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6. One thing I would like to improve upon is…
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Other assessment suggestions:
Introduction to Data Collection
Data collection is a very important part of science. Meteorologists collect weather data over time to keep an historical record and to help make forecasts. Oceanographers collect data on the salinity (saltiness) of seawater to study changing trends in our Earth’s oceans. While data have been collected by hand for thousands of years, the technology to collect data electronically has been around for fewer than 80 years. Only in the last 20 years has this technology been available to schools.
This experiment was designed to introduce you to two of the most common modes of data collection that will be used in this class. Part I will guide you through collecting and analyzing data over time. A Temperature Probe will be used to record the temperature of water for 60 seconds at a rate of one sample per second. In Part II, you will collect data using a mode called Events with Entry. This style of data collection allows you to collect one point of data, then will ask you to enter a corresponding value. In this experiment, the data collected will be the temperature of your hand and the value you enter will be your assigned group number.
OBJECTIVES
In this experiment, you will
Become familiar with the Data Pro program. Use a handheld and a Temperature Probe to make measurements. Analyze a graph of the data. Use this graph to make conclusions about the experiment. Determine the response time of a Temperature Probe.
MATERIALS
LabPro interface two 250 mL beakers Palm handheld cold tap water Data Pro program hot tap water Temperature Probe ice
Figure 1
PROCEDURE
Part I Time Graph
1. Place about 100 mL of tap water into a 250 mL beaker. Add two or three ice cubes.
2. Plug the Temperature Probe into Channel 1 of the LabPro interface. Connect the handheld to the LabPro using the interface cable. Firmly press in the cable ends.
3. Place the Temperature Probe into the cold water and stir briefly. Then position the probe in the cold-water beaker as shown in Figure 1. Note: Make sure the beaker will not tip over from the weight of the Temperature Probe.
4. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon on the Applications screen. Choose New from the Data Pro menu or tap to reset the program.
5. Set up the handheld and interface for the correct Temperature Probe.
a. On the Main screen, tap .
b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 6. If it does not, continue with this step to set up your sensor manually.
c. Tap to select Channel 1.
d. Press the Scroll buttons on the handheld to scroll through the list of sensors.
e. Your teacher will tell you which type Temperature Probe you have. Choose the correct Temperature Probe (in °C) from the list of sensors.
6. Set up the handheld and interface for data collection.
a. While still on the Setup screen, tap .
b. Enter “2” as the time between samples in seconds, using the onscreen keyboard (tap “123”) or using the Graffiti writing area.
c. Enter “30” as the number of samples. (The length of the data collection will be 1 minute.)
d. Tap twice to return to the Main screen. 7. Place about 150 mL of hot water into a second 250 mL beaker.
Note: In Step 9, you will switch the Temperature Probe from the cold water to the hot water at exactly 10 seconds after you have begun data collection. This will be done as the fifth data point appears on the handheld screen (5 X 2 seconds = 10 seconds).
8. When everything is ready, tap to begin data collection. Do not stir or move the water.
9. When exactly 10 seconds have gone by (when the fifth data point appears on the handheld screen), quickly move the Temperature Probe to the beaker containing hot water and continue data collection. Do not stir the water or move the Temperature Probe during the remainder of the data collection period.
10. Data collection will stop automatically after 60 seconds.
11. Remove the Temperature Probe from the beaker and dry it with a paper towel. made. To scale the time axis from 0 to 150 seconds instead of the present scaling, click the mouse on the “60” tickmark at the right end of the axis. In the edit box that appears, type in “100” and press the ENTER key.
12.Determine the elapsed time when the highest temperature was reached.
a. When data collection is complete, a graph of temperature vs. time is displayed. To examine the data pairs on the displayed graph, tap or any data point.
b. As you move the examine line, the temperature values of each data point are displayed to the right of the graph. Find the highest temperature.
c. Record this temperature (round to the nearest 0.1°C) and the time when it was first reached in the data table.
13. Sketch or print copies of the graph as directed by your teacher.
14. You can confirm the time when the highest temperature was reached by viewing the data lists directly.
a. On the Graph screen, tap (near the bottom of the screen) or (in the upper-left of the screen) to view the data lists.
b. Find the time when the highest temperature was first reached. Did you get the same time both ways?
c. Tap to return to the Graph screen when you have finished viewing the data lists.
