Lesson 3 | Earth’s Surface 1 lesson 3.pdfareas they plan to drive through, starting from their hometown of San Antonio in ... • down the Pacific Mountain System • across plateaus

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Student Labs and Activities Page

Launch Lab 45

Content Vocabulary 46

Lesson Outline 47

MiniLab 49

Content Practice A 50

Content Practice B 51

Language Arts Support 52

School to Home 54

Key Concept Builders 55

Enrichment 59

Challenge 60

Lab A 63

Lab B 66

Lab C 69

Chapter Key Concepts Builder 70

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How can you measure topographic relief?Relief describes differences in elevation for a given area. The area might have tall mountains or deep valleys. In this lab, you will use simple materials to measure relief on a model landscape.

Procedure

Launch Lab LESSON 3: 15 minutes

1. Read and complete a lab safety form.

2. Form some salt dough into a thick disk that is slightly larger than your hand.

3. With your fingers spread apart, press your hand firmly into the dough so that some of the dough squeezes up between your fingers.

4. Stretch dental floss across the finger impressions in the dough. Slice off a section of the dough model by pressing the dental floss down through the dough.

5. Also make a slice through the palm section of your dough model.

6. Observe the profiles of your two cross sections. Use a ruler to measure the difference between the highest and lowest points within the palm section.

7. Measure the difference between the highest and lowest points within the fingers section.

Data and Observations

Think About This 1. What is the difference in elevation between the highest and lowest points of your hand

print?

2. Key Concept Compare and contrast your model features. How are they similar to features on Earth?

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Earth’s SurfaceDirections: In this word search puzzle, find and circle the four terms listed below. Then write the definition on the line after each term for 1–4 and complete the statement in 5.

feature landform mountain plain plateau

L H O P T A C N L M

A H A D L K I L M U

N W E F E A T U R E

D S G R T A I T Y L

F I T N S E P N U A

O J U I T R F E G N

R O P L A T E A U C

M P A D P O S Q I S

1. landform

2. plain

3. plateau

4. mountain

5. Each of the terms in questions 1–4 is an example of a(n) on Earth.

Content Vocabulary LESSON 3


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Earth’s SurfaceA. Oceans and Continents

1. Earth has a variety of , including mountains and valleys.

2. Long chains of high mountains and deep canyons appear on dry land and on the

floor.

B. Landforms

1. Landforms are formed by processes that shape Earth’s surface.

2. The characteristics of landforms over time.

3. One characteristic of landforms is , which is the height of the landform above sea level.

a. The difference in elevation in a given area is called .

b. If the difference between the highest and lowest elevation of an area is small, that

area has . If the difference between the highest and

lowest elevation of an area is large, that area has .

4. The shape of a given area is called the area’s .

5. Landforms with low relief and low elevation are called .

They are the most feature on Earth.

6. Landforms with low relief and high elevation are called .

They can form when forces within Earth layers of rock.

7. are landforms with high relief and high elevation. They

are Earth’s landforms.

a. Some mountains form when , material from volcanoes, builds up.

b. Some mountains form when forces inside Earth fold, push, or uplift large blocks

of .

Lesson Outline LESSON 3


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8. The United States has major landform regions.

a. The East Coast and the Gulf Coast have .

b. The formed about 480 million years ago. After millions

of years of weathering and erosion, these mountains are than they once were.

c. The central part of the United States is a flat, grassy area called

the .

d. The young, rugged Rocky Mountains are in the United States and Canada.

e. An area of high, rugged land in the Southwestern United States is the

. A river has cut a huge valley through this landform,

forming the .

f. The western part of the United States has many different

ranges. There are no plains in the West.

Lesson Outline continued


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How do landforms compare?The terms gully, ravine, and canyon all describe an elongated depression formed by erosion from water. How do these landforms differ?

Procedure

MiniLab LESSON 3: 20 minutes

1. Read and complete a lab safety form.

2. Working with a partner, use a dictionary to find the definition of the landforms in one of the lists below.

List 1 List 2 List 3 List 4

butte hill bay channel

mesa knoll cove strait

plateau mountain gulf sound

3. Use modeling clay to represent the landforms in the list you choose.

4. Use scissors to cut different colors of construction paper and make a scene with your landform.

5. Label each part of the scene.

Analyze and Conclude Key Concept Compare and contrast the model landforms.


