earth/space science worksheet - saginaw valley … is the second most abundant substance on earth....

116

Earth/Space ScienceWorksheet

GRADE LEVEL: Sixth

Topic: Geosphere

Grade Level Standard: 6-4 Investigate how the rock cycle changes the earth’s

surface.

Grade Level Benchmark: 1. Describe and identify surface features using maps.

(V.1.MS.1)

Learning Activity(s)/Facts/Information

Central Question:What is the Earth’s surface like?

1. “Landform Identification”

2. “Water, Water Everywhere”

3. Illustrate/build a model: the path of water from theGreat Lakes to the ocean.

4. Make a clay model to demonstrate run off:• Michigan Rivers• Great Lakes• Oceans

Activity is attached

Resources

World Geography

Book: Paddle to the Sea,Hollings

Videos 5 Days on a LakeFreighter Great Lakes.Great Lakes and the LandABC Science.

Process Skills: Observing, Predicting

New Vocabulary: plains, deserts, plateaus, basin, Great Lakes, rivers, continental

divide, mountains, mountain range or mountain chain

117

gulf peninsula island river

lake mountain coastline ocean

LANDFORM IDENTIFICATION

Label each of the physical features below with its name.

118

WATER, WATER EVERYWHERE

THINK QUESTIONWhere is the world’s largest supply of fresh water?

BACKGROUNDWater is the second most abundant substance on earth. However, the amount offresh water available for use is limited. Most of the water on earth is salt waterwhich is found in oceans and seas. Salt water comprises 97% of the water onearth, leaving 3% as fresh water. Approximately 2% of the fresh water is frozen inglaciers and polar ice caps. The remaining 1% is found in ground water and waterin lakes, rivers, and streams. Only a small percentage (1/100 of a percent) of thewater on earth is found in the atmosphere. The majority of fresh water is difficult toobtain, making it a valuable resource. Water is continuously changing form but thetotal amount of water on earth remains constant.

ACTIVITYPredicting the amount of fresh water available on earth.

NEW VOCABULARYGreat Lakes, visible, flowing, fresh water

SCIENCE PROCESSESObserving, Predicting

OBJECTIVESStudents will:1. predict the amount of fresh and salt water on earth2. locate the Great Lakes on maps3. understand that the Great Lakes are the world’s largest supply of fresh water4. color and label the five Great Lakes.

MATERIALS• Michigan Road Maps• worksheet, The Great Lakes• worksheet, Water, Water Everywhere• worksheet, Fresh Water. . .• worksheet, Major Rivers and Lakes . . .• pamphlet, Great Minds? Great Lakes

119

AssessmentGrade 6

GEOSPHERE

Classroom Assessment Example SCI.V.1.MS.1

Pairs of students will use topographical and ocean floor maps to create a model of a specificgeographical area focusing on existing surface features and the surrounding area. They willpresent their models to the class. They will explain the models and their correlation to the map(See Instructional Example).

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.1.MS.1

Criteria Apprentice Basic Meets Exceeds

Accuracy ofmodel

Transfers fewmap features to amodel correctly.

Transfers somemap features to amodel correctly.

Transfers manymap features to amodel correctly.

Transfers all mapfeatures to amodel correctly.

Correctness oflabels

Model illustratesat least twocorrectly labeledsurface features.

Model illustratesat least fourcorrectly labeledsurface features.

Model illustratesat least fivecorrectly labeledsurface features.

Model illustratessix or morecorrectly labeledsurface features.

Presentation ofmodel

Presentsinformation thatexplains thecorrelationbetween at leasttwo surfacefeatures.

Presentsinformation thatexplains thecorrelationbetween at leastfour surfacefeatures.

Presentsinformation thatexplains thecorrelationbetween at leastfive surfacefeatures.

Presentsinformation thatexplains thecorrelationbetween six ormore surfacefeatures.

120


GRADE LEVEL: Sixth

Topic: Geosphere


surface.

Grade Level Benchmark: 2. Explain how rocks are formed. (V.1.MS.2)


Central Question:How are rocks formed?

1. “A Simulation: Forming Igneous Rocks”

2. “Forming Sedimentary Rocks”

3. “Recycling Rocks


Resources

SciencePlus

PROCESS SKILLS: Interpreting data, Observing, Compare and contrast, Identifyingcause and effect, Recording data

New Vocabulary: rock cycle processes; melting and cooling - igneous rock; heat

and pressure - metaphoric rock; cementing and crystalization of sediments -

sedimentary process

121

Name ______________________________ Date_______________ Class _________

A SIMULATION: FORMING IGNEOUS ROCKS

Cooperative Learning Activity

Group size 3 to 4 studentsGroup goal to simulate the formation of igneous

rocks

Individualresponsibility Each member of your group should

have a role such as group leader,materials coordinator, recorder, orsafety officer.

Individualaccountability Group members should be able to

answer any of the questions fromInterpreting Your Observations.

Safety Alert!

Since you will be using hotmaterials, you must use caution.Safety goggles must be worn!Use care when handling stearicacid.

YOU WILL NEED• latex gloves

• a metal ring

• a ring stand

• wire gauze

• sand

• 3 beakers

• 2 test tubes

• test-tube tongs

• a small paper cup

• a piece of papertowel

• a flat piece ofaluminum foil

• an aluminum piepan

• stearic acid

• a portable burner

• ice

• water

• a knife

• a scoop

WHAT TO DO1. Fill a beaker halfway with sand. Scoop out a hole in the sand large

enough for the paper cup, and place the cup in the hole.

2. In the center of the pie pan, prop up the piece of foil on a foldedpaper towel. It should form a slight slope.

3. Fill a second beaker halfway with ice and water.

4. Set up the ring stand. Place the wire gauze on top of the metalring and the burner below it. Fill the third beaker halfway withwater and place it one the wire gauze.

5. Using a scoop, fill each test tube halfway with stearic acid. Standthe test tubes in the beaker of water. Heat the water until all of thestearic acid melts.

6. Using the test-tube tongs, carefully pour a small portion of meltedstearic acid from one test tube onto the sloping foil, allowing it torun down the slope.

7. Quickly pour the rest of the stearic acid from the first test tube intothe paper cup sitting in the sand. Observe both samples of stearicacid as they cool. Record your observations below.___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

SCIENCEPLUS • LEVEL RED

122

8. Pour the melted stearic acid from the second test tube into thebeaker of ice water. Record your observations.____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

9. When the stearic acid in the ice water is completely cool, cut it inhalf with the knife.

Interpreting Your

Observations

1. Compare the stearic acid in the paper cup with the stearic acidpoured down the slope and the stearic acid poured into the icewater. Record the differences you observe.____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

What do you think caused these differences?____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

123

2. Take a closer look at the stearic acid that you cut in half. Is therea difference between the appearance of the material in the centerand the material on th edge? If so, what do you think caused thedifference?____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

3. This experiment is meant to simulate the formation of igneousrocks. What is simulated by each of the following?

a. melted stearic acid in the cup

____________________________________________________

____________________________________________________

____________________________________________________

b. the sand

____________________________________________________

____________________________________________________

____________________________________________________

c. the melted stearic acid that was poured down the sloping foil

____________________________________________________

____________________________________________________

____________________________________________________

d. the melted stearic acid that was poured into the ice water

____________________________________________________

____________________________________________________

____________________________________________________

124

Name ______________________________ Date_______________ Class _________

FORMING SEDIMENTARY ROCKS

Cooperative Learning Activity

Group size 2 to 3 students

Group goal to investigate the process of sedimentdeposition

Individualresponsibility Each member of your group should have a

role such as group leader, materialscoordinator, or experimenter.

Individualaccountability Group members should be able to submit a

sketch predicting the results of theexperiment.

YOU WILL NEED• about 6 mL of soil

that contains avariety of particlesizes

• 10 mL of water

• a test tube with astopper or a smallglass jar with atight lid

WHAT TO DO1. Place the water into the test tube or jar, and pour the soil into the

water.

2. Before shaking the mixture, predict that will happen. Whichparticles will settle out first–--the largest or the smallest?___________________________________________________

___________________________________________________

___________________________________________________

Use the space below to sketch what you think the results will be.

SCIENCEPLUS • LEVEL RED

125

3. Now shake the mixture vigorously for 1 minute. Observe theresults. Does it resemble your sketch? Was your predictioncorrect?___________________________________________________

___________________________________________________

___________________________________________________

If not, draw the corrected sketch.

Part 2 Carmen read that if 100 g of sea water evaporates completely, 3.5 gof dissolved solids remain behind. She was curious to know whetherthe solid material left behind was just like table salt. Carmen collectedsome sea water and left it in the sunlight for several days until all thewater had disappeared. She discovered that the material thatremained was not as white as table salt. She decided to find out why.

Carmen told her teacher, Mr. Delaney, about her experiment thenext day. He told her that what she had collected was mostly ordinarytable salt. However, other compounds that had been dissolved in thesea water also remained behind after evaporation.

Carmen asked Mr. Delaney how her results might explain theformation of salt beds that have been found in certain parts of theworld. How would you answer Carmen’s question?_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

126

Name ______________________________ Date_______________ Class _________

ROCKS: BEFORE AND AFTER

Your Goal to compare original rocks with theirmetamorphosed forms

YOU WILL NEED• 4 pairs of rocks,

each pairconsisting of anigneous orsedimentary rockand itsmetamorphosedform

• a magnifyingglass

WHAT TO DO1. For each pair, compare the properties of the two rocks. Record

your observations for each pair in the table below.

Rock 1 Rock 2

Pair1

Pair2

Pair3

Pair4

2. When you have finished your examination, check thedistinguishing property or properties that you identified against therock identification key. Do your observations include all thesecharacteristics?

3. How closely do the metamorphic rocks resemble the originalrocks that they were formed from?___________________________________________________

___________________________________________________

___________________________________________________

127

© 1994 Teacher Created Materials, Inc.

RECYCLING ROCKS

QUESTIONWhat is the rock cycle?

SETTING THE STAGE• Make a transparency of “The Rock Cycle” and use it to explain the rock cycle to

students.• Explain to students that rocks are either igneous, metamorphic, or sedimentary and are

constantly being recycled.

MATERIALS NEEDED FOR EACH GROUP• large piece of butcher paper or king-sized white bed sheet• colored markers or crayons

Note to the teacher: The rock cycle will be simulated in a walk through the earth’s crust.

PROCEDURE1. Draw onto the butcher paper or bed sheet an enlarged picture of Recycling Rocks-

Recycling the Earth’s Crust. Color the igneous rock black, the mantle and lava red,sedimentary rock brown, metamorphic rock various colors, and the ocean water blue.(You may wish to have students help here.)

2. Lay the enlarged drawing on the floor, permitting space for students to walk on it.3. Demonstrate the walk through the rock cycle while reading aloud the following:

• This journey begins in the mantle beneath the earth’s crust.• Magma is forced up, changing to lava and spreading betwen cracks in a volcano,

eventually cooling to become igneous rock. Some of the lava pours out the top anddown the sides of the volcano.

• The lava rolls down the sides of the volcano to the ocean, cooling along the way orwhen it flows into the water and changes into igneous rock.

• Wave action breaks the lava and igneous rock into sand-sized pieces.• More layers of the sand are added and pressed together, becoming sedimentary

rock.• More layers of sedimentary rock are formed on top of that layer. Some sedimentary

rocks on the bottom get hot because of the pressure and change to metamorphicrock.

• When the metamorphic rock is buried even deeper, it gets hotter and melts,becoming magma. It may eventually be pushed up again into the crust.

4. Explain to students that this is just one way the rocks in the earth’s crust are recycled,for rocks are constantly changing. The rock cycle happens very slowly over millions ofyears.

5. Have students from each group walk through the rock cycle as you read about theirjourney.

EXTENSIONHave students collect rocks from the three categories—igneous, metamorphic, andsedimentary—and make a rock cycle on cardboard, showing the direction the cycle moves.

CLOSUREHave students color in their copy of Recycling Rocks and add it to their geology journals.

128

THE ROCK CYCLE

Examples of the Three Types of Rocks

Examples of the Three Types of Rocks

Igneous — obsidian, pumice, and granite

Metamorphic — marble (from limestone) and slate (from shale)

Sedimentary — sandstone, limestone, and shale

Note: Quartz is found in all three of these types of rocks.


129

RECYCLING THE EARTH’S CRUSTRecycling Rocks (cont.)


130

GROWING CRYSTALS

OBJECTIVEIdentify the effect of the rate of cooling on crystal size.

MATERIALSsafety goggles, graduate, 60 mL water, 100-mL glass beaker, 8 g alum, hot plate,spoon, 2 petri dishes, bowl of ice cubes, paper towel, pencil or pen, paper

PROCEDUREA. Put on safety goggles. Place 8 g of alum into a beaker containing 60 mL water.B. Heat the beaker on a hot plate and stir until the alum dissolves.C. Pour the liquid into each petri dish until it covers the bottom.D. Set one dish on a table and set the other in a bowl of ice cubes. Observe the

liquid in each dish for 5 to 7 minutes.E. Make a sketch of a crystal from each dish. Try to show the actual sizes of the

crystals. One way to make a sketch is by tracing around the alum crystals. Todo this, remove a crystal from the liquid, pat it with a paper towel, and then lay iton your paper and trace around it.

RESULTS AND CONCLUSIONS1. What effect did the rate of cooling have on the size of the alum crystals? Why?2. Why are there differences in the sizes of mineral crystals in igneous rocks?

Activity (40 minutes)

PROCESS SKILLSIdentify cause and effect, Recording data

PREPARATIONHave students work in pairs. Be sure to have enough ice cubeson hand.

