ELEMENTARY SCIENCEELEMENTARY SCIENCEELEMENTARY SCIENCEELEMENTARY SCIENCE PROGRAMPROGRAMPROGRAMPROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATION

A Collection of Learning Experiences onA Collection of Learning Experiences onA Collection of Learning Experiences onA Collection of Learning Experiences on

ROCKS AND MINERALS ROCKS AND MINERALS ROCKS AND MINERALS ROCKS AND MINERALS AND LANDFORMSAND LANDFORMSAND LANDFORMSAND LANDFORMS

Rocks and Minerals and Landforms Student Activity Book

Updated Spring 2010 Name__________________________________________________________ This learning experience activity book is yours to keep. Please put your name on it now. This activity book should contain your observations of and results from your experiments. When performing experiments, ask your teacher for any additional materials you may need.

2

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS Activity Sheet for L.E. #1 - Getting Started 3-4 Activity Sheet for L.E. #2 - Mineral Identification 5-6 Activity Sheet for L.E. #3 - Rock Identification 7-8 Activity Sheet for L.E. #4 - Sedimentary Rock 9-11 Activity Sheet for L.E. #5 - Rock Cycle 12 Activity Sheet for L.E. #6 – Weathering 13-15 Activity Sheet for L.E. #7 - New York State Rock Mineral Locations 16 Activity Sheet for L.E. #8 - Minerals in Use 17-21 Activity Sheet for L.E. #9 - Some More Minerals in Use 22-23 Activity Sheet for L.E. #10 - Earth Dimensions 24-31 Student Self Assessment 32 Glossary 33-36

3

Activity Sheet for Learning Experience #1 Activity Sheet for Learning Experience #1 Activity Sheet for Learning Experience #1 Activity Sheet for Learning Experience #1 Name ____________________Name ____________________Name ____________________Name ________________________________________

GETTING SGETTING SGETTING SGETTING STARTEDTARTEDTARTEDTARTED What do we know about rocks?

ROCKSROCKSROCKSROCKS

Properties

Uses Interesting Information

4

Activity Sheet for Learning Experience #1 Activity Sheet for Learning Experience #1 Activity Sheet for Learning Experience #1 Activity Sheet for Learning Experience #1 page 2page 2page 2page 2 What do we know about minerals?

MIMIMIMINERALSNERALSNERALSNERALS

Properties

Uses Interesting Information

5

Activity Sheet for Learning Experience #2 Activity Sheet for Learning Experience #2 Activity Sheet for Learning Experience #2 Activity Sheet for Learning Experience #2 Name ____________________Name ____________________Name ____________________Name ________________________________________________________

MINERAL IDENTIFICATIONMINERAL IDENTIFICATIONMINERAL IDENTIFICATIONMINERAL IDENTIFICATION Complete the various tests on each mineral sample and record your results on the chart below.

1) Observe the color for each mineral in your collection and record the color for each mineral in the chart below.

2) Create a mark on your streak plates with each mineral and record the color of that

streak in the chart below.

3) Use the mineral samples and a penny, and the steel nail, to find where the minerals fall in the Mohs’ scale of hardness. Record your results on the chart below.

4) Place a mineral sample on a paper towel. Place one drop of hydrochloric acid on

each mineral and observe. Record your results on the chart below. Repeat step four for the remaining minerals. Note:Note:Note:Note: Students must use goggles when using the hydrochloric acid.

5) Use the magnet provided in the kit to test each mineral sample to see if a magnet is

attracted to it. Record your results on the chart below. 6) Set up a test circuit with the batteries, #48 bulbs, and three wires. Place the end wires

on the rock sample and observe to see it the bulb lights. If it does, then it is a conductor of electricity. Record your results on the chart on the next page. Repeat step four for the remaining minerals.

6

Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2 page 2page 2page 2page 2 MineralsMineralsMineralsMinerals ColorColorColorColor StreakStreakStreakStreak HardHardHardHard----

nessnessnessness

Cleavage

Fracture

Acid testAcid testAcid testAcid test MagneticMagneticMagneticMagnetic Conducts Conducts Conducts Conducts ElectricityElectricityElectricityElectricity

Graphite

Galena

Magnetite

Hematite

Talc

Gypsum

Halite

Biotite

Calcite

Pink Feldspar

Quartz

Garnet

Me

tallic

Lu

ste

r

Either

No

nm

eta

llic

Lu

ste

r

7

Activity Sheet for Learning Experience # 3 Activity Sheet for Learning Experience # 3 Activity Sheet for Learning Experience # 3 Activity Sheet for Learning Experience # 3 Name _____________________Name _____________________Name _____________________Name _____________________________________

ROCK IDENTIFICATIONROCK IDENTIFICATIONROCK IDENTIFICATIONROCK IDENTIFICATION

Complete the tests on the rock samples and complete the chart below.

