MADISON PUBLIC SCHOOLS
Grade 6 Science
Authored by: Patrice Donnelly and Nancy Hill
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The sixth grade science program is a full year Earth Science course taught at Madison Junior School. The
curriculum is inquiry-based and is taught using science modules which provide enough materials for all students
to actively participate in experiments and activities. This approach maximizes skill and conceptual growth in all
students. The major topics covered during this year include Earth Processes, Oceans, Pollution, Earth, Moon, and
Sun, and Weather and Climate.
II. RATIONALE
The Madison Public School science curriculum is designed to provide students with experiences in all aspects of
science. Science is best learned through collaboration and problem-solving, in an environment that leads
students to construct their own knowledge of scientific principles. Attitudes such as curiosity, open-mindedness,
and a thirst for knowledge ~all essential to scientific inquiry ~will be stressed. Within all fields of study, activities
are provided for students to meet future challenges with an inquiring mind and a foundation of scientific
knowledge. The science curriculum is aligned with the NJ Core Content Curriculum Standards and is taught with
an awareness of its connection to other subjects and the needs of society.
III. STUDENT OUTCOMES
NJ Core Curriculum Standards (https://www13.state.nj.us/NJCCCS/search.aspx)
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based,
model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science
All students will understand that physical science principles, including fundamental ideas about
matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical,
living, and Earth systems science.
B. Changes in Matter: Substances can undergo physical or chemical changes to form new
substances. Each change involves energy.
5.3 Life Science
All students will understand that life science principles are powerful conceptual tools for making
sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
C. Interdependence: All animals and most plants depend on both other organisms and their
environment to meet their basic needs.
E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences
may lead to dramatic changes in characteristics of organisms in a population over extremely long
periods of time.
5.4 Earth Systems Science
All students will understand that Earth operates as a set of complex, dynamic, and
interconnected systems, and is a part of the all-encompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years
under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern
its evolution through the processes of stellar birth and death. These same processes governed
the formation of our solar system 4.6 billion years ago.
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has
been evolving as a result of geologic, biological, physical, and chemical processes.
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our
solar system, and provides us with the raw resources needed to sustain life.
D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
F. Climate and Weather: Earth’s weather and climate systems are the result of complex
interactions between land, ocean, ice, and atmosphere.
G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's internal and external sources of
energy, and are impacted by human activity.
IV. COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN SCIENCE
(Grades 6-8)
Reading
Students will:
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
5. Analyze the structure an author uses to organize a text, including how the major sections contribute
to the whole and to an understanding of the topic.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
7. Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
9. Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Writing
Students will:
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
V. ESSENTIAL QUESTIONS AND CONTENT
Earth Processes
A.
B.
C.
D.
E.
F.
G.
H.
How does the continental crust differ from oceanic crust?
1. Continental crust is thicker and made mostly of granite.
2. Oceanic crust is thinner and made of basalt.
How are the two types of crust alike?
1. Both form the outermost layer of the Earth.
2. Both are solid rock.
Why does the density of materials increase with depth inside Earth?
1. The pressure from the weight of rock increases with depth. This pressure causes more mass
to be squeezed into a smaller area.
2. Density is a property of matter, from which everything is made, including layers of Earth.
Density is the amount of mass in a given volume of matter. If the pressure on a given mass is
increased, its density increases.
Why does heat move through the inner core and the crust by conduction, rather than by
convection?
1. Convection requires flowing material in order to transfer heat. The solid inner core and the
solid crust do not flow. Therefore, heat must be transferred through these layers by
conduction.
2. Convection is the transfer of heat energy by flowing material such as a liquid or gas. Heat
moves through Earth’s mantle by convection.
3. Conduction is the transfer of heat energy through solid matter as one particle strikes another.
Heat moves through Earth’s core and crust by conduction.
How do Earth’s three main layers differ from one another?
1. Earth’s three main layers- crust, mantle, and core-differ in composition, thickness,
temperature, and density.
2. Crust: Earth’s outermost layer which covers Earth’s entire surface and varies in thickness
(from 6 kilometers to 90 kilometers); It is thinnest under the oceans and thickest under the
continents. The crust is composed of rock with a thin layer of soil over it. The ocean floor is
made mostly of basalt and the continental crust is mostly granite.
3. Mantle: located under the Earth’s crust, made of rock that contains iron and magnesium. The
thickest layer and it makes up most of the Earth’s mass. The upper part is rigid, and the lower
part flows very slowly.
4. Core: The Earth’s center which is made mostly of the metals iron and nickel; the outer core is
liquid and flows slowly and the inner core is solid.
How does heat move through Earth’s interior?
1. Heat moves through the core and crust by conduction and through the mantle by convection.
What evidence supported the theory of continental drift?
1. The shapes of the continents seem to fit together, rocks in South America match those in
Africa, and similar fossils are found on those two continents.
2. In 1915 German scientist Alfred Wegener proposed a theory about Earth’s continents. He
called the giant continent Pangaea, meaning “all lands.” He believed Pangaea split apart a
long time ago to form today’s continents. The idea that the continents move from one part
of Earth to another is called continental drift.
3. The theory that explains how and why plates move is called plate tectonics.
How does plate tectonics differ from the original theory of continental drift?
1. The theory of continental drift held that the continents move from one part of Earth to
another.
2. The theory of plate tectonics explains how and why the continents move.
I.
Why is sea-floor spreading important?
1. Sea-floor spreading explains the specific means by which continents are able to move across
Earth’s surface.
J.
What are the three types of plate boundaries, and what geological processes occur at each type?
1. At divergent boundaries, where plates move apart, magma from the mantle fills rift valleys
and forms new crust. (Mid-Atlantic Ridge)
2. At convergent boundaries, where plates collide, one plate may sink beneath the other and
melt, or if two continental plates collide, the crust buckles up into a mountain chain. (much of
the Ring of Fire)
3. At transform boundaries, where plates move past each other, crust is neither created nor
destroyed but the stress causes earthquakes. (San Andreas Fault)
K. What causes earthquakes and how are they measured?
1. Earthquakes are caused by a release of energy when blocks of rock pushed together along
faults suddenly slip or crack.
2. Earthquakes are measured by seismographs.
L. Where and how do volcanoes form?
1. Volcanoes form at convergent boundaries, divergent boundaries, and hot spots within
plates.
2. They are built up by layers of ash, cinders, rock, and lava that result from magma reaching
Earth’s surface.
M. How do weathering, erosion, and deposition differ?
1. Weathering is the breakdown of rock.
a. Physical weathering or Mechanical weathering: occurs when natural processes
break rocks into smaller pieces. Agents of mechanical weathering are wind, water,
pressure, temperature, and plants.
b. Chemical weathering: occurs when the chemical composition of a rock is altered.
Agents of chemical weathering are rainwater, oxygen, acid rain.
2. Erosion is the movement of broken-down rock and sediments.
3. Deposition is the dropping of sediments in new places.
N. What are the main causes of weathering, erosion, and deposition.
1. Weathering: running water, waves, and groundwater
2. Erosion: glaciers and ice
3. Deposition: livings things and gravity
O. How does moving water, wind, and ice shape Earth’s surface by weathering, erosion and deposition?
1. Water, wind, and ice, weather rock, erode it to a new position and deposit it to create new land
forms.
P. What are the physical and chemical changes that take place through weathering, erosion, and
deposition?
1. Physical weathering is the change in shape and size of rock , while chemical weathering alters
the chemical composition of rock which can form caves.
Q. Describe the role gravity plays in all forms of erosion and deposition.
1. Gravity causes water and ice to move downhill, sediments to settle and drop in new places,
and land to move downward in mass movements.
R. How do the three main types of rocks differ from one another?
1. Igneous rocks form when molten rock cools and hardens.
2. Metamorphic rocks form when heat and pressure inside Earth change the makeup of other
rocks.
3. Sedimentary rocks form when layers of sediments are compacted or cemented together.
S. What are the attributes of rocks and minerals that assist in their identification?
1. Color, luster, streak, cleavage and fracture, density, and hardness are
attributes that assist in mineral identification.
T. How do rocks and rock formations show evidence of the minerals, materials, tectonic conditions, and
erosion forces that created them?
1. Igneous, sedimentary and metamorphic rock each have unique features which characterize
their formation
U. How are rocks changed into other kinds of rocks in the rock cycle?
1. Weathering and erosion followed by compaction and cementation change all types of rock
into sedimentary rock.
2. Heat and pressure change all types of rock into metamorphic rock.
3. Melting changes all types of rock into magma, which becomes new igneous rock when it
cools.
V. What makes up soil?
1. Soil is made up of weathered rock, minerals, humus, air, and water.
W. How do weathering, erosion, and deposition create soil and destroy fertile soil layers and how do
humans reduce soil erosion?
1. Weathered rock, silt and humus can be washed to new areas to form fertile soil.
2. Farmers conserve soil by contour plowing, no-till farming, and using cover crops. Manmade
dams also control the flow of water and decrease soil erosion.
X. What are the attributes and properties of soil that affect the soil’s ability to support animal life and
grow plants?
1. Soil texture, fertility, pH, and climate affect the soil’s ability to support life and grow plants.
Y. What are the different layers in soils and the different chemical composition and texture?
Z. How does Earth’s magnetic field allow people to use a compass and find direction and why are
geomagnetic north and geographic north at different places and how is this used for navigation?
VI. STRATEGIES
A. Before the unit begins, make a science journal for each student. The journal should include all of
the copy masters at the end of the guide, and some blank pages for notes and observations. I will
also be using an interactive notebook with my students.
B. There is an enormous amount of new vocabulary. A Science Word Board might be helpful. Also,
creating vocabulary cards, with the word on one side and the meaning on the other, would help
with recall of meanings.
C. Create a game of jeopardy. Put a science question in each pocket, ask students to answer the
questions. This is a good way to review before the unit test. I usually display a jeopardy game
using the computer projector.
D. Use Power Point to review key concepts, or generate games on www.quia.com.
E. Use www.brainpop.com to show movie clips to introduce activities or to review key concepts.
F. Students should be split into 4 or 5 groups during the unit. All of the activities are designed for the
students to be working together.
G. Check out the following websites:
www.nsta.org/recommendedsites.
www.agiweb.org/geoeducation.html
www.divediscover.whoi.edu/index.html
www.iris.edu/gifs/animations/faults.
www.ucmp.berkeley.edu/geology/tectonics.html
http://pubs.usgs.gov/publications/text/dynamic.html
http://earthquakes.usgs.gov/4kids/
H. Check your school library for the following videos:
1. “Rocks: The Solid Earth Materials #1,” Earth Science: The Video Collection, 1999.
2. “Uses of Rocks and Minerals,” Earth Science: The Video Collection, 1999.
3. “Rocks and Minerals,” Science in Action, Vol. 5.
4. “Volcano,” Eyewitness Series, 1996.
VII. EVALUATION
A. There are three assessment activities and a Unit Test in the Delta guide.
B. Ongoing assessment includes student performance during activities and an assessment of each
student’s science journal/interactive notebook.
C. Use School-Home Connections to create homework assignments that can be used as assessment
tools.
VIII.
*REQUIRED/SUPPLEMENTAL RESOURCES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Delta Science Module: Earth Processes*
Delta Science Reader: Earth Processes*
The Changing Earth, Discovery Works, Silver Burdett Ginn Science, 1999.
Geology: Students Explore Our Planet Earth, Pat and Barbara Ward, Mark Twain Media/Carson
Dellosa Publishing Company, Inc., 1994.
Dance of the Continents (Story of Science Series), Roy Gallant, Benchmark Books, 2000.
Dr. Art’s Guide to Planet Earth, Art Sussman, Chelsea Green, 2000.
Earth’s History, Jackie Ball, Michael Burgan, Margaret Carruthers, Gareth Stevens Audio, 2003.
Eyewitness: Volcano and Earthquake, Susanna Van Rose, DK Publishing, 2000.
Plate Tectonics, Linda George, Thomas Gale, 2002.
Rocks and Minerals (True Books Series), Ann Squire, Children’s Press, 2002.
The “unstarred” books can be found in your school library, the public library, or any bookstore.
IX. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit. Please read each lesson several days before you begin so that you are prepared with
materials.


