Student Log | Level 4 Module 1 | PhD Science Texas 2024 | 8.21.23

4 MODULE 1

Earth Features

WITH SPOTLIGHT LESSONS ON Mixtures and Solutions

TEXAS

Level 4 Module 1: Earth Features

WITH SPOTLIGHT LESSONS ON

Mixtures and Solutions

Science Logbook

Student Name:

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ISBN 979-8-88588-545-4

Earth Features

Module Question Log

Name: Date:

Powell’s Expedition

Record what you notice and wonder about the unknown canyon.

Present-Day Grand Canyon Photographs

Name:

Model the Grand Canyon

Date:

What are the key features of the Grand Canyon? Draw a model and add labels.

Explain your model.

Compare your model to a classmate’s model. Record similarities and differences between your models.

Name:

LESSON 3 ACTIVITY GUIDE

Trace Rock Layers

Trace and add labels to the Grand Canyon layers.

Date:

Layer Fossils Present

Layer Fossils Present

What type of environment do you think the organisms

lived in?

Record evidence that supports your thinking.

Think about the rock layer you observed. What does the layer tell us about the landscape?

Name: Date:

Make Claims About Layer Formation

Which layer formed first and is the oldest layer? Make a claim.

Which layer formed last and is the youngest layer? Make a claim.

What evidence supports or refutes your claim about which layer is the oldest?

What evidence supports or refutes your claim about which layer is the youngest?

Explain what the fossils in different rock layers tell us about those rock layers.

Name:

LESSON 5 ACTIVITY GUIDE A

Date:

Describe Changes in the Grand Canyon over Time

How has the environment of the Grand Canyon changed over time? Draw or describe the changes.

Name: Date:

Compare and Contrast

Complete the table.

What is similar about the rock layers in the Grand Canyon and in Palo Duro Canyon?

What is different about the rock layers in the Grand Canyon and in Palo Duro Canyon?

Grand Canyon Palo Duro Canyon

Name:

LESSON 6 ACTIVITY GUIDE

Investigate Texas Fossils

Use the Texas fossil cards to complete the table.

Date:

Fossil

Sea urchin

What type of environment do you think the organism lived in?

What is your evidence?

Dinosaur footprint

Fossil

What type of environment do you think the organism lived in?

What is your evidence?

Reptile

Oyster

Legume pod

Fossil

What type of environment do you think the organism lived in?

What is your evidence?

Snail

Dinosaur bone

What do these fossils reveal about the past environments and landscapes of Texas?

Visit Material Interaction Stations

What do you think caused the holes and cracks in the rock wall to form? Write a claim. Record

Water Station

Record your observations of cause and effect.

1.How did the force change the material that represents rock?

Material That Creates the Force

Material That Represents Rock

How did the materials interact?

2. How did increasing the force change what you observed?

Ice Station

Record your observations of cause and effect.

1.How did the force change the material that represents rock?

Material That Creates the Force

Material That Represents Rock

How did the materials interact?

2. How did increasing the force change what you observed?

Air Station

Record your observations of cause and effect.

1.How did the force change the material that represents rock?

Material That Creates the Force

Material That Represents Rock

How did the materials interact?

2. How did increasing the force change what you observed?

Plant Station

Record your observations of cause and effect.

1.How did the force change the material that represents rock?

Material That Creates the Force

Material That Represents Rock

How did the materials interact?

2.How did increasing the force change what you observed?

Choose one material that created a force in the investigation. Explain how that force might affect rocks in the natural world.

Name:

Date:

Analyze and Interpret Observations

Think about ways forces in the investigation affected the materials that represent rock. What patterns did you notice in the ways the materials changed?

How did increasing the force change the interaction? What patterns did you notice?

What forces cause rock to break? Use your observations to explain.

Weathering Model

How do you think weathering caused holes and cracks in the rock around Deer Creek Falls? Draw a model.

Explain your model.

Name:

Group:

LESSON 9 ACTIVITY GUIDE

Date:

Prepare Stream Table Landscape

Follow these steps to set up your stream table landscape.

1. Locate the rubber stopper in one corner of the stream table. That is the drain. You will build the landscape on the other end of the stream table.

2. Add 7 cups of soil to the landscape end of the stream table. Also add leaves, grass, pebbles, or sticks if these natural materials are available.