Rock SampleRock SampleRock SampleRock Sample ColorColorColorColor Grain SizeGrain SizeGrain SizeGrain Size ShapeShapeShapeShape PatternPatternPatternPattern

8

Activity Sheet for Learning Experience #3 Activity Sheet for Learning Experience #3 Activity Sheet for Learning Experience #3 Activity Sheet for Learning Experience #3 page 2page 2page 2page 2 Activity Sheet for Learning Experience #4 Activity Sheet for Learning Experience #4 Activity Sheet for Learning Experience #4 Activity Sheet for Learning Experience #4 Name _____________________Name _____________________Name _____________________Name _____________________

SEDIMENTARY ROCK METAMORPHIC IGNEOUS ROCK

SEDIMENTARY ROCK METAMORPHIC IGNEOUS ROCK

9

Activity Sheet for Learning ExpeActivity Sheet for Learning ExpeActivity Sheet for Learning ExpeActivity Sheet for Learning Experience # rience # rience # rience # 4 4 4 4 Name _____________________Name _____________________Name _____________________Name _____________________________________

SEDIMENTARY ROCKSEDIMENTARY ROCKSEDIMENTARY ROCKSEDIMENTARY ROCK

Write or draw the characteristics of each type of sand below.

Caribbean sand __________________________________________________________________

________________________________________________________________________________

Quartz sand ____________________________________________________________________

________________________________________________________________________________

Glacial till _______________________________________________________________________

________________________________________________________________________________

10

Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4 pagepagepagepage 2222 Predict how the sand will deposit in the tubes and explain your prediction.

Caribbean sand___________________________________________________

________________________________________________________________

Quartz sand______________________________________________________

________________________________________________________________

Glacial till________________________________________________________

________________________________________________________________

Draw a picture of how the sands and the glacial till have settled in the tubes. Explain your observations.

________________________________________________________________

________________________________________________________________

Caribbean sand

Quartz sand

Glacial Till

11

Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4Activity Sheet for Learning Experience #4 page 3page 3page 3page 3 Note:Note:Note:Note: Students must use goggles when using hydrochloric acid. After completing the acid test, which rock has limestone in it? How do you know? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

12

Activity Sheet for Learning Experience #5 Activity Sheet for Learning Experience #5 Activity Sheet for Learning Experience #5 Activity Sheet for Learning Experience #5 Name _____________________Name _____________________Name _____________________Name _____________________ ROCK CYCLEROCK CYCLEROCK CYCLEROCK CYCLE Complete the rock cycle

13

Activity Sheet foActivity Sheet foActivity Sheet foActivity Sheet for Learning Experience #6r Learning Experience #6r Learning Experience #6r Learning Experience #6 Name _____________________Name _____________________Name _____________________Name _____________________

WEATHERINGWEATHERINGWEATHERINGWEATHERING Follow the directions below to complete the activities illustrating physical and chemical weathering. Divide a large piece of chalk into three pieces. Chemical Weathering TestChemical Weathering TestChemical Weathering TestChemical Weathering Test Pour 30 ml of vinegar into a medicine cup. Pour the vinegar into a medicine and drop a piece of chalk into the vinegar. Wait for 3 minutes then observe. What happens to the chalk in the vinegar? ________________________________________________________________

________________________________________________________________

Physical Weathering TestPhysical Weathering TestPhysical Weathering TestPhysical Weathering Test Pour the water into a jar and drop two pieces of chalk into the water. Wait for 3 minutes then observe. What happened to the chalk in this jar?

________________________________________________________________ ________________________________________________________________

30

mL

14

Activity Sheet for Learning Experience #6Activity Sheet for Learning Experience #6Activity Sheet for Learning Experience #6Activity Sheet for Learning Experience #6 page 2page 2page 2page 2 Compare the results of the chalk in the vinegar to the two pieces of chalk in the water. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Water Freezing TestWater Freezing TestWater Freezing TestWater Freezing Test *Make a very small water balloon. *Cover the water balloon with Plaster of Paris so it looks like a “rock”. *Let your model rock harden. How is your model rock like a real rock? How is your model rock not like a

real rock? Before I put my model rock in the freezer, it looks like this. *Put your model rock in the freezer for one night.

