Speed Bag Grade 5 Teacher Edition (GSA) - Preview

GRADE 5 Speed Bag Drawing (Input and Output) Sections - provides students with the opportunity to organize the concepts and information using a pictorial/visual representation.

The Science of It All Passages- provides students with the disciplinary core ideas as it relates to the standards.

Graphic Organizers - helps students to organize post-reading experiences that are crafted to engage students in crosscutting concepts that have an application across various domains.

Vocabulary and Writing Connections - provides students with the opportunity to support their point of view with reasons using informational texts.

Practice Questions - gives students practice in meeting their performance expectations for each of the standards. Items are scored by awarding one point for each question answered correctly.

SCIENCE SPEED BAG TEACHERS’ EDITION - GRADE 5 (GEORGIA) Publisher: Educational Bootcamp Content Development: Educational Bootcamp Copyright @ 2022 by Educational Bootcamp Educational Bootcamp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp.

Printed in the United States of America ISBN: 0-85-8343001

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1 For information regarding the CPSIA on printed material call: 203-595-3636 and provide reference # LANC 807255

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LESSON TITLE

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FIFTH GRADE STANDARDS

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Earth Science Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.

MISSION 1 Surface Features on Earth

1a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include S5E1 deposition, weathering, erosion, and impact of organisms).

1b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

1c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.

(Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)

pp. 9 - 16 pp. 158 -159 pp. 17 - 24 pp. 160

pp. 25 - 31 pp. 161

Physical Science Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.

MISSION 2 Physical and Chemical Changes

2a. Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

S5P1 2b. Construct an argument based on observations to support a claim that the

pp. 32 - 40 pp. 162

physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.

pp. 41 - 46 pp. 163

2c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).

pp. 47 - 53 pp. 164

Obtain, evaluate, and communicate information to investigate electricity.

MISSION 3 Electricity and Electric Circuits

3a.Obtain and combine information from multiple sources to explain the difference S5P2 between naturally occurring electricity (static) and human-harnessed electricity.

3b. Design a complete, simple electric circuit, and explain all necessary components.

3c. Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.

pp. 54 - 64 pp. 165 pp. 65 - 72 pp. 166 pp. 73 - 79 pp. 167

Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.

MISSION 4 Magnets and Magnetic Fields

4a. Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet.

S5P3 (Clarification statement: Function is limited to understanding temporary and permanent magnetism.)

4b. Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object.

(Clarification statement: The interaction should include placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between the magnet and the magnetic object.) Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.

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pp. 80 - 86 pp. 168

pp. 87 - 93 pp. 169

LESSON TITLE

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FIFTH GRADE STANDARDS

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Life Science

MISSION 5 Classification of Plants and Animals

Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

S5L1 5a. Develop a model that illustrates how animals are sorted into groups

pp. 94 - 102 pp. 170 - 171

5b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.

pp. 103 - 109 pp. 172

(vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.

MISSION 6 Inherited and Learned Traits

S5L2

Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.

6a. Ask questions to compare and contrast instincts and learned behaviors.

pp. 110 - 116 pp. 173

6b. Ask questions to compare and contrast inherited and acquired physical traits. pp. 117 - 123 pp. 174 (Clarification statement: Punnett squares and genetics are taught in future grades.)

Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.

MISSION 7 Plant and Animal Cells

MISSION 8 The Effects of Microorganisms On Larger Organisms

7a. Gather evidence by utilizing technology tools to support a claim that plants

S5L3 and animals are comprised of cells too small to be seen without magnification.

pp. 124 - 130 pp. 175

7b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

pp. 131 - 136 pp. 176

7c. Construct an explanation that differentiates between the structure of plant and animal cells.

pp. 137 - 143 pp. 176

Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.

(Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus, Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, S5L4 Algae, etc. Students are not expected to know these specific microorganisms.

The list is provided to give teachers examples.)

8a. Construct an argument using scientific evidence to support a claim that some pp. 144 - 150 pp. 177 microorganisms are beneficial.

8b. Construct an argument using scientific evidence to support a claim that some pp. 151 - 156 pp. 178 microorganisms are harmful.

Additional Support Items

ALL MISSIONS

Earth Science Vocabulary

pp. 179 - 180

Physical Science Vocabulary

pp. 181 - 182

Life Science Vocabulary

pp. 183 - 184

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The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students.

The Science Georgia Standards of Excellence focus on core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered and integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design.

Crosscutting concepts are used to make connections across science disciplines.