Part II Events with Entry
15. On the Graph screen, tap to return to the Main screen.
16. Set up the handheld and interface for the correct Temperature Probe.
a. On the Main screen, tap .
b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 17. If it does not, continue with this step to set up your sensor manually.
c. Tap to select Channel 1.
d. Press the Scroll buttons on the handheld to scroll through the list of sensors.
e. Choose the correct Temperature Probe (in °C) from the list of sensors.
17. Set up the handheld and interface for data collection.
a. On the Setup screen, tap , then choose Events with Entry.
b. Enter the Entry Label (Member) and leave the Unit field blank. You can enter this information using the onscreen keyboard (tap “abc”), or by using the Graffiti writing area.
c. Tap twice to return to the Main screen.
18. Number the members of your group by age with the oldest being number one. Record the names in the data table. Add more lines if needed.
19. Tap to begin data collection.
20. Measure the hand temperature of the first group member.
a. Group member number one should pick up the Temperature Probe and hold its tip in the palm of his/her hand as shown in Figure 2.
b. Watch the live temperature readout. When the temperature stops rising, press .
Figure 2
c. You will be prompted to enter a number. Enter “1” as the student’s group member number (using the numerical keyboard displayed on the screen), then tap . The temperature and group member number have been saved.
21. Cool the Temperature Probe down by placing it in the cold water from Part I. Monitor the
temperature on the screen and remove it from the water when the temperature reaches 25°C.
22. Pass the Temperature Probe to the second group member and repeat Step 20, entering “2” for the group member number.
23. Repeat Steps 20 – 22 until every group member has his/her hand temperature recorded.
24. Tap when you have finished collecting data, then tap to view a graph of temperature vs. group member number.
25. Determine each person’s hand temperature by using one of the methods described in Steps 12 and 14. Record the values in the data table.
26. Sketch or print copies of the graph as directed by your teacher.
DATA
Part I Time Graph
Maximum temperature
(°C)
Elapsed Time (s)
Part II Events with Entry
Group
Member Number
Group Member Name Maximum
temperature (°C)
1
2
3
4
5
6
Group Average
PROCESSING THE DATA
Part I Time Graph
1. Describe the appearance of your graph in Part I.
2. Why is time plotted on the horizontal axis in this experiment?
3. Why is temperature plotted on the vertical axis?
4. Determine the Temperature Probe’s response time. To do this, use your data to find how long it took for the Temperature Probe to reach the maximum temperature after moving it from the cold water to the hot water.
5. Explain how you determined your answer to Question 4.
Part II Events with Entry
6. Calculate your group’s average for the maximum temperatures. Record the result in the data table.
7. Who had the hottest hand?
8. Who had the coldest hand?
Where IS North?
It depends. Do you mean geographic north or magnetic north? The geographic (true) north pole is the point at 90o N latitude. It is aligned with the rotational axis of the Earth. The Earth is surrounded by a magnetic field with a north and south magnetic pole. The magnetic north pole is the point to which a compass needle points. It is currently in northern Canada, but moves at an average rate of 15 km per year due to complex fluid motion in the outer core of Earth. Depending on your location, the difference between magnetic north and geographic north, called magnetic declination, can range from 0o to 30o.
Similar to a bar magnet, the Earth is surrounded by 3-dimensional magnetic field lines. The field lines of the Earth start near the south pole, curve around in space and converge again near the north pole. A compass needle aligns itself along the direction of the magnetic field lines. Magnetic inclination, or dip angle, is the angle that the Earth’s magnetic field makes with the horizontal plane at a specified location. Magnetic inclination is 0o at the magnetic equator and 90o at each of the magnetic poles.
The Earth’s magnetic field is used by many animals to determine direction. Every location on Earth has its own unique combination of magnetic field intensity and inclination. The Loggerhead turtle detects magnetic field intensity and magnetic inclination and uses this information on its 10 year migration around the Atlantic Ocean. Many birds use both stars and the magnetic field of the Earth to navigate. The birds can detect magnetic inclination. Birds in the northern hemisphere follow a line of decreasing dip angle that guides them on their southerly migration path.
In Part I of this experiment, you will measure the magnetic field of the Earth. You will use this data to determine magnetic north. Knowing the direction of true north, you will calculate the magnetic declination at your location. In Part II you will measure the magnetic inclination of your location.
OBJECTIVES
In this experiment, you will
Use a Magnetic Field Sensor to measure the magnetic field of the Earth. Calculate magnetic declination for your location. Measure the magnetic inclination of your location.