15

Activity Sheet for Learning Experience #6 Activity Sheet for Learning Experience #6 Activity Sheet for Learning Experience #6 Activity Sheet for Learning Experience #6 page 3page 3page 3page 3 Predict what you think will happen to your model rock in the freezer. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

My model rock looked like this after I put it in the freezer. What did I learn about the weathering of rocks from these experiences? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

16

Activity Sheet for Learning Experience #7Activity Sheet for Learning Experience #7Activity Sheet for Learning Experience #7Activity Sheet for Learning Experience #7 Name_Name_Name_Name_____________________________________________________________________________________

NEW YORK STATE ROCK MINERAL LOCATIONSNEW YORK STATE ROCK MINERAL LOCATIONSNEW YORK STATE ROCK MINERAL LOCATIONSNEW YORK STATE ROCK MINERAL LOCATIONS

Inspect the large map of New York State. For the following list, identify the rock or mineral resources as shown by the map and the map’s legend. Write the full name of the rock(s) or mineral(s) in the space provided. County Rock or Mineral Resource Allegany

Cattaraugus

Livingston

Genesee

Tompkins

Warren

Essex

Saint Lawrence

Washington

Albany

Westchester

What category of rock is generally found in Franklin, Clinton, Essex, Hamilton and Warren counties? Where else is that category of rock found in NYS? What category of rock is found in most of NYS? Name 4 counties where you would expect to find moderately metamorphosed rock.

17

Activity Sheet for Learning ExpActivity Sheet for Learning ExpActivity Sheet for Learning ExpActivity Sheet for Learning Experience #8erience #8erience #8erience #8 Name_________________Name_________________Name_________________Name_____________________________________

MINERALS IN USEMINERALS IN USEMINERALS IN USEMINERALS IN USE

Many materials used every day by humans contain minerals. Remember if you cannot grow it, it must be mined. Some of the rocks and minerals you have identified in previous learning experiences reappear in the materials listed below. There are also some new minerals. Make a list of minerals that you are familiar with. Make a second list of minerals that you are unfamiliar with.

Material and MineralsMaterial and MineralsMaterial and MineralsMaterial and Minerals

MaterialMaterialMaterialMaterial Minerals Needed to Produce ThemMinerals Needed to Produce ThemMinerals Needed to Produce ThemMinerals Needed to Produce Them

Carpet Carpet Carpet Carpet Calcium carbonate, limestone

Glass/Ceramics Glass/Ceramics Glass/Ceramics Glass/Ceramics Silica sand, limestone, talc, lithium, borates, soda ash, feldspar

Linoleum Linoleum Linoleum Linoleum Calcium carbonate, clay, wollastonite

Glossy paper Glossy paper Glossy paper Glossy paper Kaolin clay, limestone, sodium sulfate, lime, soda ash, titanium dioxide

Abrasive paper Abrasive paper Abrasive paper Abrasive paper Garnet, emery, silica sand,

Toothpaste Toothpaste Toothpaste Toothpaste Calcium carbonate, limestone, sodium carbonate, fluorine

Lipstick Lipstick Lipstick Lipstick Calcium carbonate, talc

Baby powder Baby powder Baby powder Baby powder Talc

Hand cleaners Hand cleaners Hand cleaners Hand cleaners Silica, pumice, diatomite, feldspar, limestone

Minerals that I am familiar with:

Minerals that I am unfamiliar with:

18

Activity Sheet for Learning Experience #8 Activity Sheet for Learning Experience #8 Activity Sheet for Learning Experience #8 Activity Sheet for Learning Experience #8 page 2page 2page 2page 2 Select one of the minerals that you are unfamiliar with and write a one-page report on where the mineral is found and some of its uses and characteristics.

______________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

19

Activity Sheet for Learning EActivity Sheet for Learning EActivity Sheet for Learning EActivity Sheet for Learning Experience #8 xperience #8 xperience #8 xperience #8 page 3page 3page 3page 3

Hand Cleaner:Hand Cleaner:Hand Cleaner:Hand Cleaner:

What changes did you observe in the surface of the aluminum foil and the surface of the

folded paper towel pad after rubbing the foil’s surface with the hand cleaner?

