East Meadow U.F.S.D.

Curriculum Area Project

Grade 9-12

Earth Science Collaborative

2013-2014Christine Hopkins - Project Facilitator

Elaine Marinaccio - Writer

East Meadow High School

Mr. Louis D’Angelo - Superintendent

Mr. Richard Howard - Principal

Earth Science

1

THE TABLE OF CONTENTS

Abstract Page 2

Rationale Page 3

Introduction Unit Plan Page 4-6

Vocabulary sheet Page 7

Density Lesson Plan Page 8-9

Density Notes (Students copy) Page 10-13

Density Notes (Teacher Copy) Page 14-17

Density Questions Page 18

Density Exit card Page 19

Observation Lab Page 20-22

Earth’s Coordinate System Note sheet (teacher copy) Page 23

Earth’s Coordinate System Note sheet (Student copy) Page 24

Latitude and Longitude Homework Page 25

Graph Notes page 26-29

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Abstract

This curriculum area project is designed for Earth Science Collaborative high school classes. This is a comprehensive unit plan that could be used in any high school collaborative earth science class room. The standards and key ideas come from the NY State Physical Setting/Earth Science Core Curriculum. In Standard 1 students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. The pertinent key ideas are;

• Key idea 1 - abstraction and symbolic representation are used to communicate mathematically, the central purpose of scientific inquiry is to develop explanations of natural phenomena in continuing, creative process.

In Standard 6 students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. The pertinent key ideas are;

• Key idea 2 - models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design

• Key idea 3 - the grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems

• Key idea 5 - identifying patterns of change is necessary for making predictions about future behavior and conditions.

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Rationale

Students in a collaborative classroom generally have unique educational needs and diverse learning styles which are challenging to fulfill in a general education classroom. The Curriculum Area Project focuses on strategies to meet these needs within a curriculum unit. Strategies include familiarizing students with vocabulary by using worksheets, hands on activities to enhance understanding, visual aids such as power points to illustrate key concepts, and the use of graphs and charts to relate concepts to prior knowledge.

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Introduction Unit Plan

Vocabulary:

Observations: is the perception of some aspect of the environment by one or more human senses- sight, hearing, touch, taste or smell.

Instrument: is a human made device that extends the senses beyond their normal limits, more accurate

Inference: an interpretation of an observation, prediction of a future event

Classification: grouping items based on similar observations and inferences to make events easier to understand, organize

Measurement: means of expressing an observation with greater accuracy or precision (ruler, triple beam balance)

Mass: the amount of matter in an object (triple beam balance, scale)

Volume: amount of space an object occupies (graduated cylinder, ruler)

Density: the concentration of matter in an object

Latitude: The angular distance north or south of the equator

Longitude: The angular distance east or west of the Prime Meridian

Equator: 0 degrees latitude, half way between the north and south-pole.

Prime Meridian: 0 degrees longitude separates west and east hemisphere

Polaris: The north-star, the altitude= the latitude of the observer, directly above the North Pole.

Density Notes:

Density = Mass/Volume

Mass= Density X Volume

Volume= Mass/Density

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Liquid Water= 1.0 g/cm3 (object floats in water it is less dense than 1.0 g/cm3) Most dense at 4 degrees Celsius

Ice cube= less dense (floats in water)

Water vapor= less dense (rises, evaporation)

Most dense material sinks down (earth’s interior most dense material- iron/nickel- pg. 10 in reference tables)

Warm air rises (expands- less dense)/ cool air sinks(compresses-more dense)

Cut an pure substance in half the density remains the same

Rate of Change and Graphs :

Rate of change: change in field value/change in time

Field- a measureable aspect of the environment

Cyclic- changes that occur in an orderly fashion, predictable, constantly repeating (tides, seasonal events, sunspots)

Indirect- one variable to increase and the other decreases

Direct-both variable increase

Latitude and Longitude:

Latitude (N/S), Longitude (W/E)

Degrees and minutes

The equator separates the northern and southern hemisphere

The Prime Meridian separates the Western and Eastern hemisphere

Polaris (the North Star) is used to determine the Latitude of the observer.

