Download Chapter 10 Resource: Forces Shaping Earth

Glencoe Science
Chapter Resources
Forces Shaping
Earth
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Section Focus Transparency 1: National Geographic Society; Section Focus Transparency 2: Index
Stock/Mick Roessler
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Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Modeling Tension and Compression . . . . . . . . 3
MiniLAB: Modeling Mountains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Earth’s Moving Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Model and Invent Isostasy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Earth’s Plates. . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Volcanic Mountains . . . . . . . . . . . . . . . . . . . . 15
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 19
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 21
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 25
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Forces Shaping Earth
1
Hands-On Activities
Hands-On
Activities
2 Forces Shaping Earth
Date
Class
Hands-On Activities
Name
Modeling Tension and Compression
Procedure
1.
2.
3.
4.
5.
Obtain two bars of taffy.
Hold one bar of taffy between your hands and push your hands together.
Record your observations in the table below.
Hold the other bar of taffy between your hands and pull gently on both ends.
Record your observations in the table below.
Data and Observations
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Taffy Pushed Between Hands
Taffy Pulled on Both Ends
Analysis
1. On which bar of taffy did you apply tension? Compression?
2. Explain how this applies to plate boundaries.
Forces Shaping Earth
3
Name
Date
Class
Procedure
1. Use layers of clay to build a model of each major type of mountain.
2. For fault-block mountains, cut the layers of clay with a plastic knife to
show how one block moves upward and another moves downward. Record
your observations in the table below.
3. For folded mountains, push on the layers of clay from directly opposite
directions. Record your observations in the table below.
4. For upwarped mountains, push a large, round object, such as a ball,
upward from below, forcing the layers of clay to warp. Record your
observations in the table below.
5. For volcanic mountains, place layer upon layer of clay to form a
cone-shaped feature. Record your observations in the table below.
Data and Observations
Observations of Models
Fault–Block Model
Folded Model
Upwarped Model
Analysis
1. Do any of the mountains you have modeled look similar? Explain.
2. How could you recognize the different types of mountains?
4 Forces Shaping Earth
Volcanic Model
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Modeling Mountains
Name
Date
Class
Hands-On Activities
Earth’s Moving Plates
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why must you wear an apron during this lab?
2. Why is food coloring necessary in this lab?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
You have learned that Earth’s surface is separated into plates that move
apart, move together, or slide past each other. In this lab, you will observe a
process that is thought to cause this plate movement.
Real-World Question
Procedure
What process inside Earth provides the energy
for plate motion?
1. Fill one of the 1-L beakers with cold water.
2. Fill the small cup with warm water.
3. Add four drops of food coloring to the
cup of warm water and cover the top with
aluminum foil. Secure the aluminum foil
with a rubber band. No air should be
underneath the foil.
4. Carefully place the cup of colored, warm
water in the bottom of the second 1-L
beaker.
5. Carefully pour the cold water from the first
1-L beaker into the second 1-L beaker. Take
care not to disturb the cup of colored water.
6. Place the pieces of paper on the surface of
the water in the second 1-L beaker.
7. Use a long pencil to make two small holes
in the aluminum foil covering the cup.
8. Observe what happens to the contents of
the cup and to the pieces of paper. Record
your observations in Table 1 in the Data
and Observations section.
Materials
1-L beakers (2)
water (warm and cold)
small, clear-plastic cup
food coloring
aluminum foil
rubber band
2-cm paper squares (3)
pencil
Goals
■
■
Observe movement of solid plates on a
liquid.
Identify the cause of plate movement on
Earth’s surface.
Safety Precautions
WARNING: Handle the warm water with care.
Water from the tap should be warm enough.
Forces Shaping Earth
5
Name
Date
Class
(continued)
Table 1
Observations
Contents of cup
Pieces of paper
Conclude and Apply
1. Describe What happened to the colored, warm water originally located in the cup?
2. Infer What effect, if any, does the warm water have on the positions of the floating paper?
3. Compare and Contrast How is what happens to the warm water similar to processes that
occur inside Earth? How is it different?
4. Explain After observing the pieces of paper floating on the cold water, explain what features
on Earth’s surface they are similar to.
Communicating Your Data
Compare your conclusions with those of other students in your class. For more help,
refer to the Science Skill Handbook.
6 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Model and Invent
Isostasy
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why should you wear an apron in this lab?
2. Describe one possible use of a ruler in this lab.
The principle of isostasy states that Earth’s crust floats on the more dense
mantle beneath. This is similar to the way objects float in water. What do
you think will happen when you add mass to a floating object? What if you
take away mass?
Real-World Question
How does adding or removing mass affect the
way an object floats in a fluid?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Goals
■
■
Observe the results of isostasy.