MATERIALS
LabPro interface ruler Palm handheld degree wheel Data Pro program pointer Vernier Magnetic Field Sensor tape protractor
PROCEDURE
Earth’s magnetic field
Part I Finding Magnetic North
1. Tape the pointer on top of the white dot of the magnetic Field Sensor and bend it so that it is perpendicular to the sensor as shown in Figure 1.
2. Plug the Magnetic Field Sensor into Channel 1 of the LabPro interface. Connect the handheld to the LabPro using the interface cable. Firmly press in the cable ends. Set the switch on the sensor to the HIGH x 200 amplification setting.
3. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon on the Applications screen. Choose New from the Data Pro menu or tap to reset the program.
4. Set up the handheld and interface for the Magnetic Field Sensor.
a. Tap .
b. If the handheld displays MAGNET F(mT) in CH1, proceed directly to Step 5. If it does not, continue with this step to set up your sensor manually.
c. Tap to select Channel 1.
d. Choose MAGNETIC FIELD HI(mT) from the list of sensors. 5. Set up the handheld and interface for data collection.
a. On the Setup screen, tap , then choose Events with Entry.
b. Enter the Event Label (Position) and Unit (deg). You can enter this information using the onscreen keyboard (tap “abc”), or by using the Graffiti writing area.
c. Tap twice to return to the Main screen. 6. Place the tip of the Magnetic Field Sensor on the center of the degree wheel with the pointer
pointing toward 0o. Hold the sensor vertically.
7. Tap to begin data collection.
8. Measure the magnetic field at the zero degree position.
a. When the magnetic field readings displayed on the screen stabilize, tap .
b. Enter “0” (the position in degrees). Tap to save this data pair.
9. Rotate the Magnetic Field Sensor so that the pointer points toward 15o and repeat Step 8 entering the current pointer position. Continue to repeat Step 8 until 360o is reached.
10. When data collection is complete, tap to end data collection. Tap to display a graph of magnetic field strength vs. position.
11. To examine the data pairs on the displayed graph, tap or any data point. As you move the examine line, the magnetic field strength and position values of each data point are displayed to the right of the graph. Locate the point with the greatest magnetic field intensity. Record the corresponding direction in the Data table. This location is magnetic north.
12. Sketch or print a copy of the graph as directed by your teacher.
Figure 1
Part II Magnetic Inclination (Dip Angle)
13. Tap to return to the Main screen.
14. Place the tip of the Magnetic Field Sensor at the center of the degree wheel with the pointer pointing toward magnetic north. Make sure the sensor is held vertically.
15. Slowly tilt the sensor down in the direction of magnetic north. Monitor the magnetic field intensity at the top of the main screen. Continue to tilt until a maximum reading is displayed. Hold the sensor in that position.
16. Use a protractor to measure the angle between vertical and the Magnetic Field Sensor. This is the magnetic inclination for your location. Record this value in the data table.
DATA
Magnetic north direction (o)
Magnetic inclination (o)
PROCESSING THE DATA
1. The difference between the measured magnetic north and true north is called magnetic declination. What is the magnetic declination for your location? What modifications would be needed on a compass in your location to keep you on course when following a map?
2. How does the measured magnetic inclination compare with the accepted magnetic inclination for your location?
3. Scientists have found that the magnetic field of the Earth is continually changing. What
would be the implications of a big change?
EXTENSION
1. Compare the magnetic declinations of various locations on your continent and discuss the adjustments needed on a compass at each location to stay on course.
2. Research current theories on why the magnetic north pole moves.
National Park Project
Devil’s Postpile Joshua Tree,
California
Denali, Alaska Tall Grass Prairie,
Kansas
Yellowstone,
Wyoming
Great Smokey Mtns.,
Tennessee
Blue Ridge Parkway,
Virginia
Shenandoah National
Park, Virginia
Crater Lake, Oregon Mt. Rainier,
Washington
Yosemite, California Death Valley,
California
Redwood, California Grand Tetons,
Wyoming
Grand Canyon Devil’s Tower,
Wyoming
Sleeping Bear Dunes,
Michigan
Glacier, Montana Acadia, Maine Assateague, Virginia
Everglades, Florida Hawaii Volcanoes,
Hawaii
Arches, Utah Great Basin, Nevada
For this project, you will be planning out a trip to one of the national parks listed above. We will
spend two to three days in the library. This should give you enough time to complete the
research necessary for this project. Projects are due _____________. You will be turning in the
following as your final grade:
Writing – You must do #1 and choose one Mapping – You must do #4 and choose one
from #2 or #3, and #5 or #6.
1. Background and historical information
about your park. EVERYONE MUST
DO THIS!!