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Content Practice A

Earth’s Surface Directions: Read the passage about a family’s travel plans. Then on the map below, draw a line showing the route that the family will take.

1. The Smith family plans to make a long car trip through the United States. Here are the areas they plan to drive through, starting from their hometown of San Antonio in south central Texas.

• across the Gulf Coastal Plain

• up the Appalachian Mountains

• halfway down the Atlantic Coastal Plain

• across the Appalachian Mountains

• across the Great Plains to the Rocky Mountains

• up the northern part of the Rocky Mountains and then to California

• down the Pacific Mountain System

• across plateaus in Arizona and then back home

LESSON 3


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Earth’s SurfaceDirections: Answer each question or respond to each statement on the lines provided.

1. How much of Earth’s surface is covered by oceans?

2. What are two prominent features of the seafloor that are also found on land?

3. Explain why landforms on the continents are always gradually changing.

4. Explain the terms elevation and relief.

5. What is the difference between a plateau and a plain?

6. What are two of the oldest landforms in the United States?

7. How was the Grand Canyon created?

LESSON 3Content Practice B


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LESSON 3

Word-Meaning Activity: Using SynonymsSynonyms are words that have similar meanings. The words dangerous and unsafe are synonyms. Clear and transparent are also words with similar meanings.

Directions: Study the terms and definitions. Then read each sentence below and choose the synonym from the list that is closest in meaning to the underlined word(s). Not all synonyms will be used.

A. geosphere n. Earth’s entire solid body

B. asthenosphere n. layer of partially melted rock in the middle of the mantle

C. core n. molten center of Earth

D. crust n. outer rocky layer of Earth

E. composition n. the collection of parts of a substance or material

F. mantle n. thick middle layer in the solid part of Earth

G. lithosphere n. crust and upper mantle that form a rigid, brittle outer layer

H. boundary n. the edge or limit of a region

1. The middle strata of Earth’s structure consists of solid and partially melted rock.

2. The makeup of Earth’s layers affects their properties.

3. There is a distinct border between the crust and the layer beneath it.

4. The heart of Earth is filled with melted iron and nickel.

5. People live on top of the hard coat that covers Earth.

Language Arts Support

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LESSON 3

Word-Usage Activity: Understanding Words with Multiple MeaningsThe term core has more than one meaning:

A. n. central part of a fleshy fruit that contains the seeds

B. n. essential part of an idea

C. n. iron material that forms the central part of a transformer

D. n. central portion of Earth

E. n. region of a nuclear reactor that contains radioactive material

F. n. cylindrical sample taken from the ground

G. n. to remove the core of a fruit

Directions: On each line, write the letter of the definition that correctly matches the meaning of the term core as it is used in the sentences below. Then list definitions for the term crust.

1. Geologists can study the layers of Earth by drilling a core.

2. The voltage is lowered in the core of a transformer so the electric current is safe for residential customers to use.

3. Most people do not eat the seeds in the core of an apple.

4. Engineers design safety systems to prevent overheating of the core in a nuclear reactor.

5. The core of the current theory is that rocks undergo changes during the rock cycle.

6. The cook used a paring knife to core the apples before baking them.

7. Geologists think that the core of Earth is made of molten iron and nickel.

8. The vocabulary term crust also has multiple meanings. Provide at least two different meanings below.

Language Arts Support

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Earth’s SurfaceDirections: Use your textbook to answer each question or respond to each statement.

1. Fill in the following table to compare and contrast landforms. Use check marks to indicate the characteristics that describe each landform.

Plain Plateau Mountain

Low Relief

High Relief

Low Elevation

High Elevation

2. Which landform is most common on Earth?

3. Identify and describe the major landform region in the United States in which your home and school are located.

4. Identify and describe two major landform regions in the United States that are different from the landform region in which you live.

School to Home LESSON 3

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Earth’s SurfaceKey Concept What are Earth’s major landforms, and how do they compare?

Directions: Landforms are features of land formed by natural processes. Complete the following items about Earth’s surface.

