The Hydrosphere - Winston-Salem/Forsyth County Schools
The Hydrosphere
“Education costs money, but so does ignorance.”
---Sir Claus Moser
AOL Images
Critical Thinking Puzzles
|Puzzle 5 |Puzzle 6 |
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|Puzzle 7 |Puzzle 8 |
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|GOING |MAC |
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Name__________________________________________________
Personalized Grade Sheet: The Hydrosphere
Classwork
Assignments Grade
Critical Thinking Puzzles _____
The Hydrosphere Anticipation Guide _____
Lesson 1 Assignments
Picture This 1 _____
Notes Framework 1 _____
The Hydrologic Cycle – Part I _____
The Hydrologic Cycle – Part II & III Graphs _____
Earth’s Distribution of Water Investigation _____
SRA Card 47 A or B _____
Lesson 1 _____
Lesson 1 Checkpoint _____
Lesson 2 Assignments
Picture This 2 _____
Creating Food Webs _____
Crunch, Nibble, Gulp _____
SRA Card 76 A or B _____
SRA Card 77 A or B _____
Lesson 2 _____
Lesson 2 Checkpoint _____
-2-
Lesson 3 Assignments
Picture This 3 _____
Notes Framework 2 _____
Calculating Specific Heat _____
It’s Specific _____
How Water Holds Heat _____
Graphing Sand and Water _____
Specific Heat: Water v.s. Metal _____
Lesson 3 _____
Lesson 3 Checkpoint _____
Lesson 4 Assignments
Picture This 4
Floating Golf Ball Investigation _____
Projects
Photostory (extra credit) _____
Homework
Adhesion & Cohesion Graphic Organizer _____
Name____________________________________
The Hydrosphere Anticipation Guide
An Anticipation Guide provides you with background information about the unit. It also helps measure what you already know about the topic.
Read the statements below. If you agree with the statement put a check in that column. If you disagree with it, check the disagree column. Next, read the overview of the unit. In the space provided at the bottom of the page summarize what the unit is going to be about. Finally, look back over the statements and correct the ones you got wrong.
Agree Disagree
_____ _____ 1. The hydrologic cycle is another name for the water
cycle.
_____ _____ 2. Most of the water on Earth is found in the polar ice
caps.
_____ _____ 3. Our surface water flows into river basins from
watersheds.
_____ _____ 4. Local government determines the availability of
water in an area.
Overview
Water is one of the most common substances on Earth. It is circulated on Earth by a process known as the hydrologic, or water cycle. Most of the water on the Earth is found in the oceans. This is salty water. Most of our freshwater on Earth is found in the polar ice caps, glaciers, and aquifers. The availability of water changes with the local geography of an area and allows humans to use this water as a resource.
Name three ways you use water every day:
______________________________________________________________________________________________________________________________________________________________________________
Summary: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Page 1
Lesson 1
Essential Question: Why is the hydrologic cycle important to life on earth?
The movement of water in and out of the atmosphere plays an important
role in determining climate patterns. Water evaporates from the surface of
the earth, rises and cools, condenses into rain or snow, and falls again to the
surface. The water falling on land collects in rivers and lakes, soil, and
porous rock; but most of it flows back into the oceans.
Sneak Peek
Copy each statement below. Place a “T” on the blank of true statements and a “O” on statements that are untrue in the “B” column. We will correct your answers at the end of the lesson in the “A” column.
B A
____ ____ 1. The hydrologic cycle moves through living and non-living parts
of the earth.
____ ____ 2. Evaporation is the change of a solid to a liquid.
____ ____ 3. Infiltration occurs underground.
____ ____ 4. Transpiration happens when water escapes from the roots of
plants.
Lesson Vocabulary
Use what you learned in the lesson scaffolding and the definitions below as a guide for writing your own definition of each word below.
1. condensation – occurs when water vapor cools and changes into liquid water droplets that form clouds in the atmosphere.
2. evaporation – is the change of a liquid water to a gas (water vapor).
3. hydrologic cycle – is a model for the storage and movement of water on earth.