SAFETY TIPStudents should wear goggles while heating the alum and water.

TEACHING TIPAlum will readily dissolve in warm water, so the solution need notboil.

ANSWERS TO RESULTS AND CONCLUSIONS1. The faster the cooling rate, the smaller the crystals. Molecules

do not have time to arrange themselves in an orderly pattern.2. Some crystals may have cooled at a different rate.

131

AssessmentGrade 6

GEOSPHERE


Create a model of the rock cycle that includes the three basic types of rocks; igneous,metamorphic, and sedimentary. Present this model to the class, sharing understanding of how therock cycle is used to explain how rocks are formed.




Construction ofrock cycle model

Illustrates rockcycle thatincludes the threerock types andthree processesthat are accurate.

Illustrates rockcycle thatincludes the threerock types of fourto six processesthat are accurate.

Illustrates rockcycle thatincludes the threerock types and allprocesses that areaccurate.

Illustrates rockcycle thatincludes the threerock types andwith anaccompanyingexplanation that isaccurate.Examples ofrocks areincluded.

Presentation ofrock cycle model

Presentsinformation thatexplains threeprocesses fromthe model.

Presentsinformation thatexplains four tosix processesfrom the model.

Presentsinformation thatexplains thecomplete rockcycle process.

Presentsinformation thatexplains thecomplete rockcycle process, andincludes examplesof rocks.

132


GRADE LEVEL: Sixth

Topic: Geosphere


surface.

Grade Level Benchmark: 3. Explain how rocks are broken down, how soil is

formed, and how surface features change. (V.1.MS.3)


Central Question:How does soil determine surface changes over time?

1. “Earth’s Surface Water”

2. “Making a Glacier”

3. “Ice Bergs”


Resources

Process Skills: Observing, Interpreting data, Predicting

New Vocabulary: erosion, glaciers, chemical weathering, mechanical weathering,

downslope movement, decomposition, humus

133

EARTH’S SURFACE WATER

OBJECTIVEThe students will predict the distribution of the water on the Earth’s surface.

MATERIALSmedicine dropperspaper cups (unlabeled)paper cups (labeled: groundwater, glacier, rivers & lakes, air, oceans)

PROCEDURES(“How is Earth’s water actually divided among the oceans, lakes, rivers, glaciers,groundwater, and air?”)

Using a medicine dropper, put 100 drops of water into unlabeled cup. Imaginethat these drops represent all water one earth.

Estimate how many of these 100 drops would be found in each source of waterrepresented by the labeled cups (groundwater, glaciers, rivers and lakes, air,oceans).

Students divide 100 drops among cups using their estimates. Teacher gives accurate distribution of water on earth. Refer to Wisconsin water

distribution sheet.

QUESTIONS TO ASK1. Did the more accurate distribution of water on Earth surprise you? Explain.2. Did you think that lakes and rivers held more water than the ground and glacier?

Why?3. From which of the five groups can we get drinking water?

CONCLUSION:The actual distribution of water is: oceans - 97drops; glaciers - 2 drops; groundwater- ½ drop; lakes and rivers - 1/100 drop; air 1/1000 drop.

SOURCE:Science, Scott Foresman 6 P. 305

134

NORTH AMERICA—COUNTRIES

Copyright © 1983 Scott, Foresman and Company

135America Yesterday and Today © Scott, Foresman and Company

Name _______________________________________________________________

Study the drawing that shows different landforms and bodies of water. Use the clues tocomplete the crossword puzzle below.

136

© Kendall/Hunt Publishing Company

137

MAKING A GLACIER

TIME15 minutes

OBJECTIVEThe student will classify planet waters according to exhibited properties under agiven set of conditions.

MATERIALSlarge rockmelted waxnewspaper

BACKGROUNDA glacier is a thick sheet of moving ice. The two major kinds of glaciers are highaltitude and high latitude glaciers. A high altitude glacier forms high above sealevel. High altitude glaciers are often referred to as a “river of ice”. High latitudeglaciers are referred to as “ice caps.” These are located at the north and southpoles.

A Piedmont glacier is a high altitude glacier that is referred to as “puddle of ice.”

PROCEDURE1. Center rock on newspaper.2. Pour heated wax over top of rock so that it flows over top of rock and down one

side onto newspaper.

QUESTIONS1. What path has the glacier taken?2. What has formed at the base of the rock (mountain)?3. Challenge: What causes the glacier to move?

CONCLUSIONA Piedmont glacier takes the form of a puddle at the base of the mountain it hastraveled down, hence its name.

SOURCEExperience in Earth Space Science, Laidlaw Bros., p. 126

138

ICEBERGS

TIME20 minutes

OBJECTIVEThe student will classify planet water according to exhibited properties under a givenset of conditions.

MATERIALSspoon, cold water, table salt, clear glass container, odd shaped chunk of ice

BACKGROUNDGlaciers affect the balance of water in the world. Glaciers contain more than 3/4 ofthe world’s fresh water. If glaciers should increase in size, they could lock up evenmore of the world’s supply. If glaciers should melt, flooding would occur all over theworld.

An iceberg is nothing more than a piece of a glacier that breaks off and floats in theocean. Icebergs may travel for years and for 100's of kilometers before they melt.

PROCEDURE1. Fill the container half full with cold water.2. Add table salt, stirring until no more salt will dissolve.3. Carefully place a chuck of ice in the salt water.4. Observe the ice from the side of the container.

QUESTIONS1. How much of the iceberg floats above the surface of the ocean?2. How much is hidden below the surface?3. Why are ships that seem to be a safe distance from an iceberg sometimes

damaged by the iceberg?

NOTES90% of an iceberg in under water. An iceberg’s travel is determined more by thewater current than the wind current. Research the sinking of the Titanic.

SOURCEExperiences in Earth Space Science, p. 464.

INTEGRATIVE POSSIBILITIESCreative writing – “Vacation on an Iceberg”, “Traveling on the Titanic”

139

AssessmentGrade 6

GEOSPHERE


Each student will write an essay that answers the following questions:

How does the soil type affect the amount of water that is filtered or remains on thesurface?

How does that water contribute to surface erosion? How does that water contribute to the creation of landforms such as caves, gullies, etc.?

Each student will create a visual aid (i.e., a picture, map, 3D model) that lists the three basic soiltypes and describes their characteristics.Each student will orally present his or her essay and visual aid to the class.




Accuracy ofessay

Writes an essaythat is irrelevantto topic.

Writes an essaythat states basicterms.

Writes an essaythat is accurateand elaborates onrelevant concepts.

Writes an essaythat contains nocontradictions andelaborates on allrelevant conceptsand terms indetail.

Correctness ofvisual aid

Identifies threesoil types.

Identifies threesoil types andshows therelationshipbetween soil andone factor.

Identifies threesoil types andshows therelationshipbetween two soiltypes and studiedfactors.

Identifies threesoil types andshows therelationshipbetween all soiltypes and studiedfactors.

Effectiveness ofpresentation

Presents limitedinformationrelevant to thetopic.

Presentsinformation thatis relevant to thetopic anddemonstrates aneffort to organizethat information.

Presents anaccurate,interesting, andorganized report.

Presents aninteresting andaccurate programthat is clearlyfocused.

140


GRADE LEVEL: Sixth

Topic: Geosphere


surface.

Grade Level Benchmark: 4. Explain how rocks and fossils are used to understand

the age and geological history of the earth. (IV.2.MS.4)


Central Question:How do the Earth’s features change over time?

1. “Endangered Species”

2. “Cycle of Rock”


Resources

Process Skills: Communicating, Classifying

New Vocabulary: fossils, extinct, plants and animals, age of fossils, rock layers,

time lines, relative dating

141

ENDANGERED SPECIES

PURPOSETo realize the impact of endangered species of our environment today and in thefuture.

PROBLEMThe John Ball Park Zoo is looking to purchase an endangered species. Your job isto choose a specific endangered species and influence the zoo officials to buy theanimals you have chosen by delivering a short, information presentation. It shouldinclude general information about the animal and why the animal would benefit bybeing at the zoo, as well as why the zoo would benefit by having the animal.

ASSIGNMENT1. Prepare an oral and visual presentation about the endangered species your

group has chosen. Your presentation should include the following generalinformation.

A. Common name/Scientific nameB. Class (insect, fish, amphibian, reptile, bird, mammal)C. Description: size, weight, colorD. Unique characteristics and/or behaviorE. Food-dietF. HabitatG. Reproduction characteristics (number of offspring, destination period)H. Endangered statusI. Factor(s) that threaten or endanger animalsJ. Role in ecosystem (relationship among other organism/possible effects

due to changes in one population in a food web on other populations)

2. Prepare a written outline of your presentation that will be turned in prior to givingyour presentation. This outline will include a bibliography of sources used. Youmay use only one encyclopedia. MINIMUM OF THREE RESOURCES.

EXIT STANDARDSEffective communicatorsInvolved citizensSelf-directed learnersCooperative contributorsCreative producersCritical thinkers

143

AssessmentGrade 6

GEOSPHERE


Pairs of students will compose a newspaper article on a animal fossil and include the followinginformation: the climate in which it lived, how the organism moved, what it ate, and what itlooked like. Based on their understanding of that information, small groups of students willcreate a travel brochure showing what life was like during that time period and why peoplewould want to visit that time period. The brochure should include information about their fossils,illustrations of their fossils, and details about the geological time period.


Scoring of Classroom Assessment Example V.1.MS.4


Completeness offossil article

Writes an articlethat incorporatesone of therequiredcomponents.

Writes an articlethat incorporatesany two requiredcomponents.

Writes an articlethat incorporatesany three requiredcomponents.

Writes an articlethat incorporatesall of the requiredcomponents.

Completeness ofgeological periodbrochure

Designs abrochure that iscomplete on allsides.

Designs abrochure that iscomplete on allsides and partiallylabeled.

Designs abrochure that iscomplete on allsides, is labeled,and is neatlydone.

Designs abrochure that iscomplete on allsides, isaccuratelylabeled, showscreativity, and isneatly done.

Accuracy ofillustrations

Attempts toillustrate a fossilbut it isunidentifiable.

Illustrates a fossilthat resembles thespecimen and islabeled.

Neatly illustratesand labels a fossiland other objectsof theenvironment.

Illustrates a fossiland many aspectsof theenvironmentneatly and withlabels and details.

144


GRADE LEVEL: Sixth

Topic: Geosphere


surface.

Grade Level Benchmark: 5. Explain how technology changes the surface of the

earth. (V.1.MS.5)

LearningActivity(s)/Facts/Information

Central Question:How has technology changed the surface of the Earth?

1. “Natural Changes”

2. “What are Some Environmental Problems Which AreCaused by Man?”


Resources

Process Skills: Observing, Interpreting graphs and data, Organizing data, Drawingconclusions, Sequencing/Ordering, Measuring, Predicting, Controlling variables

New Vocabulary: surface mining, construction development, urban development,

farming, dams, landfills, restoring natural areas

145

NATURAL CHANGES

OBJECTIVESBy the end of the lesson, students should be able to:

1. Explain what is meant by biological succession.2. Describe changes that take place in biological communities.3. Explain how changes in the population of one organism may affect the

populations of other organisms.4. Describe the characteristics of a specific biological community.

PROCESS SKILLSobserving, interpreting graphs, organizing data, and drawing conclusions

NEW TERMS:Succession—changes in an area of one group of organisms to be another

MATERIALSExploration 5: field guides for identifying organisms, paring knife,

Journal, thermometer, magnifying glass, trowel, whiteplastic tray

Exploration 6:A Community Study: field guides for identifying organisms, Journal, ruler or

meter stick

A Forest-FloorCommunity: field guide for identifying organisms, ruler, or meter stick,

unlined paper, Journal, newspaper or white plastic tray,magnifying glass

A Pond Community: field guides for identifying organisms; plastic bottles,containers, and plastic bags for taking samples; Journal;long-handled “muck scoop” (kitchen strainer); white plastictray; glass jar or aquarium (optional); pump (optional)

TIME REQUIREDfive to six class periods

GETTING STARTED

This lesson explores some of the changes that occur within a biological community. Itbegins by introducing students to the concept of biological succession. In Exploration5, students identify changes within a community by examining a rotting log. The lessoncontinues by looking at some of the causes, both natural and human-made, ofpopulation changes within communities.

146

MAIN IDEAS1. Changes are constantly occurring within biological communities.2. Nature can restore itself to its original state through succession.3. Human actions may adversely affect the organisms that make up biological

communities.4. Changes in the population of one organism are often reflected in the population

of other organisms.

TEACHING STRATEGIES

SUCCESSION-ENVIRONMENTAL CHANGEBefore students begin reading, direct their attention to the photograph and havethem identify what it shows. (Mt. St. Helens erupting in 1980.) Involve students in adiscussion of how a volcanic eruption would affect the communities of living thingsaround it.

Have students write brief descriptions (poems or prose) about one of the locationslisted. Invite several volunteers to read their descriptions to the class. Helpstudents recognize that over a period of time, changes occur in biologicalcommunities. If students have not had the opportunities to visit one of the placeslisted on page 36, involve them in a discussion of the changes they think mightoccur in each location. For example, an abandoned farm might become overgrownwith weeds, shrubs, and fast growing trees. Review the definition for the termsuccession, and have students name areas where they have seen successionoccurring. As suggested on the bottom of pages 36, invite students to make a trip toan area where succession is taking place, and to record the changes that theyobserve.

Answer to question:Direct student’s attention to the picture on page 37. Help students recognize thatsuccession communities of plants help restore an area to its original condition. Inthe example pictured, the badly burned forest is replaced by grasses, weeds, andsmall shrubs. Eventually, these will be replaced by larger shrubs and fast growingtrees. Finally, those will give way to a defense similar to the original one.