1. Oceans, one of Earth’s two main surface features, cover more than

percent of the planet’s surface. The other main surface

feature is .

2. Some features found on continents are also found on the seafloor. In the list below, write C for features found only on continents and B for features that occur on both continents and the seafloor.

a. mountains

b. river valleys

c. plains

d. canyons

e. grassy hills

3. On the line before this statement, write T if the statement is true or F if the statement is false.

Landforms are permanent features of Earth’s surface.

Explain your answer.

LESSON 3Key Concept Builder

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Directions: Put a check mark on the line before each feature that is a landform. Put an X on the line before each feature that is not a landform.

1. mountain

2. valley

3. highway

4. plain

5. plaza

6. canyon

7. plateau

8. ravine

9. farm

Directions: Complete each item on the lines provided.

10. Give three ways that landforms can differ from one another.

11. means a description of an area’s land surfaces, including their variations in height.

12. What type of landform is formed when huge blocks of rock are folded, pushed, or

uplifted?



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Directions: Draw a line from each of the common landforms listed below to the correct part of the diagram.

1. mountain 2. valley 3. plateau 4. plain

Directions: Landforms are described in terms of their elevation and relief. Write the name of the landform next to its features below.

5. high elevation/low relief

6. low elevation/low relief

7. high elevation/high relief



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Earth’s SurfaceKey Concept Describe at least three major landform regions of the United States.

Directions: Work with a partner to complete each item on the lines provided.

1. The United States contains a variety of landforms. Where in the United States would you find each of the following features? Answer with east, central, or west.

a. Atlantic Coastal Plain

b. Rocky Mountains

c. Appalachian Mountains

d. Colorado Plateau

e. Great Plains

f. Pacific Mountain System

g. Ozark Plateau

2. The Appalachian Mountains are much lower and rounder than the Rocky Mountains. Explain why.

3. What feature was created by the erosion of the Colorado Plateau?

4. In addition to the Atlantic Coastal Plain, what other large coastal plain does the United States have?

Key Concept Builder LESSON 3


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Mapping the Ocean Floor: Marie TharpMarie Tharp is a mapmaker who charted

the bottom of the ocean at a time when little was known about undersea geology. Her detailed maps showed features that helped other scientists understand the structure and evolution of the seafloor. In particular, Tharp’s discovery of the mid-ocean ridge convinced other geologists that seafloor is being created at the ridges and spreading outward. Confirmation of “seafloor spreading” led to acceptance of the theory of continental drift, which is also called plate tectonics.

Here are some comments written by Marie Tharp: “I had a blank canvas to fill with extraordinary possibilities, a fascinating jigsaw puzzle to piece together: mapping the world’s vast hidden seafloor. It was a once-in-a-lifetime—a once-in-the-history-of-the-world—opportunity for anyone, but especially for a woman in the 1940s.

“At the time, scientists thought the ocean floor was almost featureless—a flat, unchanging plain, a dumping ground slowly filled by sediments eroding from land.

“I never would have gotten the chance to study geology if it hadn’t been for Pearl Harbor. Girls were needed to fill the jobs left open because the guys were off fighting.

“At Columbia University, I was hired to draft and plot ocean profiles. Depth

measurements as early as 1854 were collected using ropes and lead weights, such as cannonballs, but a new instrument had been developed: the continuous echo sounder. A sound signal, usually a ping, would be sent out at a regular interval, and a microphone inside the hull of the ship would pick up the echo. When the echo returned, a stylus would mark recording paper by burning it with an electric spark. The result was an uninterrupted series of seafloor depths along the ship’s course.

“After arranging and piecing together the profiles, I noticed immediately the general similarity in the shape of a seafloor ridge in each profile. . . . I thought it might be a rift valley. When I showed it to my lab partner, he groaned and said, ‘It cannot be. It looks too much like continental drift.’ At the time, almost everyone in the United States thought continental drift was impossible.”

“Jacques Cousteau at first didn’t believe in the rift valley. He crossed the Atlantic Ocean, towing a movie camera on a sled near the seafloor. They came to where our rift valley was and found it. He took beautiful movies of big black cliffs in blue water. It finally helped a lot of people to believe in our rift valley.”