The Science Georgia Standards of Excellence drive instruction. Hands-on, studentcentered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that demonstrate proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. At the same time, these standards set a maximum expectation on what will be assessed by the Georgia Milestones Assessment System.

Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of the fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction.

The Fifth Grade Georgia Standards of Excellence for science engage students in several different investigations of scientific concepts. Students are active learners and use hands-on activities to discover and explain phenomena. They understand that science is a process for gaining knowledge about the natural world and are able to conduct experiments and report their findings in the form of written reports, charts, and other presentations including multi-media projects.

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Students will use scientific explanations to emphasize evidence and begin to use the scientific principles, models, and theories. Fifth graders keep records of investigations and observations and understand why they should not alter records. Students will use numerical data to describe and compare objects, convert fractions to decimals in scientific calculations, and will identify the largest and smallest possible value of something. Fifth graders will use reference books, magazines or newspapers, and computer databases to locate scientific information.

Students at this grade level are able to identify the causes of some of Earth’s surface features, explain the difference between a physical and a chemical change, investigate electricity and magnetism and the relationship between them, utilize scientific procedures to classify organisms, understand the difference between behaviors and traits, contrast the parts of animal and plant cells, and argue from evidence on how microorganisms can be beneficial or harmful to other organisms.

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ITEM TYPES Selected-Response

Multiple-choice items are scored by awarding 1 point for each correct answer. NOTE: There is only one correct answer.

Multi-Select

One or more correct answers in a list of possible answers. Correct answers are worth +1 point each and incorrect answers are worth –1 points each.

Multi-Part

Multiple-part items are scored by awarding 1 point for each of the two parts answered correctly.

SCORING Scoring Block

A Scoring Block has been provided at the end of each Mission to provide the Response to the Science Bootcamp Classroom Intervention.

The evaluator should bubble in the number of questions answered correctly.

Small Group Instruction Small group instruction should take place once every two weeks, the day after the End-of-Mission Assessment.

BLUE GROUP - All 7 multiple choice questions answered correctly

GREEN GROUP - 5 or 6 multiple choice questions answered correctly YELLOW GROUP - 3 or 4 multiple choice questions answered correctly RED GROUP - 2 or less multiple choice questions answered correctly SHADE IN THE NUMBER ANSWERED CORRECTLY 1

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7 Point Scoring Block

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BLUE GROUP - All 8 multiple choice questions answered correctly GREEN GROUP - 6 or 7 multiple choice questions answered correctly YELLOW GROUP - 4 or 5 multiple choice questions answered correctly RED GROUP - 3 or less multiple choice questions answered correctly SHADE IN THE NUMBER ANSWERED CORRECTLY 1

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8 Point Scoring Block

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BLUE GROUP - All 9 multiple choice questions answered correctly GREEN GROUP - 7 or 8 multiple choice questions answered correctly YELLOW GROUP - 5 or 6 multiple choice questions answered correctly

RED GROUP - 4 or less multiple choice questions answered correctly SHADE IN THE NUMBER ANSWERED CORRECTLY 1

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9 Point Scoring Block

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1 CORE IDEA: S5E1

PERFORMANCE EXPECTATION a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.

(Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)

KEY CONCEPTS 

Explore surface features such as deltas, sand dunes, mountains, volcanoes.

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Differentiate between constructive and destructive processes like deposition, weathering, erosion, and impact of organisms.

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Analyze simple interactive models that may be used to collect data for changes to the surface features caused by constructive processes.

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Analyze simple interactive models that may be used to collect data for changes to the surface features caused by destructive processes.

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Explore various technology used to predict the impact of constructive and destructive processes.

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1A There are a variety of surface features on Earth, including deltas, dunes, mountains, and volcanoes, to name a few. In this mission, we will explore the constructive (building up the land), and destructive (breaking down the land) processes known to cause these surface features. We will examine models demonstrating these processes and explore technology used to predict their impact.

CONSTRUCTIVE AND DECONSTRUCTIVE PROCESSES Constructive processes build up the landform while deconstructive processes wear away the land. Constructive and deconstructive processes are caused by weathering, erosion, deposition, and the impact of organisms. Water, wind, and ice are the forces that drive weathering, erosion, and deposition. These destructive forces create stress on surface features due to the constant application of force, causing them to crack, wear down, or break, then move to new locations.

Animals can also be destructive forces that cause significant weathering on surface features.