3. Add 2 cups of sand to the landscape end of the stream table. Use your hands to mix the soil and sand.

4. Form the soil and sand mixture into a slope so that water would flow down the landscape and toward the drain end of the stream table. The mixture should not touch the drain. If necessary, push the mixture away from the drain.

Name:

Group:

LESSON 10 ACTIVITY GUIDE A

Investigate with a Stream Table Question

Identify the question you are investigating.

Stream Table Setup

Date:

Follow these directions to set up your stream table. If you have any questions, ask your teacher before starting your first investigation.

1. Add pebbles, rocks, and grass to the top of the slope.

2. Place the stream table so the drain hangs over the edge of the table. Put a bucket under the drain to catch water and soil.

3. When you are ready to begin your first investigation, remove the rubber stopper from the stream table.

Investigation 1

Put on your goggles. In your group, take turns using the balloon pump to blow air down into the stream table. Test these three conditions:

▪ One hard, short blow from the balloon pump

▪ One light, continuous blow from the balloon pump until it runs out of air

▪ One hard, continuous blow from the balloon pump until it runs out of air

Between your tests of each condition, reposition the soil, pebbles, rocks, and grass as necessary. Let each team member test each condition.

Record your observations.

Light, Continuous Hard, Continuous Hard, Short Blow Blow Blow

Think about the Grand Canyon. What natural process do you think air from the balloon pump represents?

Think

about the way the materials move with the different conditions. What did you notice?

Investigation 2

Part 1: Form a new slope with soil, pebbles, rocks, and grass at the end of your stream table. Get an ice cube from your teacher. In this model, the ice cube represents a glacier. Glaciers are large masses of ice that can move slowly over an area. In some areas, seasonal temperature changes can make glaciers grow larger or smaller.

Place the ice cube at the top of the slope. Gently push the ice cube all the way down the stream table.

Record your observations.

Think about the way the materials move when you push the ice cube down the stream table. What do you notice?

Part 2: Form a new slope with soil, pebbles, rocks, and grass at the end of your stream table. Get a plastic cup with several small holes in the bottom from your teacher. Use your hand to cover the bottom of the cup while you fill the cup with water. Hold the cup over the top of the slope, and allow it to drain. Fill the cup again and repeat three more times.

Record your observations.

Think about the Grand Canyon. What natural processes could the water from the cup represent?

Think about the way the materials move when the water falls through the small holes. What did you notice?

Part 3: Form a new slope with soil, pebbles, rocks, and grass at the end of your stream table. Get a plastic cup with one hole from your teacher. Use the fastener to attach the cup to the bin above the top of the slope. Have one team member cover the hole with a finger. Have another team member carefully fill the cup with water. Have the team member remove their finger from the hole to let the water flow out of the cup.

Record your observations.

What natural process could the water from the cup with one hole represent?

Think about the way the materials move when the water falls from the cup with one hole. What did you notice?

How is this similar to and different from what you observed in Part 2?

Investigation 3

What do you notice about the weathered material in the photographs your teacher provided?

Record your observations.

What do you think caused the rocks to move and left them where they are now?

Figure 1

Figure 2

Figure 3

Conclusion

Think about the three investigations. What similarities do you notice in the interactions of materials? Use your data to make a conclusion.

Name:

LESSON 10 ACTIVITY GUIDE B

Date:

Definition

Non­Examples

Characteristics Examples

Name:

Group: LESSON 11 ACTIVITY GUIDE

Investigate Rates of Erosion

Date:

Brainstorm: In what ways can erosion happen quickly? In what ways can erosion happen slowly? Record your answers.

Erosion can happen quickly when …

Erosion can happen slowly when …

Question: Record the question you are investigating.

Make a Claim: Record your group’s claim.

Plan: Record your investigation plan.

With your group, develop an investigation plan to answer the question and test your claim. You may use your stream table and other objects in the classroom. Discuss why your investigation plan is fair and reliable.

Think about what you noticed during the Gallery Walk. Revise your plan accordingly.

Have your teacher approve your investigation plan. Teacher’s Initials

Draw a Conclusion: Use your data to make a conclusion.

Write a statement to support or refute your claim. Use evidence from your investigation.