Altitude of Polaris = Latitude of observer

Every 15 degrees longitude = 1 hour change (time zones)

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Earlier as you go West and later as you go East

Closer to the equator the warmer your climate, the further from the equator the colder your climate

Activities: (labs)

Classification lab

Density Lab

Graph Analysis Lab

Worksheets:

Note Packet

Observation, inference, prediction worksheet

Density worksheet

Practice Question Packet

Observation and measurement in the environment

Quiz #1

Graph Notes

The rate of change worksheet

Using graphs practice questions

Graphing Part two questions

Graph- homework

Understanding Globes worksheet

Latitude and Longitude practice

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Vocabulary word

1) Observations

2) Instrument

3) Inference

4) Classification

5) Measurement

6) Mass

7) Volume

8) Density

9) Latitude

10) Longitude

11) Equator

12) Prime Meridian

13) Polaris

Definition

A) The amount of matter in an object (triple beam balance, scale)

B) Amount of space an object occupies (graduated cylinder, ruler)

C) 0 degrees Longitude, separates west and east hemisphere

D) is the perception of some aspect of the environment by one or more human senses- sight, hearing, touch, taste or smell.

E) The angular distance east or west of the Prime Meridian

F) means of expressing an observation with greater accuracy or precision (ruler, triple beam balance)

G) The North Star, the altitude= the latitude of the observer, directly above the North Pole.

H) An interpretation of an observation, prediction of a future event

I) is a human made device that extends the senses beyond their normal limits, more accurate

J) The angular distance north or south of the equator

K) 0 degrees latitude, half way between the north and south-pole.

L) grouping items based on similar observations and inferences to make events easier to understand, organize

M) the concentration of matter in an object

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Density Lesson Plan

(Sample)

Time:

Do now- 5 minutes

Video Clip- 5 minutes

Groups- 24 minutes (8 minutes in each group)

Sum-up/Exit card- 5 minutes

Aim:

What happens to density when heat and pressure is added to an object?

New Terms:

Density, Volume, Mass, Convection

Materials:

Metamorphic rock, lava lamp, clay

Activities:

1st- Have students work on the Do now ( 3 question review and one questioning introducing the new topic) and collect HW. (Danielson rubric- 3b & 3d)

2nd- Show a video clip that contains information pertaining to density (http://www.youtube.com/watch?v=yZ3mYotx7ac)

3rd- Break up students into three groups: Group one works with Special Education Teacher on basic density problems (D=M/V); Group two works on density notes with Content Area Teacher; Group three works on review worksheet. Every 8 minutes the groups change activities. (Danielson rubric- 2a, 2c, 2d, 3a, 3c, 3d, 3e)

4th- The students will return to their original seats and do their Exit card. If time runs out the group activities can be extended into the lab period. (Danielson rubric- 3d)

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Standards:

Standard 1- Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers and develop solutions.

Key Idea 1- Abstraction and symbolic representation are used to communicate mathematically.

Competency:

Exit card, homework worksheet (regents questions)

Do Now:

5 Review Regents questions and activate prior knowledge on Density using a Free Response question (Danielson rubric- 3b & 3d)

Sum-up/ Exit card:

5 regents questions (Danielson rubric- 3d)

Homework:

worksheet (10 regents questions) (Danielson rubric- 3d)

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Density Notes

Density:

Density Formula:

Units for Density:

Where can you find the formula on the Reference tables

Example 1:

Example 2:

2cm

Mass of Cube= 80.0 grams

2cm

2cm

Volume= Length X Width X Height

Volume=

Density= Mass/Volume

Density=

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Density Part 2

Volume =

Mass =

Example #1: If the mass of an object is 50.0 grams and the density is 2.0 grams/cm ³, what is the volume?

Volume =

Volume =

Volume =

Example #2: If the density of an object is 20.0 grams/cm ³ and the volume is 5.0 cm ³, what is the Mass?