4. infiltration - water that fills the cracks and pores in underground soil and rock layers.
5. precipitation – water that falls to the earth as rain, sleet, snow, or hail.
6. runoff – water that flows across land and collects in rivers, streams, and eventually the ocean.
7. transpiration – the release of water from the leaves of plants.
Picture This!
Picture This diagrams are used to help you gain a deeper understanding of your vocabulary words. The diagram below is a model that shows you how to complete it. For every four words you should have one Vocabulary Picture that should be written on the same page with your definitions.
Word Sentence
Syn. Or Ant. Picture
Name_____________________________________________
Notes Framework 1
Use what you read in Section 3 “The Water Cycle” on pages 32-35 to complete this framework with the important points of the reading assignment.
(1.) Water is naturally ________________________ through the water cycle.
The water cycle is the continuous process by which water moves through the ________________________ and __________________________ parts of the environment. The source of the energy that drives the water cycle is the ____________. (2.) The water cycle has no real _________________________ or _______________. When a water molecule absorbs enough heat energy to change state it _____________________________ and become _______________________________ ( 2 words). Even though this water came from the ocean, evaporation turns it into ____________________ water. This is because salt is a solid and cannot evaporate so it remains in the ocean. (3.) Large amounts of water evaporate from ______________________ and ___________________________(2 words). Small amounts evaporate from _________________________, _________________________, and your _____________________.
(4.) Plants draw in water from the soil through their ____________________. Eventually this water is given off through the leaves as water vapor in a process called ______________________________. (5.) Small amounts of water vapor are released by animals when they ______________________. (6.) Warm air carries water molecules high into the air where it is much colder. This causes the water molecule to ______________________. This is called condensation.
(7.) Eventually the drops of water in a cloud become too heavy and they fall back to earth in the form of _____________________, _______________________, _____________________, or ____________________. This is called _______________________________.
What Happened to It?
List four things that might happen to a drop of water once it falls to the earth as precipitation.
Page 2
The Hydrologic Cycle
Part I
Using the six terms on the Hydrologic Cycle graphic organizer in your notebook, draw an illustration of the cycle. You should have an illustration for each term. Use arrows to show that it is a circular cycle.
Part II
You will create a pie graph that shows the percentage of earth’s water found in each of the following locations:
a. oceans
b. icecaps & glaciers
c. groundwater
d. lakes
1. To calculate the number of degrees to be represented by each location you must multiply the decimal in the percentage column by 360 (the number of degrees in a circle). Your total degrees should equal 360.
2. Use the protractor you have been given to draw a 360° circle. Put a dot in the center of your circle and draw a radius from the center to the left side of the circle. You will start measuring here.
3. Your completed pie graph should have four parts. Label each part with the location and the percentage, not the number of degrees.
|Reservoir |Time Stored |% |° |
|oceans |forever |.94 | |
|icecaps & glaciers |20 years |.03 | |
|groundwater |100 years |.02 | |
|lakes |50 years |.01 | |
|Total |*** |1.00 | |
Part III
You are to create a bar graph of the least amount of time water is stored in the reservoir locations listed in the chart (not counting oceans – water stays there forever). Your finished bar graph should have three (3) bars.
Name_______________________________________________
The Hydrologic Cycle Graphs
Part II:
Part III:
| | | | |
|100 | | | |
| 80 | | | |
| 60 | | | |
| 40 | | | |
| 20 | | | |
| 0 | | | |
Name_______________________________________
Earth’s Water Distribution Investigation
Background Information
Earth is called the water planet because so much of the planet is covered by oceans. But all of the water on Earth is not salty. There are several reservoirs that contain freshwater, including the clouds in the sky.
Purpose: Where is most of the freshwater on Earth found?
Hypothesis: I think most of the freshwater is found
_____________________________________
Procedure:
1. Label the five cups on your tray:
a. deep groundwater
b. lakes & rivers
c. polar ice
d. shallow groundwater
e. water vapor
These are the reservoirs of freshwater. One of them holds more than the others.