Name: Date: LESSON 12 ACTIVITY GUIDE

Compare Weathering and Erosion Complete the comparison chart.

What is similar between weathering and erosion?

What is different between weathering and erosion?

Weathering Erosion

Name:

LESSON 13 ACTIVITY GUIDE

Engineering Design Process

Date:

Name:

Group: LESSON 14 ACTIVITY GUIDE

Engineering Challenge

Date:

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

Problem: Criteria

Constraints

Imagine: Research. Brainstorm solutions. Select a solution.

Brainstorm different solutions for the problem, and record your ideas. Work with your group to choose one idea.

Plan: Gather materials. Generate a detailed design.

Draw a diagram of your design. In the diagram, label all materials you will need to build your prototype.

Why do you believe your prototype design will protect houses on a hillside from erosion damage?

What materials will you need to build your prototype?

Create: Build a prototype. Test and evaluate.

With your group, build the first design of your prototype. Test how the prototype works under all conditions. Record your results.

Design 1:

Explain how your prototype design affected the Earth surface materials in your erosion system model. Was the house damaged during testing?

Share: Receive feedback.

Prepare to Improve

As you observe other groups’ designs, think about the following questions:

▪ How well does the design protect the house from erosion damage?

▪ In what ways is this design similar to our design? In what ways is it different?

▪ In what ways can this design be improved to better protect the house from erosion damage?

▪ Does this design give us ideas for improving our design?

After your group receives feedback, decide how to improve your solution.

What will you change in your design?

How do you predict those changes will affect your design?

Improve: Redesign.

Build and test another version of your prototype. Continue making improvements. Redesign and test updated versions.

What will you change in your next version? How do you predict those changes will affect your design?

Design 3 (Optional):

Share: Receive feedback. Prepare Final Presentation

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

We can explain how our solution changes the amount of erosion near the house model.

We can explain how the amount of water affects the success of our solution.

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

We each have a role for the presentation.

Presentation Notes

Final Diagram: Create a final diagram of your design to share during your presentation. In the diagram, label the parts of the design that protect the house or prevent erosion.

Name:

LESSON 18 ACTIVITY GUIDE A

Ask Questions

Date:

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

▪ How does the solution change the amount of erosion near the house model?

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

▪ How does the amount of water affect the success of your solution?

Write your own question:

Name:

LESSON 18 ACTIVITY GUIDE B

Reflect on the Share Stage

Use this checklist to reflect on your knowledge.

Date:

I can explain how our solution changes the amount of erosion near the house model.

I can explain how the amount of water affects the success of our solution.

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

Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher comments

LESSON 19 ACTIVITY GUIDE A

Colorado River System Map

Pre-1903 Map

How do you think adding a dam would change the river system? Make a prediction.

Name: Date: LESSON 19 ACTIVITY GUIDE B

Model the Colorado River

Write and draw your river model observations.

Notes

Drawings

Name: Date:

LESSON 20 ACTIVITY GUIDE A

Effects of a Dam on a River Investigation

Write and draw your river and dam model observations.

Notes

Drawings

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LESSON 20 ACTIVITY GUIDE B

Claim, Evidence, and Reasoning

Claim: How do dams affect the environment? Write a claim.

Evidence

Reasoning

List the evidence you have Explain how this evidence to support your claim. supports your claim.

Name: Date: LESSON 20 ACTIVITY GUIDE C

The Colorado River System

Complete the comparison chart.

What is similar between the two maps?

What is different between the two maps?

Pre-1903 Map Present-Day Map

Name:

LESSON 21 ACTIVITY GUIDE A

Reasons for Building Dams

Why do people build dams?

Date:

Read the eight items below. Write an X next to each item that describes a reason for building a dam.

recreational use (swimming, boating) keep fish in a lake for food collect drinking water make a bridge across a river

slow down fast rivers

slow down erosion prevent flooding

produce electricity

Why did you choose those items? Explain your reasoning.

Name: Date: LESSON 21 ACTIVITY GUIDE B

Connect–Extend–Question

During and after reading about the Hoover Dam, record your connections, extensions, and questions.

Text:

Connect: How does this information connect to what you already know?

Extend: What new knowledge did you learn?

Question: What questions do you have?

Name: Date:

Analyze Energy Data

The following table shows information about two dams on the Colorado River. Use the table to answer the question that follows.