Some animals burrow or dig holes for shelter, changing the Earth's surface. The most common burrowing animals found in North America are various types of mice, moles, prairie dogs, groundhogs, and ground squirrels. Humans are also an organism that reshapes the surface of the Earth. The construction of dams to divert water and land clearing for new home construction changes Earth’s surface. Animals can also be a destructive force when they are permitted to over-graze, eating all the surface plants in an area. When plants no longer protect the soil, blowing wind and running water can remove topsoil.

Weathering breaks down rock through natural physical means including the force of water, wind, ice, and temperature changes. These changes usually occur slowly over time. A boulder will become smaller in size due to the pressure of raindrops over a period of years. The wind can cause moving rocks to break apart as they collide while blowing sand can smooth and reshape rock. Temperature changes also cause weathering. When water seeps between rocks and freezes, it expands, causing the rock to crack. Hurricanes and tornadoes bring lots of wind and water to the land, thus, speeding up the weathering process. Both, hurricanes and tornadoes cause rapid weathering due to high winds and flooding. It is important to note that there is no movement involved in weathering, rather the term only describes the breaking down of large rocks into smaller pieces of rock and sediment.

Erosion is the process of weathered rock being carried from one location to another. Rivers and glaciers are examples of persistent bodies that cause erosion. Rivers are powerful moving water currents known for sculpting valleys and canyons. The carving of these land features is weathering; however, the movement of the sediment is erosion. The Colorado River has been carving out and carrying rocks away from the Grand Canyon for the past six million years. Glaciers, large sheets of moving ice, weather Earth’s surface, but also cause erosion as they pluck away and carry rock fragments. Glaciers slowly travel downhill due to the force of gravity, and when they are on steep slopes, they can move large pieces of landmasses and are Educational Bootcamp

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an example of a destructive process. Gravity is another force that causes erosion. Destructive landslides occur when the force of gravity pulls sediment and rocks downhill.

Deposition is the accumulation of sediment carried by the wind, flowing water, or moving ice.

This constructive process builds up land through deposits of sediment, such as those occurring in the formation of deltas and dunes. Deltas are areas of low, flat land shaped like a triangle, found where a river branches off before emptying into an ocean. The Mississippi Delta formed over the last 4,500 years as the Mississippi River deposited sand, clay, and silt along its banks.

Sand Dunes are hills of sand built from wind currents. Dunes are often found near coastal regions or inland in dry areas. The tallest dune formation in North America is found in Great Sand Dunes National Park in Colorado.

DIRECTIONS: Fill in the organizers as listed below.

NAME 3 OF EARTH’S SURFACE FEATURES

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Deltas

Mountains

Dunes

Additional acceptable answers could be volcanoes, landslides, glaciers, canyons, ocean trenches, Sand Dunes, etc.

Definition of Constructive Processes The building up of landforms through deposition.

Definition of Destructive Processes The breaking down of landforms through weathering, erosion, and the impact of organisms.

Definition of Weathering

Definition of Erosion

Definition of Deposition

The process of breaking down rock through natural physical means.

The process of weathered rock being carried from one location to another.

The accumulation of sediment carried by the wind, flowing water, or moving ice.

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Down:

Across:

1. Tropical cyclone with winds of 74 miles per hour or more with rain, thunder, and lightning.

4. A flat, triangular-shaped piece of land where a river branches off before emptying into an ocean.

2. The building up of landforms through deposition

5. A hill of sand built from wind currents that deposit sediment.

3. Sheets of ice plucking away and carrying rock fragments as it makes contact.

8. Powerful moving water currents known for sculpting valleys and canyons.

11. The process of weathered rock being carried from one location to another.

12. A violent funnel-shaped like cloud, extending from a thunderstorm to the ground.

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6. Landforms and bodies of water that cover the Earth's surface.

7. The breaking down of landforms through weathering, erosion, and organisms.

9. The process of breaking down rock through natural physical means.

10. The accumulation of sediment carried by the wind, flowing water, or moving ice.

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How will the Earth’s surface features continue to change over time?

Writing to Tie It Together

Answers will vary

Make a drawing that illustrates Water Erosion and Weathering or Plate Tectonics and Volcanoes. (see the teacher instructions on page 160 and 161)

Weathering and Erosion Drawings will vary

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1A 1

Use the diagram below to answer PART A and PART B of this question.

PART A In which position on the diagram below would a delta most likely occur?