Chapter 2 Maps as Models of the Earth
Activity 1: Pieces of a Puzzle

Activity 2: The Structure of Earth
1 day
*The students will need to hang on to their Earth models for future activities. I displayed their
models in the classroom by hanging them from the ceiling, and then when they were needed we
would take them down.

Activity 3: Earth’s Weathered Crust
1 day
*During the chemical weathering activity, the students had difficulty seeing the vinegar bubbles
form on
them for

4 days
1 day
the rocks, and during the mechanical weathering activity, the tubes began to leak after shaking
several minutes.
Chapter 10: Weathering and Soil Formation
3 days
o How do weathering, erosion, and deposition create soil and destroy fertile soil layers and how do
humans reduce soil erosion?

Chapter 11: The Flow of Fresh Water
3 days
o How does moving water, wind, and ice shape Earth’s surface by weathering, erosion and
deposition?
o What are the physical and chemical changes that take place through weathering, erosion, and
deposition?

Chapter 12: The Agents of Erosion and Deposition

Chapter 10: Weathering and Soil Formation
3 days
o How do weathering, erosion, and deposition create soil and destroy fertile soil layers and how do
humans reduce soil erosion?
o What are the attributes and properties of soil that affect the soil’s ability to support animal life
and grow plants?
o
Activity 4: Sediments Become Rocks
2 days
*The second part of this activity should take place 1-3 days later. Again, tell the students to be
careful when they shake the tubes because they leak.
o
Activity 5: Volcanoes Make Rocks
2 days
*The second part of this activity should take place 1 day after the first activity. You need a hot
plate for
Part A and Part B in this lab, and I suggest you do both activities as a teacher demonstration. If
you decide your students are capable to do the activities on their own make sure they are wearing
safety goggles.
o
Chapter 9: Volcanoes
3 days
o
Activity 6: The Rock Cycle
1 day
o
Activity 7: Mountain Building
1 day
o
Activity 8: Earthquake
1 day
*I found that the gelatin did not set within a 40 minute period. You need really hot water to make
the gelatin set. I would experiment with the gelatin a few days ahead of time to see how long it
will take to set, or prepare the gelatin the day before.