Enrichment LESSON 3

Applying Critical-Thinking SkillsDirections: Respond to each statement.

1. Explain why the theory of continental drift is supported by the presence of the mid-ocean ridges.

2. Decide whether you agree or disagree with the statement, “New theories in science are accepted quickly as soon as supporting evidence is reported.” Justify your reasoning.

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Earth’s Dynamic ProcessesBetween 65 and 144 million years ago, a large portion of what is now Montana and

Wyoming sank below sea level. The land was covered by water from the Gulf of Mexico and the Atlantic Ocean, creating an inland sea.

Today, this area is known as the Rocky Mountain region. On top of a large, high mountain at the Montana-Wyoming border is a butte. A butte looks like a huge pile of sand with a flat top. If you dug in this butte, you would find buried fossils of fish and other sea life.

Draw a cartoon with four or more panels showing the sequence of events and Earth processes that occurred at this Rocky Mountain location. Begin with the inland sea. Label each panel with an Earth process.

Examples of Earth Processes

collision deposition erosion faulting

folding metamorphosis rock formation sedimentation

uplift volcanic eruption weathering

Challenge LESSON 3

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Modeling Earth and Its LayersEarth has distinct layers. Each layer has a specific relative volume. You can use those volumes to build a model of Earth that has each of the layers in proportion.

QuestionIf you know the relative volume of Earth’s inner core, outer core, mantle, and crust, how can you build an accurate scale model of these layers?

Materialssalt dough plastic knife centimeter ruler

waxed paper food coloring rolling pin or can

Safety

Procedure 1. Read and complete a lab safety form.

2. Obtain a piece of salt dough from your teacher. Study the chart below that shows the relative volume of each layer of Earth. How can you use that data to turn your lump of dough into a model of Earth’s layers? Hint: Can you imagine how to divide your dough into the same relative proportions in the table?

The Relative Volumes of Each Layer of Earth

Layer Relative Volume (%)

Inner core 0.7

Outer core 15.7

Mantle 82.0

Crust 1.6

Lab A 40 minutes

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3. There are lots of ways you could divide your dough into the correct proportions to build your model. Here is one way you could try:

Work on a sheet of waxed paper so the dough won’t stick. Roll your dough into a cylinder that measures 10 cm long. The cylinder represents 100 percent of the volume.

Now use your centimeter ruler to measure and mark each of the percentages listed in the chart.

Cut off each piece and roll it into a sphere.

4. Use the data from the chart to figure out how you can build an accurate model. What information do you need?

5. Make a model of Earth’s layers using the spheres that represent the relative volume of each layer. Add some food coloring to make each of the four spheres a different color.

Work the salt dough so the color is evenly distributed in each lump.

Form each lump of dough into a sphere again.

6. Cut the sphere representing the outer core in half.

7. Gently make a small depression in the flat side of each half of the outer core. Then place the inner core inside the outer core and seal the sphere.

8. Cut the sphere representing the mantle in half.

9. Gently make a small depression in the flat side of each half of the mantle. Fit the sphere representing the inner and outer cores into the mantle.

Remember to use scientific methods.

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Results

Make Observations

Lab A continued


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10. The last sphere represents Earth’s crust. Put it on a piece of waxed paper and use a rolling pin or a can to spread the sphere enough to make it fit onto the outside of the mantle.

11. Cut your model in half.

Analyze and Conclude 12. The Big Idea Use the chart to describe how each layer of Earth is represented on

your model.

Inner core

Outer core

Mantle

Crust

13. Think Critically Do you think your model accurately shows the volumes of the different layers? Why or why not?

14. Draw a Conclusion What can you conclude about the relative volumes of the different layers? Hint: Why couldn’t you stretch the crust far enough to cover the mantle? Why couldn’t you add more dough to the crust?

Communicate Your ResultsDraw and label Earth’s layers. Display the drawing next to your model and use both to explain what you have discovered about Earth’s layers. Use the space below to write your explanation.

Lab A continued


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Modeling Earth and Its LayersEarth has distinct layers. Each layer has a specific relative volume. You can use those volumes to build a model of Earth that has each of the layers in proportion.

QuestionIf you know the relative volume of Earth’s inner core, outer core, mantle, and crust, how can you build an accurate scale model of these layers?