2. The graduated cylinder on your tray contains 200 mL of water. This represents all of the water on the Earth.
3. Use the eyedropper to fill each cup with the amount of freshwater each reservoir contains. The remaining water in the graduated cylinder is ocean water. Use this information to draw a conclusion.
a. deep groundwater 11 mL
b. lakes & rivers 1 mL
c. polar ice 76 mL
d. shallow groundwater 12 mL
e. water vapor 1 mL
Conclusion: Based on the data I gathered in this investigation the reservoir that
holds the most fresh water is _________________________
My hypothesis was ________________________ .
*** complete the Going Further questions on the back***
-2-
Going Further
1. Which reservoirs contain water that is easily accessible to people? ___________________________________________________
2. How does the amount of freshwater compare to the total amount of water on Earth? ___________________________________________________
3. Why is it important to practice good stewardship of our fresh water? ___________________________________________________
4. What are two things YOU can do to practice good stewardship of water? ___________________________________________________
Page 3
Lesson Video
Most lessons have a video you are required to watch that will help you to understand and remember the concepts you are learning. These videos are watched individually at the computer station using headphones. Follow the links below to find the video you need to watch now for this lesson.
[pic]
SRA Cards
Most lessons have SRA cards that you are to complete. This is an INDIVIDUAL activity. Cards are to be done alone at the round table. You are to use the answer sheet you will be given. These answer sheets will not be returned until all students have finished the assigned cards. This will discourage students from sharing answers, a nice way of saying CHEATING!!!
There are two SRA cards for each topic. There is an “A” card, and a “B” card, and each card has 19 questions to complete. The “A” card is a little easier to understand than the “B” card. Your 7th grade EOG scores will be used to assign you to the cards you are to complete. If you do not score at least a 60% on a “B” card you must complete the “A” card for that topic. If you score less than 60% on an “A” card you will be required to go back and redo every one you missed.
Because reading comprehension is SO important, you actually receive TWO grades for these cards. First, you receive points for these cards as a part of your lesson grade. You also receive an SRA grade for each unit. You can track your SRA progress on the chart. Stars are used to show how well you are mastering these reading comprehension cards.
The SRA cards you need to complete for this lesson are given below:
47 A or B
Page 4
Lesson Summary
Every lesson you will complete this year has a two part summary. These activities tie the concepts together and should help you to answer the essential question, which is why we did the lesson in the first place! The first part of the summary is “Remembering Your ABC’s”. In this activity you have to recall information that you learned. The second part is the “Summarizing Questions”. These questions are designed to extend what you have learned by taking what you learned and asking you to draw conclusions about how one thing affected something else.
Complete the summarizing activities below.
Remember Your ABC’s
Copy the three (3) statements below. Skip three or four spaces between each one.
A – hydrologic reservoir on the ground
B – hydrologic reservoir above the ground
C – hydrologic reservoir under the ground
Summarizing Questions
Copy each question below. Skip two or three lines between each one. Use what you have learned to answer them.
1. Why is it important to practice good stewardship of our freshwater supply?
Page 5
Lesson 1 Checkpoint
Lesson checkpoints show whether or not you really understand what you learned in the lesson. You will use the Versatiles to complete this activity. If you have questions after the explanation has been given raise your hand.
Directions:
Read each of the twelve statements below. Use the Versatiles diagram at the bottom of the page to find the answer to each question. Place the numbered Versatile on the correct letter in your tray, number side up.
1. I am a hydrologic reservoir on the ground.
2. I am where most of Earth’s freshwater is found.
3. True or false….infiltration is another name for transpiration.
4. I am a hydrologic reservoir under the ground.
5. I am the change of water vapor to liquid water.
6. I am water that flows across land and collects in rivers, streams, & the ocean.
7. I am a hydrologic reservoir above the ground.
8. I am the change of liquid water to water vapor.
9. True or false…hail is a form of precipitation.
10. I am the release of water from the leaves of plants.
11. I am the model for the movement and storage of water on Earth.
12. I am a form of precipitation.
|A |B |C |D |E |F |
| | | | | | |
|transpiration |hydrologic |sleet |evaporation |condensation |cloud |
| |cycle | | | | |
|G |H |I |J |K |L |
| | | | | | |
|ground- |false |runoff |polar ice caps |true |river |
|water | | | | | |
Page 6
Lesson 2
Essential Question: Why is interdependence between aquatic and terrestrial food
webs important?