Activity 9: Building a Seismograph
1 day
*You need cereal boxes for this activity, one for each group. You can ask the students to bring
them in ahead of time.

Activity 10: Ring of Fire
1 day
*The students need their Earth models from Activity 2 for this lab. I found the students had a very
difficult time trying to plot the coordinates on their own, so I made a transparency of Activity
Sheet 10 and we completed the lab together.

Activity 11: A Balancing Act
1 day
*I felt this activity was too elementary for sixth graders so I skipped it, but I still discussed with the
students what isostasy is.

Activity 12: Convection Currents
3 days
1 day
* You need a hot plate for this activity. I suggest you do this activity as a teacher demonstration.
If you decide your students are capable to do the activity on their own make sure they are wearing
safety goggles.

Activity 13: The Ocean Floor
2 days
*The second part of this activity should take place 1 day after the first activity. If you are limited
on time and trying to get through the module for a test, this activity could be skipped because the
material that is covered throughout the activity has already been discussed in a previous lesson.

Activity 14: Plate Tectonics
2 days (Suggested)
*The second part of this activity should take place 1 day after the first activity. I felt both sessions
could be done in one class period. I felt this activity was too elementary for sixth graders so you
might want to skip it, but you need to still cover the material about Plate Tectonics.

Assessment :
1-3 days
Oceans
V. ESSENTIAL QUESTIONS AND CONTENT
A.
B.
C.
D.
E.
F.
What makes the Earth the water planet?
1. The main feature of the Earth is the oceans.
2. About three-fourth, 75% of its surface is covered by water.
3. Not all of that water is ocean water. About 4% is fresh water and 1% is the water in seas.
What is most of Earth’s water?
1. Salty ocean water.
What are the names of Earth’s four main oceans?
1. Pacific, Atlantic, Indian, Arctic
2. Pacific is the largest (46% of all the water on Earth); Atlantic is the second largest (23%);
Indian is the third largest (20.5%); and the Arctic is the smallest ocean (less than 4%)
3. Scientists have discovered a fifth ocean known as the Southern ocean.
What is a sea, gulfs and bays, and what is the difference between a gulf and bay?
1. A sea is a smaller part of an ocean.
2. Gulfs and bays are areas of an ocean or sea that are partly enclosed by land.
3. A gulf is bigger than a bay.
What are three properties of ocean water?
1. Salinity, water pressure, and density
2. Salinity is the measure of how salty water is. Evaporation of water makes the water saltier.
Fresh water entering the ocean makes the water in that area less salty.
3. Water pressure is the weight of water pushing down on the ocean floor. The deeper you
go, the higher the water pressure is.
4. Density is the amount of matter in a given volume. Temperature and salinity affect the
density of ocean water. Cold, salty water is denser than warmer, less-salty water.
What is a hydrometer?
1. An instrument used to measure the density of a liquid compared to that of water.
2. A hydrometer consists of a weighted glass tube that floats vertically when placed in a liquid.
The tube is calibrated and a reading is made at the surface of the liquid. The higher the
hydrometer sits in the liquid, the higher the reading and the denser the liquid.
3. Oceanographers and aquarists use hydrometers to measure the density of ocean or
aquarium water. By measuring the density of the water, they can determine the salinity of
the water. Fresh water has a density of 1.000 g per cubic centimeter. Ocean water has an
average density of about 1.025 g per cubic centimeter.
G. What is a profile?
1. A profile is a side view or outline drawing of an object that shows its shape.
2. A profile of a landform above sea level is called an altitude profile. An altitude profile
shows the shape of a landform above sea level.
3. A profile that shows the shape of land below sea level is called a depth profile.
H. What does the ocean floor look like?
1. The land under the oceans has some of the same features as the land on the continents. It
has mountains and valleys, flat plains, and even volcanoes.
2. Some other features of the ocean include the continental shelf, continental slope,
continental rise, abyssal plain, mid-ocean ridge, seamount, island, and trench.
3. Continental shelf: the part of the continent along its edge that is underwater; slopes gently
away from the shoreline of each continent below sea level. Continental slope: the steep
part of the ocean floor at the edge of the continental shelf. Continental rise: the place
where sediments from rivers pile up. Abyssal plain: the flattest part of the ocean basin.
Seamounts: underwater volcanoes. Mid-ocean ridges: chains of underwater mountains.
Island: seamounts high enough to appear above sea level. Trenches: deep valleys in the
bottom of the ocean.
I.
Where does rain come from?
1. Rain is a type of precipitation. Precipitation is any form of water that falls from clouds in
the sky. Clouds are made of water that has evaporated from Earth and condensed to form
water droplets. When the droplets get large and heavy enough, they fall to Earth as
precipitation.
2. Evaporate: to change from a liquid to a gas.
3. Condense: to change from a gas to a liquid.
J. What is the water cycle?
1. The continuous circulation of water-through evaporation, condensation, and precipitationbetween Earth’s surface and the atmosphere.
K. What is a wave, crest, trough, wave height, wavelength, breaker
1. Wave: a ridge or swell moving along the surface of a body of water. Crest: the peak, or
highest point, of a wave. Trough: the valley, or lowest point, between two crests. Wave
height: the vertical distance from trough to crest. Wavelength: the horizontal distance
between two successive crests. Breaker: when a wave topples over on itself.
L. What causes ocean waves to form?
1. Wind causes waves to form.
M. What do you think happens to water molecules as the wave passes?
1. As a wave is moving, it is actually energy that is moving forward.
2. The water molecules are temporarily displaced as the wave passes but do not move forward
with the wave. The water particles travel in a circle and return to where they were
originally. The temporary displacement of water is what causes boats and birds to bob up
and down in the water without getting washed in to shore.
N. What are currents and what causes surface currents and density currents?
1. Currents are rivers of water in the ocean. Unlike waves, currents actually move water from
place to place.
1. Surface currents are caused by winds and Earth’s movement. Winds systems called prevailing
winds are caused by the uneven heating of Earth’s curved surface by the sun. Prevailing
winds blow continuously across the surface of Earth, setting ocean currents in motion.
2. Density currents form when regions of denser ocean water flow toward regions of less dense
water.
O. What is the difference between surface currents in northern oceans and surface currents in southern
oceans?
1. Surface currents in northern oceans move clockwise; surface currents in southern ocean
move counterclockwise.
P. What causes deep-water currents, and what is an upwelling?
1. Deep-water currents are caused by the differences in the density of water.
2. Upwelling is when deep, cold currents rise to the surface. It is caused by strong winds
pushing warm surface water away from the land.
Q. What is the Coriolis Effect?
1. A phenomenon that was first explained by the eighteenth-century French mathematician
Gaspard de Coriolis.
2. The rotation of Earth on its axis causes air and ocean currents to deflect from their original
straight path. Because Earth is round and spins on its axis, areas along the equator move
much faster than areas north or south of the equator. This causes the currents to bend
slightly.
R. What are tides?
1. Tides are caused by the alternating rise and fall of the surface level of the ocean, caused mainly by
the gravitational pull of the Moon on Earth’s surface.
2. The Moon’s gravity pulls on Earth and causes a bulge of water on the side of Earth closest to the
Moon. Earth’s motion in space causes a second bulge on the opposite side of Earth. These bulges
are the high tides. The low spaces between them are the low tides.
3. As Earth turns on its axis and the Moon travels around Earth, the bulges of water move.
S. How does Earth move, and how long does it take Earth to make one complete rotation on its axis?
1. Earth rotates on its axis from west to east (counterclockwise).
2. It takes Earth one day or 24 hours to make one complete rotation on its axis.