NATURAL CHANGES

SUCCESSION-ENVIRONMENTAL CHANGEMt. St. Helens erupted in 1980. The blast destroyed hundreds of square kilometersof forest. Hillsides were stripped clean and then buried under several meters ofvolcanic ash. Almost nothing remained alive in the blast area.

147

But nature has a strong ability to preserve its original state and, if it is disturbed, toreturn to that state. Over the years, many changes have taken place in the areaaround the volcano. Plants and animals are gradually returning to the charred land.

Have you ever noticed changes in the plant and animal communities where youlive? Suppose you made a visit to one of the following places. Describe yourexperience in either poetry and prose.

An abandoned farm

A pond that you had not seen for many years

A place where loggers had cleared trees a few years before

A garden left unattended for several weeks

A field left unplowed for several years

An abandoned lot

Changes in which one group of organisms replaces another may take days, weeks,years, or centuries, depending on the type of environment that is changing. All of thechanges that occur is an area are collectively known as succession. Duringsuccession, one group of organisms follows, or succeeds, another. Succession is aslow, natural process. If possible, study an area where succession is taking place.Make regular trips to the area on your own, and record any changes you find in theplant and animal life there.

148

WHAT ARE SOME ENVIRONMENTAL PROBLEMSWHICH ARE CAUSED BY MAN?

SUBJECTEcologyNon-biodegradable materials

GROUP SIZE2-4 students

TIMEMotivator: 30 minutesProcedure: five weeks for 30 minutes each

TEACHING STRATEGIESGameGuided DiscoveryObservationLaboratory Experiment

VOCABULARYbiodegradable, decompose, litter, organic compounds, recycling, solid waste

CONCEPTS/OUTCOMESMan-made litter is an environmental problem. Litter, which is made on non-biodegradable materials, decomposes more slowly, if at all.

PROCESSESObservingSequence/OrderingMeasuringPredictingInterpreting DataControlling Variables

SAFETY TIPUse forceps to pick up samples to prevent injury to fingers.

CAREERSSanitation Engineer, Ecologist, Environmentalist

149

RESOURCES1. Our Land Needs Your Help, University of Arizona. $9.25 rental, grades 3-7,

16mm.2. The Balance of Nature, Creative Learning Filmstrips, Color, Sound, grades 1-6.3. Pollution, Creative Learning Filmstrips, Color, Sound, grades 1-6/4. Operation Salvage: Paper as a Reuseable Resource. American Forest Institute.

Color filmstrip, 17 minutes. $26.00 with record.

GENERAL OBJECTIVEThe learner will know that the Earth’s environmental balance can be easilydisturbed.

OVERVIEWMan’s environment is being endangered by man himself. Landfills with materialswhich cannot be recycled or will not break down (non-biodegradable) are causingmany problems. To heighten the awareness of the various types of trash left byman, a random survey of school yard litter will be conducted. To understand theconcept that man-made products decompose slowly, a tiny “landfill” will bedeveloped. Students will observe the quickness with which natural (organic)products decomposes over some man-made items.

SOME KEY DEFINITIONS ARE1. Decompose: a chemical reaction which splits up a substance into simpler

substances.2. Organic compounds: carbon containing compounds.3. Recycling: to extract useful material from garbage or waste.

LESSON OBJECTIVESThe learner will:1. Understand about the various kinds of litter found in a school yard.2. Design an experiment which will demonstrate the rate at which materials

decompose.3. Develop an appreciation for the concept of recycling vs. use of landfills.

MATERIALS FOR MOTIVATORgram scale or bathroom scale, stop watch, plastic garbage bags

MOTIVATORAnnounce that students are to collect as many different kinds of litter as they can inten minutes. The team which collects the most items will be declared the winner.The second type of winner is the team with the greatest weight of items. Tell themthat they are not cleaning the school yard, but collecting data for an experiment.

150

Take students out into the school yard. Give them a plastic bag for their collections.The students will have ten minutes in which to pick up as much and as many typesof litter as possible. (No fair getting anything from the dumpster!) At the end of tenminutes, weigh each team’s bag and declare a winner. Students should then bringtheir collections back into the room and:1. Take five small sample squares of various types of litter (25 total samples) to be

used in the general procedure. Students may swap materials to make a bettersampling population.

2. Materials may include any or all of the following: wax coated cups, styrofoamcups, fast food boxes, candy wrappers, cigarette packages, notebook paper,plastic utensils, gym socks, nylon hose, pencils, bottle caps, etc.

MATERIALS FOR PROCEDUREplastic bag, 18" x 24" paper to make chart, 1 growing tray with drain holes or a shoebox lined with plastic bag, water, soil sufficient to fill the “growing” container to adepth of 2 inches, scissors, forceps (tweezers), glue

PROCEDURE1. Place 2 inches of garden soil (do not use commercial products such as potting

soil or manure, as they tend to be sterile and will not work) on the bottom of thebox or tray.

2. At one inch intervals, ‘’plant” your 5 samples of litter 1 inch deep in rows.3. Label the front of the rows with the name of the material.4. Cover the samples with soil and water soil to keep it from drying out.5. Every week for five weeks, ask the students to “unbury” one of their samples

from each row and paste them on a chart. Label the five weeks across the top ofthe chart and label the item down the left side. Place the sample in the correctsquare.

EXTENSION/FOLLOW-UP/HOMEWORK1. At end of 5 weeks, students will have a chart which demonstrates the

effects/non-effects of soil and water on the decomposition of littered materials.2. Visit the local land fill or disposal plant and discuss with the sanitation manager

how the trash is handled; the recycling program associated with it; rates ofdecomposition; scavenger problems, rodent control, etc. Ask the students totake notes for discussion in the classroom.

151

3. Questions:a. What was the most commonly found litter form?b. What was the least commonly found litter form?c. Which litter forms decomposed the greatest in 5 weeks?/the least?d. What effects would massive amounts of decomposing matter have on the

soil, air, pest population?e. Should a landfill or disposal plant be classified as an environmental problem?

Why or why not?

APPLICATION1. Have students visit a landfill or disposal plant.2. Collect data on solid waste at school. Determine its composition and source.

Determine each person’s contribution. Determine where it goes. Discuss whatproblems it may cause. Discuss how it can be reduced or recycled.

3. Why has the plastic industry developed biodegradable materials?

152

STUDENT ACTIVITY SHEETName_______________________________Class _________________ Period________Date _______________________________

WHAT ARE SOME ENVIRONMENTAL PROBLEMSWHICH ARE CAUSED BY MAN?

CONTINUATION FROM MOTIVATOR1. Bring your collections into the classroom and choose 5 items to be tested.2. Take five sample squares from each item. These squares will be used in the

PROCEDURE. Before taking the samples, make sure that you have enough ofeach type to conduct the experiment. You may swap materials with otherstudents to make a better sampling.

3. Materials may include any or all of the following: wax coated cups, styrofoamcups, fast food boxes, candy wrappers, cigarette packages, notebook paper,plastic utensils, gym socks, nylon hose, pencils, bottle tops.

MATERIALS FOR PROCEDUREplastic bag, 1 pc. 18" x 24" art paper, Elmer’s glue, paste, markers, crayons, 1growing tray with drain holes or a shoe box lined with plastic bag, water, soilsufficient to fill the “growing” container to a depth of 2 inches, scissors, forceps(tweezers)

PROCEDURE1. Place 2 inches of garden soil (do not use commerical products such as potting

soil or manure, as they tend to be sterile and will not work) on the bottom of thebox or tray.

2. At one inch intervals, “plant” your 5 samples of litter 1 inch deep in rows (seedrawing).

3. Label the front of the rows with the name of the material. Example: stryofoam,nylon, waxed paper, etc.

4. Cover the samples with soil. Water the soil to keep the soil from drying out.5. Every week for five weeks, “unbury” one of your samples from each row and

paste them on a chart. Label the five weeks across the top of the chart and labelthe item down the left side. Place the sample in the correct area on the chart.

153

EXTENSION/FOLLOW-UP/HOMEWORK1. At end of 5 weeks, your chart will demonstrate the effects/non-effects of water on

the decomposition of littered materials.a. Which items decomposed the most?b. Which items decomposed the least?c. Which items did not decompose at all?

2. Visit the local land fill or disposal plant and ask the sanitation manager how thetrash is handled; the recycling program associated with it; rates ofdecomposition; scavenger problems, rodent control, etc. Take notes fordiscussion in the classroom.

3. Questions:a. What was the most commonly found litter form?b. What was the least commonly found litter form?c. What effects would massive amounts of decomposing matter have on the

soil, air, people population.d. Should a landfill or disposal plant classified as an environmental problem?

Why or why not?

154

AssessmentGrade 6

GEOSPHERE


Each student will create a concept map that connects the relationships of positive and negativeeffects associated with a technological society and will develop a written plan that identifies andexplains one of the identified issues. Each student will show cause and effect relationships witharrows on the concept map to support his or her claims. Each student will write a letter to theeditor and propose solutions that offset the negative effects of this technology.


Scoring of Classroom Assessment Example V.1.MS.5


Correctness ofconcept map

Selects onetechnologicalissue andconnects twopositive cause andeffectrelationships andone negativecause and effectrelationship.

Selects onetechnologicalissue andconnects threepositive cause andeffectrelationships andtwo negativecause and effectrelationships.

Selects onetechnologicalissue andconnects fourpositive cause andeffectrelationships andthree negativecause and effectrelationships.

Selects onetechnologicalissue andconnects five ormore positivecause and effectrelationships andfour or morenegative causeand effectrelationships.

Completeness ofexplanation

Attempts toidentify humanconsequences andhows cause andeffectrelationships.

Identifies andexplains humanconsequences ofidentified issues,shows two causeand effectrelationships, andattempts tosupport claims.

Identifies andexplains humanconsequences ofidentified issues,shows three causeand effectrelationships,supports claims,and attempts topropose solutionsfor change.

Identifies andexplains humanconsequences ofidentified issues,shows cause andeffectrelationships(using conceptmap), supportsclaims, andattempts toproposessolutions forchange.

155


GRADE LEVEL: Sixth

Topic: Atmosphere and Weather

Grade Level Standard: 6-5 Determine the interaction between weather and the

atmosphere.

Grade Level Benchmark: 1. Explain patterns of changing weather and how they

are measured. (V.3.MS.1)


Central Question:What causes different kinds of weather?

1. “Make It: Barometer”

2. “Weather by the Chart”

3. “Hot Air Balloon”


Resources

Ranger Rick’s Naturescope:Wild About Weather

Process Skills: Observing, Predicting, Calculating, Interpreting data

New Vocabulary: weather patterns: cold front, warm front, stationary front, air

mass, humidity

156

MAKE IT: BAROMETER

Is the air above us under higher pressure or lower pressure than it was yesterday? Isthe pressure changing fast? A barometer can give you the answers to these questions— and help you predict weather changes.

If the air pressure is falling, a low-pressure airmass is on its way. The wind moving over yourarea blows counterclockwise, and rain may becoming. If the air pressure is rising, a high-pressure air mass is moving in and fair skies arelikely.

MATERIALSscissorsround balloonswide-mouthed glass jarrubber bandplastic drinking strawtransparent tapeindex card

PROCEDURE1. Cut off the neck of the balloon.2. Stretch the balloon around the jar very

tightly, pulling the end of the balloon off to the side so the surface is flat. Wrapthe rubber band around the balloon and jar to keep the balloon from slipping.

3. Cut one end of the straw to form a point.

4. With a small piece of tape, attach the uncut end of the straw to the center of theballoon.

5. Push down lightly on the balloon, and watch what happens to the end of thestraw. By pushing down on the balloon, you imitated an increase in air pressure.

6. Put your barometer in a safe place. It doesn’t have to be outside. Tape theindex card to the wall next to the barometer. The straw should come to aboutthe middle of the card.

7. Mark the card where the straw points. Write the date and the time next to yourmark.

157

Greater air pressure creates greater pressure on yourballoon. Like your finger pushing down on the balloon,high-pressure weather systems will make your arrow rise.

By the position of the straw, you will be able to tell whetherthe air pressure is rising or falling. In order to know if thebarometer is rising or falling, you’ll need to keep track of theair pressure by marking the card every day. If you fill up thecard, tape a second one next to the first one.

If you notice that your arrow is consistently rising over thecourse of a day or several days, you can predict that ahigh-pressure system is on the way. This means that fairskies are approaching.

158

WEATHER BY THE CHART

Use a weather chart to make a forecast.

OBJECTIVEExplain how cloud types, wind direction, and pressure can be used to forecast theweather.

AGESIntermediate and Advanced

MATERIALSbarometerwind sockcopies of Cloud Chart insertheavy construction paper or cardboard

SUBJECTSScience and Math

Weather forecasting isn’t easy. You need to know how clouds, wind, pressure, andtemperature all interact before you can figure out what kind of weather is coming.

In this activity your group can practice forecasting by using a simple weather forecastingchart that focuses on cloud types, pressure, and wind direction.

For help with identifying clouds, pass out copies of the Cloud Chart insert.

Make a wind sock. If possible, use a mercury or aneroid barometer for the air pressurereadings. (Homemade barometers usually aren’t accurate.)

Here’s how to use the weather forecasting chart:

Divide the group into three teams: the Cloud Team, the Pressure Team, and the WindTeam. Then, at a specific time each day, have each of the weather forecast teamstake a “reading” on what’s happening outside. (The Pressure Team will have had tohave taken one or two readings earlier in the day to find out if the pressure is rising,falling, or staying the same.) Then have the team compare their readings to the list onpage 48. For example, if there are cumulus clouds outside, the Cloud Team should findthe word cumulus on the cloud list. Then have them write down the number thatcorresponds to the cloud type. (In the case of cumulus clouds, the number would be 7.)