Table 1: Number of people the Glen Canyon and Hoover Dams provide energy for, and states served

How many people do the Glen Canyon and Hoover Dams provide energy for? Calculate the sum.

The following table shows information about how many people live in eight states. Use the table to answer the questions that follow.

Table 2: Number of people per state as of 2019

How many people live in the states that the dams provide energy to? Calculate the sum.

Compare your responses to the two previous questions. What do you notice?

The following graph shows information about how people use energy in the United States. Use the graph to answer the questions that follow.

US Energy Use by Category in 2021

Commercial  Residential  (offices, stores, schools, (homes and apartments) hospitals, hotels, 21% restaurants)

18%

Transportation

Industrial (cars, trucks, buses,  (manufacturing, farming,  motorcycles, trains,  mining, construction) planes, boats) 33%

28%

What are the two biggest categories of energy use?

Why do you think it is important that people have energy to use?

Name:

LESSON 22 ACTIVITY GUIDE A

Date:

Compare and Categorize Energy Resources

After each group has shared information about their resource, record similarities and differences among the resources.

Similarities Differences

Categorize the energy resources in three different ways. In each box, write a new set of categories. Then list the resources that belong in each one.

Name: Date: LESSON 22 ACTIVITY GUIDE B

Resource Types

Identify which resources are renewable and which resources are nonrenewable.

Renewable

How are all of the resources similar?

Nonrenewable

Name:

LESSON 23 ACTIVITY GUIDE A

Date:

Draw the Source of Spring Water

Draw a model that shows where spring water comes from.

Land Spring

Water flowing  from the spring

Explain your model.

Name: Date:

LESSON 23 ACTIVITY GUIDE B

Observe Land and Water Interactions Investigation Question

Collect Data

Record the results of the investigation in the table.

Name: Date:

LESSON 24 ACTIVITY GUIDE

Record the Effects of Water Conservation

Use the information in the article to fill in each row of the table.

Ways to Conserve Water Effects on the Environment

Quick Write

How do conserving and recycling water affect the environment?

Name:

LESSON 26 ACTIVITY GUIDE A

Date:

Key Terms About Earth’s Features and Processes

Cut out the key terms about Earth’s features and processes.

Map

Create a relationship map in the space below. Arrange the terms on the page. Draw arrows or other symbols to connect terms. Write words to show the relationship between the terms. When your map is final, glue the terms to the paper.

Name:

LESSON 26 ACTIVITY GUIDE B

Date:

Formation of the Grand Canyon’s Features

Essential Question: How did the Grand Canyon’s features form?

Name:

Date:

Collaborative Conversation Strategies

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. That idea reminds me of .

Explain your thinking.

I think that because .

Add to what someone else says.

I agree with , and I also think that .

I like that idea because .

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

An example of that is .

Give 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 .

Are you saying ?

Return to a question or idea.

Let’s go back to what was saying 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.

That is an interesting idea. Can you tell me more about ?

Summarize the conversation.

I think the big idea is .

Do we agree that ?

Mixtures and Solutions

Name:

LESSON 1 ACTIVITY GUIDE A

Compare Types of Pollution

Complete the comparison chart.

Date:

What is similar between these examples of pollution?

What is different between these examples of pollution?

Name:

LESSON 1 ACTIVITY GUIDE B

Date:

Describe Pollution Causes and Effects

Record your observations below.

Text 1

What material is polluting the water?

This material is (circle one): Solid Liquid Gas

What are the causes of this water pollution?

What are the effects of this water pollution?

Text 2

What material is polluting the water?

This material is (circle one): Solid Liquid Gas

What are the causes of this water pollution?

What are the effects of this water pollution?

Name:

LESSON 2 ACTIVITY GUIDE A

Observe Water Pollution

Date:

Use words and drawings to record your observations of the video.

Name:

LESSON 2 ACTIVITY GUIDE B

Jot–Pair–Share

How can we describe the properties of matter?

What I Think

Date:

What My Partner Thinks

What We Will Share

The Best Idea from Others

Name:

LESSON 3 ACTIVITY GUIDE A

Define Mixture

Date:

Definition Characteristics

Mixture

Examples

Non-Examples

Name:

LESSON 3 ACTIVITY GUIDE B

Plan Mixtures Investigation

Record the investigation question.

