Student Log | Level 5 Module 1 | PhD Science Texas 2024 | 8.21.23

5

MODULE 1

Earth Processes

WITH SPOTLIGHT LESSONS ON Physical Properties of Mater TEXAS

Level 5 Module 1:

Earth Processes

WITH SPOTLIGHT LESSONS ON Physical Properties of Matter

Science Logbook

Student Name:

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Printed

ISBN 979-8-88588-548-5

Earth Processes

Module Question Log

Record the Essential Question and the Phenomenon Questions.

Name:

LESSON 1 ACTIVITY GUIDE

Draw a Desert

Draw a picture of a desert.

Date:

Name:

LESSON 2 ACTIVITY GUIDE

Draw a Model

Date:

Draw a model to show how a natural feature formed. Describe or label your model.

Name:

LESSON 3 ACTIVITY GUIDE A

Draw a Precipitation Model

Draw a precipitation model.

Date:

Add arrows and labels to show how water moves between the parts of the model.

Describe how water moves in the model. Explain how the Sun and the ocean interact in the water cycle to form precipitation.

Name:

LESSON 3 ACTIVITY GUIDE B

Explain an Ocean Model

Date:

Use the four boxes to label the model’s components. Next to each label, write the part of an ocean system the component represents.

Use the lines to label water vapor and the processes that move water through the water cycle: evaporation, condensation, and precipitation.

Name:

LESSON 4 ACTIVITY GUIDE

Draw Cloud Formation

Draw and label the particles and processes that form clouds.

Date:

Key:

Explain the processes of the water cycle that cause clouds to form.

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LESSON 5 ACTIVITY GUIDE A

Notice and Wonder

Watch the video. Record what you notice and wonder.

Date:

Name:

LESSON 5 ACTIVITY GUIDE B

Explain Rain Shadows

Date:

How does the interaction between the Sun and the ocean affect weather in the Chihuahuan Desert?

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LESSON 7 ACTIVITY GUIDE A

Observe Water on Surfaces

Date:

Choose three different surfaces. Pour 100 mL of water on each surface. Write or draw your observations of how water interacts with each surface.

Surface

Observations

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LESSON 7 ACTIVITY GUIDE B

Observe a Mountain Model

Draw the mountain model. Label the model’s parts.

Date:

Use the model to explain how a river valley forms.

How does the final amount of water compare with the amount of water at the start? Describe what happened to the water.

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LESSON 7 ACTIVITY GUIDE C

Plan a River Model

Record your group’s modeling conditions.

Draw and label your group’s river model.

Predict what will happen to the model when you add water.

Date:

Name:

LESSON 8 ACTIVITY GUIDE

Observe River Models

Draw and label your observations of the river models.

Date:

Describe how the river models show the way a canyon forms in the desert.

Name:

LESSON 9 ACTIVITY GUIDE

Describe Valley Formation

Draw and describe each type of valley.

Date:

Name:

LESSON 10 ACTIVITY GUIDE A

Plan a Rio Grande Model

Draw and label a diagram of the Rio Grande model.

Date:

Predict what will happen to the model when you add water.

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LESSON 10 ACTIVITY GUIDE B

Observe a Rio Grande Model

Record your observations of the Rio Grande model.

Date:

In the model, how did deposition from the river change the landscape?

LESSON 11 ACTIVITY GUIDE

Investigate Sand Dune Formation

Model Sand Dune Formation

Record your observations of the effect of wind on the different types of sediment.

Dry sand

What conditions are necessary for a sand dune to form? Support your answer with evidence from your investigation.

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LESSON 13 ACTIVITY GUIDE A

Notice and Wonder

Observe each rock. Record what you notice and wonder.

Date:

Limestone

Sandstone

Shale

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LESSON 13 ACTIVITY GUIDE B

Draw a Model

Draw and label a model to show how rocks form from sediments.

Date:

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LESSON 14 ACTIVITY GUIDE A

Investigate Cementation

Date:

Record your observations of the sponge that was soaked in Epsom salt solution.

Record your observations of the sponge that was soaked in bottled water.

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LESSON 14 ACTIVITY GUIDE B

Draw an Updated Model

Draw and label a model to show how sedimentary rocks form.

Date:

Name:

LESSON 15 ACTIVITY GUIDE A

Model Fossil Fuel Formation

Fossil fuel:

Date:

Draw the stages in the formation of your fossil fuel. Explain each stage.

Name: Date:

LESSON 15 ACTIVITY GUIDE B

Compare Fossil Fuels

What is similar about coal, oil, and natural gas?

What is different about coal, oil, and natural gas?

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LESSON 16 ACTIVITY GUIDE

Date:

LESSON 17 ACTIVITY GUIDE A

Engineering Design Process Visual

LESSON 17 ACTIVITY GUIDE B

Engineering Design Process

Record examples of each stage of the engineering design process you observe in the video.