4. Directions to your park from Larkspur Middle
School. This includes a calculation of mileage
from Larkspur to your park. **DO NOT USE
MAPQUEST** Determine directions using US
road maps. EVERYONE MUST DO THIS!
2. Emphasize the specific effects the park
has on the local and state economy. You
may include businesses and/or industry that
may have been created as a result of the
land features or tourism.
5. Plan a hike at the national park. Create a map
showing the hiking trail you have created. Use the
map’s scale to calculate the distance of your hike.
3. Focus on any environmental concerns for
the park. How are they preserving the land?
Are there any current ecological concerns?
Are any specific groups addressing the
issues.
6. Using a topographic map, describe how the
topographic features at your park influence
tourists to visit this park.
Grading Rubric National Park Project
Name_________________________________ Bell_____________________
Category Graded 1 2 3 4 Value
Background/Historical
Information
REQUIRED
No evidence of
historical and/or
background
information
Historical
information and
background are
missing key
elements. Example:
Why the park was
created, Who was
involved in its
creation?
Historical
information is
accurate and
clearly stated.
Historical
information is
accurate, you have
included the
origins of why the
park is created and
identified key
figures involved.
Economic Impact No evidence of
how the park
affects the
local/state
economy
You have included
little detail about
the economic
impact of the
region. You may be
missing key
industry or tourism
impact on the
region.
The economic
impact is noted in
detail.
The economic
impact is noted in
detail and you
have included
tourism and
business impact in
the region.
Preservation No evidence of
preservation
efforts.
You may have
touched on
ecological
preservation efforts,
but they lack detail.
( The who, what,
where, when, and
why)
You have noted
the efforts at
preserving the
ecology of the
park in detail.
You have noted
the efforts at
preserving the
ecology of the
park and have
noted current
organizations that
are active in these
efforts.
Directions
REQUIRED
Directions to the
park are
inaccurate.
Directions to the
park may give route
errors or are
missing labeling or
mile calculation.
Directions to the
park are accurate.
Directions to the
park are accurate
and may include
other sites of
interest you may
visit along the way
to your national
park you are
visiting.
Planning a Hike Your hiker may
need search and
rescue as a result
of your
directions!
Directions are
inconsistent and
may not be labeled
accurately. i.e.
mileage, trail
names, or direction.
The hike is
mapped out
accurately. You
have identified
trails and specific
directions for a
hiker.
While you hike
may be described
in terms of the trail
and directions, you
have included
points of interest
or important
historical events.
You may also note
where rest/sleep
areas are.
Topographic Map No description of
topographic
features.
You may have
some topographic
features of the park,
but may be missing
key features of the
park.
Topographic
features of the
park are accurate.
Topographic
features are
detailed and you
may have included
a special point of
interest in the park
that is popular as a
result of its
topography.
Notes: Total Points______________
The Scope of Earth Science
Suggested Assessment Evidence
Pre-Assessment Walkabout - Students move about the room to answer questions such as
What do earth scientists do?
What will be studied in geology?
What will be studied in meteorology?
Will be studied in oceanography?
What will be studied in astronomy?
Display Teaching Transparency #2 (The Importance of Interdisciplinary Science) and
have students answer and discuss questions from the transparency worksheet. Open
discussion to the entire class.
Hand out a word splash of key terms from which students create a concept map. At the
end of the class, have students modify the map.
K-W-L for the study of earth science.
Teacher-made pretest on the study of earth science.
On-going Assessment
Display Bell Ringer Transparency What is Earth Science and have students discuss the
disciplines within Earth Science.
Portfolio: Have students write a description of a time when they have experienced
interactions of the four main Earth systems. Encourage them to focus on a common,
everyday occurrence.
Section Quizzes from Holt Chapter Resource File for Chapter 1.
Summative Assessment
Have students bring in articles or photographs from newspapers or magazines that
exemplify individual branches of earth science and be prepared to present to the class.
Ask students to find at least three examples of applications of earth science in the news or
in their daily lives and to write a description of each application in their science journals.
TE Alternative Assessment, p. 8.
Suggested Learning Activities and Resources
Text: Holt Earth Science, pp. 4-8 and p. 33
TE Activity - Not Your Typical Office Job, p.6.
TE Group Activity - Scientific Revolutions, p. 7.
SciLinks Branches of Earth Science Code HQ60191, p. 7.
VID HRW Earth Science Video - Introduction to Earth Science
VID HRW Earth Science Video - Careers in Earth Science
CD Interactive Tutor - History and Future of Earth Sciences
Evaluate photos of earth science.