Predict what will happen to floating objects
when mass is removed or added.
Possible Materials
5-cm ✕ 5-cm ✕ 2-cm wooden blocks (3)
10-cm ✕ 35-cm ✕ 15-cm clear-plastic
storage box or other bin
water
permanent marker
ruler
3. How much water will you use? What
problems might you encounter if you have
too much or too little water?
4. Will you make any additional measurements
or record any other data?
5. List all the steps that you plan to do in this
activity. Are the steps in a logical order?
6. Compare your model plans to those of
other students.
7. Make sure your teacher approves your
plans before you start.
Safety Precautions
Make the Model
1. Decide what object(s) you will float in the
water initially. How will you remove mass
from that object? How will you add mass?
2. What will you observe as the mass changes?
How will you record the effects of adding
or removing mass?
Forces Shaping Earth
7
Name
Date
Class
(continued)
1. Fill the storage box or bin with an appropriate amount of water.
2. Start by floating the initial object you
planned to use in the water. Observe and
record relevant data.
3. Follow the list of steps you planned in
order to obtain data for removing and
adding mass. Observe your model and
record all relevant data in your Science
Journal.
Conclude and Apply
1. Describe What did your initial object look like? What level did the water rise to when your
initial object was placed in the bin? How did you add and remove mass?
2. Summarize What happened to the amount of the object that was submerged and the amount
sticking out of the water when mass was removed from the object?
3. Summarize What happened to the amount of the object that was submerged and the amount
sticking out of the water when mass was added?
4. Explain How can you explain your observations about how much of the object was submerged and how much was sticking out of the water? How is this similar to processes that
occur in Earth?
Communicating Your Data
Make a poster that illustrates what you have learned about isostasy. For more help, refer
to the Science Skill Handbook.
8 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Test the Model
Name
Date
Earth’s Plates
Hands-On Activities
1
Laboratory
Activity
Class
Earth’s lithosphere is divided into about 30 sections, or plates, that fit
together like a puzzle. The plates extend below Earth’s surface to a depth of
about 100 km; each plate includes crust that is above sea level and crust that is
below sea level. With a few exceptions, each continent is contained within one
plate, but the plates do not necessarily resemble the continents in shape or size.
Strategy
You will construct a puzzle to show how Earth’s lithosphere is broken into plates that fit together.
Materials
scissors
map showing Earth’s plates (Figure 1)
1/2-in foam board
sharp knife or tool for cutting foam board
glue
map showing Earth’s continents (Figure 2)
black marker
red marker
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
Part A
Part C
1. Use the scissors to cut out each of the
plates in Figure 1.
2. Trace the shape of each plate onto the foam
board.
3. Cut out each piece of foam board and glue
to the back of each paper plate piece. Allow
the pieces to dry.
4. Now try to fit the plates together as they
were on the worksheet.
9. Research earthquakes and volcanic
eruptions in the last 10 years. On your
plate puzzle, mark the location of each
earthquake/eruption with a red dot.
Part B
5. Cut out each of the continents in Figure 2.
6. Place them over the plate puzzle where you
think they would go.
7. Use Figure 5 in the text to check the
position of the plates and continents.
8. Use the black marker and Figure 5 in your
text to label each of the plates.
Forces Shaping Earth
9
Name
Date
Class
Laboratory Activity 1 (continued)
1. Using only the shape of the plates, how many ways were you able to fit the plates together until
you reached their final configuration?
2. What clues other than shape did you use to fit the plate pieces together?
3. How do you think the plates will look millions of years from now?
4. Which plates include sections of today’s continents?
5. Why does California experience many earthquakes?
6. If the plates, and therefore the continents, are constantly moving, what effect does this have on
the oceans?
7. Do you see any relationship between the earthquakes and volcanoes you marked on your
puzzle and the plates? Explain.
Strategy Check
Can you construct a puzzle to show how Earth’s lithosphere is broken into plates that
fit together?
10 Forces Shaping Earth
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Hands-On Activities
Questions and Conclusions
Pacific
plate
Nazca
plate
North American
plate
Cocos
plate
Juan De Fuca
plate
Scotia plate
South American
plate
Caribbean
plate
African plate
Antarctic plate
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Arabian plate
Eurasian plate
Figure 1
Hands-On Activities
Australian-Indian
plate
Philippine
plate
Pacific
plate
North American
plate
Name
Date
Class
Laboratory Activity 1 (continued)
Forces Shaping Earth
11
North America
South
America
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Antarctic
Africa
Europe
Asia
Date
Figure 2
Hands-On Activities
Australia
Name
Class
Laboratory Activity 1 (continued)
Forces Shaping Earth
13
Date
2
Laboratory
Activity
Class
Volcanic Mountains
Volcanoes can form when plates of Earth’s lithosphere sink into the mantle at subduction
zones. These are referred to as subduction volcanoes. The deeper the plates sink, the hotter they
become. Eventually the plates begin to melt, becoming magma. Because this newly formed magma
is less dense than the surrounding rock, the magma moves upward toward Earth’s surface where it
can spew from Earth as lava and ash. This type of lava is thick and does not flow far from the
vent. Over time, layers of the thick lava and ash build up to form volcanic mountains that have
steep sides.