Name:

Group:

LESSON 17 ACTIVITY GUIDE C

Engineering Challenge

Ask: Define the problem. Identify the criteria and constraints.

Initial Problem:

The Rio Grande System

Record ways water enters and leaves the Rio Grande system.

Date:

Effects on the Environment from Changes to the Rio Grande

Circle your group’s environment category.

Animals Plants Humans Land

How do changing water levels impact your category? Record notes from your research.

Define the Problem

Revised problem:

Identify the criteria and constraints.

Criteria

Constraints

Imagine: Research. Brainstorm solutions. Select a solution. Brainstorm a solution on your own. Draw and label your idea.

Select a solution with your group. Draw and label the solution.

Plan: Gather materials. Generate a detailed design.

Draw a diagram of your design. Label the materials you will need to build your irrigation system. Draw how the water will flow to each plant.

Describe how your solution meets the criteria and constraints.

Create: Build a prototype. Test and evaluate.

Test and evaluate your prototype. Record results from testing.

How many plants did the system water?

How much water did the system use?

How much money did the system cost to build?

Was your design successful? How do you know?

Improve: Redesign.

Work with your group to plan improvements for your prototype.

Material

Amount Cost

Total Cost:

Record results from testing.

How many plants did the system water?

How much water did the system use?

What changes did you make to your prototype?

How much money did the system cost to build?

Does your prototype work better than before? Use evidence to support your reasoning.

Share: Receive feedback.

Presentation Checklist

With your group, determine the best way to share what you created and learned. Use the checklist and the Presentation Notes space to plan your presentation.

We can explain the materials we used in our design and why we chose them.

We can explain the parts of the design and how they work together to solve the problem.

We can explain changes we made to our design and why we made those changes.

We can explain how our design conserves water.

We can explain why the work of scientists and engineers is important for water conservation.

We each have a role for the presentation.

Presentation Notes

Scientists, Engineers, and Water Conservation

Create a tree map that shows how the work of different scientists and engineers helps with water conservation.

Name:

LESSON 21 ACTIVITY GUIDE A

Ask Questions

Date:

During the presentation, ask questions about the group’s solution and design process. Choose one of the questions from the list or ask one of your own.

▪ What materials did you use in your design? Why did you choose those materials?

▪ How do the parts of your design work together to solve the problem?

▪ What changes did you make to your design? Why did you make those changes?

▪ How does your design conserve water?

▪ What engineers or scientists did you research? Write your own question:

Name:

LESSON 21 ACTIVITY GUIDE B

Reflect on the Share Stage

Use this checklist to reflect on your knowledge.

Date:

I can explain the materials we used in our design and why we chose them.

I can explain the parts of the design and how they work together to solve the problem.

I can explain changes we made to our design and why we made those changes.

I can explain how our design conserves water and reduces the impact on the environment.

I can talk about one career involved in water conservation.

Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to the other group’s presentation.

I asked the other group questions about their design.

Teacher Comments

Respond to the following question on your own.

How do the parts of your irrigation system work together to conserve water?

LESSON 22 ACTIVITY GUIDE A

Create a Line Graph

The graph shows predictions for the volume of water (in acre-feet) available in Texas for the years 2020 through 2060. Use this information to write titles on the blank horizontal and vertical lines on the graph.

Follow these steps to show your prediction on the graph for future water needed in Texas.

1. Draw a point to show that Texas needed 17,680,444 acre-feet of water in 2020.

2. Draw points to show how much water you think Texas will need in 2030, 2040, 2050, and 2060.

3. Draw a line to connect the points you drew on the graph.

4. In the key at the right of the graph, add Water needed.

Name:

LESSON 22 ACTIVITY GUIDE B

Explore Water Conservation Methods

Date:

How does each method conserve water? What questions do you have about each method?

Aquifer Storage Desalination

Rainwater Harvesting

Water Reuse

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LESSON 22 ACTIVITY GUIDE C

Create a Graph

Date:

Create a bar graph that shows the predicted water conserved by each conservation method.

How do the water conservation methods compare? How will each method affect the amount of water available for humans and the environment in the future?

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LESSON 23 ACTIVITY GUIDE A

Key Terms About Earth Processes

Cut out the key terms about Earth processes.

Date:

Map

Create a relationship map. Arrange the terms on the page. Draw arrows or other symbols to connect terms. Write words that show the relationships between the terms. Glue the terms to the page.

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LESSON 23 ACTIVITY GUIDE B

Answer the Essential Question

Date:

Essential Question: What can the landscape of the Chihuahuan Desert reveal about changes to Earth’s surface?