[pic]Food webs are highly connected and easily disturbed. The level of toxic substances in a plant or animal can be increased according to its position in a food chain. As the food web develops, biomagnifications takes place.
Sneak Peek
Copy each statement below. Place a “T” on the blank of true statements and a “O” on statements that are untrue in the “B” column. We will correct your answers at the end of the lesson in the “A” column.
B A
____ ____ 1. Energy is lost as it travels up a food pyramid.
____ ____ 2. A food web is a series of food chains.
____ ____ 3. A terrestrial food web is found in a body of water.
____ ____ 4. An aquatic food chain is found on land.
Lesson Vocabulary
Use what you learned in the lesson scaffolding and the definitions below as a guide for writing your own definition of each word below.
1. aquatic – an organism that lives in or on a body of water.
2. food web – a network of food chains that show cross relationships between organisms.
3. interdependence – an environment in which all organisms interact and depend on one another.
4. terrestrial – an organism that lives on land.
Picture This!
Picture This diagrams are used to help you gain a deeper understanding of your vocabulary words. The diagram below is a model that shows you how to complete it. For every four words you should have one Vocabulary Picture that should be written on the same page with your definitions.
Word Sentence
Syn. Or Ant. Picture
Page 7
Creating Food Webs
Part I
Using the laptop you have been given, click on the link below. READ the information contained on this webpage. Use it to answer the questions below.
1. How are producers different than consumers? Name one of each that would be found at the zoo.
2. What is the difference between a carnivore and an herbivore?
3. Look at the food pyramid on the webpage. Why is there less energy at the top? Explain why the lion does not have all of the energy that the giraffes got from the plants.
4. What do you think will happen if the size of one of the populations in your food chain changes?
5. Look at the food web at the top of this page. What do you think the arrows, and the directions they are pointing represent? Is it a terrestrial or an aquatic food web?
Part II
Near the bottom of the webpage on the right there is a link called creating a possible food web. Click on the link and play around with your own food webs.
Part III
On your own paper you are to create three food webs. You do not have to actually draw pictures. Instead, you can insert the names of the organisms. Your first food web should be a terrestrial food web. Your second food web should be an aquatic food web. Your last food web should show the interdependence between both terrestrial and aquatic organisms.
Name_______________________________________
Creating Food Webs Answer Sheet
Part I
1. ______________________________________________________________________________________________________
2. ______________________________________________________________________________________________________
3. _________________________________________________________________________________________________________________________________________________________
4. ______________________________________________________________________________________________________
5. ______________________________________________________________________________________________________
Part III
Terrestrial
Aquatic
Interdependent
Page 8
Crunch, Nibble, Gulp, Bite
[pic]
Part I
Click on the link below. It will take you to a webpage that gives you a chance to guess what different marine organisms like to eat. Follow the directions below.
1. Click on the word “crunch”. You will be given a riddle that explains what this fish likes to eat. Click on the picture you think is correct. If you are correct you will view a short video clip. If you are incorrect, you will be told to “guess again”.
2. On your paper, record what you learn with each of the four fish. You will need this information in Part II.
3. You will have to click the back button twice to get back to the main page. Click on the word “nibble” and repeat the same process as before.
Part II
Use the information you collected to create a coral reef food web.
Name_______________________________________
Crunch, Nibble, Gulp Answer Sheet
Part I
Fish #1
_______________________________________________________________________________________________________________________________________________________________________________________
Fish #2
_______________________________________________________________________________________________________________________________________________________________________________________
Fish #3
_______________________________________________________________________________________________________________________________________________________________________________________
Fish #4
_______________________________________________________________________________________________________________________________________________________________________________________
Part II
Coral Reef Food Web
Page 9
Lesson Video
Most lessons have a video you are required to watch that will help you to understand and remember the concepts you are learning. These videos are watched individually at the computer station using headphones. Follow the links below to find the video you need to watch now for this lesson.
