Download Science Notebook Masters

Soil Observations
Soil 1
Soil 2
Soil 3
Soil 4
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 1—Notebook Master
Soils in Vials
2
Location
Location
4
Location
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Location
Investigation 1: Soil and Weathering
No. 2—Notebook Master
“What Is Soil?” Review Questions
1. What four things make up soil?
2. What is humus? What does humus do for soil?
Look closely at the soils on page 77 to answer the next
two questions.
3. What differences do you see in the soils shown?
4. Where do you think these soils are found?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 3—Notebook Master
Response Sheet—Investigation 1
A soil scientist collected two samples of soil from a
river that is 10 km long. Here is what she wrote in her
notebook about the samples.
11-4-15
Soil Sample 1
Found at the beginn
ing of the river,
top of the mounta
in.
Observations:
• Mostly pieces of
granite.
• Earth material siz
es: pebbles
and gravel.
• Earth materials
have sharp
edges.
11-4-15
Soil Sample 2
Found at the end
of the river
where it emptied int
o a lake.
Observations:
• Mostly pieces of
granite.
• Earth material siz
es: mostly
sand, some gravel.
• Earth materials
have rounded
edges.
22
23
Explain why she found the same kind of rocks in both
places, but saw differences in the size and shape of the
rocks.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 4—Notebook Master
Rock Observations
Basalt
Limestone
Marble
Sandstone
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 5—Notebook Master
Rocks in Acid Rain
Safety Note: Wear safety goggles when working with
chemicals such as vinegar.
Place each rock in a vial and add 25 milliliters of
vinegar. Record your observations in the table below.
Observations of rocks in vinegar
Basalt
Limestone
Marble
Sandstone
Put a check next to each rock that acid rain affects.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 6—Notebook Master
Acid-Rain Evaporation
1. What do you observe in each evaporation dish?
2. What conclusions can you draw from your
observations?
3. Where does the white material in the evaporation
dish come from?
4. Explain what happens when acid rain falls on
different rocks.
Limestone
Basalt
Vinegar
Marble
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Sandstone
Investigation 1: Soil and Weathering
No. 7—Notebook Master
“Weathering” Review Questions
1. How does weathering help form new soil?
2. What is physical weathering? Tell about an example.
3. What is chemical weathering? Tell about an
example.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 8—Notebook Master
“All about Weathering and Erosion”
Video Review Questions
1. How do temperature changes and ice weather
rocks?
2. How can plants and animals cause rocks to
weather?
3. How does gravity play a part in weathering rocks?
4. How does abrasion cause physical weathering?
Why do you find smooth rounded rocks at the
seashore and in rivers?
5. What is the main source of chemical weathering,
and how does it happen?
6. How does acid help form the interesting rock
shapes in limestone caves?
7. How can air play a part in chemical weathering?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 9—Notebook Master
Schoolyard Soil Samples
Location
Location
A
B
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 10—Notebook Master
“All about Soil” Video Review Questions
1. What is soil made of?
2. What are the two most important properties of soil?
3. Which soil is best for plants and why: sandy soil,
clay soil, or a mixture of sand and clay in the soil?
4. How do animals living in soil help make the soil
better for growing plants?
5. What are the two ways the school in the video
recycled vegetables from school lunches?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Soil and Weathering
No. 11—Notebook Master
Stream-Table Map Outline
Condition
20
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
25
30
35
40
Centimeters
45
50
Investigation 2: Landforms
No. 12—Notebook Master
“Erosion, Deposition, and Soils” Review Questions
1. Describe and give examples of erosion.
2. Describe and give examples of deposition.
3. Describe how rocks in the mountains become sand
and part of a field of soil.
4. What do you think will happen to the Guadalupe
Mountains in west Texas in the next hundred
million years?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Landforms
No. 13—Notebook Master
Landform Definitions
Alluvial fan A fan-shaped deposit formed when a fast-flowing
stream (often a flash flood) flows out onto a dry area
Canyon A deep valley with steep sides eroded by a river
Delta A fan-shaped deposit at the mouth of a river
Deposition The process by which eroded materials settle out
in another place
Erosion The process by which water, wind, or ice carries away
earth materials
Floodplain The land that gets covered by water from a stream
or river during a flood
Hill A small mountain; lower and less steep than a mountain
Meander A curve or loop in a river
Mountain A high, uplifted area with steep slopes
Plain A wide, flat area of Earth’s surface that is often formed by
flat-lying sediments.