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LESSON 23 ACTIVITY GUIDE C

Collaborative Conversation Strategies

Date:

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas.

Explain your thinking.

That idea relates to .

I think that because .

Add to what someone else says.

I agree with , and I also think .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Share a different point of view.

I politely disagree with because .

That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about

In other words, are you saying ?

Return to a question or idea.

Let’s go back to what said about .

Let’s go back to the question (or idea) that

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

The idea that is interesting.

Can you say more about that?

Summarize the conversation.

I think the main idea is .

Do we agree that ?

Physical Properties of Matter

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LESSON 1 ACTIVITY GUIDE

Observe Properties of Pollution

Describe the properties of the pollution materials you observe.

Pollution Material Observations

Tires in a pond

Waste from a pipe in a river

Car exhaust on a road

Cans under a tree

Date:

Oil in the ocean

Trash in the ocean

What similarities do you observe between the pollution materials?

What dif ferences do you observe between the pollution materials?

LESSON 2 ACTIVITY GUIDE

Measure Mass and Volume

Record the measurements for each sample.

The sample with the largest mass is the .

The sample with the largest volume is the .

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LESSON 3 ACTIVITY GUIDE

Test Relative Density

Density Column

Date:

In the Prediction cylinder, sketch how you think the materials will appear in the graduated cylinder. Add labels for the materials. Then sketch and label the final result and compare.

Rank the densities of the materials relative to water by adding labels above the arrows. Lesser relative density

Greater relative density Water (Reference point)

What can we determine about the relative density of materials when they are placed in water?

Make a Claim About Relative Density

Make a claim about the density of the trash collected by Mr. Trash Wheel compared with the density of water. Support your claim with evidence and reasoning.

Claim:

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LESSON 4 ACTIVITY GUIDE A

Date:

Investigate Materials Before and After Mixing

Record Properties

Record the properties of your samples before and after mixing.

Sample Properties

Compare Properties

How are the mixtures similar to the individual materials before mixing?

How are the mixtures different from the individual materials before mixing?

Demonstrate that the mass of pepper and water ended up in the pepper and water mixture. Show your work.

Demonstrate that the mass of instant cof fee and water ended up in the instant cof fee and water solution. Show your work.

What conclusion about mass can you make from these calculations?

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LESSON 4 ACTIVITY GUIDE B

Frayer Model

Definition

Soluble

Date:

Characteristics

Examples

Non-Examples

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LESSON 5 ACTIVITY GUIDE

Magnetism Compare Magnetism of Mixed Materials

Record the materials in your mixture and their properties.

Material Properties

Date:

Use Magnetism to Clean Up Pollution

Record the magnetism of oil and iron filings before and after mixing.

Sample

Does it respond to the bar magnet?

Compare Magnetism

Complete the comparison charts.

Which properties of the oil and iron filings are similar before and after mixing?

Which properties of the oil and iron filings are different before and after mixing?

What causes the differences in the properties of the oil and iron filings?

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LESSON 6 ACTIVITY GUIDE

Date:

Key Terms About Physical Properties of Matter

Cut out the key terms related to mixtures and solutions.

Microscope Sample Soluble

Map

Create a relationship map. Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. Glue the terms to the page.

Bibliography

Earth Processes

Texas Water Development Board. 2022a. “2022 Texas State Water Plan: Totals by Decade (acre-feet per year).”

Accessed December 12, 2022. https://texasstatewaterplan.org/statewide.

Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Frankie Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif,

Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner, Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

If you were in a desert, what would you see? Sand blowing across the ground? Water rushing down mountainsides? Explore the Chihuahuan Desert to learn about natural processes that change Earth’s surface over time. Discover what a desert’s landscape can reveal about its past. Use a river model to show how the Rio Grande affects the desert’s landscape. Find out how sand dunes form. Take on an Engineering Challenge to design a solution to conserve the desert’s limited water.

In the Spotlight: What do tires in a pond, plastic in the ocean, and cans under a tree have in common? They are all examples of pollution. Investigate how to use relative density and magnets to clean up polluted places. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 5 MODULES

EARTH PROCESSES with Spotlight Lessons on Physical Properties of Matter

1 2 ECOSYSTEMS

3

SUN, EARTH, AND MOON SYSTEM with Spotlight Lessons and a Capstone Project on Forces, Motion, and Energy

ON THE COVER

Red Hills and Bones, 1941 Georgia O’Keefe, American, 1887–1986 Oil on canvas

29 3/4 × 40 inches (75.6 × 101.6 cm) Framed: 31 1/4 × 41 3/4 × 1 3/4 inches (79.4 × 106 × 4.4 cm)

Philadelphia Museum of Art: The Alfred Stieglitz Collection, 1949, 1949-18-109

Photo credit: Bridgeman Images

ISBN 979-8-88588-548-5

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