_____________________________________________________________________________

_____________________________________________________________________________

What is your explanation(s) for the change(s)?___________________________________

_____________________________________________________________________________

Read the ingredient label on the hand cleaner. What ingredient(s) might support your

explanation(s) and why?________________________________________________________

_____________________________________________________________________________

Tooth Paste:Tooth Paste:Tooth Paste:Tooth Paste:

What changes did you observe in the surface of the aluminum foil and the surface of the

folded paper towel pad after rubbing the foil’s surface with the tooth paste?

_____________________________________________________________________________

_____________________________________________________________________________

What is your explanation(s) for the change(s)?___________________________________

_____________________________________________________________________________

Read the ingredient label on the toothpaste. What ingredient(s) might support your

explanation(s) and why?________________________________________________________

_____________________________________________________________________________

20

Activity Sheet for Learning Activity Sheet for Learning Activity Sheet for Learning Activity Sheet for Learning Experience #8Experience #8Experience #8Experience #8 page 4page 4page 4page 4 Baking Soda:Baking Soda:Baking Soda:Baking Soda:

What changes did you observe in the surface of the aluminum foil and the surface of the

folded paper towel pad after rubbing the foil’s surface with the baking

soda?_______________________________________________________________________

____________________________________________________________________________

What is your explanation(s) for the change(s)?__________________________________

____________________________________________________________________________

____________________________________________________________________________

Read the ingredient label on the baking soda. What ingredient(s) might support your

explanation(s) and why?_______________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Abrasive Paper:Abrasive Paper:Abrasive Paper:Abrasive Paper:

What changes did you observe in the surface of the aluminum foil and the surface of the

folded paper towel pad after rubbing the foil’s surface with the abrasive paper?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What are your explanation(s) for the change(s)?_________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

21

Activity Sheet for Learning Activity Sheet for Learning Activity Sheet for Learning Activity Sheet for Learning Experience #8Experience #8Experience #8Experience #8 page page page page 5555

Additional Materials and Minerals for InvestigationAdditional Materials and Minerals for InvestigationAdditional Materials and Minerals for InvestigationAdditional Materials and Minerals for Investigation

Kitty litter Kitty litter Kitty litter Kitty litter Attapulgite, montmorillonite, zeolites, diatomite, pumice, volcanic ash

ConcreteConcreteConcreteConcrete Limestone, gypsum, iron oxide, clay

Potting soil Potting soil Potting soil Potting soil Vermiculite, perlite,, zeolites, peat

PaintPaintPaintPaint Titanium dioxide, kaolin clays, mica, talc, silica, wollastonite

Pencil Pencil Pencil Pencil Graphite, clay

Jewelry Jewelry Jewelry Jewelry Precious and semi-precious stones

Optical fibersOptical fibersOptical fibersOptical fibers High quality Glass

TelevisionTelevisionTelevisionTelevision 35 different minerals

Automobile Automobile Automobile Automobile 15 different minerals

Telephone Telephone Telephone Telephone 42 different minerals

22

Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9 Name_________________Name_________________Name_________________Name_________________

SOME MORE MINERALS IN USESOME MORE MINERALS IN USESOME MORE MINERALS IN USESOME MORE MINERALS IN USE Note:Note:Note:Note: Students must use goggles when using hydrochloric acid. Session 1:Session 1:Session 1:Session 1: Place one antacid in the mortar. Observe the antacid with the double lens magnifier. Use the pestle to grind the antacid into a powder. Use a rotating motion, the grinding should take about 10 seconds. Trace the petri dish on a piece of white copy paper. Then cut out the circle approximately 3 mm. inside the line so the paper circle will fit into the bottom of the petri dish. Place 5 cc of the powder in a petri dish. Observe the powder with the double lens magnifier. Add 2 to 3 drops of hydrochloric acid to the antacid and observe the results. What changes did you observe? _____________________________________________________________________________

_____________________________________________________________________________

What effect did the acid have? _____________________________________________________________________________

_____________________________________________________________________________

What do you think that the acid test indicates about the antacids? _____________________________________________________________________________

_____________________________________________________________________________

23

Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9 page 2page 2page 2page 2 Session 2:Session 2:Session 2:Session 2: Place about 5 cc of halite into the mortar. Observe the halite with the double lens magnifier. Use the pestle to grind the antacid into a powder. Use a rotating motion, the grinding should take about 60 seconds. Place 5 cc of the powder in a petri dish. Observe the powder with the double lens magnifier. Add 2 to 3 drops of hydrochloric acid to the halite and observe the results. What changes did you observe? _____________________________________________________________________________