[pic]
SRA Cards
Most lessons have SRA cards that you are to complete. This is an INDIVIDUAL activity. Cards are to be done alone at the round table. You are to use the answer sheet you will be given. These answer sheets will not be returned until all students have finished the assigned cards. This will discourage students from sharing answers, a nice way of saying CHEATING!!!
There are two SRA cards for each topic. There is an “A” card, and a “B” card, and each card has 19 questions to complete. The “A” card is a little easier to understand than the “B” card. Your 7th grade EOG scores will be used to assign you to the cards you are to complete. If you do not score at least a 60% on a “B” card you must complete the “A” card for that topic. If you score less than 60% on an “A” card you will be required to go back and redo every one you missed.
Because reading comprehension is SO important, you actually receive TWO grades for these cards. First, you receive points for these cards as a part of your lesson grade. You also receive an SRA grade for each unit. You can track your SRA progress on the chart. Stars are used to show how well you are mastering these reading comprehension cards.
The SRA cards you need to complete for this lesson are given below:
76 A or B
77 A or B
Page 10
Lesson Summary
Every lesson you will complete this year has a two part summary. These activities tie the concepts together and should help you to answer the essential question, which is why we did the lesson in the first place! The first part of the summary is “Remembering Your ABC’s”. In this activity you have to recall information that you learned. The second part is the “Summarizing Questions”. These questions are designed to extend what you have learned by taking what you learned and asking you to draw conclusions about how one thing affected something else.
Complete the summarizing activities below.
Remember Your ABC’s
Copy the three (3) statements below. Skip three or four spaces between each one.
A – an organism from a terrestrial food web
B – an organism from an aquatic food web
C – an organism that would be found in both a terrestrial and aquatic food web
Summarizing Questions
Copy each question below. Skip two or three lines between each one. Use what you have learned to answer them.
1. How does the position of an organism in a food web affect the bio-magnification of toxic substances?
Page 11
Lesson 2 Checkpoint
Lesson checkpoints show whether or not you really understand what you learned in the lesson. You will use the Versatiles to complete this activity. If you have questions after the explanation has been given raise your hand.
Directions:
Read each of the twelve statements below. Use the Versatiles diagram at the bottom of the page to find the answer to each question. Place the numbered Versatile on the correct letter in your tray, number side up.
1. I am an animal from an aquatic food web.
2. I am a plant-eating animal.
3. True or false….energy is lost as it travels up a food pyramid.
4. I am an organism that can make its own food.
5. I am an organism that uses other organisms for food.
6. I am an environment where organisms interact and depend on each other.
7. I am a food chain of land animals.
8. I am an animal found in both terrestrial and aquatic food webs.
9. True or false…animals in an aquatic food web are found on land.
10. I am a network of food chains.
11. I am a food chain of marine animals.
12. I am an animal that only eats meat.
|A |B |C |D |E |F |
| | | | | | |
|food web |terrestrial |eagle |carnivore |consumer |aquatic |
| | | | | | |
|G |H |I |J |K |L |
| | | | | | |
|producer |fish |inter- |herbivore |false |true |
| | |dependent | | | |
Page 12
Lesson 3
Essential Question: How is the climate of an area affected by specific heat?
[pic]Because water has a high specific heat it heats up slowly, and cools down slowly. Land on the other hand, heats up and cools down quickly.
Sneak Peek
Copy each statement below. Place a “T” on the blank of true statements and a “O” on statements that are untrue in the “B” column. We will correct your answers at the end of the lesson in the “A” column.
B A
____ ____ 1. Specific heat has a negative effect on the climate of an area.
____ ____ 2. Specific heat is the amount of heat needed to raise temperature
1° Fahrenheit.
____ ____ 3. Specific heat is measured in joules.
Lesson Vocabulary
Use what you learned in the lesson scaffolding and the definitions below as a guide for writing your own definition of each word below.
8. specific heat – the amount of heat needed to raise the temperature of a mass 1° C.
