Jeopardy Review Game! Earth Unit Test

Check out first period's: 
My Jeopardy Template

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Moon Rocks?

Between 1969 and 1972, the Apollo mission to the moon returned to Earth with pieces of the moon's surface.  Space scientists eagerly tested these samples.  They wanted to learn what the moon was made of.  They found that the moon's surface was made of material similar to the material that makes up Earth.  But is this material really "rock"?

The BIG Question:  What are rocks?


With your group, use the suggested resources to develop an explanation that can be used to answer this simple, but important, question.  Make sure that you have good evidence and reasoning to support your explanation.  You can record any observations or notes you make on the shared workspace at your table.


Resources:


Discover what rocks are and how rocks are formed here on Earth:
Rock Hounds with Rocky
Geography 4 Kids

Read about the moon samples brought back by the Apollo astronauts and what tests scientists have done on them:
Smithsonian: Moon Rocks Exhibit

Check your work with the following rubric... remember to make improvements before we share:
Rubric

The Adventures of Carla Calcite

Help for choosing your mineral:


1.  Start with your science textbook online.  (HINT: Look for the link to Appendix B for a list of common minerals and their properties!)

  

Ch. 4 Minerals (pp. 116-143) (click here.)

OR  Online Log-In:

user ID: crams6 password: crams6

Click here to go to the Textbook Log In page.

It will be the book titled "Prentice Hall Explorer." Sixth grade students use the following titles: Inside Earth, Chemical Building Blocks, Astronomy, Electricity and Magnetism, Weather and Climate, and Environmental Science depending upon the unit you are currently studying.

2.  Then you can head here for more information:

http://www.minerals.net/mineral/index.htm

http://www.galleries.com/minerals/by-name.htm

3.  Reread:

THE ADVENTURES OF CARLA CALCITE

In the boot-shaped country of Italy stands what’s left of a marble statue of Minerva, the Roman goddess of wisdom.  Down near Minerva’s food, in the fold of her robe, is a small bit of mineral called Carla Calcite

Carla wasn’t always a part of a marble statue.  In fact, she’s been through a lot o f changes in her lifetime.  However did she come from?  And how did she end up in a marble statue?  To find out, we’ll have to travel back many millions of year to a time when the world looked very different form the way it looks today.

If you went to northern Italy right now, you’d see a group of mountains called the Alps.  But long ago in that very same spot, there were no mountains at all. There wasn’t even an Italy. Instead, there was a great sea.  Carla was around then, but she was not part of a rock statue.  She was part of a shell.

The shell Carla Calcite was part of was the shell of a tiny creature that had lived in the great sea.  When the animal died, its shell settled on the bottom of the sea together with the shells of many, many other sea animals.  The shell – and Carla – then sat on the seafloor for thousands of years.  As they sat there, layers of other shell, along with other sediment, slowly piled on top of them.

All those layers were very heavy, and the weight packed and squeezed Carla and other bits of minerals together.  Chemicals in the seawater seeped into the tiny spaces around Carla and the other bits of minerals cementing them together.  All of this pressing and cementing hardened the layers of shells Carla was in until it finally turned into a kind of rock called limestone.  Millions of years passed by and the layers keep right on pilling up

During this time the whole Earth was changing – just as it always has.  The pieces of land that were north and south of the great sea were slowly moving towards each other like huge rafts.  The movement crumpled the old sea bed Carla was in until all the rock layers in it – including Carla’s layer were folded together like an accordion.

All of the folding caused mountains to form where the sea had once been.  The heat and pressure form forces inside the Earth, gradually changed Carla’s limestone layer into a new kind of rock. Now Carlawas part of a layer of rock called marble.  And after many millions of years, Carla’s marble layer was pushed up until it was near the top of a huge hill. One day, there was the chink, chink sound of sharp tools chipping away at eh hillside.  All of a sudden, a huge block of marble fell away form the hill.  A group of men tugged and heaved as they hoisted the block up onto a cart.  Carla was inside this block, and she was about to start a new journey

The cart carried Carla and her block to a little town where a sculptor lived.  He bought the block, and soon began to chip away at it with his stone-cutting tools.  As he sculpted, the shape of the goddess Minerva gradually took form.  And that’s how Carla cam to be in the fold at the bottom of the robe near the foot of the marble statue.