_____________________________________________________________________________

What effect did the acid have? _____________________________________________________________________________

_____________________________________________________________________________

What do you think that the acid test indicates about the halite? _____________________________________________________________________________

_____________________________________________________________________________

24

Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10 Name________________Name________________Name________________Name________________

EARTH DIMENSIONSEARTH DIMENSIONSEARTH DIMENSIONSEARTH DIMENSIONS

The Shape of the EarthThe Shape of the EarthThe Shape of the EarthThe Shape of the Earth The general shape of the earth is like a sphere. However, that sphere is not perfect. The diameter of the earth at the equator is 12,757 kilometers. The diameter taken at the poles is 12,714 kilometers. The difference indicates that the earth has a bulge of about 43 kilometers at the equator.

The HydrosphereThe HydrosphereThe HydrosphereThe Hydrosphere The hydrospherehydrospherehydrospherehydrosphere is the layer of water that covers approximately 70.8% of the surface of the earth. The layer is relatively thin. In scale, it is like the skin on an apple. The hdrosphere includes all the oceans, but technically it encompasses all water surfaces in the world, the inland seas, lakes, rivers, and underground waters. The average depth of the ceans is 4 kilometers (2 miles), more than five times the average height of the continents. The mass of all the world's oceans is approximately 1,350,000,000,000,000,000 (1.35 x 1018) metric tons, or about 1/4400 of the total mass of the earth. The mantlemantlemantlemantle and corecorecorecore are the heavy interior of the earth, making up most of the earth's mass.

The LithosphereThe LithosphereThe LithosphereThe Lithosphere The lithosphere comprises two shells, the crust, and ridged mantle and is about 80 kilometers (52 miles) thick. It accounts for the land surface and under ocean features of the earth including mountains, valleys, and the ocean floor. The lithosphere is divided into many rigid tectonic plates. . . . The mantle extends from the base of the crust to a depth of about 2900 km (about 1800 mi). Except for the asthenosphere, the mantle is believed to be solid, and its density increases with depth. Shearing of the plastic, partially molten rocks of the plastic mantle, the asthenosphere, 100 km (60 mi) thick, enables the continents to drift across the Earth's surface and oceans to open and close.

The dense interior of the earth below the asthenosphere is divided into the stiffer mantle, surrounding an outer core and inner core. It is believed that the outer core is composed of iron and the inner core of iron and nickel.

25

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 page 2page 2page 2page 2 The AtmosphereThe AtmosphereThe AtmosphereThe Atmosphere Atmosphere is the thin envelope of solids, liquids and gases surrounding the earth. It is held to the earth by the force of gravity. It consists of four distinct layers, whose boundaries are not precise. They are:

1) The troposphere extending from sea level to about 8-16 kilometers (5-10 miles) above the earth

2) The stratosphere up to about 48 kilometers (30 miles) 3) The mesosphere up to about 96 kilometers (60 miles) 4) The thermosphere up to about 500 kilometers (300 miles) or more

NOTE: The upper region of the troposphere is often regarded as a separate region, the exosphere Water on EarthWater on EarthWater on EarthWater on Earth

Just how much water is there on (and in) the Earth? Here are some numbers you can think about:

The total volume of the earth is about 1,083,230,000,000 cubic kilometers (a cubic kilometer is a cube measuring one kilometer on each side). The total water supply of the earth is about 1,358,880,000 cubic kilometers.

Total freshwater on Earth is about 37,600,000 cubic kilometers or less than 3% of all the Earth’s water. Of the fresh water, less than 1% is available for humans. According to the following charts, only about 8,500,000 cubic kilometers of water is fresh water and available to humans.

For comparison, a cubic kilometer of water contains a trillion liters or 1,000,000,000,000 liters. This is enough water for about 140 liters for every person on Earth.

Most of the fresh water on Earth is stored in the 29,000,000 cubic kilometers of water found in glaciers and icecaps, mainly in the polar regions and in Greenland. About 12,900 cubic kilometers of water, mostly in the form of water vapor, is in the atmosphere at any one time. If it all fell as precipitation at once, the Earth would be covered with an additional 2.5 cm of water. The United States receives a total volume of about 17 cubic kilometers of precipitation each day. Of the freshwater on Earth, much more is stored in the ground than is available in lakes and rivers. More than 8,200,000 cubic kilometers of fresh water is stored as ground water. Most of that water is less than a kilometer below of the surface. There are about 240,000 cubic kilometers of water stored as fresh water in lakes, inland seas, and rivers.