T. How does the Moon move, and how long does it take for the Moon to make one complete revolution
around Earth?
1. The Moon revolves around the Earth.
2. It takes about 29 days, or about one month for the Moon to make one complete revolution
around Earth.
U. What are the three groups of marine life? (text pp. 388-393)
1. The three main groups of marine life are plankton,
nekton, and benthos.
2. Plankton: organisms that float or drift freely near the
ocean’s surface. Plankton are divided into two groupsthose that are plant-like (phytoplankton) and those that
are animal-like (zooplankton)
Nekton: organisms that swim actively in the open ocean.
Nekton include mammals, such as dolphins, whales, sea
lions, as well as many varieties of fish.
Benthos: organisms that live on or in the
ocean floor. Benthos include crabs, starfish, worms,
coral, sponges, seaweed, and clams.
V. What are the two main ocean environments? (text p. 388-393)
1. The benthic environment, also know at the bottom environment, is the region near the ocean
floor and all the organisms that live on or in it. The shallowest benthic zone, the intertidal
zone, is located between the low-tides and high-tide limits. The sublittoral zone begins where
the intertidal zone ends, at the low tide limit and it ends at the continental shelf, about 200 m
below sea level. It is more stable than the intertidal zone. The bathyal zone extends from the
edge of the continental shelf to the abyssal plain. The abyssal zone is located on the abyssal
plain and it is the largest ecological zone of the ocean. The hadal zone is the deepest benthic
zone which consists of the floor of the ocean trenches and any organisms that found there.
2. The pelagic environment is the zone near the ocean’s surface and at the middle depths of the
ocean. It is beyond the sublittoral zone and above the abyssal zone. The neritic zone covers
the continental shelf. The oceanic zone includes the volume of water that covers the entire
sea floor except for the continental shelf.
W. What are three factors that influence ocean currents? (text p. 416- 420, 523)
1. Weather, the Earth’s rotation, and the position of the
continents.
X. What are three factors that influence surface currents? (text p. 416- 420, 523)
1. Global winds, the Coriolis effect, and continental deflections.
2. As surface currents move, they carry warm or cool water to different locations. Surface
temperature of the water affects the temperature of the air above it.. Warm currents heat the air
and cause warmer temperatures. Cool currents cool the air and cause cooler temperatures.
Y. What influences the formation of deep currents? (text p. 416- 420, 523)
1. Deep currents form in parts of the ocean where water density increases.
VI. STRATEGIES
A. Before the unit begins, make a science journal for each student. The journal should include all of
the copy masters at the end of the guide, and some blank pages for notes and observations. I will
also be using an interactive notebook with my students.
B. There is an enormous amount of new vocabulary. A Science Word Board might be helpful. Also,
creating vocabulary cards, with the word on one side and the meaning on the other, would help
with recall of meanings.
C. Create a game of jeopardy. Put a science question in each pocket, ask students to answer the
questions. This is a good way to review before the unit test. I usually display a jeopardy game
using the computer projector.
D. Use Power Point to review key concepts, or generate games on www.quia.com.
E. Use www.brainpop.com to show movie clips to introduce activities or to review key concepts.
F. Students should be split into 4 or 5 groups during the unit. All of the activities are designed for the
students to be working together.
G. Check out the following websites:
www.nsta.org/recommendedsites.
www.cousteau.org/en/
www.education.noaa.gov/
http://seawifs.gsfc.nasa.gov/ocean_planet.html
www.whoi.edu/k-12/
H. Check your school library for the following video: “Ocean,” Eyewitness Series, 1996.
VII. EVALUATION
A. There are three assessment activities and a Unit Test in the Delta guide.
B. Ongoing assessment includes student performance during activities and assessment of each student’s
science journal/interactive notebook.
C. Use School-Home Connections to create homework assignments that can be used as assessment tools.
D. Holt Science and Technology
o Earth Science, 2007 Holt, Rinehart, and Winston
1. Section review, section quiz, lab data sheets, standardized test preparation
VIII. *REQUIRED/SUPPLEMENTAL RESOURCES
**Holt Science and Technology
**Earth Science, 2007 Holt, Rinehart, and Winston
A. Delta Science Module: Oceans*
B. Delta Science Reader: Oceans*
C. Oceanography, Discovery Works, Silver Burdett Ginn Science, 1996.
D. The Atlantic Ocean, Leighton Taylor, Blackbirch Marketing, 2001.
E. Awesome Ocean Science: Investigating the Secrets of the Underwater World (Williamson Kids
Can! Series), Cindy A. Littlefield, Williamson Publishing, 2002.
F. Beneath the Oceans (Worldwise Series), Penny Clarke, Franklin Watts, Inc., 1998.
G. The Deep-Sea Floor , Sneed B. Collard III, Charlesbridge Publishing, 2003.
H. Inside Oceans, Miranda MacQuitty, Firefly Books Ltd., 1999.
I. Jacques-Yves Cousteau: His Story Under the Sea (Unlocking the Secrets of Science) , John
Bankston, Mitchell Lane Publishers, Inc., 2002.
J. Mapping the Seas, Walter G. Oleksy. Franklin Watts, Inc., 2002.
K. Ocean Detectives: Solving the Mysteries of the Sea (Ocean Explorers Series), Mary M. Cerullo,
Raintree/Steck-Vaughn, 1999.
The “unstarred” books may be found in your school library, the public library, or any bookstore.
IX. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit. Please read each lesson several days before you begin so that you are prepared with
materials.
Activity 1: The Water Planet
1 day
*You will need the Standard Ruler transparency for this activity and you need to makes copies of the ruler
for the
students so they have a paper copy.
Activity 2: Composition of Ocean Water
2 days
*For the first activity you need to prepare “ocean water” the day before you plan to do the activity, and
you need 2 (1 gallon) containers. The students need to evaporate their water samples, so make sure you
have a sunny windowsill to place them on. The second day must be 1-2 days after the first day, with
continuing observations.
Activity 3: Properties of Ocean Water
2 days (Suggested)
*I was able to do both sessions in one day. For session 1 you need fresh eggs. For session 2 you need to
prepare four water samples ahead of time, at least a day before you plan to do the activity. You will need 4
(1 gallon) containers.
Activity 4: Mapping the Ocean Floor
2 days
*It takes the students most of the class period to plot their points on the depth profile. I found my
students have difficulty plotting the points, suggest they use a straight edge to guide their eyes as they are
plotting the points. I also suggest you make extra copies of the depth profile paper because the kit does
not provide enough profile paper for multiple classes.
Activity 5: The Water Cycle
3 days
*Session 2 needs to occur 1 hour after Session 1 and Session 3 needs to occur 1 hour after Session 2. This
activity requires for it to be sunny out; if there is no sun, then desks lamps will be sufficient. This activity was
not possible for me to do the way that it is set up since my classes are departmentalized, so I talk to the
students about the Water Cycle the first day, and we set up the activity for Session 1. The second day we
make observations and then try to complete Session 3’s activity if there is time. You can also prepare an
example of the Session 3 activity ahead of time and complete it as a teacher demonstration. You can judge
what you want to accomplish with this activity. You will need at least a 5-lb. bag of ice for each class that is
being taught this activity, Session 2 and 3 only require ice.
Activity 6: Ocean Waves
1 day
*For this activity you need to prepare a wave bottle ahead of time, a 1 liter bottle that is provided by
teacher.
Activity 7: Surface Currents
2 days (Suggested)
*I was able to compete both sessions in one class period. The students do not need 40 minutes to complete
Session 2.
Activity 8: Density Currents
2 days
* For Session 1 you need at least 10 rocks about 2-3 in. in diameter and 2 buckets or large pots. For
Session 2 you need very hot water to heat up the rocks, you may want to do this activity as a teacher
demonstration so no one gets burned.
Activity 9: Tides
1 day
*Some of my students had a hard time understanding the concept behind this activity. You might need to
follow through the whole activity as a teacher demonstration.
Activity 10: Adapting to Life in the Ocean