Use Teaching Transparency 2 for small-group discussions.
Introduce the use of portfolios and/or journals for daily writing exercises. Use daily focus
questions, enduring understandings, current events, and writing prompts of your choosing
that engage students in non-fiction writing.
Mural
Carousel
Photos of examples of earth science (from National Geographic magazines, transparencies,
or websites such as http://www.monkeytime.com/sciencemaster/galleries/galleries.php)
Laboratory Safety and Measurement and the
Scientific Method
Suggested Assessment Evidence
Pre-Assessment
Display Teaching Transparency #1 (Scientific Methods) without showing title and ask
students to write in their journals what topic is introduced on the transparency. Tell
students to include within their writing a discussion of parts that they may have learned
that are missing from the transparency.
Use a teacher-generated true-false test (10 statements) to assess safety knowledge and
skills.
K-W-L on scientific method
On-going Assessment
Use the VA SOL Released Test Items on Scientific Investigation as daily bell ringer
exercises. Choose 2-3 questions daily. Spend time with students discussing good test-
taking strategies, why distracters are incorrect answer choices, and how to determine the
correct answer choice.
Use Bell Ringer Transparency from Holt, Science as a Process.
Section Quiz from Holt Chapter Resource File for Chapter 1.
Summative Assessment
Give students several descriptions of experimental designs for lab experiments. (Some
should be flawed!) Have students write a hypothesis for each, choose the independent and
dependent variables, list constants, and identify the control. In addition, they should get
practice designing an appropriate data table for each.
Suggested Learning Activities and Resources
Text: Holt Earth Science, pp. 9-16, 670-672.
SE Quick Lab - Making Observations, p. 11.
TE Debate Should Science - Always Be Applied?, p. 15.
TE Discussion - Variables and Controls, p. 11.
SciLinks Scientific Methods Code HQ61359, p. 10.
CRF Inquiry Lab - What’s Before Your Eyes?
CRF Skills Practice Lab - Testing a Prediction.
After reviewing safety rules and procedures for the earth science laboratory, have each
student make an 8 ½” x 11” poster depicting one aspect of the safety lesson. Display posters
around the classroom.
Scientific measurement and scientific method must be introduced in this unit (and
continued throughout other units). Choose lab activities from the following suggestions (or
develop your own):
Maps Suggested Assessment Evidence
Pre-Assessment
Use the VA SOL Released Test Items on Scientific Investigation on mapping to create a
pretest.
Teaching Transparencies #11-15 and 133.
On-going Assessment
Use the VA SOL Released Test Items on Scientific Investigation on mapping as daily
warm-up exercises. Choose 2-3 questions daily. Spend time with students discussing
good test-taking strategies, why distracters are incorrect answer choices, and how to
determine the correct answer choice.
CRF Section Quizzes from Chapter 3 of Holt Earth Science.
Summative Assessment
TE Alternative Assessment, pp. 56, 61, 68.
Suggested Learning Activities Text: Holt Earth Science, pp. 52-68.
SE Pre-Reading Activity, p. 52 Fold Note.
TE Activity - On the Grid, p. 53.
Pass out globes and a sheet of newspaper to groups of 4 students. Ask students to come
up with a way that they would make a flat map of the globe using the newspaper.
Discuss with class and introduce the types of maps.
SciLinks Global Positioning System Code HQ60680, p. 56.
TE Group Activity - School Map, p. 57.
SE Quick Lab - Making Projections, p. 58.
TE Activity - Map A-Peel, p. 58.
TE Group Activity - Maps and Globes, p. 59.
CRF Inquiry Lab - Scale the School.
CRF Making Models Lab - Remote Sensing.
TE Group Activity - Chart Your Course, p. 60.
SciLinks Cartography Code HQ60229, p. 60.
CRF Inquiry Lab - Scale the School.
CRF Making Models Lab - Remote Sensing.
TE Group Activity - Terrain Models, p. 63.
SE Quick Lab - Topographic Maps, p. 64.
SciLinks Topographic Maps Code HQ61536, p. 65
SE Making Models Lab - Contour Maps: Island Construction, pp. 74-75.
SE Mapping Expeditions - Journey to Red River, pp. 832-833.
SE Maps in Action - Topographic Map of the Desolation Watershed, p. 76.
CD Interactive Tutor - Mapping and Technology.
CD Interactive Tutor - Satellite Measurements.
Hand out individual copies of world maps to students and have them use the map on p.