26

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 page 3page 3page 3page 3 Distribution of Water on the EarthDistribution of Water on the EarthDistribution of Water on the EarthDistribution of Water on the Earth Water CharWater CharWater CharWater Chartttt

Water source Water source Water source Water source Water volume, in cubic Water volume, in cubic Water volume, in cubic Water volume, in cubic kilometers kilometers kilometers kilometers

Percent of Percent of Percent of Percent of total water on the total water on the total water on the total water on the earthearthearthearth

Total water volumeTotal water volumeTotal water volumeTotal water volume 1,358,840,0001,358,840,0001,358,840,0001,358,840,000 100%100%100%100% Oceans Oceans Oceans Oceans 1,321,200,132 97.23% Icecaps, Glaciers 29,079,176 2.14% Ground water 8,288,924 0.61% Fresh-water lakes 122,296 0.009% Inland seas 108,707 0.008% Soil moisture 67,942 0.005% Atmosphere 13,588 0.001% Rivers 1358 0.0001%

Fresh WaterFresh WaterFresh WaterFresh Water

27

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 page 4page 4page 4page 4 Where all the Water is that is Not in the Ocean?Where all the Water is that is Not in the Ocean?Where all the Water is that is Not in the Ocean?Where all the Water is that is Not in the Ocean?

Other water in this graph represents the water that is not ground water or water contained in icecaps, glaciers and inland seas

The total box represents the 3% of the water that is not in

the ocean

The total box represents the 1% of the water that is not in the ocean, ground water or water contained in icecaps,

glaciers, and inland seas

This amount represents less than .04% of the remaining water. This water is the water that is in the rivers. The .04% is the main source of our

drinking water.

28

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 page 5page 5page 5page 5 You will be making a model to represent the earth’s volume and the volume of the earth’s water resources. Follow the following directions carefully.

Seven cardboard pieces from cereal boxes are required. Each piece should measure about 13 x 13 cm. The finished panel for the model will measure 12 x 12 cm when cut. The folded panel will measure 10 x 10 cm when finished. The one cardboard piece will be used to make a template that will be traced to make the six panels for use in the model.

Patterns: Patterns are the full scale drawings provided to make your own templates. Templates: Cardboard templates are made from paper patterns. One effective

way to attach the paper pattern to card template is by using rubber cream adhesive or white glue. In general, the dimensions of the pattern and template are the same.

Panels: Panels are the result of tracing the templates on another cardboard surface and marking the locations of the connecting/scoring/folding lines and the locations for hole punching. The panels are the cut from the card. Additional cuts are made to enable the rubber band to serve as a connector. These cuts are made perpendicular to the nearest outer edge through the center of the punched hole. The panels are completed by scoring the connecting/folding lines. The scoring may be done with a shape instrument or by marking hard with a pencil or ballpoint pen. Making the TemplateMaking the TemplateMaking the TemplateMaking the Template Paper patterns have been provided to aid in the construction of a template. The template will be traced later on to the panels that will be used to construct model. The template requires that you obtain a paper pattern and apply that pattern to the one surface of a 13 x 13 cm cardboard piece. Glue carefully to provide the smoothest surface possible. Allow the glue to dry completely. After the glue has dried, cut carefully on the line provided that will cause the panel to measure 12 x 12 cm. Each hole should be centered over the circle near each corner. Carefully punch the four holes in the locations shown by the pattern.

Template that has been trimmed and the corned holes punched

Cut on the line

Punch hole

Pattern that has been glued to a piece of cardboard

29

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 papapapage 6ge 6ge 6ge 6 The corners of the pattern/cardboard piece must be cut to provide the completed template for tracing of the panels for the model. Each cut should be perpendicular to its nearest outside edge. Each cut should follow the line that would intersect with the center of the each punched hole. Making the PanelsMaking the PanelsMaking the PanelsMaking the Panels Place the template from the previous example on the remaining 13 x 13 cm cardboard pieces. Carefully trace the outside of the template on the plane side of the cardboard with a pencil. Remove the template. Punch the corner holes in the panel. Cut the corners in the same manner that the template was cut previously. The panel should be the exact same shape as the template. Place a straight edge or ruler on the plane side of the cardboard panel and draw lines parallel to the outside edge of the panel. The four lines must be drawn 1cm from the edge. Press hard with the pencil or ballpoint pen. You will be folding on these lines later. Pressing hard will indent the surface and make the fold more uniform. Repeat the procedure until six panels have been prepared. Making the MMaking the MMaking the MMaking the Modelodelodelodel Fold the panels on the indented lines that are 1 cm from the outside edge. Fold the panels so that the fold forms a 90° degree angle with the plane side of the panel. Each model is constructed by placing rubber bands over the portion of the punched holes that are remaining. Connect two panels together. Connect the third panel to form the corner of the three dimensional box. Continue to add panels until a closed cube is formed. The cube may be permanently connected together with white glue. Ask your teacher if they want the cube glued at this time.