Mass =

Mass =

Mass =

Change in size/shape: (no change in pressure or heat)

Example #1: A rock has a mass of 40.0 grams and a volume of 20.0 cm ³, what is the density?

Density =

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Density =

Density =

Example #2: What if the same rock is split in half, what would be the density of one of the pieces?

What would the mass be?

What would the volume be?

What is the density? Density = All substances EXCEPT water:

Most dense phase:

Least dense phase:

For Water:

Most dense phase:

Example # 1: If you put a filled water bottle in the freezer as it turns to ice the water bottle breaks. The molecules expanded taking up more room as the liquid water turned to ice.

Example #2: Ice floats in a glass of liquid water because it is less dense than the liquid water.

Least dense phase:

Temperature when water is the densest:

Which Liquid is more dense?

CUP A CUP B

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How does Temperature affect Density:

How does a hot air balloon rise?

How do you land a hot air balloon?

Warm up an object

Cool down an object

How does Pressure affect Density:

Example:Metamorphic rocks are formed by pressure making them the densest type of rock.

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Density Notes

Density: the concentration of matter in an object

Density Formula: Mass/Volume

Units for Density: g/cm3 or g/mL

Where can you find the formula on the Reference tables: page 1

Example 1: A cube has a mass of 32.0 grams and the volume is 8.0 cm3, what is the Density?

Density= 32.0grams/8.0 cm3= 4.0 g/cm3

Example 2:

2cm

Mass of Cube= 80.0 grams

2cm

2cm

Volume= Length X Width X Height

Volume= 2cm X 2cm X 2cm= 8.0 cm3

Density= Mass/Volume

Density= 80.0 grams/ 8.0 cm3 = 10.0 g/cm3

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Density Part 2

Volume = Mass/ Density

Mass = Density X Volume

Example #1: If the mass of an object is 50.0 grams and the density is 2.0 grams/cm ³, what is the volume?

Volume = Mass/ Density

Volume =50.0 grams/ 2.0 grams/cm ³

Volume = 25.0 cm ³

Example #2: If the density of an object is 20.0 grams/cm ³ and the volume is 5.0 cm ³, what is the Mass?

Mass = Density X Volume

Mass = 20.0 grams/cm ³X 5.0 cm ³

Mass = 100.0 grams

Change in size/shape: (no change in pressure or heat)

Example #1: A rock has a mass of 40.0 grams and a volume of 20.0 cm ³, what is the density?

Density = Mass/ Volume

Density = 40.0 grams/ 20.0 cm ³

Density = 2.0 grams /cm ³

Example #2: What if the same rock is split in half, what would be the density of one of the pieces?The Density will remain the same!

What would the mass be? 20.0 grams

What would the volume be? 10.0 cm ³

What is the density? Density = 20.0grams/ 10.0 cm ³ = 2.0 grams /cm ³All substances EXCEPT water:

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Most dense phase: Solid because the molecules are closely packed

Least dense phase: Gas because the molecules spread out

For Water:

Most dense phase: Liquid because as a solid ( an ice cube) the molecules expand as they freeze.Example # 1: If you put a filled water bottle in the freezer as it turns to ice the water bottle breaks. The molecules expanded taking up more room as the liquid water turned to ice.

Example #2: Ice floats in a glass of liquid water because it is less dense than the liquid water.

Least dense phase: Gas

Temperature when water is the densest: 4 ° C

Which Liquid is more dense?

CUP A CUP B

How does Temperature affect Density:

How does a hot air balloon rise?

The air in the balloon is heated, as it is heated the molecules spread out filling the balloon and making it less dense than the air surrounding it. The balloon begins to rise.

How do you land a hot air balloon?

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The heat source is shut down and the molecules in the balloon begin to compress and cool. The balloon begins to sink towards the Earth as the density increases.

Warm up an object Less Dense

Cool down an object More dense

How does Pressure affect Density:

The more pressure exerted onto an object the closer the molecules will be making it More Dense.

