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EARTH SCIENCE/COMMON CORE: INTEGRATING VISUAL INFORMATION, p. 1 Name: LAYERED EARTH The article “Mission to the Mantle” (p. 12) includes a diagram showing Earth’s layers. Use this skills sheet to analyze the infographic. EARTH’S LAYERS CRUST: 4.4 billion years ago, Earth was born from a mass of rubble and gases whirling through space. As the pull of gravity brought this material together, heavier materials like iron sank to the center, and lighter materials like granite ended up toward the outside. Like an eggshell, Earth’s crust is thin: only about 3 to 5 miles thick beneath the ocean. MOHO BOUNDARY: Scientists have never seen this border, thought to separate the crust from the mantle. They’ve detected it by studying seismic waves caused by earthquakes and volcanic eruptions. If the drilling project is successful, scientists will get a first-ever look at the Moho boundary. UPPER MANTLE: This layer contains rocks made of elements like silicon, magnesium, and aluminum. The region can reach scorching temperatures of 5,000°F—hot enough to melt rock. As rock melts, it moves upward. This motion is critical to how the ocean flows and how air in the atmosphere circulates. LOWER MANTLE: The lower mantle is a solid layer of rock from 400 to 2,000 mi thick. OUTER CORE: Temperatures of 4,000° to 9,000°F melt the iron and nickel that make up the outer core. The liquid metal flows around Earth’s center, creating the planet’s magnetic field. INNER CORE: The pressure here is so great that it squeezes the iron and nickel in the inner core into a solid metal ball 1,500 mi wide. MAGICTORCH Permission granted by Science World to reproduce for classroom use only. ©2016 by Scholastic Inc. MARCH 21, 2016 EARTH SCIENCE/COMMON CORE: INTEGRATING VISUAL INFORMATION, p. 2 Name: LAYERED EARTH questions 1. Why do you think the author chose to include a diagram 4. What is the main difference between the materials in the in the article? inner and outer core? 2. Beneath the ocean, about how thick is Earth’s crust on 5. How many years ago did Earth form? average? 3. How does temperature change as you move away from Earth’s center? Permission granted by Science World to reproduce for classroom use only. ©2016 by Scholastic Inc. MARCH 21, 2016 biology: PAIRED TEXT Name: LIVING IN THE DEEP In “Mission to the Mantle” (p. 12), you read about a project to drill through Earth’s crust to reach the mantle. In the following passage, you’ll learn about organisms that have been discovered deep underground. Read the article “Mission to the Mantle” and the passage below. Then answer the questions that follow. SURVIVING BENEATH EARTH’S SURFACE Scientists have long known that single-celled organisms like bacteria can survive the harsh conditions found deep underground. The discovery of a new species of roundworm called Halicephalobus mephisto proves that more-complex life-forms can also inhabit extreme subterranean habitats. A team of scientists from Princeton University in New Jersey unearthed the previously unknown roundworm, or nematode, species in a gold mine in South Africa. The tiny 0.5 millimeter (0.02 inch)-long roundworm lives in fluid-filled cracks up to 3.5 kilometers (2.2 miles) beneath Earth’s surface. Most other multicellular life on Earth is found above ground or within 9 meters (30 feet) of the surface. The conditions at the depths where H. mephisto was found were thought to be too harsh for complex life. No sunlight reaches the cramped spaces. There is little oxygen, and temperatures rise higher than most other nematodes are able to handle. The discovery of deep-living multicellular life may influence the search for extraterrestrial life. Scientists now think it’s possible that hardy, complex life-forms could be slithering beneath the surface of other planets. QUESTIONS 1. What new species was discovered in South Africa? 4. What is the author’s main purpose in writing the A a type of bacteria B a roundworm C a meter-long nematode D a single-celled organism 2. Use context clues to determine the BEST definition for subterranean. A h ot B u nderground C fl uid-filled D dark 3. Based on what you read, under what conditions do most multicellular life-forms live? A in areas with little oxygen B areas deeper than 9 meters beneath the surface C in places with abundant sunlight and oxygen D harsh environments passage? A to explain that scientists have discovered complex life deep underground B to propose that complex life may live on other planets C to introduce readers to nematodes D to describe the different environments in which organisms live 5. Consider what you learned about the drilling project in “Mission to the Mantle.” Explain how the conditions where they are drilling will compare with where Halicephalobus mephisto was found. Do you think they will find multicellular organisms there? Why or why not? Permission granted by Science World to reproduce for classroom use only. ©2016 by Scholastic Inc. MARCH 21, 2016 CHEMISTRY: ANALYZING DATA Name: ELEMENTS IN EARTH’S LAYERS In “Mission to the Mantle” (p. 12), you learned about a project that aims to drill through Earth’s outer crust to reach the underlying mantle. Scientists have