30

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 page 7page 7page 7page 7 Adding the GridsAdding the GridsAdding the GridsAdding the Grids Each model will require 6 10 x 10 cm grids be added to its surfaces. Sheets of centimeter gird squares are attached to this learning experience. Cut the sheets into individual squares and glue to the outside surfaces of the cardboard panels. The model you have created represents all the total volume of the earth. It is an approximate model. Your model has a total volume of 10 cm x 10 cm x 10cm which equals 1000 cubic centimeters. If we let one cubic centimeter equal 1,000,000,000 cubic kilometers (1 billion cubic kilometers), the total 1000 x 1,000, 000,000 equals 1,000,000,000,000 cubic kilometers (1 trillion cubic kilometers). At the beginning of this learning experience, it was stated that the total volume of the earth is about 1,083,230,000,000 or nearly the same amount. Therefore, your model may be said to be an approximation of the volume of the earth. On your model, what would represent the volume of all the earth’s water?______________. Remember, the total model you have constructed represents 1 trillion cubic kilometers. The volume of water you are trying to represent is 1 billion cubic kilometers. On your model, what would represent the volume of all the earth’s fresh water?____________ Fresh water is only 3% of the total amount of all the earth’s water.

31

Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 Activity Sheet for Learning Experience #10 page 8page 8page 8page 8

Your model has a side that measures 10 centimeters. Each side therefore is 100 millimeters long. If you let the 100 millimeters represent the average diameter of the earth (12,736 kilometers), how many kilometers does one millimeter represent?_____________

The average depth of water in the ocean is about 4 kilometers. Based on the previous example above, what part of a millimeter would represent the average depth of water in the ocean?______________

The troposphere extends to about 16 kilometers above the surface of the earth. What part of a millimeter would represent the troposphere on your model?______________

The stratosphere extends to about 48 kilometers above the surface of the earth. What part of a millimeter would represent the stratosphere on your model?______________

The mesosphere extends to about 96 kilometers above the surface of the earth. What part of a millimeter would represent the mesosphere on your model?______________

The International Space Station (ISS) orbits at about 376 kilometers above the earth. How many millimeters represent the level of the orbit of the ISS?________________

The lithosphere is extends to about 80 kilometers below the surface of the earth. What part of a millimeter would represent the lithosphere on your model?______________

32

ROCKS AROCKS AROCKS AROCKS AND MINERALS AND LANDFORMSND MINERALS AND LANDFORMSND MINERALS AND LANDFORMSND MINERALS AND LANDFORMS STUDENT SELFSTUDENT SELFSTUDENT SELFSTUDENT SELF----ASSESSMENTASSESSMENTASSESSMENTASSESSMENT

Name:__________________________________ Date:_______________________

1. What do you now know about rocks and minerals? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. What do you know about the difference between rocks and minerals? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

3. How do you think you and your partner(s) worked together? Give some examples.

_____________________________________________________________________________

_____________________________________________________________________________

4. What learning experiences did you enjoy? Explain why you liked them.

_____________________________________________________________________________

_____________________________________________________________________________

5. Were there any learning experiences in the unit you didn’t understand or that confused you? Explain your answer.

_____________________________________________________________________________

_____________________________________________________________________________

6. Take another look at your activity sheets and science notebook. Describe how well you think you recorded your observations and ideas. _____________________________________________________________________________

_____________________________________________________________________________

33

GLOSSARYGLOSSARYGLOSSARYGLOSSARY

Abrasion Resistance: The ability of a material to withstand wear from its surface Abrasive: Any hard material used in the wearing, grinding or rubbing

away by friction such as sandpaper, emery, garnet or the like. Atmosphere: The envelope of gases surrounding the earth and held to it by

friction. It has four layers: • troposphere – from sea level to 8-16 kilometers (5- 10 mi) above the earth • stratosphere - up to 48 kilometers (30 miles) • mesosphere – up to 96 kilometers (60 miles) • thermosphere – up to 500 kilometers (300 miles) or more

Calcium Carbonate: One of the most abundant inorganic (nonliving) substances in nature. The white powder or colorless crystals are the major part of sedimentary rock, particularly in marble, limestone and chalk, as well as in animal shell and bones. They are used in antacids, tooth powders, white paints, cement and lime as well as other important chemical uses.