Valley A low area between hills and mountains, often where a
river flows
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Landforms
No. 14—Notebook Master
Comparing Landforms
Landforms created by
erosion
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Landforms created by
deposition
Investigation 2: Landforms
No. 15—Notebook Master
Identify and Compare Landforms
1. What landforms can you identify in our
stream-table drawings?
2. What mountains, hills, valleys, and plains do you
know about?
3. Compare mountains, hills, valleys, and plains.
How are they alike? How are they different?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Landforms
No. 16—Notebook Master
Response Sheet—Investigation 2
A student on his way to school one morning noticed
a fan-shaped pile of rocky soil covering part of the
sidewalk. It wasn’t there the day before, and he
wondered how it got there. He made a list of clues to
help him solve the mystery.
Write a paragraph explaining what happened. How
did the soil get onto the sidewalk? Where would
you expect to find the largest pieces of soil and rock?
Where would you expect to find the smallest pieces?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Landforms
No. 17—Notebook Master
“All about Volcanoes” Video Review Questions
1. Earth is made of several layers. Which layer is on
the outside?
2. How can magma escape Earth’s interior?
3. How are magma and lava alike? How are they
different?
4. How do active volcanoes change Earth?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Landforms
No. 18—Notebook Master
“It Happened So Fast!” Review Questions
1. What changes did the Canyon Lake Flood of 2002
cause?
2. What changes did the Mount St. Helens eruption of
1980 cause?
3. What changes did the Northridge Earthquake of
1994 cause?
4. What changes did the La Conchita landslides of
1995 and 2005 cause?
5. Volcanoes, earthquakes, floods, and landslides
cause rapid changes. Describe how these events
can be both destructive and constructive.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Landforms
No. 19—Notebook Master
“All about Natural Resources” Video Review
Questions
1. What is a renewable resource? What are some
examples?
2. What is a nonrenewable resource? What are some
examples?
3. How does water become polluted?
4. How can soil be damaged?
5. What are some examples of fossil fuels?
6. What are some examples of alternative sources of
energy?
7. What is conservation? How can we conserve
natural resources?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Natural Resources
No. 20—Notebook Master
Response Sheet—Investigation 3
A friend tells you that soil is a nonrenewable resource
because it might take 500 years to form
3 centimeters of topsoil. Do you agree that soil is a
nonrenewable resource? Why or why not?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Natural Resources
No. 21—Notebook Master
“Monumental Rocks” and “Geoscientists at Work”
Review Questions
“Monumental Rocks”
1. Why have people for thousands of years chosen to
build monuments out of rock?
2. Which monument did you find most interesting?
Why was that monument of particular interest?
“Geoscientists at Work”
3. Choose two geoscience careers that are of interest
to you. Tell what the geoscientists study and why
you might like to do that.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Natural Resources
No. 22—Notebook Master
“Making Concrete” Review Questions
1. Name three places where you have seen concrete
in use.
2. What is concrete?
3. Why are pieces of rock and sand mixed into the
concrete?
4. Why are the aggregates mixed into concrete always
from the local region?
5. How could you find out where the aggregates
came from to make the concrete foundation used
to build your school?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Natural Resources
No. 23—Notebook Master
Weather Data—Forecast
Date
Condition
High
(°C)
Low
(°C)
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Wind
(km/h)
Precipitation
Average
Record
Temps
High °C
(high/low)
Record
Low°C
Investigation 4: Weather and the Sun
No. 24—Notebook Master
Weather Data—ObservedLocation
Date
Time
Condition
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Temperature
(°C)
Wind
Precipitation
Direction
Investigation 4: Weather and the Sun
No. 25—Notebook Master
“Studying Weather” Review Questions
1. Who are meteorologists and what do they do?
2. How do we measure air temperature? wind
direction? precipitation?