Materialssalt dough plasitc knife centimeter ruler

waxed paper food coloring rolling pin or can

Safety

Procedure 1. Read and complete a lab safety form.

2. Obtain a piece of salt dough from your teacher. Study the chart below that shows the relative volume of each layer of Earth. How can you use that data to turn your lump of dough into a model of Earth’s layers?

The Relative Volumes of Each Layer of Earth

Layer Relative Volume (%)

Inner core 0.7

Outer core 15.7

Mantle 82.0

Crust 1.6

Lab B 40 minutes


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3. You might have lots of ideas about how to divide your dough into the correct proportions to build your model. Here is one way you could try:

• Work on a sheet of waxed paper so the dough won’t stick. Roll your dough into a cylinder that measures 10 cm long. The cylinder represents 100% of the volume.

• Now use your centimeter ruler to measure and mark each of the percentages listed in the chart.

• Cut off each piece and roll it into a sphere.

4. Use the data from the chart to figure out how you can build an accurate model.

5. Make a model of Earth’s layers using the spheres that represent the relative volume of each layer. Add some food coloring to make each of the four spheres a different color. Work the salt dough so the color is evenly distributed. Form each lump of dough into a sphere again.

6. Cut the sphere representing the outer core in half.

7. Gently make a small depression in the flat side of each half of the outer core. Then place the inner core inside the outer core and seal the sphere.

8. Cut the sphere representing the mantle in half.

9. Gently make a small depression in the flat side of each half of the mantle. Fit the sphere representing the inner and outer cores into the mantle.

10. The last sphere represents Earth’s crust. Put it on a piece of waxed paper and use a rolling pin or a can to spread the sphere enough to make it fit onto the outside of the mantle.

11. Cut your model in half.

Remember to use scientific methods.

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Results

Make Observations

Lab B continued


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Analyze and Conclude 12. The Big Idea Describe how each layer of Earth is represented on your model.

13. Think Critically Do you think your model accurately shows the volumes of the different layers? Why or why not?

14. Draw a Conclusion What can you conclude about the relative volumes of the different layers? Why couldn’t you stretch the crust far enough to cover the mantle? Why couldn’t you add more dough to the crust?

Communicate Your ResultsDraw and label Earth’s layers. Display the drawing next to your model and use them to explain what you have discovered about Earth’s layers. Use the space below to write your explanation.

Extension

How could you make an edible model of Earth’s layers? Hint: Think about using ice cream or gelatin molds.

Lab B continued


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Earth’s LayersDirections: Use the information and data from the Lab Modeling Earth and Its Layers to perform this lab.

How could you make an edible model of Earth’s layers? Hint: Think about using ice cream, different kinds of cookie dough, or gelatin molds.

Please note:

• You must complete Lab B before beginning Lab C.

• Before beginning the lab, make sure your teacher approves your materials and design and confirms the proper safety procedures.

Lab C


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Earth’s LayersEnd-of-Chapter PracticeDirections: Answer each question or respond to each statement on the lines provided.

1. Explain the overlap among Earth’s four systems.

2. Like Earth, the Moon is spherical. Explain why.

3. Explain why Earth formed in layers.

4. What produces Earth’s magnetic field?

Directions: Work with a partner. Select one of the options. When you have completed the tasks below, present your essay or diagrams to the class.

5. With a partner, choose a well-known landform such as the Rocky Mountains and write an essay about it. Describe its elevation and relief. Explain how it formed, using at least one of Earth’s layers in your discussion. Finally, explain how your feature of the geosphere interacts with at least one other Earth system (hydrosphere, atmosphere, or biosphere).

6. Create a diagram showing one of the following: Earth’s systems, Earth’s layers, Earth’s major landforms. Draw lines showing where at least three labels should go, but do not write the labels. Then trade diagrams with a partner and use a pencil to fill in the labels on his or her diagram. Give the diagram back to your partner and discuss where there were misunderstandings. Improve the diagrams as needed.

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Lesson 3 | Earth’s Surface 1 lesson 3.pdfareas they plan to drive through, starting from their hometown of San Antonio in ... • down the Pacific Mountain System • across plateaus