Date:

Record the investigation plan.

Name:

LESSON 4 ACTIVITY GUIDE A

Investigate Mixtures

Investigation

Mass of Cup and Material (g)

Date:

Mass of Cup and Mixture (g)

of Material (g) - =

Mass of Mixture (g) - =

Reflection

Did any of the observed or measured properties remain the same, or very similar, throughout the investigation? If so, which ones?

Which mixtures of materials seemed most similar? What properties did they share?

Which mixtures of materials seemed most different from the others? What properties made them stand out?

In which mixtures do you think the materials completely mixed together? Use evidence from your observations to support your answer.

Name:

LESSON 4 ACTIVITY GUIDE B

Classify Solutions

Record observations.

Cup Temperature (°C)

Observations

Date:

Explain how you classified the solution in Cup 3.

Classification

Name:

LESSON 5 ACTIVITY GUIDE

Describe Relative Density Investigation Question

Date:

Model of Materials in Water

Draw the location of each material in the water. Label each material.

Collect Data

Record the results of the investigation in the chart.

Material

Glass marble

Metal washer

Plastic bottle cap

Sand

Vegetable oil

Syrup

Analyze Data

Result (sinks or floats)

Write each material in the comparison chart.

Materials That Sink

Materials That Float

List each material in order by mass. Write the mass of each sample on the correct blank. Then write the name of the material above its mass.

Reflection

Which materials have a higher relative density than water? What is your evidence?

Which materials have a lower relative density than water? What is your evidence?

Name:

LESSON 6 ACTIVITY GUIDE

Create Relationship Map

Date:

Cut out the key terms related to mixtures and solutions.

Conservation of matter Mixture

Pollution

Relative density Solution

Concept Map

Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. When you have finished your map, glue the terms to the paper.

Bibliography

Bureau of Reclamation, US Department of the Interior (DOI). 2017a. “Glen Canyon Unit.” Reclamation: Upper Colorado Region.

https://www.usbr.gov/uc/rm/crsp/gc/

Bureau of Reclamation, US Department of the Interior (DOI). 2017b. “Hoover Dam.” Reclamation: Lower Colorado Region.

https://www.usbr.gov/lc/hooverdam/faqs/powerfaq.html.

Data Commons. 2022. “Timelines: Demographics: Population: Rhode Island.”

https://datacommons.org/tools/timeline#&place=geoId/44&statsVar=Count_Person

EIA (US Energy Information Administration). 2022. Monthly Energy Review, April 2022

DOE/EIA-0035 (2004/4). Released April 26, 2022. Washington, DC: EIA.

https://www.eia.gov/totalenergy/data/monthly/archive/00352204.pdf

US Census Bureau. 2021a. “State Population Totals and Components of Change: 2010–2019.”

https://www.census.gov/data/tables/time-series/demo/popest/2010s-state-total.html

US Census Bureau. 2021b. “State Population Totals and Components of Change: 2020–2021.”

https://www.census.gov/data/tables/time-series/demo/popest/2020s-state-total.html

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this logbook.

Earth Features

Page 9, prochasson frederic/Shutterstock.com; page 69, U.S. Geological Survey/Fort Collins Science Center

All other images are the property of Great Minds.

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, Debbie Hardin, 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, Francine 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, Erica Wilkins, Charmaine Whitman, 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

How did the Grand Canyon’s features form? Journey with one of the canyon’s first explorers, John Wesley Powell, through this fascinating geological chasm. Examine rock layers and the fossils within and learn what they reveal about Earth’s past.

In the Spotlight: What happens when pollution enters water? Observe a classroom water pollution model. Investigate how materials behave when they are mixed. Use your new knowledge to describe how pollution can be removed from water. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 4 MODULES

1 EARTH FEATURES with Spotlight Lessons on Mixtures and Solutions

2 ENERGY with Spotlight Lessons on Earth and Space

3

ON THE COVER

PLANTS IN THE

ENVIRONMENT

The Chasm of the Colorado, 1873–1874

Thomas Moran, American, 1837–1926

Oil on canvas mounted on aluminum

The Department of the Interior Museum

Photo credit: Artefact/Alamy Stock Photo

ISBN 979-8-88588-545-4 798885

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