In contrast, hot spot volcanoes form deep within Earth, near the boundary between Earth’s core
and mantle. Continuous eruptions to Earth’s surface produce layers of lava that may eventually
extend above sea level. This lava is relatively thin and can spread far from the vent. Volcanic
mountains formed over hot spots are much less steep than the subduction volcanoes. The Hawaiian
Islands are actually a series of volcanic mountains formed as a result of a tectonic plate moving over
a hot spot. As the lava continued to flow over time, the mountains grew so tall that they emerged
above sea level as islands in the Pacific Ocean.
Strategy
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
You will construct models of mountains formed by a subduction volcano and by a hot spot volcano.
You will compare the lava flow of a subduction volcano and a hot spot volcano.
Materials
Procedure
cardboard rectangles, 24 ✕ 30 cm (2)
250-mL graduated cylinder
tape
newspaper
heavy duty aluminum foil
black spray paint
spray glue
sand
milk carton, single-serving size
measuring cup
light corn syrup, 120 mL
water, 120 mL
liquid dish soap, a few drops
red food coloring, 8 drops
small paper cups (2)
baking soda, 120 mL
effervescent antacid tablets (2)
white vinegar, 240 mL
medium plastic cups (2)
stirring rod
large cookie sheet with rim (2)
*flat cardboard box lined with wide aluminum
foil
Part A—Constructing the Models
1. Use one of the cardboard rectangles as a
base for the model of the subduction
volcano. Tape the graduated cylinder to the
center of the cardboard.
2. Make several balls of newspaper in different
sizes, and tape them around the cylinder
in the shape of a subduction volcano. (See
Figure 1.) The newspaper balls should form
a cone with steep sides that come up to the
top of the cylinder.
Figure 1
*Alternate materials
Forces Shaping Earth
15
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 2 (continued)
Figure 2
16 Forces Shaping Earth
Part B—Modeling the Eruptions
1. Place each model on the rimmed cookie
sheet.
2. Pour 120 mL of corn syrup into the
graduated cylinder of the subduction
volcano. Pour 120 mL of water into the
milk carton of the hot spot volcano.
3. Add a squirt of dishwashing liquid to each
container.
4. In two paper cups, mix 60 mL of baking
soda and the crushed antacid tablet.
5. Measure 120 mL of white vinegar into each
of two plastic cups. Add four drops of red
food coloring to the vinegar in each plastic
cup.
6. When you have your ingredients assembled,
carefully add the dry mixture of baking
soda and antacid tablet to the corn syrup in
the subduction volcano. Use the stirring rod
to mix the dry mixture into the corn syrup.
7. Slowly and carefully pour the dyed vinegar
into the graduated cylinder in your
subduction volcano. Observe the thickness
of the lava and how far it spreads. Record
your observations in the table in the Data
and Observations section.
8. Pour the dry ingredients into the milk
carton in your hot spot volcano.
Immediately pour the vinegar slowly
and carefully into the milk carton. Again
observe the thickness of the lava and how
far it spreads. Record your observations
in the table.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
3. Wrap the entire surface of the newspaper
volcano with foil. Create some cracks and
furrows in the aluminum foil for your lava
to flow through. Fold the lower outside
edges of the foil around the cardboard, and
tape them to the bottom of the cardboard.
4. Place the model of the volcano on several
open newspapers. Use newspapers to cover
any surfaces surrounding your model. In a
well ventilated area, spray your model with
black paint. Let dry. WARNING: Be sure
there is good ventilation. Never smell fumes
directly.
5. Spray the volcano with a coat of glue, and
then sprinkle with sand. Spray again with a
coat of black paint. Repeat if desired. Let
dry. Gently cut through the foil at the
opening of the cylinder.
6. Repeat steps 1 through 5 to make a model
of a hot spot volcano. Substitute the milk
carton for the graduated cylinder and form
the newspaper balls into a flatter profile.
See Figure 2.
7. Describe the profiles of each volcano in the
table in the Data and Observations section.