Example:Metamorphic rocks are formed by pressure making them the densest type of rock.

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Name:

Density Questions

Answer the following questions by using increases, decreases, stays the same.

1) When an object is heated its density__________________.

2) When an object has pressure exerted on it its density ____________________.

3) If you cut an object in half its density will______________________.

4) If you increase only the mass of an object its density ___________________.

5) As air is cooled the density _____________________.

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Name:

Exit Card- Density

1) If you have a cube with a volume of 30 cm³ and a mass of 90 grams, what would the density be? ( include units )

2) If that cube was cut in half, what would the volume be? ( include units )

What would the mass be?

What is the density?

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Name:_______________________________ Date: ________________

Observation Lab

Aim: How do we observe the environment?

Introduction: Observations are made using our senses. We then use our observations to make inferences.

Objectives: When you finish this investigation you should be able to:1. Make and record observations.2. Make inferences based on observations.3. Distinguish between observations and inferences.

Materials: Earth Material, Lab Sheet

Vocabulary:

Senses –

Observation –

Inference –

Prediction –

Procedure:

1. Carefully observe and examine the material any way you can using all of your senses (except taste).

2. Record at least ten observations.3. Answer the questions using your observations to make inferences about the material.

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Observations:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Discussion Questions:

1. What do you consider to be your most accurate observation and why?

2. Describe any evidence of animal life you observed?

3. Describe any smell from the material?

4. Describe the different colors and textures observed?

5. What instruments could be used to better observe this material (Describe 2)?

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6. Where do you think this material came from?

7. Which of your observations support your inference?

8. Assuming your inference is correct can you make any predictions concerning this material?

Conclusion:

Describe in a paragraph the difference between an observation, an inference, and a prediction.

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Earth’s Coordinate System Note sheet

A coordinate system is a method of locating points by labeling them with numbers called coordinates.

To describe positions on Earth’s surface we use two coordinates: latitude and longitude

Latitude:

Reference Line – Equator 0 degrees

Values – 0 to 90° North or South

Lines called parallels

Longitude:

Reference Line – Prime Meridian

Values – 0 to 180 ° East or West

180° line is the International Date Line

Lines called meridians

(Students will draw in additional lines)

Tips:

Always put latitude first and then longitude

Points on the reference lines (0°/180°) do not need a direction, all other values need a direction (E,W,S,N)

Each degree can be divided into 60 minutes

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Earth’s Coordinate System Note sheet

A coordinate system is a method of locating points by labeling them with numbers called coordinates.

To describe positions on Earth’s surface we use two coordinates: latitude and longitude

Latitude:

Reference Line –

Values –

Lines called

Longitude:

Reference Line –

Values –

180° line is the International Date Line

Lines called

Tips:

Always put latitude first and then longitude

Points on the reference lines (0°/180°) do not need a direction, all other values need a direction (E,W,S,N)

Each degree can be divided into 60 minutes

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Name:_______________ Date:__________

Earth Science

Latitude and Longitude

What is the latitude and longitude of the following locations? (Use your Reference Table)

1) Kingston:

2) Old Forge:

3) Mount Marcy:

4) Niagara Falls:

5) Slide Mountain:

Please name the cities that are located at the following coordinates:

1) 42 ̊� 05’ N, 75 55’W ̊

2) 44 00’ N, 75 55’W ̊ ̊

3) 42 40’ N, 73 45’W ̊ ̊

4) 43 15’N, 77 35’ W ̊ ̊

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Graph Notes

Rate of Change:

a) Equation:

b) Examples:

Direct Graph:

Category 1 Category 2 Category 3 Category 40

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Series 1Series 2Series 3

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Indirect Graph:

Category 1 Category 2 Category 3 Category 40

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Series 1Column1Column2

Cyclic Graph:

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Constants:

Category 1 Category 2 Category 3 Category 40%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Series 3Series 2Series 1

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Graphing Density:

Density: Mass/Volume

Density:

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