2 days
*This activity may be eliminated from your study of the module. If you choose to do use this activity, for
Session 1 you need at least 5 (2-L soda bottles) for each class that is being taught this activity. For Session
2 you need at least a 5-lb. bag of ice for each class that is being taught this activity.
Activity 11: Life at the Ocean’s Edge
1 day (about 1 hour)
* This activity may be eliminated from your study of the module. If you plan on trying this activity, it is
suggested that you purchase clams or mussels from the store to show the students what the animal really
looks like inside its shell, but this is optional.
Activity 12: Curious Sea Creatures
1 day (about 1 hour)
*This activity may be eliminated from your study of the module. If you choose to do use this activity, you
may want to use it as a homework or extra credit assignment.
Assessment :
1-3 days
Pollution
V. ESSENTIAL QUESTIONS AND CONTENT
A. What natural resources do all living things need?
1. Clean land, air, and water.
B. What is pollution, and what is its major cause?
1. Pollution is damage done to land, air, and water.
1. Its major cause is human activity.
C. What are some causes of land pollution, and how can they be reduced or prevented?
1. Improper disposal of trash creates land pollution.
2. Chemicals used by farmers and on lawns seep into and pollute the ground.
3. Sanitary landfills and burning can get rid of waste, and recycling can reduce the amount of
waste.
4. People can stop using harmful chemicals or use less of them.
D. What human activities cause air pollution?
1. Manufacturing, burning fossil fuels in homes, factories, and vehicles, and raising livestock.
2. Some types of air pollution that can be seen or smelled are smoke, smog, dust, and pollen.
E. Describe ways in which humans cause water pollution?
2. Dumping wastes and waste water into rivers and lakes, heat from factories and power
plants, oil spills, chemicals in waste water, chemicals used by farmers.
F. What is recycling?
1. One of the most effective ways to reduce waste.
2. It not only saves landfill space but also conserves natural resources, such as trees.
G. What is a control in an experiment?
1. Every experiment needs a setup that stays the same, for comparison, and this setup is called
a control.
H. What are two factors to consider when evaluating the air quality of a certain area?
1. The type and the concentration of particles found in the air at that site.
I. What is filtration?
1. The process of removing impurities from a liquid by passing it through a porous substance,
such as a filter.
J. What are some methods used in cleaning up an oil spill?
1. Leave It, Dispersants, Sinking, Absorption, Booms
K. What is the difference between hard water and soft water?
1. Hard water is water that contains a lot of calcium, magnesium, or iron. Washing is more
difficult with hard water because the minerals in the water reduce the detergent’s ability to
form a lather.
2. Soft water is water with very low concentrations of minerals.
3. Distilled water has been purified, evaporated and condensed, to remove minerals such as
calcium, so it is considered soft water.
L. What does pH stand for and how is it related to acids and alkalis?
1. The term pH stands for hydrogen power and it is a measure of substance’s acidity or
alkalinity.
2. An excess of hydrogen ions causes a substance to be acidic. A deficiency of hydrogen ions
causes a substance to be alkaline. A substance that contains “just the right amount” of
hydrogen ions is said to be neutral.
M. What is a pH scale?
1. The pH scale is a range of numbers form 0-14 showing the relative acidity or alkalinity of a
substance.
2. A reading of 0-6 indicates an acid.
3. A reading of 8-14 indicates an alkali.
4. A reading of 7 is considered neutral.
N. How does acid rain form?
1. A natural chemical reaction with carbon dioxide in the air turns neutral rainwater slightly
acidic, pH 5.6. Rainwater that has a pH of less than 5.6 is called acid rain.
2. Acid rains forms when moisture in the air combines with the nitrogen oxides or sulfur
dioxides released when fossil fuels (coal, as, and oil) are burned.
3. To dilute is to make a solution less concentrated, usually by adding more liquid.
4. Volume is the three-dimensional space occupied by something. In this module, it is the
amount of liquid.
O. What is noise pollution?
1. Any sound that is annoying, disturbing, or harmful to hearing.
2. Most sounds that are considered unpleasant, are high in both pitch and volume. As sound
volume increases, so does the amount of sound energy reaching the eardrum.
VI. STRATEGIES
A.
B.
C.
D.
E.
F.
G.
Before the unit begins, make a science journal for each student. The journal should include all of the
copy masters at the end of the guide, and some blank pages for notes and observations. I will also
be using an interactive notebook with my students.
There is an enormous amount of new vocabulary. A Science Word Board might be helpful. Also,
creating vocabulary cards, with the word on one side and the meaning on the other, would help with
recall of meanings.
Create a game of jeopardy. Put a science question in each pocket, ask students to answer the
questions. This is a good way to review before the unit test. I usually display a jeopardy game using
the computer projector.
Use Power Point to review key concepts, or generate games on www.quia.com.
Use www.brainpop.com to show movie clips to introduce activities or to review key concepts.
Students should be split into 4 or 5 groups during the unit. All of the activities are designed for the
students to be working together.
Check out the following websites:
www.nsta.org/recommendedsites.
www.darksky.org
www.epa.gov/airnow
www.epa.gov/epahome/educational.htm
www.epa.gov/recyclecity/
www.epa.gov/owow/nps/kids/
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_pollution1.html
www.nonoise.org
VII. EVALUATION
A. There are three assessment activities and a Unit Test in the Delta guide.
B. Ongoing assessment includes student performance during activities and assessment of each student’s
science journal/interactive notebook.
C. Use School-Home Connections to create homework assignments that can be used as assessment tools.
VIII. *REQUIRED/SUPPLEMENTAL RESOURCES
A.
B.
C.
D.
E.
F.
G.
H.
Delta Science Module: Pollution*
Delta Science Reader: Pollution*
Delta Video “Pollution”*
Delta cassette tape “Pleasant and Unpleasant Sounds”
Acid Rain, Sally Morgan, Franklin Watts, 1999.
Air Pollution (True Books), Rhonda Lucas Donald, Children’s Press, 2002.
Every Kid’s Guide to Saving the Earth, Joy Berry, Eager Minds Press, 2001.
Fun with Recycling: Fifty Great Things for Kids to Make from Junk, Marion Elliot, Southwater
Publishing, 2001.
I.
Keeping the Air Clean (Protecting Our Planet), John D. Baines, Raintree/Steck/Vaughn, 1998.
J. Rachel Carson: Pioneer of Ecology, Kathleen V. Kudlinski, Bt Bound, 1999.
K. Recycling (True Books), Rhonda Lucas Donald, Children’s Press, 2002.
L. Oil Spills (Our Planet in Peril), Jillian Powell, Bridgestone Books, 2002.
M. Water Pollution (True Books), Rhonda Lucas Donald, Children’s Press, 2002.
N. Noise Pollution, Zachary Inseth, Child’s World, 1999.
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
IX. SCOPE AND SEQUENCE
Activity 1: A Lot of Litter
1 day
*You will need to go outside for this activity, so you want to make sure there is no rain in the
forecast. The students will need to wear plastic gloves in order to collect garbage. I found the
gloves provided by the kit rip easily so you may want to purchase a box of gloves from the store.
Try to get latex free gloves in case of skin allergies.
Activity 2: Trash in Your Class
2 days and an ongoing activity for 9 days
* Session 1 takes only 15 minutes to complete and then you continue the activity for 9 days at the
end of each science period. The second part of this activity should take place 1 day later.
Activity 3: Recycling Paper
1 day
*You need newspapers for this activity. Have the students volunteer to bring them in. Make sure
that you have a warm, sunny spot to put the bowls in order to speed up the drying process. The
bowls drip so make sure you cover the area with newspaper.
Activity 4: Particle Detectives
2 days
*The second part of this activity should take place 2-3 days later after Session 1. The particle
detectors in this activity did not work very well; the students did not see a lot of particles. The
directions say to put the detectors in a plastic bag while carrying them, but I found that they stuck
too much to the sides of the bag. I would have the students hold a piece of paper over their
detector while carrying them. You may need to leave the detectors up longer then 2-3 days, I
suggest at least a week.