Name
Date
Class
Hands-On Activities
Laboratory Activity 2 (continued)
Data and Observations
Type of volcano
Profile
Lava flow
Subduction
Hot spot
Questions and Conclusions
1. Describe the difference between the appearance of your subduction volcano and your hot spot
volcano.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. Which parts of your models represent the vent and pipe of a volcano?
3. How did the eruptions of the two models differ?
4. Use your observations of the difference in consistency of the lava from the different types of
volcanoes to explain their different shapes.
Strategy Check
Can you construct models of volcanic mountains formed by a subduction volcano and a
hot spot volcano?
Can you compare the lava flow of a subduction volcano and a hot spot volcano?
Forces Shaping Earth
17
Name
Date
Class
Hands-On Activities
Forces Shaping Earth
Directions: Use this page to label your Foldable at the beginning of the chapter.
Earth’s largest layer; solid but flows slowly
Earth’s outermost layer
the deepest layer, thought to be solid
the layer made mostly of iron and thought to be liquid
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Crust
Mantle
Inner Core
Outer Core
Forces Shaping Earth
19
Meeting Individual Needs
Meeting Individual
Needs
20 Forces Shaping Earth
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Forces Shaping Earth
Directions: Complete the concept map using the terms in the list below.
crust
inner core
lithosphere
mantle
plates
deepest layer is
1.
next layer is
largest layer is
upper part is
4.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
outer layer is
3.
2.
outer core
Meeting Individual Needs
Earth’s
lower part is
asthenosphere
contains 30 moving
5.
Forces Shaping Earth
21
Name
Date
Directed Reading for
Content Mastery
Section 1
■
Class
Earth’s Moving
Plates
Directions: Complete the paragraph by filling in the blanks.
Earth’s interior is divided into four layers: the 1. ____________________, the
2. ____________________, the 3. ____________________, and the
4. ____________________. The inner and outer cores are probably composed
mostly of 5. ____________________. The 6. ____________________ is liquid,
mantle called 8. ____________________ move together, move apart, and
9. ____________________ past each other. There are several reasons for plate
movement, including 10. ____________________ in the mantle, ridge-push,
and 11. ____________________.
Directions: Explain what happens as a result of each of the following types of plate collisions.
12. continental-continental collisions
13. oceanic-oceanic collisions
14. continental-oceanic collisions
22 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
while the 7. _____________________ is solid. Sections of the crust and upper
Name
Date
Directed Reading for
Content Mastery
Section 2
Class
■
Uplift of Earth’s
Crust
Directions: Circle the term or phrase in parentheses that correctly completes the sentence.
1. Compression and tension affect the (thickness, components, location) of Earth’s
crust.
2. There are (three, four, five) main types of mountains.
3. The Appalachian Mountains are (folded, fault-block, upwarped) mountains
Meeting Individual Needs
formed by the compressive forces of two plates colliding.
4. Unlike rocks deep in Earth, rocks on the surface are (soft and moveable,
hard and brittle, thick and hot).
5. When rock layers are pulled from opposite directions, one block tilts up, while
the other block (turns over, buckles, slides down).
6. When forces inside Earth push crust upward, (folded, fault-block, upwarped)
mountains are formed.
7. Magma that reaches Earth’s surface is called (vent, lava, crater).
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. Volcanic mountains can form (underwater, on Earth’s surface,
both underwater and on Earth’s surface).
9. Because of (isostasy, subduction, convection), if mountains continue to grow,
they will sink farther into the mantle.
Directions: Answer the following questions on the lines provided.
10. The Appalachian Mountains were once higher than the Rocky Mountains are
today. Explain how this is possible.
11. Describe the path of magma through a volcanic mountain.
Forces Shaping Earth
23
Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Forces Shaping Earth
Directions: Complete the following sentences using the words listed below.
inner core
fault
folded
outer core
subduction
upwarped
mantle
crust
lithosphere
volcanic
plates
fault-block
isostasy
2. Because the ____________________ stops one type of seismic wave and slows
another, scientists believe it is a liquid.
3. The pushing forces of two plates moving together causes rocks to buckle, forming
____________________ mountains.
4. A denser plate sinking under a less dense plate is called ____________________.
5. As erosion removes material from the tops of mountains and the mass of
the mountain decreases, the crust is forced upward because of
____________________.
6. The ____________________ is thinnest under the oceans and thickest through
the continents.
7. A cone-shaped feature made of layers of lava is a(n) ____________________
mountain.
8. ____________________ move so slowly that they can take more than a year to
travel a few centimeters.
9. The innermost layer of Earth’s interior is the ____________________.
10. Forces inside Earth sometimes push crust upward, creating
____________________ mountains.
11. Pulling forces form ____________________ mountains such as the Teton
Range in Wyoming.