3. What do meteorologists use weather balloons for?
4. Why is it important for meteorologists to be able to
forecast the weather?
5. You learned about different kinds of dangerous
weather. Have you experienced any of this kind of
weather? What do you do to stay safe?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 26—Notebook Master
Cups of Water Observations
Wet paper
towel setup
1. Draw a picture of what the balance looked like after
sitting overnight.
2. Complete the pictures below to show what you
observed.
Ice water
cup
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Room-temperature
cup
Warm-water
cup
Investigation 4: Weather and the Sun
No. 27—Notebook Master
“All about the Water Cycle” Video Review Questions
1. If we think about the cup of water with the warm
water in it as a model of the water cycle, what
represents precipitation? We didn’t talk about that
before.
2. What might be some of the limitations of this
model of the water cycle?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 28—Notebook Master
Response Sheet—Investigation 4
1. A student helped his mother carry in groceries from
the car on a warm, sunny day. On the way into their
apartment, he noticed that a bottle of water had
cracked and left a puddle of water on the sidewalk.
When he went back outside, he noticed that the
puddle was gone. He said, “Wow, that water soaked
into the sidewalk fast!”
What would you tell this student to help him
understand what really happened to the water that
spilled?
2. A student stopped at a friend’s lemonade stand.
She wiped her finger along the outside of one
of the glasses to remove some of the moisture
that was there. Then she licked her finger. “Hey,”
she said, “this is supposed to taste like lemonade!
Where’s the lemon flavor?”
Why do you think this student thought that the
liquid on the outside of the glass should taste like
the lemonade on the inside? Explain to her why
there was no lemon flavor on the outside.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 29—Notebook Master
“The Water Cycle” Review Questions
1. What happens when water evaporates?
2. What happens when water condenses?
3. What happens to water after it falls back to Earth?
4. Draw and describe the water cycle. What provides
energy for the water cycle?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 30—Notebook Master
Where Is the Sun?
W
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
E
Investigation 4: Weather and the Sun
No. 31—Notebook Master
“Sunrise and Sunset” Review Questions
1. Where does the Sun rise?
2. Where does the Sun set?
3. What causes the Sun to rise and set?
4. How does the Sun’s position in the sky change
during the day?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 32—Notebook Master
Modeling the Sun-Earth-Moon System
1. Draw a picture to model what you think the
Sun-Earth-Moon system looks like from space.
Write a few sentences to describe what is
happening.
2. Draw a second picture to model what you think the
Sun-Earth-Moon system looks like from space after
you have completed the class activities.
3. How are the models you have drawn or acted
out different from the real thing? (What are their
limitations?)
4. Explain how your thinking changed from the first
model to the second that you drew.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 33—Notebook Master
“The Night Sky” Review Questions
1. What are some of the objects you can see in the
night sky that you can’t see in the day sky?
2. Which object is the brightest object in the night
sky?
3. Which star is the closest to Earth?
4. Look at the picture of the crescent Moon on page
143. What is the other bright object you can see in
the night sky?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 34—Notebook Master
Facts about the Planets
1. Record the planets and other solar-system objects in
order, starting with the Sun. Use the table on the left side
of this sheet. If a planet has a moon, write its name in the
space below the planet.
2. Use a colored pencil to lightly shade the planets that are
made of gas. Use another color to shade the planets that
are made of rock.
3. How big are the planets? Write the names of the planets
in order from largest diameter to smallest diameter. (Use
the first two letters of the planet’s name.)
4. How long does it take for a planet to orbit the Sun? Write
the names of the planets in order from shortest to longest
orbit time.
5. How far are the planets from the Sun? Write the names of
the planets in order from closest to farthest from the Sun.
Sun
6. What is the surface temperature of the planets? Write
the names of the planets in order from highest to lowest
surface temperature.
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 35—Notebook Master
“Touring the Solar System” Review Questions
1. What is the Sun, and what is it made of?
2. What is the solar system?
3. Name the planets in order of their distance from
the Sun.
4. Which planets are terrestrial planets? Which
planets are gas giant planets?
FOSS Earth and Sky Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Weather and the Sun
No. 36—Notebook Master