9. joule – the SI unit of energy measuring heat.
Picture This!
Picture This diagrams are used to help you gain a deeper understanding of your vocabulary words. The diagram below is a model that shows you how to complete it. For every four words you should have one Vocabulary Picture that should be written on the same page with your definitions.
Word Sentence
Syn. Or Ant. Picture
Name_____________________________________________
Notes Framework 2
Use what you read in “Specific Heat” on pages 29 to complete this framework with the important points of the reading assignment.
1. When you jump into a pool on a hot day the water is surprisingly ________________. But if you go in for a swim in the evening when the air is cool the water is _______________. This is because water has an unusually high ____________________________ (2 words).
2. Specific heat is the amount of _________________ needed to increase the temperature of a substance by __________. Compared to other substances, water requires a lot of heat to _____________________ its temperature.
3. Water’s high specific heat is due to the many attractions among _________________________ (2 words).
4. One effect of water’s high specific heat is that ____________________ (2 words) located near large bodies of water don’t heat up as quickly as areas far ___________________. In the summer, the sun’s heat warms the land more _____________________ than the water. In the winter the opposite happens. The land __________________ heat to the air more quickly than water. The water remains ______________________ and keeps the air above it warmer than the air over the ________________ land.
Going Further
Fill in the blanks below to summarize what you read.
This section is about _____________________________ (2 words). Because of it areas far inland ________________(2 words) more quickly than water in the __________________ season. But in the ____________________season the land____________________ heat more quickly than water so the water is warmer.
Page 13
Calculating Specific Heat
Below is a chart of some common substances and their specific heat. This measurement explains how many joules it would take to raise the temperature of one (1) gram of the substance by 1° Celsius. Use the chart to complete the word problems that follow.
| | |
|Substance |Specific Heat J/g |
| | |
|Air |1.01 |
| | |
|Copper |0.385 |
| | |
|Gold |0.129 |
| | |
|Mercury |0.140 |
| | |
|Water |4.179 |
Thinking it Through
Before you begin this activity take a moment to think through what mathematical operations you will need to use in order to solve these word problems.
Part 1
1. How many joules would be needed to raise 2 grams of air by 1° Celsius ?
2. If you have 3 grams of Mercury and want to raise its temperature 2° Celsius, how many joules would it take?
3. You want to raise the temperature of 1 gram of Copper by 3° Celsius. How many joules will you need?
Part 2
1. Write an equation the shows the number of joules necessary to raise the temperature of Gold by 4° Celsius.
2. Write an equation that shows the number of joules necessary to raise the temperature of water by 5° Celsius.
Name_____________________________________________
It’s Specific
Background Information
Usually, the farther north you go in winter, the colder it gets. Conversely, the farther south you go in summer, the warmer it is. Right? Complete the activity below to see if this is a faulty inference. Copy the chart below. Use the map you have been given and follow the instructions below.
Part 1
1. Determine which of the two cites is farther north. Put a check in that column.
2. Look at the temperatures in January for each city. Put a check mark next to the coldest city.
3. Use the data table to answer the questions below.
|Cities |Farther North |° Jan. |Coldest |
|Billings, Montana (or) | |24 | |
|Olympia, Washington | |38 | |
|St. Louis, Missouri (or) | |30 | |
|Sacramento, California | |46 | |
Part 2
1. Determine which of the two cites is farther south. Put a check in that column.
2. Look at the temperatures in July for each city. Put a check mark next to the warmest city.
3. Use the data table to answer the questions below.
|Cities |Farther South |° Jul. |Warmest |
|Los Angeles, California (or) | |69 | |
|Omaha, Nebraska | |77 | |
|Oklahoma City, Oklahoma (or) | |82 | |
|San Diego, California | |71 | |
Going Further
1. Are all of the coldest cities also the ones that are farthest to the north?
2. Are all of the warmest cites also the ones that are farthest to the south?
3. Was the inference in the background information faulty?
4. How does specific heat affect the climate of an area near a body of water?
Name________________________________________
How Water Holds Heat
Pretend that you and your family are spending the weekend at the beach in Wilmington. In the chart below predict how you think the sand and water will feel at the time of day indicated in the chart. Use qualitative terms like cool, warm, hot, etc.
|Time of Day |Sand |Water |
|early morning | | |
|afternoon | | |
|night | | |
From this data we can hypothesize that:
Hypothesis: sand heats up and cools down quickly but water heats up and
cools down slowly.