Cementation: The process where sediments are joined together into hard,

compact rock. Common sedimentary cements are iron, silica and lime.

Chalk: A limestone or soft form of calcium carbonate made of marine

shells. It is white or light colored, fine-grained, easily broken up and liquids easily go through it.

Cleavage: The splitting of a rock or mineral. Splitting in one place is one-

way cleavage, two places, two-way cleavage and three places three-way cleavage. Some rocks do not split cleanly but break into pieces with uneven surfaces.

Compaction: The process of pressing sediment together because of an

increase in weight from deposits on top or by pressure from the Earth’s movements.

34

Compression: The changing of the Earth’s crust through folding and faulting by pressure from sediments above or by contraction (squeezing) stress.

Conglomerate: Sedimentary rock made up of pieces of rock or minerals in sand, silt or cementing material.

Crystallization: A metamorphic process where crystal mineral grains are made

in rocks. Deposition: The process where rock sediments, particles and other materials

are laid down naturally in beds, veins or deposits. Erosion: The loosening and wearing away of the Earth’s surface. Extrusive: Any igneous material that has been ejected or poured out

onto the Earth’s surface. Glacial Till: Mixed material deposited by glacier ice and made up of clay,

silt, sand, gravel and boulders. Glacier: A large mass of land ice by the compacting (squeezing

together) of snow. It flows slowly down slope under its own weight.

Grain Size: The size or range of sizes of grain particles or mineral grains in

a sediment or rock. Hardness: Minerals are rated 1-10 according to hardness on the Mohs’

Scale of hardness. 1 is very soft (talc) and 10 is very hard (diamond). Your fingernail is about 2.

Hydrochloric Acid: An acid with a strong odor that is highly corrosive (wears

away), toxic and irritating. Hydrosphere: The part of the Earth that is water, including liquid water, ice

and water vapor on the surface, underground or in the atmosphere.

35

Igneous Rock: Rocks formed when hot magma in the Earth cools rapidly and becomes a solid. Magma forced out of the Earth’s surface makes extrusive igneous rocks (obsidian and pumice) while magma that fills in between layers of rocks and cools slowly is called intrusive igneous rocks (granite).

Intrusive: Molten, hot liquid material, forced into older rocks or between

rock layers, which hardens before it reaches Earth’s surface. Lower Mantle: The part of the Earth’s mantle 1,000 kilometers below the

surface. Lithosphere: The solid or land part of the Earth made up of the crust and

upper mantle. Magma: Liquid, hot rock (molten) material made inside the Earth’s

surface which make up igneous rocks. Mantle: The inside part of the Earth below the crust and above the

core. It goes down to a depth of 3480 kilometers below the surface.

Mortar: A strong, bowl like vessel used to crush a substance into powder

using a pestle. Metamorphic Rock: Sedimentary or Igneous rocks that have been changed by heat,

pressure or chemical action. Minerals: Naturally occurring nonliving (inorganic) substances with a

definite chemical makeup, crystal forms, and chemical and physical properties.

Plane: A flat or level surface. Plutonic Rock: Medium to course grained intrusive igneous rock made by the

hardening of magma. Property: A quality that describes something or how something works. Resistance: This works against (opposes) something like the flow of current.

36

Rock Cycle: The different stages Earth’s materials may go through when they go from one kind of a rock to another.

Rocks: Hard, solid parts of the Earth’s crust. Most are made up of a

combination of minerals. Sedimentary Rock: Rocks made up of parts of older rocks, which have been

broken up and carried away, then deposited gradually, usually in layers.

Sediment: Pieces of rock or mineral that are carried by wind, water or ice,

which end up in layers on the surface of the Earth. Streak: The color of the powder making up rocks that we get by

rubbing the rock or mineral across a piece of unglazed tile. Texture: The way a rock looks or the way a rock or mineral is made up,

such as the grain size or shape. Tectonic Plate: One of several large, movable blocks of a continent or ocean

crust that move as one piece. Weathering: The natural breakdown of rocks and minerals by the air and

other things like wind, rain and temperature changes.