159

Have the Pressure and Wind Teams take readings with their instruments and do thesame thing. Then have the teams add the three numbers to get a forecast number. Bylooking at the forecasting chart they can find the forecast that matches their number.

FORECASTING FOLLOW-UPS• Keep a large chart that records how accurately the forecasting chart works. You

can list the date and then draw a smiling face if the forecast was correct, a sad faceif the forecast was incorrect, and no-expression face if it was partly correct.

• Discuss why a general forecasting chart like this probably won’t work all the timeand in all areas of the country. (Many areas are influenced by local geography,such as mountains, valleys, lakes, deserts, and oceans. Some areas are moreinfluenced by the jet stream, which might bring different winds and weather patternsto an area.)

• Have each team keep a weather notebook and record their observations every day.If they do this activity throughout the entire year, the kids will be able to watch howclouds, wind direction, and pressure sometimes change with the seasons.

• Have the kids bring in newspaper weather maps for a week, paste them down in anotebook, and notice how weather patterns move across the country. Discuss howweather system movements can affect their own forecasts.

BRANCHING OUT: MATH• Continue this forecasting activity over several weeks or months so you can

calculate how accurate the forecasting chart is. For example, if the forecast wascorrect two times during a four-day period, it was only 50% accurate. If it wasaccurate 24 days out of 26 days, then it was 92% accurate.

• Have your group compare their forecasts to those of the weather forecasters fromTV, radio, or newspapers. Have each team watch or listen to a different station andcopy down the weather report from the evening news. Make a chart usingconstruction paper or heavy cardboard and list the stations, their weatherforecasters, and the face symbol that best represents the forecasts they gave.

Again calculate the percentages to find out which forecasters was the mostaccurate. Then look at the accuracy of your forecasts. Are any of the teams betterforecasters than professionals?

160

RANGER RICK’S NATURESCOPE: WILD ABOUT WEATHER

162

PRESSURE

Very low and dropping

Low and dropping

Low and fluctuating

Average and dropping

High and dropping

Very high and dropping

Average, fluctuating

Low, rising

Average and rising

High and rising

Very high and rising

1

23

3

3

4

5

6

7

8

9

WEATHER BY THE CHART

CLOUDS

Cumulonimbus

Stratus

Low, thickening

High clouds

Stratocumulus

Clouds rising

Clear

Cumulus

1

2

3

4

5

5

6

7

WINDS

N

NE

E

SE

S

SW

W

NW

Variable

Calm

2

1

1

1

2

3

3

4

3

3

WEATHER FORECASTER

FORECAST # FORECAST

3

4

5

6 or 7

8

9 or 10

11

12

13 or 14

15

16

17

18

19

20

Heavy precipitation within six hours

Precipitation within 6-12 hours, little temperature change.

Brief precipitation within 18 hours, rise in temperature

Precipitation within 24 hours, rise in temperature

Precipitation within 30 hours, no temperature change

Increase in clouds

Little precipitation in next 24 hours

Winds with possible showers

Immediate precipitation, then clearing and cooler

Showers, or flurries, then clearing and cooler

Clearing in a few hours

Partly cloudy, no temperature change

Fair with little change in next 36 hours

Mostly fair with rising temperatures

Continued fair

163

SET UP A CLASSROOM WEATHER STATION

Do you know where the weather information comesfrom that you hear about on radio and television?Those weather reporters have “weather watchers” whocall in and give them a description of weatherconditions where they live. Your students can become“weather watchers” themselves. To be an officialweather watcher, you need sophisticated equipment,but you can gather pretty good information with devicesyou build yourselves.

The following pages show you how to make simpleweather forecasting devices for your classroom.

1. Wind vane2. Anemometer3. Barometer4. Thermometer

1. WIND VANETo show changes in wind direction.The arrow points to the direction the wind is coming from, because the tail is biggerand gets blown away from that direction. Wind blows toward an incoming front.

164

2. ANEMOMETERTo show changes in wind speed.With this simple anemometer, you won’t be able to determine the precise speed inmiles per hour. Instead, you can record changes in general terms, such as “fast”, or“slow”, “moderate”, “none”.

165

WEATHER FORECASTING INSTRUMENTS

Use your encyclopedia to find out how each of these instruments are used inforecasting the weather.

166

DO-IT-YOURSELF BAROMETERTO PREDICT WEATHER CHANGES

MATERIALS1 large round balloon (have spares handy in case oftears)1 large-mouth glass jar (mayonnaise or peanut butter)several rubber bandsmodeling clay1 wooden cooking skewer (the longest you can find)1 plastic drinking strawscissors and a partneran Atmospheric Pressure Scale

HOW TO MAKE1. Cut the blowing tube off of a round balloon. Stretch

the remaining part of the balloon over the mouth of thejar until it completely covers the screw threads on thejar. While holding the stretched balloon, have yourpartner wrap several rubber bands around the jar,sealing the balloon tightly against the jar. Do thiscarefully because the barometer must be airtight towork properly.

2. Push the blunt end of the cooking skewer into a smallball of clay. Flatten the bottom of the ball of clayslightly and place it on the center of the stretchedballoon. The skewer should rest against the edge ofthe jar.

3. Cut out the Atmospheric Pressure Scale found onthe following page. Use the point of a pencil to punchthe holes, and fold the ends of the scale back on thefold lines. Thread a straw through the holes and pushone end of the straw into a lump of clay so that itstands up like a flagpole.

HOW TO USEPlace the barometer away from direct sunlight. Positionthe Atmospheric Pressure Scale so that the pointed endof the skewer can move up and down in front of it. Slidethe scale up or down the straw until its center mark is evenwith the point of the skewer.

167

Every day, record the location of the pointer relative to thecenter line of the scale. High pressure is associated withgood weather. When the pointer on the barometer risesabove the center mark on the scale and stays there for awhile, the weather is changing to windy or stormyconditions. Changes in air pressure usually take place 12to 24 hours before you’ll notice changes in the weather, soyou can see how movements of a barometer can be usedto predict future weather. Lower pressure doesn’t alwaysresults in enough change to produce a storm, but you’llusually be able to see that the weather “isn’t as good” asduring higher pressure.

To avoid having the temperature in your classroom affectthe results of your observations, be sure to take themeasurements at the same time each day.

Although it is invisible, the air around us does have weight.This force is called air pressure. One of the instrumentsused by scientists to predict weather trends is thebarometer which measures atmospheric pressure.Changes in the air pressure are directly related to changesin the weather, and the information provided by abarometer can help you to predict what the weather will bein the next few days.

168

THERMOMETERTO SHOW CHANGES IN TEMPERATURE

Select one or two children each day to check andrecord the temperature twice each day. Be sure tocheck the temperature at the same times each day soyou can make comparisons. Write the date and timein the boxes on the form below. Color thethermometers to show the temperatures. Keep theseforms for one month (or even the whole school year.)So you can see trends forming.

You can calibrate the straw by drawing lines tocorrespond to temperature verified by comparison to acommercial thermometer.

169

WIND VANES

In some parts of the country decorative wind vanes can be seen on tops of barns,homes, and town buildings. These might be roosters, fish, fancy arrows, or otherinteresting items. Because winds are named according to the direction they are comingfrom, the animals or arrows are designed to point into the wind. This happens becausethe back end of the animal or arrow is made to be larger than the front, so the windpushes that larger end away as it blows by.

Take a look at the wind vanes below. Can you tell which way the wind is blowing ineach picture? Draw an arrow to show which way the wind is blowing. Name each windaccording to the direction it is coming from.

170

HOT AIR BALLOONS

Start a balloon craze in your school! Give awards for themost colorful, highest or furthest flying balloons.

When charged from a camping stove, this five-foot balloonshould rise from 50-100 meters high.

MATERIALSa dozen sheets of tissue paper (20 “ X 30")some large paper clipsa glue sticksome fine wire (i.e. telephone wire)newspaperone large juice can (both ends cut out)glovesa hair dryera camp stove or charcoal barbecue

MAKING YOUR BALLOON1. Begin by making a pattern with newspaper. Tape or

glue two sheets together to form one large sheet(approximately 55" long). Fold it in half lengthwise.

2. Start at the top “fold” of the newspaper and mark thetop point. Measure down 5" along the fold and then 3"away from the fold and place a second mark.Continue measuring down 5" and then in from the foldas shown in Figure 1 until you have plotted all elevenpoints.

Connect the dots to make a smooth curve. Cutthrough both layers of newspaper and pattern iscomplete. To make additional patterns for your class,simply trace or cut around your pattern on additionalpieces of folded newspaper.

3. To make the balloon panels, begin by gluing two 20" x30" tissue sheets together to make one long 20" x 60"sheet (the seam should be approximately 3/4" wide).Make six of these. Fold each lengthwise and stack them with the folded edgestogether.

4. Place the pattern on top of the stack and use five or six paper clips along thefolded edges to secure the stack. Trace around the pattern and cut through all12 layers at once. Do not cut off excess tissue at the bottom (mouth of balloon).

Place one folded sheet of tissue on a large sheet of newspaper. Using the gluestick, apply a continuous line of glue around the top curved side (make the seam

171

approximately ½" wide). Place another folded sheet on top of the first one andpress the curved edges together. Apply glue to the top of the second one andglue the third sheet to it. Continue until all six sheets are glued togetheraccordian-style. Insert newspaper between the layers to keep the tissue paperfrom gluing itself to the panel underneath it. Allow the glue to set. Finally, applyglue to the top curved edge and carefully bring the bottom sheet out from underthe stack and around to seal into the top sheet to complete the “envelope.”

Check the top seal where all points come together. If it is loose, glue a circulartissue patch onto it for reinforcement.

Make a 1" cuff at the mouth of the balloon. Put a loop of wire into the cuff andseal it with glue. Test the balloon with the hair dryer. Check for holes and weakseams. Patch them with glue and tissue paper.

LAUNCHING YOUR BALLOON1. Balloons should be launched outside only. Ideally, you want a day with cool air,

clear skies, and no wind. Choose launch site away from obstructions andupwind from an open landing area. Have teachers, parents, or students assistas recovery teams.

2. Use the juice can as a chimney and place it on a camping stove or barbecue.Have 2 or 3 students help hold the balloon while you direct the hot air into themouth of the balloon. Don’t let the balloon touch the chimney. IF THEBALLOON CATCHES ON FIRE, LET GO OF IT AND LET IT BURN OUT.When the balloon is filled with hot air and the tissue paper is warm to the touch,IT’S TIME! Count to three and have everyone let go at once.

THEORYThe balloon rises because the density of the envelope and hot air (combined) is lessthan the density of the surrounding air. As wood will float to the top of the tank ofwater, your balloon will continue to rise as long as it is “lighter than air” or, putscientifically, “less dense than air.”

The amount of lift is dependent on the difference between the outside airtemperature and the temperature of the air inside the balloon. It is also dependenton the amount of hot air in the balloon (i.e. size of the balloon) and the weight of theballoon. Once these variables are understood, students can experiment with theirown designs and shapes.

This activity has obvious value in understanding concepts in science – properties ofair, density, and meteorology. Using mathematics, students can use a quadrant anda simple graphic solution to determine the altitude the balloon reaches (refer to SEEWHAT EARTH SCIENCE IS ALL ABOUT 4-6 Meteorology). The history ofballooning is another very fascinating topic, especially the early experiments inFrance by the Montogolfier brothers.

173

AssessmentGrade 6

ATMOSPHERE AND WEATHER


From the data collected in the Instructional Example, students will work in small groups toformulate weather patterns and explain relationships. Each group will chart the patterns usingweather symbols and use all gathered information to create a forecast to present to the class. Thisforecast should include weather tools, maps, and data tables.


Note: Changes in the jet stream can produce big changes over a short period of time. Lake effectsnow makes snowfall variable. Summer precipitation is notoriously variable over a small area.Teachers should be looking for logic and consistency in write-up rather than a total reliance onwhether a forecast is right or wrong.



Accuracy of datatable

Produces a datatable.

Produces adetailed datatable.

Produces anorganized datatable that isdetailed.

Produces anorganized datatable that isaccurate anddetailed andincludes a graphof the weatherdata.

Accuracy ofweather forecast

Makes aninaccurateweatherprediction withoutreference to datatable or tools.

Uses tools anddata table to makean inaccurateweatherprediction.

Uses tools an datatable to make anaccurate weatherprediction.

Uses tools anddata table to makedetailed andaccurate weatherpredictions.

174


GRADE LEVEL: Sixth


Grade Level Standard: 6-5 Determine the interaction between the weather and

the atmosphere.

Grade Level Benchmark: 2. Describe the composition and characteristics of the

atmosphere. (V.3.MS.2)


Central Question:What makes up weather?

1. “How Does the Nature of the Earths’ Surface AffectAtmospheric Temperature?”

2. “Detecting Air Pollution”


Resources

Process Skills: Inferring, Communicating, Comparing and contrasting, Using space-timerelationships, Formulating hypothesis, Identifying and controlling variables, Experimentingand researching

New Vocabulary: composition, molecules, water vapor, gas, dust particles, ozone,

air pressure, humidity, altitude, pollen, bacteria

175

HOW DOES THE NATURE OF THE EARTH’S SURFACEAFFECT ATMOSPHERIC TEMPERATURE?

MATERIALSRelief mapsTemperature mapsPaperPencil

PROCEDURE1. Study your temperature maps and identify at least 10 areas that have high

average temperatures.

2. Find these same areas on the relief map. Do they seem to be areas of highaltitude, low altitude, medium altitude, or a mixture of all three?