671 as a reference to draw the time zones on their maps. Ask students to use their maps
to address time differences between Virginia Beach and various cities around the world.
To give students practice with map scales, a suggestion is to have them complete the
Math Practice on p. 61 as a Bell Ringer.
Obtain copies of various types of map projections, including Mercator, conic, and
gnomonic. Display them for the students and discuss the advantages and disadvantages
of each. Have students write about the discussion in their journals. TE Group Activity
Maps and Globes, p. 59.
TE Reteaching Using the Legend, p. 61.
Download images and photos from remote-sensing technology and have students
compare and contrast information that can be gained from each.
Students should research the Global Positioning System (GPS) technology and either
write a report or write a summary of their findings in their science journals. Give
students opportunities to use GPS devices in and around your school.
Suggested websites:
http://www.geocaching.com/
http://sciencespot.net/Pages/classgpslsn.html
The Scope of Earth Science
Name___________________ Date____________________
What is Earth Science?
Purpose: To classify terms in the 4 categories of Earth Science
Procedure:
1. After folding and cutting the paper as directed, on each of the four flaps, label with the four
categories “Geology”, “Meteorology”, “Astronomy” and “Oceanography”
2. Then draw and color pictures that would fall under each category.
3. One the inside of the flap, explain what the category will study.
a. Example, “The Geology is the study of……..”
4. Next place these terms on the inside of flap that it would correspond with. If you are not
sure, circle the word then look it up when you have finished the entire list.
LIST OF TERMS
clouds Gulf Stream Saturn
trough rocks lightning
topography tornadoes animals
super nova glaciers thunder
faults upwelling barometer
comet crest stratosphere
mountains spring tide stars
Plate Tectonics cumulonimbus tides
erosion cluster high pressure
Coriolis Effect minerals crest
Jupiter low pressure earthquakes
temperature galaxy volcanoes
warm fronts currents Ursa Major
thermosphere inversions comet
rivers drizzle black hole
thunder sun Atlantic
5. Now put a large red star on the inside flap of the category that you are most interested in.
6. Now put your name on the back of it and turn it in.
Laura Eldredge – Ocean Lakes High School Summer 2008
Scientific Method and Measurement Name ______________________________
Date _______________________________
Block ______________________________
WALK-A-BOUT
Your mission is to walk around the room and ask people these questions in the table below.
Your goal is to fill in the table with people's names. Once you use someone's name, you cannot
use it again. Good luck.
Attend a concert at
the amphitheater
this summer?
Left the state of
Virginia this
summer?
Left the country this
summer?
Played on a sports
team this summer?
Any other person in
your family that
speaks another
language?
Cooked a meal for
their family within
the last 2 months?
Attended a family
reunion this last
summer?
Has a younger
brother or sister?
Went camping this
summer?
Visited Marine
Science Museum
this year?
Likes body boarding
or surfing?
Went to East Coast
Surfing Contest this
summer?
Plays a musical
instrument
Spent more than 25
hours at the mall
this summer?
Wants to/or are
playing a sport in
high school?
Has an older brother
or sister that went to
or is attending this
school?
Teachers’ Note: Get a total number of students for each activity – write that number in the
box. Break the students into groups of 3 or 4 – give each group four categories above.
They will then take that information and a large sheet of poster paper and make the three
types of graphs – a bar, line and a pie graph.
Maps
DIRECTION AND LOCATION
BACKGROUND: Latitude and longitude lines form a grid for locating places. Latitude lines
measure distances north or south of the equator and longitude lines measure
distances east or west of the prime meridian.
MATERIALS: globes, world maps, or atlases
Reference sheets 1 and 2
PROCEDURE: A. Compass Points and Directions
C.
F. D.
A. H.
I. E. B.
Draw in the cardinal and
intermediate points of the
compass.
Write the direction you would travel to get from the first dot to the second dot.
1. A - B 6. B - D
2. B - C 7. F - C
3. C - D 8. E - A
4. D - E 9. A - D
5. A - F 10. D - F
Describe the shortest route possible between the following places. Give street names and tell the
cardinal direction from place to place. Start with the arrows on the streets and end with the
arrow of your destination.
A. Building G to the Golf Course
B. Mall to the Stadium
B. School to City Hall
D. City Park to Building
C. Building F to Building G
F. Pizza Hut to City Hall
Latitude and Longitude
Procedure: Locate points A through J on the map below and list the latitude and longitude for each.