C

D B

A

PART B Which of the following is mostly responsible for the formation of a delta?

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weathering

B

floods

C

deposition

D

erosion

The illustration below demonstrates a stream flowing downhill. At which position would you expect to find a greater amount of deposition?

A

point A

B

point B

C

point C

D

point D

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A delta is defined as a triangular mass of sediment, silt and sand, deposited at the mouth of a river. Deltas form when a river flows into a body of standing water, such as a sea or lake, and deposits large quantities of sediment.

Which process was primarily responsible for the formation of a delta?

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glacial erosion

B

cementation of sediment

C

deposition of sediment

D

mass movement

After learning about surface changes in class for two weeks, four students get into a debate over the causes of constructive processes and deconstructive processes.

Which of the following statement is correct?

A

STUDENT 1: Only the constructive process is caused by weathering, erosion, deposition, and the impact of organisms.

B

STUDENT 2: Only the deconstructive process is caused by weathering, erosion, deposition, and the impact of organisms.

C

STUDENT 3: Constructive and deconstructive processes are both caused by weathering, erosion, deposition, and the impact of organisms.

D

STUDENT 4: Weathering, erosion, deposition, and the impact of organisms do not cause constructive nor deconstructive processes.

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1A 5

The Azure Window was a natural arch made of limestone on the island of Gozo, Malta, before it collapsed on March 8, 2017 after heavy storms. Four students studying the Azure Window agreed that its collapse was based on a destructive processes. The students each had a different argument on what they believe contributed the most.

Which argument is most likely the closest to the truth of what contributed mostly to the collapse?

A

ARGUMENT 1: Wind and wave erosion over many years broke off small sections of the arch causing larger sections to fall into the ocean. The weakened limestone arch collapsed easily with the passing of a heavy storm in 2017.

B

ARGUMENT 2: Tourist walking across the limestone arch for many years caused the greatest amount of erosion making the structure so weak that it was easy for the storm to cause its collapse.

C

ARGUMENT 3: The sea urchins, crabs, and fish swimming near the natural arch caused additional waves which caused the structure to weaken and collapse. The storm had very little to do with the collapse.

D

ARGUMENT 4: Fungus and algae that grew near the arch caused it to weaken, making it easy for the storm to collapse the limestone structure.

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SHADE IN THE NUMBER ANSWERED CORRECTLY 1

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Which of the following would happen when liquid water freezes?

Select all correct answers.

The water will turn to ice.

The volume of the ice is less than that of the water.

Freezing liquid water causes it to expand.

Freezing liquid water causes it to contract.

Ice seeping into the cracks of rock can eventually cause rock to break.

An increase in water temperature causes it to change to ice.

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1B Moving tectonic plates are essential in geologic phenomena such as earthquakes, volcanoes, mountains, and ocean trenches. Earth's surface, including the ocean, is made up of tectonic plates moving or sliding toward or away from each other while others slide past each other.

The area where tectonic plates meet and show movement or breaks is called a fault.

CONSTRUCTIVE FORCES AND PLATE TECTONICS Constructive changes are processes that build-up or raise the surface features of the Earth.

Some constructive changes occur rapidly like those caused by volcanic eruptions, while others, like mountain building, are far slower.

Volcanoes create constructive forces when magma, or molten rock below Earth’s surface, builds up pressure and erupts. This spews lava, the term for magma when it is above Earth’s surface, that cools and forms igneous rock. Moving tectonic plates create these volcanoes.

When an oceanic plate collides with a continental plate, the edge of the oceanic plate is forced below the edge of the continental plate. The friction caused by the movement of the two plates can melt solid rock and turn it into magma. The islands of the state of Hawaii are landforms that were created in this way.

Mountains are large structures with sharp peaks that result from tectonic plates which collide.

Folding occurs when the Earth's continental plates push against each other without breaking the rock. Both, the Appalachian and the Rocky Mountains are formed this way. Surprisingly, mountains form more often in oceans than on land.

DESTRUCTIVE FORCES AND PLATE TECTONICS Some destructive changes to the Earth take place in a matter of seconds instead of millions of years. Destructive forces wear away portions of the Earth’s surface. Rapid destructive forces such as earthquakes and tsunamis can change the surface of our Earth in seconds. Trenches, on the other hand, take many years to form and are considered a slow change.