This activity will test that hypothesis. The data below was collected when a team heated sand and water for ten minutes and then allowed them to cool for ten minutes. Use this data to draw a conclusion about the heating and cooling of sand and water. Use the graph you have been given to graph the results of this lab.
Heating Cooling
|Time |Sand |Water |Time |Sand |Water |
|1 min. |20 |20 |1 min. |60 |35 |
|2 min. |25 |20 |2 min. |55 |35 |
|3 min. |30 |20 |3 min. |50 |35 |
|4 min. |35 |25 |4 min. |45 |30 |
|5 min. |40 |25 |5 min. |40 |30 |
|6 min. |45 |25 |6 min. |35 |30 |
|7 min. |50 |30 |7 min. |30 |25 |
|8 min. |55 |30 |8 min. |25 |25 |
|9 min. |60 |30 |9 min. |20 |25 |
|10 min. |65 |35 |10 min. |15 |20 |
Conclusion:
_____ Yes sand does heat and cool quickly; water heats and cools slowly.
_____ No sand does not heat and cool quickly; water doesn’t heats and cools
slowly.
Name___________________________________________
Graphing Sand and Water
Use the data table to complete the line graph below.
Plot the temperature change for sand and water for warming up and cooling down. You should have two dots (one for sand and one for water) on each of the 20 lines. Connect the dots. Use brown for the sand line and blue for the water line.
|70 | | |
|hot water | |*** |
|room temperature water | | |
|washers | | |
Conclusion:
Based on the data I gathered it is my conclusion that __________________ has a higher specific heat. My hypothesis was ____________________.
Page 14
Lesson Video
Most lessons have a video you are required to watch that will help you to understand and remember the concepts you are learning. These videos are watched individually at the computer station using headphones. Follow the links below to find the video you need to watch now for this lesson.
[pic]
SRA Cards
Most lessons have SRA cards that you are to complete. This is an INDIVIDUAL activity. Cards are to be done alone at the round table. You are to use the answer sheet you will be given. These answer sheets will not be returned until all students have finished the assigned cards. This will discourage students from sharing answers, a nice way of saying CHEATING!!!
There are two SRA cards for each topic. There is an “A” card, and a “B” card, and each card has 19 questions to complete. The “A” card is a little easier to understand than the “B” card. Your 7th grade EOG scores will be used to assign you to the cards you are to complete. If you do not score at least a 60% on a “B” card you must complete the “A” card for that topic. If you score less than 60% on an “A” card you will be required to go back and redo every one you missed.
Because reading comprehension is SO important, you actually receive TWO grades for these cards. First, you receive points for these cards as a part of your lesson grade. You also receive an SRA grade for each unit. You can track your SRA progress on the chart. Stars are used to show how well you are mastering these reading comprehension cards.
The SRA cards you need to complete for this lesson are given below:
There are no cards for this lesson.
Page 15
Lesson Summary
Every lesson you will complete this year has a two part summary. These activities tie the concepts together and should help you to answer the essential question, which is why we did the lesson in the first place! The first part of the summary is “Remembering Your ABC’s”. In this activity you have to recall information that you learned. The second part is the “Summarizing Questions”. These questions are designed to extend what you have learned by taking what you learned and asking you to draw conclusions about how one thing affected something else.
Complete the summarizing activities below.
Remember Your ABC’s
Copy the three (3) statements below. Skip three or four spaces between each one.
A – what a joule measures
B – coast or inland; where it is warmer in winter
C – coast or inland; where it is warmer in summer
Summarizing Questions
Copy each question below. Skip two or three lines between each one. Use what you have learned to answer them.
1. Why are bodies of water on the coast warmer in winter than inland areas?
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