But our story of Carla doesn’t necessarily end there.  For over a thousand years, the sun beat down on Minerva and so did the rain.  The rainwater dissolved small bits of statue.  And bit by bit, tiny pieces of rock fell away form Minerva and were washed into a river.

One day Carla may wash into the river too.  And eventually she may fall in the river bottom, becoming covered with layers of silt and rocks.  The layers may slowly become cemented together.  And it may only be a matter of time before Carla fins herself inside a layer of rock once more.

CO2 and Water Quality? Project

How might increasing CO2 in the atmosphere affect our drinking water supply,and also the natural habitats of aquatic plants, animals and organisms?

To share your work with others, we will be using a round-robin format. This means that one member of the group stays at your work station to share your groups’ ideas while the other group members go to the other groups, one at a time, to listen to and critique the explanations developed by your classmates.

Remember, as you critique the work of others, you have to decide whether their conclusions are valid or acceptable based quality of their explanation and how well they are able to support their ideas.

Identify:

http://tellus.ssec.wisc.edu/outreach/teach/ideas/kotoski/Minifact_Sheets/Minifact6_Carbon_Dioxide.pdf

ü     What is CO2?

ü     Where is it found?

ü     Where does it come from?

ü     Other cool facts

Create a “foldable” or graphic organizer to neatly present your findings.

Diagram:

Draw a diagram of the role carbon dioxide plays in the global greenhouse in the workspace provided at your table.

Use the following interactive to help you out:
http://environment.nationalgeographic.com/environment/global-warming/gw-overview-interactive.html

Graph:

Find each country’s share of CO2 Emissions here:  http://www.ucsusa.org/global_warming/science_and_impacts/science/each-countrys-share-of-co2.html

Make and print a graph showing the data using this website:

http://nces.ed.gov/nceskids/createagraph/default.aspx

Interpret:

Look at the data here:

http://www.esrl.noaa.gov/gmd/ccgg/trends/#mlo_full

http://www.washingtonpost.com/wp-dyn/content/article/2007/12/27/AR2007122701942.html

What is the present level of atmospheric CO₂ in parts per million?

What was the carbon dioxide level when you were born?

What was the carbon dioxide level when your parents where born?

What is the importance of 350 parts per million?

Create a graphic organizer (foldable) to share your results.

Analyze:

http://www.ucsusa.org/global_warming/science_and_impacts/science/graph-showing-each-countrys.html

• Is the rate of carbon dioxide emission a related to population? Why?
• Are there any global patterns of CO2 emissions?
• How do these patterns compare to what you know about the lifestyles of countries around the world?

Create a “foldable” or graphic organizer to neatly present your findings.

Predict:

How might increasing CO2 in the atmosphere affect not only our drinking water supply, but also the natural habitats of aquatic plants, animals and organisms?

http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive/

Create a “foldable” or graphic organizer to neatly present your predictions.

Evaluate:

Take the freshwater quiz. 

http://environment.nationalgeographic.com/environment/freshwater/freshwater-quiz-climate-change/

Choose 5 questions and make a fun “quiz” game for your classmates.

Talk about it Tuesday- Volcanoes

This week we'll be investigating volcanoes. We'll be visiting a virtual volcano, and investigating what's up in our own backyard in Yellowstone National Park.   

How many of you parents can remember this?  I hear that ash fell in western Montana for days.

 

Talk about it Tuesday- Plate Tectonics

This week we're discussing how science has gotten from Jules Verne's idea of what Earth was like inside and out to what we know and theorize today.  Students are learning that science is dynamic and everchanging.  The more we know the more we realize what we don't know.  Check out the new technology being used to learn about plate tectonics.A closer look at plate tectonics with computers? 

Check out the cool interactive below from NASA  Images:

Discovery News

Nano-diamonds?  Check out this news story.