Chapter 15: The Atmosphere
Section 4: Air Pollution
1day
Activity 5: Don’t Muddy the Water
2 days
*The second part of this activity should take place 1 or more days after Session 1. You will need to
collect four different water samples ahead of time before completing this activity. You can have
the students volunteer to collect the samples (ponds, steams, puddles, rain, faucets, or drinking
fountains.). Make sure you save some of the water samples for future activities: Activity 8. You
also need to purchase distilled water for this activity and future activities.

Chapter 13: Exploring the Oceans
Section 5: Water Pollution
1 day

Chapter 11 : The Flow of Fresh Water
Section 4: Using Water Wisely
1 day
Activity 6: Oil and Water Don’t Mix
1 day
* I usually complete this activity during the Oceans Module.
Activity 7: Testing for Hard Water
1 day
* Review what the term” lather” means before completing this activity.
Activity 8: The Acid Test
1 day
*You need to use the water samples from Activity 5 along with distilled water and tap water.
Activity 9: Impurities in Rain
2 days
* The second part of this activity should take place 1 week after Session1 for about 10 minutes.
You need
to collect rainwater for this activity, so make sure you keep an eye on the forecast.
Activity 10: Growing Plants with Acid Rain
2 days
* Session 1 takes about 20 minutes to complete and then you will need to water the grass gardens
every few days for 10 days. Make sure that when you complete this activity that it is not planned
during a vacation period. You want to make sure that the gardens receive plenty of water and not
too much sunlight. The second part of this activity should take place 10 days after Session1 for
about 15 minutes.
Chapter 5: Energy Resources
Research Alternative Forms of Energy
10 days
Activity 11: What’s in a Sound?
1 day
* I found the Delta cassette tape “Pleasant and Unpleasant Sounds” to be of poor quality. Some of
the sounds were very faint and hard to hear.
Activity 12: Sound Survey
2 days
*I chose to eliminate this activity during our study of the module. You may want to use this
activity as a homework or extra credit assignment.
Assessment :
1-3 days
Earth. Moon, and Sun
V. ESSENTIAL QUESTIONS AND CONTENT
In August 2006, the International Astronomical Union (IAU) 2006 General Assembly adopted a resolution that
revised the definition of planet. Because of this resolution, our Solar System is now recognized as having only
eight planets, not nine: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Pluto, along with
Ceres and Eris, is now classified as a dwarf planet. The way Pluto is classified has changed, but all of the
properties of, and facts about, Pluto remain the same.
A. From which direction does the Sun rise in the morning?
1. The Sun rises in the East.
B. In which direction does the sun set?
1. The Sun sets in the West.
C. How do scientists decide exactly when the Sun has risen?
1. Sunrise occurs when any part of the Sun’s disk becomes visible above the horizon.
D. What is a horizon?
1. The word horizon means “boundary.” In astronomy, the horizon is the point
where the sky appears to touch the ground.
E. What is the definition of a sunset that could be used in this lab’s observation?
1. Sunset is when the Sun first completely disappears behind the horizon.
F. After completing journals and recording data on class chart ask the following, “Did the Sun rise
directly east and set directly west of us?”
1. The Sun probably rose slightly north or south of due east.
G. How did the position of sunrise and/or sunset change during the period of observation?
1. Students should respond that the location of both sunrise and sunset moved progressively
south of the starting points if the activity was performed from July through December; If
the activity is performed from January through June, students should respond that the
locations of both sunrise and sunset moved progressively north of the starting points.
H. How did the time of sunrise and/or sunset change during the period of observation?
1. Students should respond that sunrise gets later each day and sunset earlier if the activity
was performed from July through December; From January through June, sunrise is
earlier each day and sunset is later.
I. Why do you think the positions and times of sunrise and sunset changed as they did?
1. The purpose of this question is to generate brainstorming. All answers can be recorded on a
chart which can be used as the starting point for Activity 9.
J. What does lunar mean?
1. The word lunar derives from the Latin name for the Moon—luna. It means “having to do
with, or related to, the Moon.”
K. What does altitude mean?
1. The angle above the horizon; the angle between a celestial object, such as the Moon, and
the horizon.
L. Is the Moon visible only at night?
1. The Moon is most easily visible at night, but is often discernible during the day as well.
M. Where should you look for the Moon at night?
1. The Moon rises toward the east and sets toward the west, just as the Sun does.
N. What is the other factor that needs to be considered when recording the Moon’s position?
1. The altitude, or height, of the Moon above the horizon will vary slightly.
O. How did the position of the Moon change from day to day?
1. Students should respond that the Moon moved from west to east in the sky about 13 degrees,
or one and a half fists per day. (A tight fist held in front of you at arm’s length is equivalent to
approximately 10 degrees.)
P. How did the altitude of the Moon change from day to day?
1. If the students watched just after the new Moon, they should respond that early in the
observation period the Moon appeared low in the sky and close to the horizon. As time
went on, the Moon’s altitude became greater. Finally, as the cycle began to wind down,
the Moon again appeared lower in the sky and closer to the horizon.
Q. How did the appearance of the Moon change from day to day? What caused these changes?
1. Students should respond that the Moon took on a variety of appearances, increasing in size
and brightness until reaching a full round shape and then decreasing in size and brightness
again.
2. In response to what caused these changes, the purpose of this questions is to generate
brainstorming. Record the answers offered on a chart and use this discussion as a starting
point for Activity 10.
R. What is a solar system?
1. A solar system consists of a star and the objects that travel around it.
S. If a solar system consists of a star and the objects that travel around it, what is a star?
1. Stars are huge self-luminous balls of hydrogen and helium gas.
T. What do we call the star in our solar system? What are the objects that travel around the star in our
solar system?
1. Our star is called the Sun. Our solar system consists of the central Sun, the planets that
orbit it, and their moons.
U. What is a planet? How is it different from a star or a moon?
1. A planet is not self-luminous and may be composed of rock or gas.
2. Also, planets orbit a star, while stars and moons do not. Moons orbit planets.
V. What is an orbit, and what shape is an orbit, generally?
1. An orbit is the path followed by an object as it revolves around another body.
2. Orbits are generally circular. Some are more elliptical.
W. What are our solar system’s largest and most important components?
1. The largest and most important components of the solar system are the Sun and planets.
X. What are the names of the planets in our solar system?
1. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
2. The moon is not a planet because it orbits the Earth, not a star.
3. Pluto is now considered a true planet. It was reclassified as a dwarf planet in 2006.
Y. Why might scientists use scale models to help them study astronomy?
1. Students should realize that most astronomical objects are too big and too far away for
direct study.
Z. If planets orbit the Sun, what do we mean when we say that planets are at a certain distance from each
other?
1. The distance between planets varies because planets are at different parts of their orbits at
different times.
2. The distances between planets and the Sun vary because planets’ orbits are elliptical and
imperfect.
AA. Which planet is closest to the Sun?
1. Mercury is the closest planet to the Sun.
BB. What does the solar system consist of, mainly?
1. The solar system is mostly empty space.
CC. How long might travel to Mars take? Jupiter? Saturn? Uranus? Neptune?
1. Even nearby planet require months or years to travel to. To reach the outermost planets
requires more than a decade.
DD. What is the actual scale distance between Earth and the Moon?
1. The true diameter of Earth is about 12,800 km (8,000 mi) and the mean distance from
Earth to the Moon is about 380,000 km (230,00 mi).
2. The diameter of the Moon is one-quarter of Earth’s diameter. The Moon’s volume is onefiftieth of Earth’s. The distance from Earth to the Moon equals about 30 Earth diameters.
EE. What is a satellite and what is the first satellite to orbit Earth?
1. A satellite is an object that orbits a planet.
2. The first satellite to orbit Earth is the Moon.
FF. What is the difference between a natural satellite and an artificial satellite?
1. The Moon is a natural satellite. Artificial satellites are manufactured satellites that are used
for communication, weather monitoring, and other data collection purposes.
2. Approximately 3,000 artificial satellites are currently in orbit around Earth.
GG. How do space shuttle launches compare to the feat of traveling to the Moon?
1. The Apollo Moon missions were the farthest trips ever made by human beings, more than
1,000 times as far as the average space shuttle height.
HH. What does the word rectified mean? What is the purpose of a rectified globe?
1. The word rectified means “corrected” or “fixed.” The word usually means “corrected by
adjusting.”
2. The rectified globe is a simple “geochron,” or Earth clock, that will show how Earth is lit
by the Sun. Rectifying the globe means aligning the globe exactly with Earth.
II. Once a globe had been rectified, if it is left undisturbed, will it remain rectified?
1. Yes, when Earth changes orientation, so does the globe. As long as the globe’s current
alignment is not disturbed, the model will remain true.
JJ. How much of the Earth is in sunlight at any one time?
1. Students should note that, like the Moon, the globe is half in light and half in darkness at
any time, even though the position of the light and dark areas changes.
KK. What is the difference between noon and midnight?
1. Noon refers to the time at any location when the Sun has reached its highest point, that is,
when the Sun is directly overhead of the observer.
2. Midnight refers to all those locations that are directly opposite the noon line previously
identified.
LL. What will happen to the shadow of an object as the Sun changes its position in the sky?
1. Since the shadow is always opposite the position of the Sun, if the Sun moves, the shadow
of the object must also change its position.
MM. What is a sundial used for?
1. A sundial is a device that uses a pointer and the motion of the Sun to track time. Dial is
derived form the Latin for “day” since the dial is marked with hours of the day. The
Spanish word “dia” means “day.”
NN. What does the word “gnomon” mean?
1. The gnomon is the pointer that will cast the shadow on the dial. The word gnomon is from
the Greek meaning “one who knows.” It originally referred to the person who could read
the gnomon, rather than to the stick or pole itself.
OO. Why are shadows shortest at noon?
1. The higher the Sun rises in the sky, the more directly overhead it is located, and the shorter
the shadows become.
PP. What does the rotation of Earth refer to? What is the Earth’s axis? What does revolution mean?
1. The rotation of Earth refers to its spinning on its axis. Earth rotates from west to east.
2. Earth’s axis is an imaginary line running through the two poles, around which Earth
rotates.
3. Revolution means an orbit around the Sun. Earth revolves around the Sun in the same
direction that Earth rotates; counterclockwise. It takes Earth about a year to revolve
around the Sun?
QQ. What are the causes of seasons?
1. The Sun is higher in the sky and days are longer during summer. During winter the Sun is
lower and days are shorter. Longer days mean that more heat is absorbed by Earth.
2. A second factor producing seasons is the angle of the Sun’s rays hitting Earth-also a result
of Earth’s tilt. Perpendicular rays are called “direct sunlight.” Direct sunlight packs a
considerable amount of energy and this energy is the cause of summer’s more intense heat.
When the Sun is low in the sky, its rays reach us at a lesser angle. Low rays, known as
indirect sunlight, spread out along Earth’s surface producing lower energy than that from
direct sunlight. As a result, Earth’s surface receives less total energy and temperatures are
lower.
RR. What is the difference between a solstice and an equinox?
1. Solstice is from the Latin for “stop Sun” and refers to the date on which the Sun stops its
apparent motion up (summer solstice) or down (winter solstice) in the sky.
2. Equinox is from the Latin for “equal night” and refers to the dates halfway between
solstices when day and night are equal.
SS. What are the phases of the Moon?
1. Phases of the Moon are apparent differences in the shape of the Moon as a result of
changes in the amount of light that is reflected toward us as we view the Moon. This patch
of light changes in a predictable pattern as the Moon orbits around Earth.
2. new Moon: when the Moon cannot be seen in the sky from anywhere on Earth
3. crescent: occurs just before or after a new Moon
4. first quarter Moon: also known as a half moon because the side of the Moon facing the
Earth is half-illuminated; the quarter Moon is a more appropriate name because during this
phase any one-quarter of the Moon’s entire surface is visible from Earth.
4. full Moon: when the entire Moon appears illuminated
5. gibbous: occurs just before and just after a full Moon, the illuminated portion is shaped like
a upended football
6. third quarter Moon: when the opposite half of its disk appears to be lit
TT. What do we call a shadow created by the Moon passing between us and the Sun?
1. The shadow is called a solar eclipse.
2. The darker portion of the shadow is called the umbra (total eclipse), and the lighter portion
is called the penumbra (partial eclipse).
3. A total solar eclipse occurs every month.
UU. How does a lunar eclipse differ from a solar eclipse?
1. Earth casts a shadow on the Moon during a lunar eclipse and vice versa during a solar
eclipse. Earth’s shadow is considerably larger than the Moon’s.
VV. How does the size of the Moon’s and Earth’s shadows affect the frequency of solar and lunar
eclipses?
1. The larger shadow of Earth results in a greater incidence of lunar eclipses than solar