12. Even though it is solid, the ____________________ flows slowly.
13. A large fracture in rock along which movement occurs is called
a(n) ____________________.
24 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. The ____________________ is broken into about 30 sections that move
around on the asthenosphere.
Nombre
Fecha
Clase
Sinopsis
Fuerzas que moldean la
Tierra
Lectura dirigida para
Dominio del contenido
Instrucciones: Completa el mapa de conceptos usando los términos siguientes.
corteza
núcleo interno
litosfera
manto
placas
la capa más profunda
1.
la siguiente
capa
la capa más
grande
la parte superior es la
4.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
la capa externa
3.
2.
núcleo
externo
Satisface las necesidades individuales
La Tierra tiene
la parte inferior es la
astenósfera
que contiene 30
5._______
en movimiento
Fuerzas que moldean la Tierra
25
Nombre
Fecha
Lectura dirigida para
Sección 1
Clase
■
Dominio del contenido
Las placas
móviles de la
Tierra
Instrucciones: Completa el párrafo llenando los espacios en blanco.
El interior de la Tierra se divide en cuatro capas: el 1. ____________________, el
2. __________________, el 3. __________________, y la 4. __________________.
El núcleo interno y el externo están probablemente compuestos principalmente de
7. __________________ es sólido. Secciones de la corteza y el manto superior llamadas 8. __________________ se acercan, se alejan o se 9. __________________
una al lado de la otra. Hay varias razones para el movimiento de las placas,
incluyendo 10.__________________ en el manto, el empuje de dorsales y 11. el
__________________.
Instrucciones: Explica qué sucede como resultado de cada uno de los siguientes tipos de colisiones entre placas.
12. colisión continental-continental:
13. colisión oceánica-oceánica:
14. colisión continental-oceánica:
26 Fuerzas que moldean la Tierra
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
5. __________________. El 6. __________________ es líquido, mientras que el
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Sección 2
Clase
■
El levantamiento
de la corteza
terrestre
Instrucciones: Encierra en un círculo el término en paréntesis que complete correctamente cada oración.
1. La compresión y la tensión afectan el(los)(la) (grosor, componentes, posición) de
la corteza terrestre.
3. Las montañas Apalaches son montañas (plegadas, de bloques de falla, plegadas
anticlinales) que se formaron debido a fuerzas de compresión al chocar dos placas.
4. A diferencia de las rocas en la profundidad de la Tierra, las rocas de la superficie
son (suaves y móviles, duras y quebradizas, gruesas y calientes).
5. Cuando las capas de roca son haladas en direcciones opuestas, un bloque se
inclina hacia arriba y el otro (se da vuelta, se curva, se desliza hacia abajo).
6. Cuando las fuerzas dentro de la Tierra empujan la corteza hacia arriba, se forman
montañas (plegadas, de bloques de falla, plegadas anticlinales).
7. El magma que llega a la superficie de la Tierra se llama (chimenea, lava, cráter).
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. Las montañas volcánicas se pueden formar (debajo del agua, sobre la superficie
de la Tierra, bajo el agua y sobre la superficie de la Tierra).
9. Debido a la (isostasia, subducción, convección), si las montañas continúan creciendo, se hundirán más en el manto.
Instrucciones: Contesta las siguientes preguntas en los espacios dados.
10. Hace tiempo, las montañas Apalaches fueron más altas de lo que son las montañas Rocosas hoy día. Explica cómo pudo ser posible esto.
11. Describe el paso del magma a través de una montaña volcánica.
Fuerzas que moldena la Tierra
27
Satisface las necesidades individuales
2. Hay (tres, cuatro, cinco) tipos principales de montañas.
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Términos claves
Fuerzas que moldean la Tierra
Instrucciones: Completa las oraciones con las palabras siguientes.
núcleo interno
falla
plegadas
núcleo externo
manto
corteza
placas
subducción
litosfera
de bloque de falla
plegadas anticlinales
volcánica
isostasia
2. Como el(la) ____________________ detiene un tipo de onda sísmica y frena
otra, los científicos creen que es una capa líquida.
3. Las fuerzas que acercan dos placas entre sí causan que las rocas se curven, formando montañas ____________________.
4. Cuando una placa más densa se hunde bajo una menos densa:
____________________.
5. Debido al(a la) ___________________cuando la erosión elimina material de la
cima de las montañas y la masa de la montaña disminuye, la corteza se mueve
hacia arriba.
6. El(La) ____________________ es más delgada(o) bajo los océanos y más
gruesa(o) bajo los continentes.
7. Un accidente topográfico con forma de cono formado por capas de lava es una
montaña ____________________.