3. Are these areas commonly near mountain ranges, near oceans, or far away fromboth? Or does it seem to be a mixture?

4. Are these areas near the equator or nearer to the North Pole or South Pole?

5. Next, identify at least 10 areas that have low average temperatures. Do steps 2,3, and 4 with them.

6. What can you say about the effect altitude seems to have on temperature?

7. What effect do mountain ranges and oceans seem to have on temperature?

8. What effect does latitude (distance from the equator) have on temperature?

FOR PROBLEM SOLVERSDo some research and find out how atmospheric temperature is affected by landmasses and by oceans and other large bodies of water? What other surfacefeatures affect air temperature?

TEACHER INFORMATIONTemperatures are affected by altitude. In general, the higher the altitude, the coolerthe climate will be. Even near the equator, areas of higher altitude have coolertemperatures than do those near sea level. Oceans tend to have a moderatingeffect on nearby land masses, as water heats up and cools down more slowly thandoes land. Air masses coming from the oceans can have a great cooling orwarming effect on temperature over land areas, depending upon whether they arecoming from the cold Arctic waters or from warmer ocean currents.

176

Latitude affects temperature more than any other single factor. Regions near theequator are said to have a low latitude. High latitudes near the poles. The higherthe latitude of a region, the colder the climate will be. Low latitude gets the directrays of sun. Higher latitudes get slanted, less concentrated rays.

SCIENCE PROCESSESInferringCommunicatingComparing and contrastingUsing space-time relationshipsFormulating hypothesesIdentifying and controlling variablesExperimentingResearching

177

DETECTING AIR POLLUTION

Various methods are used to demonstrate the presence of particulates and carbondioxide in the air. Quantities of particulates collected from various locations in thecommunity are compared.

INTRODUCTIONAir pollution is of great importance to us all, but it is also something that most of usfeel helpless to do much about. Many people feel that factories cause most of airpollution and that there is nothing that we as individuals can do about that. Somethink air pollution as being a problem in places such as Los Angeles, New York, orDetroit, but not in small towns.

It is important that students realize that there are a great many different sources ofair pollution, and that there are hundreds of different substances found in the air.Some naturally occurring substances can be considered pollutants, and some man-made pollutants are also produced by natural processes. Some are produceddirectly as a result of natural events or human activities, while others are formed inthe air as a result of chemical reactions among the pollutants and other componentsof the air. Some pollutants are bothersome but not very harmful or dangerous, whileothers are extremely toxic and harmful.

Detecting and measuring air pollution can be a very complex process. In thisactivity, the students observe the production of water, soot, and carbon dioxide inthe process of combustion. They then collect particulate pollution in theircommunity.

GROUPINGTeams of two or more students

TIMEDemonstration and instructions: 45-50 minutesStudents preparing particulate collectors: 30-45 minutesParticulate collectors remain in place: 1-14 daysExamination of particulate collectors data analysis: 45-50 minutes

ANTICIPATED OUTCOMESThe student will:

• construct simple particulate detectors.• collect particulate samples from various parts of their community.• compare the quantities of particulates found in various locations.• understand that combustion produces both visible and invisible products.• increase their willingness to reduce air pollution.

178

MATERIALSDetecting Air Pollution: Background Information (1 per student)Detecting Air Pollution: Instructions and Data (1 per student)Detecting Air Pollution: Questions (1 per student)

PencilsCandles and matchesWhite (preferably) or clear Pyrex dish cover or other heat resistant glass such asPyrexpetri dish or beaker3 x 5 index cards, cut in half to make 3 x 2.5 cards (1 of the small cards per student)Paper punchString (approx. 12" per student)Petroleum jellyHand lens or microscopePush pins or thumb tacksMasking tape1 beaker or 1 quart canning jar2 manila foldersSeveral balloonsLimewater solutions or Bromothymol Blue solutionSeveral twist-ties

VOCABULARYOxideParticulatePetrochemical

TEACHING PREPARATION1. Photocopy the Background Information sheet, Instructions and Data Table sheet,

and Questions.

2. Obtain required materials.

3. Make at least two funnels for collecting automobile exhaust gases. Make oneend large enough to fit over the exhaust pipe end. The other should be smallenough to fit into the opening of the balloons.

Safety Considerations• When collecting the automobile exhaust, have the students stand well back

from the exhaust pipe so as not to breathe the fumes and not touch the hotexhaust pipe, and do this in a well-ventilated area.

• Caution the students to be careful when installing their particulate collectors.

179

PROCEDURE1. Discuss the topic of “air pollution” with the students. Point out that some is

visible and some is invisible.

2. To demonstrate one of the invisible components of automobile exhaust, hold a1 liter beaker or quart canning jar.

3. To demonstrate another invisible component, carbon dioxide, use a cardboardfunnel to fill several balloons with exhaust gas. Use a twist-tie to close eachballoon. Carefully insert a plastic straw into the balloon’s open end and tapethe balloon’s open end so that the straw is securely attached to the balloon.Insert the end of the straw in some limewater or Bromothymol Blue (BTB)solution. If the limewater turns milky white or the BTB turns green or blue-green, the presence of CO2 is indicated.

4. To demonstrate the presence of tiny particulates in the air above a fire, hold aPyrex dish or beaker in a candle flame. “Soot” should accumulate, showing thepresence of particulate matter.

5. Ask the students where in their community they would expect to find largeamounts and small amounts of particulate air pollution. Consider having themdesign particulate sampling devices.

6. Tell the students that they are going to make particulate collectors and placethem in the community to sample the air for particulate matter. Decide who willplace their collectors in what areas. Try to get volunteers to place thecollectors throughout the community. It might be interesting to place collectorsupwind and downwind from stationary polluters such as factories or majorhighways. It is a good idea to place more than one in the same general area tohelp protect from vandalism or so that one can be left longer if neither hasbeen disturbed.

7. With the students, decide how long to leave the collectors out. At least 24hours is recommended.

8. Have the students make the collectors as instructed on the Instruction Sheet.

9. Collectors should be set out in the classroom and one should be put in a boxas a control.

10. On the agreed upon day(s), have the students bring in the particulatecollectors. Being careful not to get petroleum jelly or dirt on the microscopes orlenses, examine the collectors for particulates. Have the students report therelative amounts of particulates according to the scale provided on the Datatable.

11. Discuss possible sources of particulates in each sampled area.

180

DISCUSSION1. What areas of your community had the most particulate pollution in the air? Why

do think this was so?

2. If a factory’s smokestack produces little visible pollution, does that mean that thefactory is not polluting the air?

3. Besides proximity to pollution sites, what other variables might have affected theamount of particulates collected on a collector?

4. Who should pay for cleaning up air pollution?

5. What are some of the health hazards of air pollution?

6. Besides health problems, what other problems does air pollution cause?

ANSWERS TO “Detecting Air Pollution Questions”1. Particulates are particles or pieces of matter suspended in the air. Examples

include smoke, dust, salts, pollen, and other solids and liquids.

2. Transportation is the major single source of air pollution in the United States.

3. Answers will vary. Things that students can do might include talking to the plantowners, help pass laws, changing buying habits, and the like.

4. Transportation-caused air pollution can be reduced in many ways, includingkeeping cars tuned properly, utilizing carpools and mass transit, walking, bikeriding, eliminating unnecessary trips or combining short trips, purchasing moreefficient vehicles, and working for the passage and enforcement of laws toreduce pollution.

5. Answers will vary. Students must realize that industries and governmentsrespond to the will, be it real or perceived, of the people. If we don’t demandcertain products, they won’t make them. If we demand that laws and regulationsbe created and enforced, they will. Organizations, governments, and companiesare made up of individuals. It may not be easy, but individuals, especially whenthey organize with other individuals, can (and do) bring about change!

EXTENSION1. Relate this activity to global warming.

2. Invite a representative of the local air-pollution control agency to speak to theclass, or obtain data from them about local air pollution.

3. Take the class to the auto shop and have the auto shop teacher demonstrate theuse of an exhaust-emissions analyzer on a well-tuned car and on an un-tunedone.

4. Contact your local highway patrol or other agency regarding automobile emissionstandards and testing.

181

5. Have students investigate air-pollution control devices such as those used onautomobiles, wood stoves, and factories.

6. Rubber bands and many synthetic fibers deteriorate in the presence of ozoneand other air pollutants. Have the students design experiments testing rubberbands and synthetic fibers for their rate of deterioration in various places in thecommunity.

7. Take a field trip to a local industry or other potential air-pollution source. Find outabout air pollution control devices or other measures being used.

8. The students can design, build, test, and compare different methods of collectingparticulate pollution.

MODIFICATIONS1. Use a map of your community to plot the data collected. Have the students

devise a system of symbols to attach to push pins to indicate the amount ofparticulates found.

2. Rather than cards, microscope slides can be used. They can be taped to cardsfor hanging or can be taped in place with masking tape. Tape or self-adhesivelabels can be used on the slides.

3. Clear double-sided tape can be used rather than petroleum jelly.

4. Single-sided clear tape can be used. Use a hole punch to make holes in thecard and apply the tape to the back of the card so that the sticky side is exposedby the hole.

5. Light cooking oil can be used by drawing a square or circle on a glass slide andplacing one of two drops of oil in the center of the square.

REFERENCESBlaustein, Elliott, Anti-Pollution Lab, New York, NY, Sentinel Books, Inc., 1972. DelGiotto, Bette, and Millicent Tissair, Environmental Science Activities Handbook forTeachers, West Nyak, NY, Parker Publishing Co., 1975.

Hocking, Colin et. al., Global Warming & the Greenhouse Effect, Berkley CA,Lawrence Hall of Science, University of California at Berkley, 1990.

Miller, G. Tyuler, Living in the Environment, Bemone, CA, Wadworth Publishing Co,1990

Seidel, Patricia, Ecology Action Pack, Chalfont, PA, Symmetry PromotionsPublishing, 1990.

182

DETECTING AIR POLLUTIONBackground Information

Clean, dry air near the surface of the earth consists primarily of nitrogen (78%) and oxygen(21%). The remaining 1% is mostly argon and carbon dioxide. Naturally occurring air alsocontains water vapor, dust, pollen, smoke, and a variety of chemicals such as carbonmonoxide, sulfur dioxide, nitrogen oxides, salt, ozone, and many other chemicals. What, then,is air pollution?

Generally, a chemical in the air would be called a pollutant when it is present in quantities thatare large enough to cause harm to humans, other animals, plants, metals, stone, or othermaterials. There are nine major classes of pollutants:

• oxides of carbon: carbon monoxide (CO) and carbon dioxide (CO2).• oxides of sulfur: sulfur dioxide (SO2) and sulfur trioxide (SO3).• oxides of nitrogen: nitric oxide (NO), nitrogen dioxide (NO2), and nitrous

chlorofluorocarbons.• volatile organic compounds such as methane (CH4) and chlorofluorocarbons.• suspended particulate matter including solids such as dust, soot, salts, and pollen,

and liquids such as sulfuric acid, oils, and pesticides.• petrochemical oxidants formed in the atmosphere by the reactions of various

chemicals found in the atmosphere.• radioactive substances.• heat.• noise.

There is little that we can do to prevent or reduce naturally occurring pollutants. Manypollutants, though are produced by human activities, and we cando something about these. Nearly half of the major outdoor airpollutants in the United States come from transportation. Thus,when we use mass transit, carpool, walk, or ride our bikes, wereduce air pollution. Using more fuel-efficient vehicles andkeeping them tuned properly is important too. Burning fuels, forexample, to produce electricity and heat, produce another 28percent of the outdoor air pollution in the United States. Thus,anything we can do to save energy will help reduce air pollution.

Most of the rest of the air pollution comes from various industrialprocesses. When we make material goods last by taking care ofthem and when we refuse to buy unnecessary products we helpreduce air pollution.

Many important pollutants such as CO2, CO, and radiation are invisible. Water vapor, smoke,and dust are often visible when viewed from a distance or when they are especially abundant.When particulates are not especially abundant, though, they must be concentrated to be seen.In this activity, you will be collecting particulate matter from the air in your community.

183

DETECTING AIR POLLUTIONInstructions

In this activity, you will be making particulate collectors to test for the presence ofparticulates in various areas of your community. Each student should make at leastone particulate collector. When you place your detector(s), be sure to record theinformation on the top part of the data page.

TO MAKE YOUR PARTICULATE COLLECTOR:1. Attach a 1" (2-3 cm) piece of masking tape to the narrow side of a 2/5" x 3"

card provided by your teacher. Use a hole punch to make a hole in themasking tape. The hole is for attaching a string with which to hand the card if itis not attached with push pine or tape. The masking tape will reinforce thehole.

2. Use a pencil to write the following on both sides of your card(s): “Please donot disturb. Air pollution experiment in progress. Thank You!”

3. Use the pencil to write your name on the card. If you are placing more thanone card, number each one so that you do not get them mixed up.

4. Use the pencil to draw a 2 cm x 2 cm square on one side of the card. Use thepencil to divide the square into a grid of squares with 0.5 cm sides.

5. Either:S Place a small amount of petroleum jelly in the middle of the square. Use

your (clean) finger, a clean toothpick, or the edge of a card to spread thepetroleum so that it forms a thin, even layer over the square. Carry yourpollution detection in a small box so that the petroleum doesn’t get smearedor contaminated before you place it in the community.

S Obtain a small amount of petroleum jelly in a piece of foil or plastic. Applythe jelly as above when you place the card in the community.