Latitude Longitude Latitude Longitude
A. __________ ___________ F. __________ ___________
B. __________ ___________ G. __________ ___________
C. __________ ___________ H. __________ ___________
D. __________ ___________ I. __________ ___________
E. __________ ___________ J. __________ ___________
70 60 50 40 30 20 10 0 10 20 30 40 50 60
60
50
40
30
20
10
0
10
20
30
40
50
60
60
50
40
30
20
10
0
10
20
30
40
50
60
A G
C
I
B H
D E
F
70 60 50 40 30 20 10 0 10 20 30 40 50 60
Global Concepts REVIEW
A term is missing in each of the blanks below. Fill in each blank using the following list of terms:
Equator Meridians
International Date Line Parallel
Latitude Poles
Longitude Prime Meridian
These lines are called
1. ______________________
or
2. ______________________
These lines are called
3. ______________________
or
4. ______________________
5. 0 latitude is also know as the ___________________
6. 90 latitude is also know as the ___________________
7. 0 longitude is also know as the ___________________
8. 180 longitude is also know as the ___________________
Name: __________________________ Date ______________ Bell _____________
Latitude & Longitude
1. Name the Ocean or Continent that the coordinating letter represents:
A. _______________________________ F. _______________________________
B. _______________________________ G. _______________________________
C. _______________________________ H. _______________________________
D. _______________________________ I. _______________________________
E. _______________________________ J. _______________________________
2. Identify the coordinates for the following:
Latitude Longitude Latitude Longitude
California ______ ______ Borneo ______ ______
Galapagos Isl. ______ ______ India ______ ______
New Zealand ______ ______ Zambia ______ ______
Mongolia ______ ______ Chad ______ ______
Brazil ______ ______ France ______ ______
What continent is not shown on the map? __________________________________
Combining Latitude and Longitude
In order to give the exact location of a place on earth, we must use both latitude and
longitude. We must tell how far east or west it is, as well as how far north or south. We can
do this more easily by combining the lines of latitude (parallels) and the lines of longitude
(meridians), which form a pattern called a grid.
Below is a map of the original thirteen colonies. Use the grid to identify the colony in which
each of the following points is located. Sometimes you must estimate.
1. 36 N and 80 W ____________
__________________________
2. 40 N and 74 W ______________________________________
3. 32 N and 83 W ____________
__________________________
4. 43 N and 77 W ____________
__________________________
5. 41 N and 79 W ____________
___________________
Parallels Meridian
s
Grid
Equator
Name: __________________________ Date ______________ Bell _____________
Latitude & Longitude Globe Exercise
Find the coordinates for cities or countries
Latitude Longitude
London, England ________________ ________________
Los Angeles, California ________________ ________________
Singapore, Indonesia ________________ ________________
Bobaomby, Madagascar ________________ ________________
Johannesburg, South Africa ________________ ________________
Moscow, Russia ________________ ________________
Reykjavik, Iceland ________________ ________________
Cairo, Egypt ________________ ________________
Rio de Janeiro, Brazil ________________ ________________
Mt. Lister, Antarctica ________________ ________________
Auckland, New Zealand ________________ ________________
Find the cities/countries using coordinates
Latitude Longitude
34 N 44 E _________________________
46 N 73 W _________________________
18 N 77 W _________________________
0 38 E _________________________
34 S 58 W _________________________
34 S 151 E _________________________
49 N 2 E _________________________
21 N 157 W _________________________
37 N 76 W _________________________
51 S 59 W _________________________
Location and Time on the Globe
1. Latitude is the distance _____ or _____ of the ________________ measured up _____
degrees on lines also known as ____________.
2. The distance from the Equator to the Poles = ________ degrees
Latitude of the Equator = ____________ degrees
Latitude at the Tropic of Cancer and Capricorn is _________ north and _________
south.
3. Longitude is the distance _________ & __________ of the __________ __________.
Longitude lines are also known as ____________. These lines extend to ___________
degrees. Another name for 180 degrees is the __________ ____________
___________.
4. Each line of longitude is spaced _________ degrees from the next one.
5. Your home in Virginia Beach is located at ___________ Latitude & __________
Longitude.
6. Name two cities in Europe that have approximately the same latitude as New York City
________________ and _________________.
7. What city is located about the same distance from the Prime Meridian as San Francisco,
but in the opposite direction?
8. How many degrees does the Earth turn in 24 hours? How many degrees does the Earth
turn in one hour?
9. How much time will pass when the Earth moves 15 degrees longitude? What does this
movement have to do with time zones? (Give this some thought and a complete
answer.)