8. Los(Las) ____________________ se mueven tan lentamente que pueden tardar
más de un año en viajar unos centímetros.
9. La capa más interna del interior de la Tierra es el(la) ____________________.
10. Las fuerzas dentro de la Tierra a veces empujan la corteza hacia arriba, creando
montañas ____________________.
11. Las fuerzas que jalan forman montañas ____________________, como la
cordillera Teton de Wyoming.
12. A pesar de ser sólido(a), el(la) ____________________ fluye lentamente.
13. Las enormes fracturas en las rocas en donde ocurre movimiento se llaman
____________________.
28 Fuerzas que moldean la Tierra
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
1. El(La) ____________________ está rota(o) en unas 30 secciones que se
mueven sobre la astenosfera.
Name
1
Date
Reinforcement
Class
Earth’s Moving Plates
Directions: Complete the following sentences using the terms below.
asthenosphere
lithosphere
convection
plates
faults
1. Shearing causes areas between plates that are sliding past one another to form
2. Sections of Earth’s crust and upper mantle, called ____________________, move around on
part of the mantle.
3. The crust and upper mantle are called the ____________________.
4. Beneath this layer is the plasticlike ____________________.
5. Uneven heating of the upper mantle can cause differences in density, or ____________________;
this could be one cause of plate movement.
Directions: Label the following diagram using the terms listed below.
crust
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
inner core
lithosphere
asthenosphere
outer core
6.
7.
8.
9.
10.
Forces Shaping Earth
29
Meeting Individual Needs
____________________ and experience earthquakes.
Name
2
Date
Reinforcement
Class
Uplift of Earth’s Crust
Directions: Complete the table by describing the type of mountain and giving an example of that type of mountain.
Type of mountain
Description
Example
1. Fault–block
3. Upwarped
4. Volcanic
Directions: Complete the following sentences using the correct terms.
5. The principle of isostasy states that Earth’s crust and ____________________ float on the
upper part of the mantle.
6. Mountains grow ____________________ and sink farther down into the mantle.
7. Icebergs are largest when they break off of a ____________________.
8. The Hawaiian Islands are volcanic mountains that formed from lava eruptions on
the ____________________.
30 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
2. Folded
Name
Enrichment
Class
Ophiolites
Formation of Ophiolites
Locations of Ophiolites
Ophiolites are typical layers of rock from an
oceanic plate that escaped subduction, or
being shoved under a continental plate and
recycled by magma. They are formed at
oceanic spreading ridges, or rifts, where two
oceanic plates are forced apart by hot magma.
At these ridges lava and fluids from Earth’s
crust and mantle combine with seawater.
This combination results in alteration of the
existing material along the spreading ridges, as
well as the creation of new rocks. These new
rocks, layered with ocean sediment, igneous
rocks, limestone, basalt, and other matter
form an ophiolite sequence.
Once ophiolites are formed, they are
exposed by obduction, a section of the ocean
crust being thrust up onto a continental plate.
While formed underwater, ophiolites are
obducted above water and can eventually be
found in mountains or on islands.
Many ophiolites are believed to have formed
over 200 million years ago. They have been
found in mountains in Oman on the Arabian
Peninsula, the Pacific Coastal Ranges of
California, the Andes along the west coast of
South America, Cyprus in the Mediterranean,
New Guinea, and Newfoundland. The Samail
ophiolite, pushed onto the Arabian shield in
Oman near the Persian Gulf, has been the
most studied ophiolite.
Importance of Ophiolites
Studying ophiolites can give geologists a
picture as to how Earth formed. They are
much older than any other samples of the
oceanic crust, so they also act as models for
early oceanic crust and what may be occurring
at mid-ocean ridges.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. How do ophiolites form?
2. Where do ophiolites form? What landforms can ophiolites be found in?
3. How is a piece of subducted earth recycled?
4. Name some places ophiolites may be found.
5. Why are ophiolites important to the study of Earth?
Forces Shaping Earth
31
Meeting Individual Needs
1
Date
Name
Enrichment
Class
The Cornell Andes Project
Meeting Individual Needs
Since the mid-1970s, scientists from Cornell
University in Ithaca, New York, have been
studying the orogenesis of the Andes Mountains. Orogenesis is the process of mountain
formation caused by the folding of rock layers.
The Andes are a folded mountain system
located along the west coast of South America.
They formed more than 200 million years ago
when the South American continental plate
collided with the Nazca oceanic plate. The
Nazca plate made its way under the South
American plate, causing the land above it to
be uplifted, then squeezed.
Purpose of the Project
Why did scientists launch the Cornell
Andes Project more than two decades ago?