Earthquakes are also caused by the motion of the Earth's rigid plates. Tectonic plates moving towards or away from each other usually break down the land, often resulting in destructive changes. The crustal movement of plates causes a strain on the rock, which eventually causes breaks that are called faults. An earthquake results from the trembling that occurs from the breaking rock. Earthquakes can also cause landslides and sinkholes.

Tsunamis are a series of great waves caused by volcanic eruptions or underwater earthquakes.

The waves from tsunamis can occur rapidly and cause significant flooding to the surrounding land, dragging thousands of feet of land back into the ocean.

Trenches are long, narrow, deep depressions found on the ocean floor where faults are found.

Ocean trenches form where the denser plate is pushed below the less dense plate due to plate movement.

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DIRECTIONS: Fill in the organizers with as many details as possible.

CONSTRUCTIVE CHANGES

Process that builds up or raises the surface features of the Earth.

Volcanic Landforms Mountains

DESTRUCTIVE CHANGES

Change the surface of our Earth in seconds Some changes occur rapidly

Earthquakes Tsunamis

Involves moving tectonic plates

Trenches

Occurs on Earth

COMPARE & CONTRAST VOLCANOES

EARTHQUAKES

Constructive forces built up from pressure from the magma below the Earth's surface

Destructive change that break downs the land

Occurs as two plates collide

Plates moving towards or away from each other

Islands are sometimes formed

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1 DIRECTIONS: Match the vocabulary term with the appropriate definition.

5 _______ A. Tectonic Plate

6 _______ B. Fault

1. A visible part of the earth’s crust, displaying exposed bedrock and rising noticeably higher than its surrounding area.

2. An opening, rupture, or vent in the surface of the earth through which very hot ash, molten rock, and gases erupt onto the surface of the earth.

_______ C. Volcano 2

1 _______ D. Mountain

3. A long, narrow depression on the ocean floor that is formed when one tectonic plate slides under another.

4. The violent and sudden shaking of the ground caused by the release of energy in the earth’s crust.

4 _______ E. Earthquake

5. A massive slab of hot flowing rock that floats on the mantle and forms the earth’s outer shell. _______ F. Tsunamis 7

6. A crack in the earth’s crust where there is movement, forming the boundaries between tectonic plates.

_______ G. Trench 3

7. Giant waves that move at a very high speeds and are generally caused by earthquakes or volcanoes that erupt under the sea.

_______ H. Earth’s Surface 8

8. The outermost level of the land or sea, where both the land and the water meet the air.

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Name one way that nature balances constructive and destructive forces?

Writing to Tie It Together

Answers will vary

Make a drawing that illustrates Destructive and Constructive Changes. (see the teacher instructions on page 162)

Destructive and Constructive Changes Drawings will vary

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1B 1

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Which of the following models would best be used to describe how a landslide would cause changes to the Earth’s surface?

A

Add soil, sediment, and plants to an aluminum pan and create simulated seismic waves by banging on the table that holds the pan.

B

Add soil and sediment to the bottom of a cylinder and plants to the upper soil layer.

Check the movement of the contents after 7 days.

C

Add soil, sediment, and plants to an aluminum pan. Using a fulcrum, raise one side of the pan higher than the other so it tilts. Observe movement .

D

Use a 2 liter bottle to mix soil, sediment, small plants, and water. Allow the mixture to settle for 10 minutes.

The Earth's surface is made up of a series of large plates that are in constant motion.

The diagram below illustrates the collision of continental tectonic plates. Which of the following surface changes is most likely taking place?

A

earthquake formation

B

volcano formation

C

mountain formation

D

delta formation

The diagram below represents moving plates that commonly cause a natural disaster called an earthquake. Which of the following best describes the boundaries between the two plates?

?

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focus

B

fault

C

seismic wave

D

epicenter

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4

Jeremy decided to create a model to demonstrate the cause of sand dunes. In his experimentation, he decided to use the following materials to replicate a dune.

Procedures

Materials List

STEP1: Pour the beach sand into the clear plastic box.

2 cups colored sand 2 cups beach sand 1 straw 1 clear plastic container 1 shoe box size 4 small branches from a bush 15 small rocks

STEP 2: Pat the sand down to flatten it as much as possible.

STEP 3: Place the colored sand in any one corner of the box.

Leave the sand in a pile above the beach sand.

STEP 4: Use a straw to blow the sand In the opposite direction

1 metric ruler STEP 5:

???

STEP 6::

STEP 7:

Which of the following was MOST LIKELY the next step in Jeremy’s experiment?