Parallels Meridians Grid
N
S
W E
PR
IME
ME
RID
IAN
EQUATOR
LOCATING CONTINENTS AND OCEANS
PROCEDURE: 1. Name the continent or ocean which is located at each of the
following coordinates:
a. 30 S, 10 W k. 20 S, 110 W
b. 20 S, 80 E l. 75 N, 60 E
c. 60 N, 90 E m. 10 S, 60 W
d. 50 N, 100 W n. 70 S, 110 E
e. 30 N, 150 W o. 20 N, 160 E
f. 20 S, 130 E p. 65 N, 130 W
g. 50 N, 20 E q. 75 N, 40 W
h. 40 N, 60 W r. 80 N, 150 E
i. 10 N, 20 E s. 20 S, 60 W
j. O, 70 E t. 0, 0
Maps
TIME ZONES
PURPOSE: Label the 24 Standard Time Zones on a world map and use time zones in North America to
determine variations in dates and hours from place to place
BACKGROUND: The earth rotates 360
These time meridians, beginning with the Prime Meridian, mark the centers of the 24 standard
time zones. This is a man-made system designed for convenience although it is based on earth
movements. Consequently, the time zone boundaries are often altered to conform to political
divisions or natural features.
MATERIALS: World Time Zone Map
Colored Pencils
Time Zones of North America Map
DIRECTION: 1. Label the world map, Standard Time Zones.
2. Notice the dotted longitude lines. These are the time meridians. Beginning with 0
Prime Meridian which passes through Greenwich, England), label the time meridians.
3. As one advances eastward toward the International Date Line, one hour is gained in each zone.
In the boxes at the lower edge of the map indicate the increase in hours from Greenwich.
2+ 1+ 0
1
4. As one advances westward from Greenwich to the International Date Line, hours decrease.
Label the boxes accordingly.
0 1- 2-
2
5. Interpret the world map.
a. If it is 7 a.m. Tuesday in Greenwich, what time and day is it in Bombay?
b. If it is 10 p.m. Tuesday in Greenwich, what time and day is it in Bombay?
c. If it is 2 p.m. in San Francisco, what time is it in Honolulu?
d. If the time is 12 noon in Honolulu on Sunday, what is the time and day in Sydney?
e. What happens to the date when we cross the Date Line?
f. The International Date Line is not a straight line. Often time zone boundaries are slightly
irregular in shape or slightly off of the time meridians. Why?
6. Look at the map, Time Zones of North America.
a. In which hemisphere (by longitude) is this map located?
b. How many standard time zones are across North America?
c. Name from east to west the time zones of the continental United States?
d. In which time zone do we live?
e. What other countries are parts of our time zone?
Maps
Build Your Own Topo Map
Purpose: To read directions and build a topography map.
Procedure: 1. On a sheet of paper, construct a square that is 18 cm on each side and divide it into 36 equal sections. I did it
for you :)
2. Lightly pencil in the sections numbers as shown:
6 5 4 3 2 1
7 8 9 10 11 12
18 17 16 15 14 13
19 20 21 22 23 24
30 29 28 27 26 25
31 32 33 34 35 36
3. With a blue pencil, draw a river winding through sections: 4, 9, 15, 23, and 24.
4. Draw and label the contour lines with these specifications:
a. The highest part of the map is 700 feet in sections 6
b. The contour interval is 20 feet
c. The land slopes gently down to the southeast with the lowest elevation
5. Using the correct symbols place the following objects where they would go on the map.
A Primary highway running north to south form sections 5 through 32.
A Secondary highway running east from the Primary highway across sections 20 and 21 and to the center
of 22.
Then this Secondary highway veers northeast through 14 and 12.
An unimproved road running south from the Secondary highway in section 22 down through 27 and 34.
A single track railroad running diagonally across the map from 19 to 12.
Three houses along the west side of the highway in section 8,
A cemetery on the east side of the highway in 17.
A small lake in 31
Two houses with a trail between them in 23.
A swamp covering most of sections 1, 2, and 3.
A school along the east side of the road in 27.
Two depressions, one in 35 and one in 36.
Answer these questions on the back of the map:
1. How do you draw the contour lines when they cross a river?
2. If this map was an actual place, where else would you need a road?
Created by: Laura Eldredge and Meyon Burns
Name _______________________________
Block _______________________________
Date ________________________________
TOPO ACTIVITY
Analysis Questions:
1. If this were an actual place, where else might you expect for find roads?
2. How should you draw the contour lines at the river?
Created by: Laura Eldredge and Meyon Burns