They say the Andes are a “mega-scale, modern
laboratory of tectonic processes.” Even though
scientists generally know how the Andes
formed, they are trying to understand the
geology of the mountain system. They are
doing this, in part, to help them predict and
prepare for earthquakes.
The scientists know that 20 million years
ago, the effects of subduction spread to a larger
area. Subduction occurs when one oceanic or
continental plate passes under another. At one
point, the crust folded and quickly formed
mountains, creating a 12,000 m drop at the
western edge of the Andes. Then volcanoes
erupted. Today the subduction continues. This
same area not only contains active volcanoes but
is likely to have earthquakes.
Work on the Project
To help them understand more about the
region’s geology, scientists have worked with
NASA to analyze data obtained through the
Shuttle Radar Topography Mission of the
space shuttle Endeavour. This high-resolution
radar took images of areas of the Andes that
hadn’t been mapped before. These areas have
never been surveyed from ground level
because they’re too remote. Cloud cover
prevents them from being photographed from
the air. The radar gave scientists 3-D images of
the mountains and sent back information
about the surface characteristics.
To help them in their work, scientists
have also been using satellite imagery, digital
topography, and geographic information
systems (GIS) technology. As part of the larger
project, they have investigated changes in
ground and glacial surfaces, studied tectonic
history and plate evolution, and researched
the relationship of climate to surface processes
and mountain building.
1. Explain how the Andes Mountains formed more than 200 million years ago.
2. Why do you think Cornell scientists called the Andes a “mega-scale, modern laboratory of
tectonic processes”?
3. What might scientists look for when studying the images and maps provided by the space
shuttle Endeavour’s Shuttle Radar Topography Mission?
32 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
Forces Shaping Earth
Earth’s Moving Plates
A. Geologists use earthquakes and surface rocks to __________________ observe Earth’s interior.
1. _______________________ change speed and direction depending on the density and
material they travel through.
2. Forces bring _______________ formed deep within Earth to the surface.
Meeting Individual Needs
3. Evidence suggests that Earth is formed of different materials in ________________.
B. Earth has ______________ layers.
1. _______________ core—dense iron core; very hot and dense
2. _______________ core—molten metal above the inner core
3. Solid layer that flows slowly like putty is the ________________.
4. Outermost layer is the _______________.
C. Earth’s structure—theories based on _____________________________ of density,
temperature, and pressure that change with depth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
D. Earth’s moving plates are sections of the _____________________, the rigid upper part of the
mantle and crust.
E. Plate ____________________ are edges where plates meet.
1. Tension can pull plates _______________, resulting in new lithosphere forming in the gaps.
2. ___________________ plates could cause mountains to form as rock crumbles and folds.
3. ____________________ occurs when a denser plate sinks underneath a less dense plate.
4. Shearing causes ________________ and earthquakes as two plates slide past each other.
F. Plate __________________ theory—convection in the mantle circulates material and
moves plates.
1. ____________________ at mid-ocean ridges causes plates to slide down the slope.
2. ___________________ happens as plates move away from mid-ocean ridges and
become denser.
Forces Shaping Earth
33
Name
Date
Class
Note-taking Worksheet (continued)
Section 2
Uplift of Earth’s Crust
A. Mountains ______________ in different ways.
1. _____________________ mountains—form from huge tilted blocks of rock separated
from surrounding rock by large faults
2. ________________ mountains—form by compression forces folding rock layers
3. __________________ mountains—forces push up Earth’s crust and allow the sedimentary
rock to erode, leaving igneous or metamorphic rock.
5. ___________________ formed by plumes of magma in the mantle can cause underwater
volcanic mountains.
B. __________________ principle indicates Earth’s crust and lithosphere float on the upper mantle.
1. Earth’s crust is _________________ under mountains.
2. When mountains erode, the crust _______________ because the weight has been removed.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
4. Over time, layers of lava can form a cone-shaped __________________ mountain.
34 Forces Shaping Earth
Assessment
Assessment
36 Forces Shaping Earth
Name
Date
Class
Forces Shaping Earth
Chapter
Review
Part A. Vocabulary Review
Directions: Write the correct terms in the blanks at the left of their descriptions, then circle the 12 terms in the
puzzle. The terms may go across, up, down, backward, or diagonally.