A

Add additional sand and continue blowing in various directions.

B

Measure the changes in the dune with a vertical ruler in the sand.

C

Record the direction the sand scattered towards once blown.

D

Dump the sand into another container and begin the experiment again.

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1B 5

Tectonic plates are either one of two types: oceanic or continental plates. Oceanic plates are more dense and can be found on the ocean floor. Continental plates are thicker but less dense. These plates have three types of tectonic boundaries: convergent, where plates collide with one another; divergent, where plates move apart; and transform, where plates slide horizontal past each other causing friction.

PART A The collision between the oceanic plate and continental plate during the formation of a volcano results in which of the following?

A

The edge of the oceanic plate is forced below the edge of the continental plate.

B

The edge of the continental plate is forced below the edge of the oceanic plate.

C

The oceanic plate comes parallel to the continental plate.

D

Both plates break down into small pieces.

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PART B The tectonic plates that make up the earth's crust are constantly moving. As the edges of these plates slide against each other in fault zones, friction can slow them down, leading to pressure buildup over long periods. When the force of movement finally overcomes the friction, sections of the crust break or become displaced, releasing the stress in the form of seismic waves.

Which of the following occurrences will most likely happen once the seismic waves are released?

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tornadoes

B

earthquakes

C

volcanoes

D

mountains

Erosion is the carrying of weathered rock from one location to another. Which of the following processes contribute to erosion?

blowing winds erupting volcanoes moving glaciers flowing rivers mountain building

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1C Scientists have developed technologies to limit and predict the outcome of constructive and destructive processes. Seismographs, engineering and construction methods, satellite imagery, infrared imagery, flying drones, and geographic information systems (GIS) are a few popular technologies commonly used to detect these occurrences.

Seismographs detect, measure, and record vibrations on the Earth's surface. These vibrations are known as seismic waves, which move through the Earth due to the sliding of colliding plates.

As an earthquake or volcano erupts, a seismograph detects the strength and frequency of the waves. Earthquake vibrations can trigger volcanic activity and tsunamis. Scientists often use seismograph data to pinpoint these occurrences' probability and severity.

Satellite imagery, or visible imagery, are high-resolution photos taken from satellites that orbit Earth or other planets. Images taken prior to disasters occurring are often used to track surface changes, increased river levels, and changes to the coastline. The satellite imagery can also detect damage to major roads and railways.

Infrared imagery can detect and send images of objects such as clouds, water, or land surfaces based on the object's temperature. In a nutshell, infrared satellites are a temperature map, detecting heat energy from great distances. Cold objects appear white, and warm objects appear dark. Generally, high clouds have a lower temperature and appear white, and warm landmass and oceans appear dark. Infrared imagery can be used day and night. The collected images give a general idea of the altitude (height) of the clouds and provide the data needed to determine conditions for the development of severe thunderstorms or tornadoes.

Flying drones use high-resolution cameras to survey the ground, features, and buildings, photographing different angles many times. Drones can be deployed quickly, producing high resolution and 3D mapping, pinpointing hotspots that have sustained the greatest damage, and syncing the data in real-time for relief efforts.

Geographic Information Systems (GIS) is a computer system that creates a digital model of Earth's features to evaluate areas of concern. In natural disasters such as hurricanes, a GIS can help plan responses to disastrous events, such as storm surges that cause lower-lying areas to experience flooding. Floods can be controlled by building dams to hold back floodwaters and letting the excess water move downstream more slowly or by building levees. GIS maps can show which neighborhoods are most in danger to determine evacuation zones and pinpoint where shelters need to be activated.

Engineers are those who design and build complicated products, structures, and systems. Using the above technologies, engineers have improved construction, extensively developing buildings more resistant to catastrophic events. For example, earthquakes produce vibrations that can cause horizontal movements beneath the surface, triggering buildings to move and sometimes collapse. Engineers can now use GSI models and other technological imagery to build designs that withstand the pressure encountered on the walls, foundation, and beams by absorbing the shock of the vibrations without disturbing the building.

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DIRECTIONS: Fill in the organizers as listed below.

GIS Maps Seismographs

TECHNOLOGY THAT HELP PREDICT OR MONITOR NATURAL DISASTERS

Flying Drones

Satellite Imagery

Infrared Imagery

GIVE AN EXAMPLE OF HOW ENGINEERS HAVE USED THESE TECHNOLOGIES

Engineers can now use GSI models and other technological imagery to build designs that withstand the pressure encountered on the walls, foundation, and beams by absorbing the shock of the vibrations without disturbing the building.