6. Obtain push pins, masking tape, and/or string to use to place the pollutiondetector(s) in the community.

7. On the assigned day, place your collector(s), recording the appropriate data.

8. On the assigned day, bring your collector(s) to class, again recording theappropriate data.

9. Use magnifying lenses or microscopes to examine the particulates collected.

10. Record your observations on the data table.

184

DETECTING AIR POLLUTIONData

Name:___________________________________________ Date:________________

Collector #: ______________________________________

Site of Placement: address of location______________________________________

_____________________________________________________________________

prevailing winds from: _____________________ wind condition today: ____________

sticky side facing (direction): __________________ height above ground: __________

Collector Set Out: date: ______________ day of week: __________time:__________

position (horizontal, vertical, or?): __________________________________________

notes:

Collector Pick Up: date: ______________ day of week: ___________ time: ________

notes:

The particulates on my collector look like this:

Can you identify any of the particles?

Other notes:

185

DETECTING AIR POLLUTIONQuestions

Name: _________________________________ Date: _________________________

1. What are “particulates?” (Define and give several examples.)

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What is the major single source of outdoor air pollution in the United States?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. List the major stationary sources of air pollution in your community. For each one,list one thing that you could do to reduce its air pollution.

Source Something I Can Do

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

__________________ _______________________________________________

186

4. Describe several things that you as an individual can do to reduce air pollution fromtransportation. Circle those that you are now doing or are willing to do.__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

5. Some people feel that what they as individuals do is not important, that they cannotdo much to address major problems such as air pollution. Others say that theirproblems are caused by individuals and that individuals can work together toaddress the problems. Individuals can change buying habits, which will then changethe habits of industries; they can drive more fuel-efficient cars that pollute less; theycan save energy; and they can enact and enforce laws. What do you think? Canthe individual make a difference? Why do you think so? Why not?__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

187

AssessmentGrade 6



Students will build models to show variations in air pressure or humidity. They will work withthe model to explore and collect data on the properties of air. They will write their observationsand conclusions from the investigation. They will relate their work to another application such ashot air balloons, temperature variation at the top and bottom of a mountain, and pressurizedcabins on an airplane.




Accuracy ofobservations

Writes noobservations.

Writes a fewaccurateobservations.

Writes twoaccurateobservations.

Writes three ormore accurateobservations.

Completeness ofconclusions

Writes noconclusions.

Writes onecompleteconclusion.

Writes twocompleteconclusions.

Writes three ormore completeconclusions.

188


GRADE LEVEL: Sixth


Grade Level Standard: 6-5 Determine the interaction between weather and the

atmosphere.

Grade Level Benchmark: 3. Explain the behavior of water in the atmosphere.

(V.3.MS.3)


Central Question:What form does water take as it moves through thewater cycle?

1. “The Water Cycle”

2. “Kinds of Clouds”

3. “What is Condensation?”


Resources

Process Skills: Predicting, Interpreting data, Inferring

New Vocabulary: water cycle-evaporation, water vapor, warm air rises, cooling,

condensation, clouds

189

The water that is “running” around the earth and sky today is the same water that was “running”around millions of of years ago. If those drips could talk, they would have interesting tales totell. There are several ways you and your students can tell those fascinating stories.

MAKE A WATER CYCLE BULLETIN BOARD

MATERIALSDraw the cycle above on butcher paper or make the parts by cutting out piece of coloredpaper. The big “drip” can be cut from this page and pasted on a tongue depressor as apointer.

DISCUSSUsing your cutout “drip on a stick,” tell a simple story of how a water drop evaporates fromthe ocean and becomes part of a cloud. The cloud moves over the mountain and the dropcomes down as rain to help form a river. Then the river carries the drop to the ocean. Talkabout plants and animals and houses and water purification plants the drop goes throughalong the way. Where has the drip been? Your students will be surprised.

STUDENTS TELL THEIR OWN “DRIPPY” STORIESAs you tell and retell the story of water drops and theircyclic travels, don’t use up all the good ideas. Convinceyour students that they can make up even better watercycle stories than you did. Just think! The water in Julieor Justin today might have been in a frog, a flower, orFrance years ago! Have students tell their own versionsof the story. This can be done orally or in written form.How about putting the finished story in a book shapedlike a raindrop?

Encourage students to make up interesting titles, such as:

BONUSHave your students do research to find out how snow is formed. Ask them to explain howthis is the same as/different than how rain is formed.

190

Note: Have students cut out and paste these pieces in the correct order on the circle.

Name:______________________________________

191

MAKE YOUR OWN MINI-WATER CYCLE

EVAPORATIONFill two containers with water. Put one in a warm place, perhaps near a window. Put theother one on the same side of the classroom, but in a cooler place. Put signs by eachcontainer to remind everyone not to disturb them.

Over the next several days, see what happens to the water. Both pans should both losewater, but the warm container should lose it faster. See if your students notice what isgoing on.

CONDENSATIONComplete the evaporation experiment before doing this part of your demonstration. On thesame side of your classroom, opposite the two evaporation containers, put a flat containerwith ice in it. Prop this container up in such a way that the bottom surface is exposed to theair.

Where is this water going? Where did this water come from?Nope – not melted ice leaking through the pan.

When water from the air collects on the cold undersurface on the container, have yourstudents take a look.

You can make the water cycle even clearer if you collect some of the water from thecondensation container and add it to the water in the evaporation container. You can speedup the process by directing a fan across the top of one of the evaporation containers andpoint it toward the condensation container. Use the fan only under the teacher’s directsupervision. Be sure the fan has a good protective shield.

Talk about the role temperature is playing in both evaporation and condensation. Relatewhat they are seeing to your “Water Cycle” bulletin board. With older learners, you can goas far as following water molecules. At the molecular level, temperature changes speed upor slow down the vibration of molecules, widening or narrowing the distance between them.

VARIATIONGive your students copies of the following page to use in recording their hypotheses andconclusions. Teacher conducts the experiment as children observe.

192

Note: Be careful to keep your students at a safe distance from the boiling water.

Name:_______________________________

DEMONSTRATION SCIENCE EXPERIMENT

Question: What will happen when apan filled with ice is placed abovea pan of boiling water?

Hypothesis: The pan of ice will:A. boil overB. rain down on the pan belowC. be too cold to hold on toD. _________________________________________

Conclusion: Here’s what actually happened:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Significance: What was this supposed to show?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

© 1983 3 by Evan-Moor Corp.

194

The water cycle in nature is vital to our lives. Complete the puzzle below to learn moreabout how it works and jibes.

ACROSS DOWNWORDS TO

CHOOSE FROM

4. The process of liquid waterchanging to water vapor iscalled ___________.

6. The water cycle of________ is very important.

8. Precipitation.9. Opposite of night.11. Very small particles.13. Top layer on our planet’s

surface.14. An opening in a wall that

allows air or light in.

1. Dampness.2. The constant movement of

water between earth andour atmosphere.

3. The gaseous state of water.5. The process of water vapor

changing to liquid water iscalled ______________.

7. A large stream of water.10. Millions of condensed water

droplets floating in the sky.12. Freezing ______________.

VaporDayCold

EvaporationMoleculesMoisture

SoilCondensation

RainRiver

Water CycleNature

WindowClouds

195

KINDS OF CLOUDS

PURPOSETo help students identify different kinds of clouds.

BACKGROUNDClouds are classified by shape and color, which can be observed by eye. Theinternational system for classifying clouds was invented by an English chemist,Luke Howard, in the early nineteeth century. The three basic categories arecumulus, stratus, and cirrus, but there are ten clouds (combinations andsubdivisions of the three broad groups of clouds) in the modern classificationsystem. It helps to know that clouds are identified by how high they are in the sky -“alto” refers to mid-level clouds and “cirro” refers to high clouds - and by their shape- “stratus” refers to curly, wispy clouds, (“nimbus” refers to a rainstorm or raincloud.) When two names are combined, such as cumulonimbus or cirrostratus, thecloud has properties of both.

Cumulus clouds are puffy white clouds, often flat on the bottom and dome-shapedon top, made of water vapor. They float about a mile above the earth. Cumulusclouds are fair weather clouds.

Stratus clouds are flat layers, or blankets of gray clouds, which often carry drizzle orsteady rain. They are low clouds about 2000 feet about the earth. Stratus cloudsat ground level are fog.

Cirrus clouds are feathery wisps and curls made of ice crystals. They are highabove the earth.

Nimbostratus clouds are dark grey clouds that produce hours of rain or snow. Theystart near the ground, but they can extend high into the sky.

Altostratus clouds are neither low or high in the sky. They form a cloud layer madeof water droplets.

Cirrostratus clouds are made of ice crystals. They occur very high in the sky.

Cumulonimbus clouds that billow upward eight to ten miles in the atmosphere, butthey are flat and dark on the bottom. They are storm clouds called thunderheads,often associated with rain, thunder, lightning, and tornadoes.

Altocumulus clouds are medium-elevation clouds that look like flattened cumulusclouds almost joined together.

196

Cirrocumulus clouds produce a “mackerel sky’ that looks like the scales of amackerel fish. The clouds appear as rows of tiny ice clouds.

Stratocumulus clouds occur when cumulus clouds spread into layers. Long rolls ofstratocumulus clouds indicate the coming of fair weather.

MATERIALSCopy of “Kinds of Clouds,” for each studentReference materials, such as a dictionary, an encyclopedia, and books about

weatherChart paper

ACTIVITY1. Give each student a copy of “Kinds of Clouds”. Discuss the way clouds are

classified. On the chalkboard, write the words alto, cirro, stratus, cumulus,cirrus, and nimbus with their meanings. Then have students study theillustrations to see if the name of each cloud describes it well.

2. To help students learn the names and characteristics of the ten kinds of cloudsillustrated on the page, divide your class into ten small groups. Have each groupdo research to describe one kind of cloud. Suggest that they consult adictionary, encyclopedia, and/or a book on weather.

3. Have the groups share their findings with the rest of the class. Then compile allthe information on a chart. Post the chart with a copy of “Kinds of Clouds,” inyour classroom.

197

KINDS OF CLOUDS

If you look at clouds closely, you will see that they are not all alike. Scientists classifyclouds into ten different kinds. You can learn to identify clouds by observing theirshape and color and how high they are in the sky.

ELEMENTS OF WEATHER © Carson-Dellosa Publ. CD-7279

198

HOLD A CLOUD WATCH ANDPREDICT THE WEATHER

PURPOSETo encourage students to observe clouds and to identify them. To help studentslearn what type of weather is indicated by different clouds.

BACKGROUNDCloud formations help meterologists predict the weather. Students can observeclouds and weather to see if the following generalizations hold true.

• Cirrus clouds warn of rain and unsettled weather.

• Cumulus clouds that do not grow indicate a fine summer day.

• Heavy cumulus clouds that grow quickly indicate storms ahead.

• A line of cumulus clouds indicates strong winds.

• Nimbostratus clouds warn of rain or snow.

• Cumulonimbus clouds are thunderclouds, which may produce rain, thunder,lightning, and hail.

• Stratus clouds creating a dark, overcast sky indicate wet or stormy weather thatmay last for hours.

MATERIALSWeather notebooksCopies of “Kinds of Clouds”

ACTIVITY1. Distribute copies of “Kinds of Clouds”, and have students carefully look at them.

Take the students outside and look together at any clouds in the sky. Is theremore than one kind of cloud? Can you name the kinds of clouds that you see?

2. Every day that you are studying weather, have students observe and identify anyclouds in the sky, and record their observations in their weather notebooks.

3. Ask students to begin to cloud watch to try to spot and identify each of the cloudsshown in “Kinds of Clouds”. Keep a record of the date and time when each kindof cloud is spotted. What was the weather like that day?

4. Write the weather generalizations in the background information on thechalkboard and have students copy them in their weather notebooks. Thendirect them to record daily observations of clouds and weather to see if they canpredict the weather by “reading” the clouds.

199

WHAT IS CONDENSATION?Activity

PROBLEMWhat is condensation?

MATERIALS1. Heat source2. Pan3. Water4. Pane of glass

PROCEDURE1. Partly fill a saucepan with water.2. Apply heat till the water boils.3. Hold the sheet of glass over the boiling water.

RESULTSDrops of water will condense and collect on the cold glass.

SUPPLEMENTAL INFORMATIONA cool sheet of glass, or a cool lid, held several inches above boiling water will coolthe vapor rising above the boiling water enough to condense the vapor, i.e., changeits state from gas to liquid by lowering the gas’s temperature.

THOUGHT QUESTIONS1. Is there any similarity between this experiment and rain formation?2. What is meant by dew point?3. Does pressure effect condensation?

200

AssessmentGrade 6



Students will create diagrams that accurately illustrate all processes (evaporation, condensation,and precipitation) and varying forms that water takes as it moves throughout the water cycle.Diagrams must include short written descriptions of real-life examples. Processes and states ofmatter must be labeled correctly.

(Rubric not required.)



Diagram ofwater cycle

Diagrams thewater cycle witharrows; attemptsto correctlyconnect and labelprocesses and/orstates of matter.

Diagrams thewater cycle usingillustrations;attempts tocorrectly connectand label theprocesses andthree states ofmatter.

Diagrams thewater cycle usingillustrations,correctly showingand labeling allrelationshipsbetweenprocesses andstates of matter.

Diagrams thewater cycle withdetailedillustrations,correctly andclearly showingrelationshipsbetween allprocesses andstates of matter.

Correctness ofreal-worldexamples

Correctly gives areal-worldexample of a stateof matter and aprocess related tothe water cycle.

Correctlydescribes two tothree real-worldexamples of astate of matterand processesrelated to thewater cycle.

Correctlydescribes four tofive real-worldexamples of atleast two states ofmatter andprocesses relatedto the water cycle.

Correctlydescribes six ormore real-worldexamples ofprocesses andstates of matterrelated to thewater cycle.