B H E C
T
E
T
T
U A
I
H M B S L C C Y
F
I
E M C E R
C S U S D A T
E E
I
B
E C R U H D B
O C M B P N T
R O
J
L
E P Y X Q Y W X P
I
F O L
N A R U
I
G C
T
I
D E D F
F
L
L
L
V
G T N O
T N A
I
T
I
S
C R M C A T O
I
N N E R
E E U U
G L
L A
L
A P
L W
L G H S
S T C M A N T
C B D Y B
S U
O
I
T E H
I
I
G U P W A R P E D
L M O E M L
H R U R D N E
S C M B Y
E R N T O Q C R U S
I
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
L O U D C H A R B
N C L
L P P R O T O N O H U O N C Y
N S
L
E
L
L
I
L
E
D S
T
B R P U
C O R E C
I
L
A
Y H
L
P
Y G O L
I
B
Y C C O Y C H T
N Q E V O L C A N
I
C
H K K S
F
F
F
F G
Assessment
C A R Y A R A M M A G B
1. the innermost layer of Earth’s interior
2. one plate sinking under another
3. mountains made of huge, tilted blocks of rocks surrounding faults
4. mountains made when forces inside Earth push up the crust
5. magma that reaches the surface
6. largest layer of Earth’s interior
7. Earth’s outermost layer
8. sections of the lithosphere
9. made of molten metal
10. fracture in rocks where movement occurs
11. mountains formed by folding rock layers
12. mountains made of lava
Forces Shaping Earth
37
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
1. Number these steps for a volcanic eruption in the correct order.
a. Lava flows through the pipe.
b. Lava reaches the vent.
c. Lava flows down the volcanic mountain.
d. Rising magma fills the magma chamber.
e. Lava collects at a crater.
Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.
2. Mount St. Helens formed from (lava, sliding, faults).
3. A pulling force called (compression, convection, tension) causes plates to move apart,
eventually forming new lithosphere.
4. Earth’s interior has (two, three, four) distinct layers.
5. Places where the edges of different plates meet are called plate (rifts, boundaries, earthquakes).
6. The principle of (erosion, isostasy, subduction) states that Earth’s crust and lithosphere float on
Directions: Answer the following questions using complete sentences.
Assessment
7. Compare and contrast ridge-push and slab-pull.
8. Explain how erosion changes mountains over time.
38 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
the upper part of the mantle.
Transparency Activities
Transparency
Activities
Forces Shaping Earth
43
Name
1
Date
Section Focus
Transparency Activity
Class
Not a Place to Drop
Your Keys
Transparency Activities
1. Describe some features of the ocean floor shown on this map.
2. What continental features are similar to the features of the ocean
floor?
44 Forces Shaping Earth
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Have you ever thought about the deepest place on Earth? It’s the
Mariana Trench in the western Pacific Ocean. The trench is so deep,
you’d have to stack a medium-sized mountain on top of Mount Everest
just to reach the surface. Try to locate the Mariana Trench on this
map of the Pacific Ocean floor.
Name
2
Date
Section Focus
Transparency Activity
Class
Mythological Heights
1. Do you think all mountains are formed in the same way? Explain.
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Mount Olympus, the highest mountain in Greece, was once thought
to be the home of Zeus, Hera, Hermes, Aphrodite and all the other
gods and goddesses of Greek mythology. Formed when sections of
Earth’s crust pressed together, Olympus is often shrouded in clouds.
The ancient Greeks believed that these clouds hid the doorway to the
home of the gods.
2. What does it mean for an area to be geologically active?
3. There’s a major fault line near Greece. Would you predict that the
area might experience earthquakes? Why or why not?
Forces Shaping Earth
45
Date
1
Teaching Transparency
Activity
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name
Class
Earth’s Plates
Forces Shaping Earth
47
Name
Teaching Transparency Activity
Date
Class
(continued)
1. What occurs when plates slide along each other?
2. Where does the process of plate separation and lithosphere formation take place?
3. What happens when plates move apart?
4. What do sliding plates release that cause earthquakes?
5. What land formation is created when plates collide with tremendous force?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. What do we call the large fractures in rocks along which movement occurs?
48 Forces Shaping Earth
Name
Date
Assessment
Transparency Activity
Class
Forces Shaping Earth
Directions: Carefully review the table and answer the following questions.
Layers of Earth
40 km
Thickness in
scale model
0.8 mm
Mantle
2660 km
53 mm
Outer core
2260 km
45 mm
Inner core
1300 km
?
1. According to the table, which layer has the greatest thickness?
A crust
B mantle
C outer core
D inner core
2. About how much thicker is the outer core than the inner core?
F 960 km
G 1600 km
H 1950 km
J 2250 km
3. A student wants to draw a scale model of the layers of Earth. She
has already calculated the thickness in the scale model for the
crust, mantle, and outer core. If everything remains the same, what
will be the thickness of the inner core in the scale model?
A 2.6 mm
B 20 mm
C 26 mm
D 50 mm
Forces Shaping Earth
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Crust
Thickness in
Earth
49