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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