201


GRADE LEVEL: Sixth


Grade Level Standard: 6-5 Determine the interaction between the weather and

the atmosphere.

Grade Level Benchmark: 4. Describe health effects of polluted air. (V.3.MS.4)


Central Question:What are the relationships between human activitiesand the atmosphere?

1. “How Clean Is Your Air”

2. “Test for Acid Rain”


Resources

Process Skills: Inferring, Classifying

New Vocabulary: car exhaust, industrial emissions, acid rain

202

HOW CLEAN IS YOUR AIR?

PURPOSETo alert students to the problem of particle pollution. To find out if the air aroundyour school is polluted.

BACKGROUNDYour students probably already know that smoke and chemical fumes fromfactories and exhaust fumes from cars and trucks pollute the air we breathe. Dothey know that polluted air affects our weather?

Smog is a kind of man-made weather, a combination of smoke and fog that isdarker and heavier than normal fog. It is formed when water vapor in the aircondenses on particles of dirt and grime in the air. “Gray” smog is found in industrialcities where large amounts of coal and oil are burned in factories. “Brown” smog iscaused by exhaust fumes from cars.

Smog is unsightly, unpleasant, and unhealthy. Particle pollution irritates people’seyes, throats, and lungs, and it can even damage metal, rubber, and othermaterials.

The problem of air pollution is being addressed by local, national, and internationalprograms that establish air-quality standards and require industries to develop moreefficient burning of fuels and cleaner methods of production.

MATERIALS:

Wide masking tapeSix index cardsColored markersA magnifying lensPaper and pencilsRulers

ACTIVITY1. Discuss the problem of air pollution

and how it can affect our weather.Talk about smog (smoke + fog).Ask students if they think the air around their school is clean or dirty. Whatevidence are they basing their answers on? If students think the air is polluted,what do they think is the source of pollution?

203

2. Divide your class into size small groups. Give each group an index card and alength of wide masking tape. Show them how to bend the ends of the tape back,so that the tape can be attached to the card with its sticky side up.

3. Have each group number its card with a colored marker. (The first group putsthe number 1 on its card, the second group uses number 2, etc.)

4. Let each group choose a place outside to put their card. Distribute short piecesof masking tape to the students so they can attach the cards to walls, windowsills, etc., with the first piece of masking tape exposed. Encourage the groups toplace their cards far apart and in a variety of positions.

5. Leave the cards outside for several days. Then have students collect them. Toexamine them, have students mark off a ½ inch square near the center of thestrip of tape. Using a magnifying lens to help them see the particles clearly,have students count the numbers of particles in the marked off square. Havestudents record their card number, where it was located during the experiment,and how many particles they counted.

6. If there are fewer than thirty particles, the air is clean. If there are more than 100particles, the air is very dirty. Discuss the results of each group’s experiment.Was the air dirtier in one place than in another? Why? Is there smog in yourarea? What do you think causes it? Was the air clean? Why?

204

TEST FOR ACID RAIN

PURPOSETo alert students to the problem of acid rain and find out if your area has acid rain.

BACKGROUNDAcid rain is rain that has been polluted by chemicals and waste gases in the air. Forexample, gases from power stations that burn coal or oil to generate electricitydissolve in raindrops and fall as acid rain. Acid rain can destroy entire forests. Itharms animals and plants that live in rivers and lakes and corrodes buildings.

MATERIALSA red cabbage Strainer 1 cup measuring cup4 ounces of rainwater Distilled water 3 glass jarsSaucepan Vinegar Masking tapeSharp knife (for teacher use only)

ACTIVITY:1. Discuss what acid rain is. Ask students to speculate about whether the rain in

your area is acid rain. Is there any evidence of damaged plants or trees? Havethey heard about rain or local news programs or read about it in the newspaper.

2. Remove several red cabbage leaves from a head of cabbage and place them ina saucepan. Cover the leaves with at least a cup of distilled water and bring thewater to a boil. Allow the cabbage leaves and water to boil for about fiveminutes. Then, using a strainer, pour the blue-purple cabbage juice into ameasuring cup.

3. Pour four ounces of distilled water into a jar. Then pour four ounces of rainwaterinto another jar. Label the jars with masking tape. Add 1/4 cup of cabbage juiceto the distilled water. What color is the water?

4. Add the same amount of cabbage juice to the rainwater. What color is therainwater? The purple cabbage juice will react with it and turn red. The redderthe color, the more acidic the rainwater.

5. Is the rainwater collected in your area acid rain? If it is, what do you think is thesource of pollution? Note: To help students in their analysis, pour four ounces ofdistilled water into another jar and add 1/4 cup of cabbage juice. This time, adda few drops of vinegar (a mild acid) to the solution. What color does the waterturn? If your rainwater wasn’t acid rain, this will show students what happenswhen the cabbage water and acid rain are mixed. If your rainwater was acidrain, how much vinegar do you have to add before the water is the same color asyour rainwater? This will give students some idea of how acidic their rainwateris.

205

AssessmentGrade 6



Students will create letters to the editor that alert the community to the airborne pollutants in thesurrounding area and the health effects related to these pollutants. Each letter to the editor shouldinclude:

An understanding of the issues based on research Visual connections that relate pollutants to health issues in the form of graphs or data

tables Alternatives/solutions to the stated problems

Students should send copies of their letters to a local newspaper.

(Rubric not required.)



Understandingof healtheffects

Provides apersonalinterpretation of atleast one healthissue as it relatesto pollutants.

Provides aresearch-basedinterpretation of atleast one healthissue as it relatesto pollutants.

Provides aresearch-basedinterpretation of atleast two healthissues as theyrelate topollutants.

Provides athorough andaccurate research-basedinterpretation ofseveral healthissues as theyrelate topollutants.

Connectionsbetween apollutant and ahealth issue

Presents a visualconnectionbetween apollutant and ahealth issue.

Presents a visualconnectionbetween morethan one pollutantand the resultinghealth issues.

Presents clear,visual connectionsbetween somepollutants andhealth issues.

Presents clear,logicalconnectionsbetween manypollutants andhealth issuesincluding datatables or graphs.

Solution toproblems

Explains onepossible solutionthat is notfeasible.

Explains onesolution that isfeasible.

Explainsthoughtfulalternatives and/orsome solutions tothe problem.

Explores andgeneratesquestions andproposesalternatives ormany solutions tothe problem.

206

Science ProcessesWorksheet

GRADE LEVEL: Sixth

Topic: Science Processes

Grade Level Standard: 6-6 Construct meaning through the scientific process.

Grade Level Benchmark: 1. Use the scientific processes to construct new

meaning. (I.1.MS.1-5)


Central Question:How do scientists ask questions that help them learnabout the world?

1. Using “How Do Plant Cells Get Energy” (lab fromstandard 6-1 enabler 3), students use science processskills as follows:

Observing: Change in bromothymol blue solutions usedin test tubes.

Classifying: Labeling test tubes.

Measuring: Completing lab exercise as directed,measuring amount of solution, deciding when to stopexhaling into the solution.

Communicating: Discussing procedure, writing labreport, discussing results.

Controlling Variables: Place (2) test tubes in the sum,one with Elodea, one without for variables. Place thecontrol test tube, without Elodea, in the dark.

Developing Models and Theories: Interpreting theresults as a model of plant/animal respiration.

Resources

Process Skills: Observing, Classifying, Measuring, Communicating, Controlling variables,Developing models and theories

New Vocabulary: observing, classifying, measuring, communicating, controlling

variables, developing models and theories

207


GRADE LEVEL: Sixth


Grade Level Standard: 6-7 Reflecting on the scientific process.

Grade Level Benchmark: 1. Use scientific processes to reflect on meaning.

(II.6.MS.1-6)


Central Question:How do scientists decide what to believe?

1. Using “How Do Plant Cells Get Energy” (lab fromstandard 6-1 enabler 3), students use science processskills as follows:

Interpreting Data: Accurately recording results in labchart. Identifying the variable change and control’s lackof change.

Inferring: Describing, orally or in writing, how thisexperiment models natural life.

Communicating: Discussing findings with lab group andpreparing written report.

Hypothesizing: Preparing a hypothesis prior toexperiment regarding expected results.

Predicting: Predicting what will happen beforebeginning experiment.

Resources

Process Skills:

New Vocabulary:

208

PRODUCTS OF SCIENCE

The process of science generates certain products which also can be arranged in an hierarchy of

increasing complexity. These products include scientific terms, facts, concepts, principles, laws, theories,

models, and applications.

SCIENTIFIC TERM

A word or words that scientists use to name an entity, object, event, time period, classificationcategory, organism, or part of an organism. Terms are used for communication and would notnormally include names given to concepts, laws, models, or theories.

SCIENTIFIC FACT

An observation, measurement, logical conclusion from other facts, or summary statement,

which is concerned with some natural phenomenon, event, or property of a substance, which,

through an operationally defined process or procedure, can be replicated independently, and

which, through such replication, has achieved consensus in the relevant scientific profession.

Facts include things such as the speed of light or properties of materials like boiling points,

freezing points, or size.

SCIENTIFIC CONCEPT

A regularly occurring natural phenomenon, property, or characteristic of matter which is

observable or detectable in many different contexts, and which is represented by a word(s) and

often by a mathematical symbol(s) is called a scientific concept. When a scientific concept is

fundamental to other concepts and is used extensively in creating such other concepts in

nature, like length (or distance ), mass, electric charge, and time. Most scientific concepts are

derived, that is, defined in terms of basic or other scientific concepts. When a derived scientific

concept is in the form of an equation, it is a mathematical definition, not a natural relationship

(e.g., destiny, speed, velocity acceleration).

SCIENTIFIC PRINCIPLE

A generalization or summary in the form of a statement or mathematical for when expression, a

set of observations of, or measurements for, a variable representing a concept shows a regulardependence on one or more other variables representing other concepts. A principle of scienceis an expression of generalizations that are significant but are not at the level, in terms of broadapplicability or generalizability, to be a scientific law.

EMPIRICAL LAW

An empirical law is a generalization of a relationship that has been established between or more

concepts through observation or measurement, but which relies on no theory or model for its

expression or understanding. Such laws have important application and are of great importance

as cornerstones for theories or models. Examples include Snell's law of refraction, Kepler's

Laws, and evolution (but not the theory of natural selection).

209

SCIENTIFIC THEORY

An ordinary-language or mathematical statement created or designed by scientists to accountfor one or more kinds of observations, measurements, principles, or empirical laws, when thisstatement makes one or more additional predictions not implied directly by anyone of suchcomponents. When such prediction or predictions are subsequently observed, detected, or

measured, the theory begins to gain acceptance among scientists. It is possible to createalternative theories, and scientists generally accept those theories which are the simplest ormost comprehensive and general in their accommodation to empirical law and predictivecapability (e.g., atomic theory, kinetic molecular theory, theory of natural selection, theory of

plate tectonics, quantum theory). Theories which can account only for existing laws make no

new predictions, or at least do not have greater simplicity or economy of description when

offered as alternatives to accepted theories, are of little value and therefore, generally do not

displace existing theories.

SCIENTIFIC MODEL

A representation, usually visual but sometimes mathematical or in words, used to aid in the

description or understanding of a scientific phenomenon, theory, law, physical entity, organism,

or part of an organism ( e.g., wave model, particle model, model of electric current,

"Greenhouse" model of the Earth and atmosphere).

UNIVERSAL LAW

A law of science that has been established through repeated unsuccessful attempts to deny itby all possible means and which therefore, is believed to have applicability throughout theuniverse. There are few such laws, and they are basic to all of the sciences (e.g., Law ofUniversal Gravitation, Coulomb's Law, Law of Conservation of Energy, Law of Conservation ofMomentum).

APPLICATION OF SCIENCE

Utilization of the results of observations, measurements, empirical laws, or predictions fromtheories to design or explain the working of some human-made functional device orphenomenon produced by living beings and not otherwise occurring in the natural world. (Somesuch applications depend on several laws or theories, and historically many have been devisedwithout the humans involved having prior knowledge of those theories or laws.) Applicationswould include engineering and technology and the utilization of science in making decisions onissues that have scientific basis, for example, the relative radiation damage possible fromhuman-made sources as compared with natural radiation.

210

PROCESS OF SCIENCE

The scientific endeavor involves continually examining phenomena and assessing whether

current explanations adequately encompass those phenomena. The conclusions that scientists

draw never should assume a dogmatic character as science necessarily is tentative. Authorities

do not determine or create scientific knowledge, but rather scientists describe what nature

defines and originates.

Those engaged in the scientific endeavor use and rely on certain processes. The processes

can be arranged in an hierarchy of increasing complexity–observing, classifying, measuring,

interpreting data, inferring, communicating, controlling variables, developing models and

theories, hypothesizing, and predicting–but the process scientists use usually do not and need

not "happen" in this order.

OBSERVING

Examining or monitoring the change of a system closely and intently through direct sense

perception and noticing and recording aspects not usually apparent on casual scrutiny.

CLASSIFYING

Systematic grouping of objects or systems into categories based on shared characteristics

established by observation.

MEASURING

Using instruments to determine quantitative aspects or properties of objects, systems, or

phenomena under observation. This includes the monitoring of temporal changes of size,

shape, position, and other properties or manifestations.

INTERPRETING DATA

Translating or elucidating in intelligible and familiar language the significance or meaning of

data and observations.

INFERRING

Reasoning, deducing, or drawing conclusions from given facts or from evidence such as that

provided by observation, classification, or measurement.

COMMUNICATING

Conveying information, insight, explanation, results of observation or inference or measurement

to others. This might include the use of verbal, pictorial, graphic, or symbolic modes of

presentation, invoked separately or in combination as might prove most effective.