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1 DIRECTIONS: Describe the benefit of use for each technologies listed below.

TECHNOLOGY

Seismograph

BENEFIT OF USE Seismograph data is used to pinpoint the occurrences, probability, and severity of earthquakes.

Images taken prior to disasters occurring are often used to track surface

Satellite Imagery changes, increased river levels, and changes to the coastline. The satellite imagery can also detect damage to major roads and railways.

Images collected give a general idea of the altitude (height) of the clouds Infrared Imagery and the data to determine conditions for the development of severe thunderstorms or tornadoes.

Flying Drones

GSI Maps

Improved Construction by Engineers

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Images collected pinpoint hotspots that have sustained the greatest damage, and sync the data in real-time for relief efforts.

GIS maps help plan responses to disastrous events, such as storm surges that cause lower-lying areas to experience flooding. GIS maps can show which neighborhoods are most in danger of natural disasters to determine evacuation zones and pinpoint where shelters need to be activated.

Engineers create building designs to withstand the pressure on walls, foundations, and beams in order to absorb the shock of vibrations without disturbing the building.

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How do scientists use technology to predict and prepare for earthquakes and tsunamis?

Writing to Tie It Together

Answers will vary

Make a drawing that illustrates Monitoring Surface Changes. (see the teacher instructions on page 163)

MONITORING SURFACE CHANGES Drawings will vary

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1C 1

Jake’s boy scout team visited caves in Mexico. The tour guide showed them satellite imagery from the outside of a cave which was taken 10 years earlier. The entrance of the cave in the images was slightly smaller than the entrance appeared on day the boy scout team visited.

What is the best explanation for the changes made to the landscape of the cave?

2

A

weathering and erosion from rain and wind

B

the building up of new land

C

landslides changing the position of rocks

D

the shifting of the land from a volcanic eruption

Residents who live in a coastal area along cliffs decided to use drones to take pictures of their neighborhood. Some people who live in coastal areas along cliffs are using drones to take pictures of their neighborhoods. A drone is a flying vehicle without a pilot on board.

The two pictures show changes to the cliff near a building on two days in December.

Which of the following is most likely the reaction that should take place after the drone footage is viewed from December 28?

A

Sand should be dredged out and replaced on the coastline.

B

The tenants should be asked to evacuate immediately.

C

The tenants should be relocated to a hurricane shelter.

D

No action is needed. Everything seems normal.

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3

A teacher wants to define seismic waves to students. Which of the following is the best definition to explain seismic waves?

A

4

5

Seismic waves are waves of energy that travel through Earth's layers and are a result of earthquakes or volcanic eruptions.

B

Seismic waves are only found in the oceans and can be recorded in the ocean.

C

Seismic waves can only be detected in the ocean.

D

Seismic waves are caused by heat from the sun and they travel in zig-zag motion.

Which question can be studied by using a drone to observe recent changes in Earth’s surface along coastal areas?

A

How many people live near cliffs?

B

How old are rock layers at the bottom of the cliff?

C

How can people stop the erosion of cliffs near the coast?

D

How fast are the cliffs eroding?

Flooding can cause destruction of landforms, damage to property, and loss of life.

Select two environmental consequences of floods? droughts melting of glaciers heavy rainfall erosion of soil

release of pollutants into waterways

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1C SHADE IN THE NUMBER ANSWERED CORRECTLY 1

6

2

3

4

5

6

7

8

Some students want to record the ground motion caused by the seismic waves during an earthquake. They are looking for an instrument to record the intensity of earthquake.

Which of the following instruments should they choose?

7

A

an anemometer

B

a thermometer

C

a seismograph

D

a hygrometer

A student claimed that there was no way to reduce coastal erosion. Which of the following arguments best explains why the student’s claim is correct or incorrect?

A

The student’s claim is correct. There is no means to overcome or reduce coastal erosion as of 2022.

B

The student’s claim is incorrect. Beach reclamation is the process that can be used to reduce the effects of erosion on beaches by dredging sand from the ocean floor and depositing it back on the beach.

C

The student’s claim is correct because it is possible to stop waves and tides from forming. The waves can be set to only move at high tide and stop at low tide.

D

The student’s claim is incorrect because seismology can be used to reduce coastal erosion. Measuring seismic waves can help slow the waves and its impact on erosion.

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