already estimated the composition of the mantle based on rock samples that have reached Earth’s surface. The tables below show the estimated composition of the mantle and the crust. Use the data to complete the skills sheet. ELEMENTS IN EARTH’S CRUST ELEMENTS IN EARTH’S MANTLE Element Abundance by Weight Element Abundance by Weight Oxygen 46% Oxygen 45% Silicon 28% Magnesium 23% Aluminum 8% Silicon 21% Iron 6% Iron 6% Calcium 4% Calcium 2% Sodium 3% Aluminum 2% Magnesium 2% Other 1% Other 3% Source: Allegre et al. (1995) Earth and Planetary Science Letters: “The Chemical-Composition of the Earth.” Source: CRC Handbook of Chemistry and Physics, 77th Edition graph it: On a separate sheet of paper, use the data to create a circle graph showing the composition of crust and another circle graph showing the composition of the mantle. Tips to creating a circle graph: 1. Convert the percentages into angle degrees. Example: 3. Use a protractor to draw wedges inside the circle using the If 45% of the mantle is made of oxygen, the pie wedge for “oxygen” would be 45% of the 360 degree circle, or 162 degrees (360 × .45 = 162). 2. Draw a circle. Mark the middle point and draw a straight line from the middle to the outside of the circle. angles you calculated in Step 1. Measure each edge from the edge of the one before. When finished, the entire circle should be filled and the wedges should add up to 360°. 4. Be sure to give your chart a title and label each section, including the percentage. analyze it 1. What percentage of Earth’s crust is made up of silicon? 4. Describe two major differences between the compositions of the mantle and the crust. 2. What percentage of the Earth’s mantle is made up of silicon and oxygen combined? 5. The periodic table contains 91 naturally occurring elements. Only 6 of these elements make up the majority of the mantle. What percent of naturally occurring elements on the periodic table do these 6 elements represent? 3. Which element(s) is present in the same abundance in the crust and the mantle? Permission granted by Science World to reproduce for classroom use only. ©2016 by Scholastic Inc. march 21, 2016 physics: CARRYING OUT INVESTIGATIONS Name: SEISMIC RECORD In “Mission to the Mantle” (p. 12), you read that scientists have learned about Earth’s layers by studying seismic waves. These vibrations are caused by the sudden breaking of rock within Earth and are often the result of earthquakes and volcanic eruptions. Seismic waves are measured by devices called seismometers. To learn about earthquakes and Earth’s interior, scientists analyze the time it takes for seismic waves to reach different seismometers around the globe and the shapes of lines recorded on the devices. Try this activity to create your own seismometer. Then test it to see how it records different types of vibrations. PREDICT: Will vibrations originating closer to or farther from a seismometer create smoother lines on the device? (Write down your prediction.) MATERIALS: paper cup • scissors • marker • piece of string, 45 centimeters (18 inches) long • large empty cardboard box, with the top flaps cut off • meter stick • dried beans • long table • paper PROCEDURE: 1. U se the tip of a pair of scissors to carefully poke three holes in a paper cup: one in the center of the bottom of the cup and two holes opposite one another along the cup’s rim. 2. P oke a marker through the hole in the bottom of the cup. The writing end should stick out of the bottom. 3. T hread the piece of string through the two holes in the rim of the cup. 4. P lace the empty box on a table so that the open end faces you. 5. P oke two holes in the middle of the top of the box. The holes should be spaced 25 centimeters (1 inch) apart. 6. T hread the ends of the string from the cup through the holes in the box. 7. P osition the string so that the marker in the cup is just touching the bottom of the box. Tie the string. CONCLUSION 8. Fill the cup half-full with beans to weigh it down. 9. Check the level of the cup again to make sure that the marker is just touching the bottom of the box. It should be able to move when you shake the box. Adjust the string as needed. This is your seismometer. 10. Place a piece of paper on the bottom of the box. Slowly pull the paper out of the box while a partner bumps the table at a place that’s 60 cm (24 in.) from the seismometer. Observe the line created on the paper. 11. Place a clean piece of paper on the bottom of the box. Slowly pull the paper out of the box. Have your partner bump the table with the same amount of force as before, this time at a place that’s 1.8 meters (6 feet) from the seismometer. Observe the line created on the paper. 1. What happens to the line created on a seismometer 3. How would you expect a line to look that was created by when a vibration reaches the device? a vibration made 3 m (10 ft.) from the seismometer? Support your answer with evidence from your experiment. 2. How did the records created by the two vibrations compare? 4. How do your findings compare with the prediction you made at the beginning of this project? Permission granted by Science World to reproduce for classroom use only. ©2016 by Scholastic Inc. MARCH 21, 2016