CONTROLLING VARIABLES

Holding all variables constant except one whose influence is being investigated in order to

establish whether or not there exists an unambiguous cause and effect relationship.

211

DEVELOPING MODELS AND THEORIESCreated from evidence drawn from observation, classification, or measurement, a model is amental picture or representative physical system of a phenomenon (e.g., a current in an electriccircuit) or real physical system ( e.g., the solar system). The mental picture or representativesystem then is used to help rationalize the observed phenomenon or real system and to predicteffects and changes other than those that entered into construction of the model. Creating atheory goes beyond the mental picture or representative model and attempts to include othergeneralizations like empirical laws. Theories often are expressed in mathematical terms andutilize models in their description ( e.g., kinetic theory of an ideal gas, which could utilize amodel of particles in a box).

HYPOTHESIZING

Attempts to state simultaneously all reasonable or logical explanations for a reliable set of

observations–stated so that each explanation may be tested and, based upon the results of

those tests, denied. Although math can prove by induction, science cannot. In science, one can

only prove that something is not true. Accumulated evidence also can be used to corroborate

hypotheses, but science remains mainly tentative.

PREDICTING

Foretelling or forecasting outcomes to be expected when changes are imposed on (or are

occurring in) a system. Such forecasts are made not as random guesses or vague prophecies,

but involve, in scientific context, logical inferences and deductions based (1) on natural laws or

principles or models or theories known to govern the behavior of the system under

consideration or (2) on extensions of empirical data applicable to the system. (Such reasoning

is usually described as "hypothetico-deductive.")

Source: The National Science Teachers Association

212


GRADE LEVEL: Sixth


Grade Level Standard: 6-8 Apply the scientific method.

Grade Level Benchmark: 1. Use the scientific method to conduct an

experiment/investigation.


Central Question:

How do plant cells get energy?

Scientific Method

Question

Research (Collection of Information)

Hypothesis

Investigation/Experimentation

Procedures

Results

Conclusions

Resources

Process Skills:

New Vocabulary:

213

HOW DO PLANT CELLS GET ENERGY?

No matter what their size, shape, or function, cells need energy to stay alive. Your cellsneed energy to stay alive. Your cells get energy from food after it has been digestedand transported through the bloodstream. Most animal cells get energy in similar ways.Plant cells some how are an exception to this rule. Plants seem to live their entire liveswithout eating. Other than air and water, plant cells don’t seem to need food to survive.How do you think they get the energy that they need to live?

EXPLORATIONTest a plant cells’ energy source.

With your safety goggles on, pour 50 milliliter ofbromothymol blue solution into a graduated cup.

Your breath contains carbon dioxide, which turnsbromothymol blue solution yellow. Exhale through ablue straw into the solution until it turns yellow. Besure not to inhale.

Label the test tubes from 1 to 3. Place one sprig ofelodea into Test Tube 1 and place the other in TestTube 2. Pour the yellow solution into all three testtubes. Cap the end of each tube.

Put Test Tubes 1 and 3 in a bright place. Put TestTube 2 in a dark place.

Wait two hours. Record your observations.

INTERPRET YOUR RESULTS.• Which test tubes held solutions that changed color? Which stayed the same

color?

• Which test tubes no longer seem to contain carbon dioxide? Which still seem tocontain carbon dioxide? How can you tell that the carbon dioxide is still there?

• What do you think happened to the carbon dioxide in each test tube?

• How can you explain why the solution in some of the test tubes changed colorand some didn’t?

214

Name ____________________________________ Date_________________________

Science LabMat 9

HOW DO PLANT CELLS GET ENERGY?

With your goggles on, pour 50 ml ofbromothymol blue solution into the cup.

Exhale through the straw into the solutionuntil it turns yellow. Be sure not to inhale.

Put elodea sprigs in Test Tubes 1 and 2.Pour the yellow solution into all three tubes,and cap them.

Put Test Tubes 1 and 3 in a bright place.Put Test Tube 2 in a dark place.

Record your observations after two hours.

RECORD YOUR OBSERVATIONS

Test Tube Original Color Color After Two Hours Other Changes

1

2

3

215

TechnologyWorksheet

GRADE LEVEL: Sixth

Topic: Technology

Grade Level Standard: 6-9 Use a variety of technology.

Grade Level Benchmark: 1. Use a variety of technology in a scientific

investigation/experiment.


Central Question:

What kind of research can go hand-in-hand with the

previous experiments on “How Do Plant Cells Get

Energy?”

1. Teacher, adult, or student led exploration of selected

Internet addresses, to provide relevant learning

extension of topic.

Cells:

Virtual Cell: http://www.life.uiuc.edu/plantbio/cell/

Fifth Grade Science - Life Science/Curricular

Correlations:

http://www.utm.edu/departments/ed/cece/fifth/5F2.shtml

PROTOZOANS - Understanding One-Celled Organisms:

http://www.col-ed.org/cur/sci/sci182.txt

Resources

Process Skills:

New Vocabulary:

216

Gender/EquityWorksheet

GRADE LEVEL: Sixth

Topic: Gender/Equity

Grade Level Standard: 6-10 Explore all the contributions to science.

Grade Level Benchmark: 1. Recognize the contributions made in science by

cultures and individuals of diverse backgrounds. (II.1.MS.6)


Central Question:

How have people of diverse cultures contributed to and

influenced developments in science?

Life Sciences

Grace Chow

Life Science-Cells

Katherine Esau

Earth Science-Atmosphere and Weather

Margaret Lemone

Resources

Cultural & Gender

Perspectives in Science

Process Skills: Communicating

New Vocabulary: Life Science: ecosystems, environment, waste, cells, viruses,

ontology; Earth Science: atmosphere, weather, molecular condition, squalls,

thunderstorms

217

LIFE SCIENCE: ECOSYSTEMS

Grace Chow

PROTECTING OUR CLEAN DRINKING WATER

Grace Chow is a civil engineer whose

work centers on concerns for the

environment. These concerns include

questions like how we use what is available

from nature in an efficient manner, how we

can protect the environment in innovative

ways, and how to develop new technologies

and methods to achieve these goals.

Environmental problems occur in a

variety of ways. When the water level on a

lake or a waterway is high, it can cause the

shoreline to erode away. When we build

anything along a shoreline, we must realize

that both the materials used in the building

process as well as those materials in use

after a building is complete can filter into the

nearby waterways. Also, that heavy rains

alone can cause flooding and soil erosion.

Cities build and maintain sanitary

sewage treatment facilities designed to

keep sewage (waste) water separate from

drinking water. They are also designed to

clean sewage from the water so that it can

be reused. But, storms can cause these

treatment plants to flood. When this

happens, sewage water spills out into the

rivers, streams, and other sources of clean

water. Or, sometimes these facilities are

designed wrong or operated in a careless

manner. Then they can cause the same

kinds of contamination of our clean water

sources.

Grace Chow works on developing

better water treatment systems. She is

involved with a number of projects designed

to recycle sewage water in such a way as to

put the water to good use not only people,

but also other animals and plant life.

It is hoped that sewage water treated in

new ways can be re-used for things like the

irrigation of farms, parks, and recreational

areas, instead of using fresh water. That

way, the limited amount of fresh water

available can be used for drinking.

218

LIFE SCIENCE: CELLS

Katherine Esau (1898 - 1997)

EXPERT PLANT VIRUS RESEARCHER

Katherine Esau was born and raised in

what was formerly known as Russia, or the

U.S.S.R. It was here that she was educated

through her first year of college. Then the

Esau family migrated to Germany where

she completed her undergraduate college

degree. In 1922, she and her family

migrated a second time to the United States

of America.

Some time later, Katherine Esau began

graduate studies at the University of

California (U.C.) in the field of botany. She

completed her Ph.D. in 1931 and taught at

U.C. Santa Barbara. But, most of Dr. Esau’s

research dealing with the effects of viral

infection of plants, was performed at the

Experiment Station of the Agriculture

Department on the Davis campus.

In order to conduct these kinds of

studies, Dr. Esau had to first study normal

plants in order to understand the kinds of

changes which occurred once plants

became infected with a virus. Through this

work, Dr. Esau became an authority on the

structure and development of the phloem

(plant tissue responsible for transporting

food from the leaves to the rest of the

plant).

In researching the effects of viruses on

plants, Dr. Esau realized that she had to

understand plant cell development–how

cells differentiate and become specialized

to carry out a particular function or process

in the life of a plant.

Differentiation can be complicated, but

it basically means trying to understand why

one plant cell will develop to take part in

one life process such as water storage,

while another will develop to take part in a

totally different life process such as

transporting foodstuffs. This kind of

reasoning and study is called ontology. Dr.

Esau’s work contributed a great deal to our

knowledge of the ontology of plants.

She also realized that, in order to study

plant viruses, she had to know a plant’s

ontology because the first symptoms of a

virus infection occurred in plant parts which

were still growing or developing. Further

study showed that these viruses would

infect only certain cells. For instance, say a

particular virus only infects cells that store

water. By knowing how a cell develops

(differentiates) in order to become a water-

storage cell, we can then accurately study

the effects of that virus infection.

Dr. Esau’s work led to the discovery of

a phloem.-limited virus; in other words, a

virus which infects only a certain type of

complex plant tissue. She also made a

significant contribution to the scientific

community by showing that studying the

219

ontology of an organism is important if we

are to understand the differences which

occur as a result of things such as viral

infection.

References

Modern Men of Science. 1966. McGraw-Hill

Book Company. NY. pp. 157-158.

220

EARTH SCIENCE: ATMOSPHERE AND WEATHER

Margaret Lemone (1946 - )

INVESTIGATING THUNDERSTORMS AND SQUALLS

Dr. Margaret Lemone is a

meteorologist who investigates how

thunderstorms become organized into lines,

also called squall lines. At the National

Center for Atmospheric Research, she also

studies ways in which these squall lines

effect air movement in the lowest part of the

earth’s atmosphere.

How do thunderstorms happen?

Certain atmospheric conditions must exist

for them to form. First, a fairly deep layer of

air in the atmosphere, about 10,000 feet or

more, must be moist. Second, the

atmosphere should be “unstable.” And,

third, there should be few clouds in the

daylight sky, so the sun’s rays can heat the

ground and air near the ground (the low

atmosphere).

As the ground and lower layers of the

atmosphere are heated by radiation from

the sun, solar energy is absorbed by the

ground and moist air near its surface. Then

the temperature rises. Upper layers of the

atmosphere do not absorb as much of the

sun’s radiation – they are cooler, therefore it

is warmer near the ground, and cooler

higher up in the atmosphere.

Thunderstorms help spread out this heat

energy to all layers of the atmosphere, thus

cooling off the surface of the earth – sort of

like nature’s air conditioner during the

summer months.

Lemone is also interested in a process

called molecular conduction. Here, the

warmer air near the earth’s surface moves

upward toward the cooler air in such a way

that heat is transferred upward. During this

process, faster moving molecules of

warmer air bump into the colder air’s slower

molecules. This bumping causes the

slower molecules to move a little faster,

thus warming the colder air. But, this

process of molecular conduction is slow

–far too slow to prevent air temperatures

from getting so high as to cause damage to

life forms like plants and people.

In order to cool off properly and

maintain reasonable temperatures, warm air

must be able to rise far up into the cooler

atmospheric regions. This is called

convection, and is where the condition

known as an unstable atmosphere enters

the picture. “Unstable” simply means that a

small section of air is ready to rise high, if it

is given a little push to get it moving — like

starting a rock slide by tossing a single

stone onto the side of a rocky hill. All those

other rocks begin to tumble because the

rocky hill is unstable.

221

An unstable atmosphere occurs when

the difference between warm surface air

and the cold upper atmosphere is great.

This is the same as saying that the rate of

temperature decrease is large. In order for

a parcel of this warmer air to rise, its density

must be less than the air surrounding it.

Warmer air tends to be less dense than

cooler air. So it starts to rise in the same

manner as an elevator.

To keep rising and increasing speed

(acceleration), then it must remain warmer

and less dense than the air surrounding it.

Once it meets air that is the same

temperature and density, it stops rising.

(The elevator stops.)

The greater the rate of temperature

decrease, the faster it moves upward

(acceleration). As the air rises, heat is

transferred upward and the temperature

difference is reduced. When upward

convection is powerful enough to reach

heights of about 10 miles or so in the form

of columns of air, we get very large

convection clouds known as thunderstorms.

In squall lines, we still have air that is

moist and unstable. In this particular case

though, the unstable moist air is

concentrated along a narrow corridor. This

atmospheric concentration is usually due to

what is called a cold front. In a cold front, a

large mass of cold air from the north moves

southward, pushing aside the warmer air in

its path. The cold air “wedge” forces warm

air to rise.

Because this warmer air meets the

conditions of being moist and unstable, it

can lead to the formation of thunderstorms.

And, since the cold air is heavier than warm

air and it is also stable, the “walls” of the

corridor are maintained. Thunderstorms

which form are confined to this corridor.

The corridor and thunderstorms will move

as the cold front wedge continues to move

from north to south.

Dr. Margaret Lemone’s research has

taken her on airplane trips through

numerous cloud systems, including

thunderstorms and hurricanes, to help

broaden our knowledge. Because of her

work, we more clearly understand how

thunderstorms are organized in lines, and

how these clouds lines affect the air’s

motion in the lowest part of the atmosphere.

References

Thunderstorm Morphology and Dynamics.

2nd ed. Norman: University of Oklahoma

Press, 1986.

The Thunderstorms. Louis J. Battan. New

American Library, New York, 1964.

earth/space science worksheet - saginaw valley … is the second most abundant substance on earth....

Documents