eclipses. In fact, partial lunar eclipses are fairly common.
WW. What are tides?
1. Tides are the regular rise and fall of the depth of the oceans and seas of Earth.
XX. What is gravity and how is it involved in tides?
1. Gravity is an attraction among all objects in the universe. This attraction holds Earth and
the Moon in their orbits. Moon’s gravity is also primarily responsible for tides.
YY. How does gravity differ from magnetism?
1. Gravity is an attraction among all objects in the universe, while magnetism attracts only
particular types of material, such as iron filings.
ZZ. What are the definitions for the following terms?
1. celestial navigation: means “steering by the stars,” but in order to steer using the stars, we
must have a grid system on the surface of Earth.
2. latitude lines: a set of parallel circles running east and west horizontally
3. longitude lines: a series of great circles-circles that surround the globe and pass through
both Poles
4. Prime Meridian: marked on the globe as zero degrees longitude; located arbitrarily on the
great circle running through Greenwich, England
5. Polaris: called the “North Star” because it happens to be above the North Pole of Earth;
means “pole star”
6. Universal Time: the time at the Prime Meridian
AAA. What are Kepler’s three laws of planetary motion? (text p. 630-631)
1. Kepler’s First Law of Motion (Planets do not move in a circle around the sun but moved in
an elongated circle called an ellipse.)
2. Kepler’s Second Law of Motion (The planets seemed to move faster when they are close to
the sun and slower when they are farther away.
3. Kepler’s Third Law of Motion (Planets that are more distant from the sun, such as Saturn,
take longer to orbit the sun.)
BBB. How does distance and mass affect gravitational attraction between two objects? (text p. 632-633)
1. Newton’s law of universal gravitation states that the force of gravity depends on the product
of the masses of the objects divided by the square of the distance between the objects.
CCC. Why do the seasons change as Earth moves around the Sun? (text pp. 519, 520, 630)
1. Seasons change because Earth’s motion around the Sun changes how energy from the Sun
spreads out over Earth’s surface.
2. Earth is tilted on its axis. The axis is always pointed in the same direction. Thus, at various
points in its orbit, the north end is tilted toward or away from the Sun, causing seasons.
Why is there less seasonal change near the equator?
1. Locations near the equator have less seasonal variation because the tilt of the Earth does not
change the amount of energy these locations receive from the sun.
DDD. What causes the Sun’s apparent motion across the sky? (text p. 630)
1. Earth’s rotation causes the Sun’s apparent motion across the sky.
2. The Sun only seems to change its position in the sky. This apparent motion is the result of a
real motion- Earth’s revolution.
3. As seasons change, the path of the Sun across the sky changes. In the northern hemisphere,
the Sun’s path is lowest on the December solstice and highest on the June
solstice.
VI. STRATEGIES
A. Before the unit begins, make a science journal for each student. The journal should include all of
the copy masters at the end of the guide, and some blank pages for notes and observations. I will
also be using an interactive notebook with my students.
B. There is an enormous amount of new vocabulary. A Science Word Board might be helpful.
Also, creating vocabulary cards, with the word on one side and the meaning on the other, would
help with recall of meanings.
C. Create a game of jeopardy. Put a science question in each pocket, ask students to answer the
questions. This is a good way to review before the unit test. I usually display a jeopardy game
using the computer projector.
D. Use Power Point to review key concepts, or generate games on www.quia.com.
E. Use Smart Board to display websites, pictures, diagrams, and games for review sessions.
F. Use www.brainpop.com to show movie clips to introduce activities or to review key concepts.
G. Students should be split into 4 or 5 groups during the unit. All of the activities are designed for the
students to be working together.
H. Check out the following websites:
www.nsta.org/recommendedsites.
http://aa.usno.navy.mil
www.fourmilab.ch/earthview/vplanet.html
www.nasa.gov/mission_pages/station/main/index.html
http://sunearth.gsfc.nasa.gov/eclipse/eclipse.html
http://nssdc.gsfc.nasa.gov/photo_gallery/
www.time.gov
http://planetquest.jpl.nasa.gov
http://sohowww.nascom.nasa.gov/
http://solarsystem.nasa.gov/index.cfm
www.tidesonline.com
www.usgs.gov/education/
VII. EVALUATION
A. There are three assessment activities and a Unit Test in the Delta guide.
B. Ongoing assessment includes student performance during activities and assessment of each student’s
science journal/interactive notebook.
C. Use School-Home Connections to create homework assignments that can be used as assessment tools.
D. Holt Science and Technology
o Earth Science, 2007 Holt, Rinehart, and Winston
a. Section review, section quiz, lab data sheets, standardized test preparation
VIII. *REQUIRED/SUPPLEMENTAL RESOURCES
**Holt Science and Technology
**Earth Science, 2007 Holt, Rinehart, and Winston
A. Delta Science Module: Earth, Moon, and Sun*
B. Delta Science Reader: Earth, Moon, and Sun*
C. A Look at Moons (Out of This World), Kit Moser, Ray Spangenburg. Franklin Watts, 2000.
D. Calendars, Brian Williams. Smart Apple Media, 2002.
E. Earth and the Moon, Ron Miller. Twenty-First Century, 2003.
F. Earth: Our Planet in Space, Seymour Simon. Simon & Schuster Children’s Publishing, 2003.
G. Exploring our Solar System, Sally Ride, Tam O’ Shaughnessy. Crown Books, 2003.
H. Extrasolar Planets, Ron Miller. Twenty-First Century, 2002.
I. The Hubble Space Telescope, Margaret Carruthers. Franklin Watts, 2004.
J. The Life Stories of Stars, Roy Gallant. Benchmark, 2000.
K. The Mystery of Gravity, Barry Parker. Benchmark, 2003.
L. Night Sky, Gary Mechler, Wil Tirion. Scholastic, 1999.
M. Night Sky, J. Kelly Beatty, editor. Sky Publishing, currents editions. (magazine)
N. Sky and Telescope, J. Kelly Beatty, editor. Sky Publishing, currents editions. (magazine)
O. Stars and Planets (Discoveries Series), Barnes and Noble, 2003.
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
IX. SCOPE AND SEQUENCE
Activity 1: Solar Journal
2 days and an ongoing activity for 10-14 days
*You will need to go outside for this activity, so you want to make sure there is no rain in the forecast.
You will need to select an area of the schoolyard where students can look east and west to stage
sample observations of the Sun and Moon. Session 1 should preferably be conducted first thing in the
morning. If this is not possible then you can use the internet to research and post the results in a data
chart using the Smartboard. Session 1 takes about 40 minutes with continuing observations for 10-14
days, or until after Activity 8. Session 2 should take place 10-14 days after completing Session 1.
Activity 2: Lunar Journal
2 days and an ongoing activity for 10-14 days
* You will need to go outside for this activity, so you want to make sure there is no rain in the forecast.
You will need to select an area of the schoolyard where students can look east and west to stage
sample observations of the Sun and Moon. Session 1 should preferably be conducted first thing in the
morning. If this is not possible then you can use the internet to research and post the results in a data
chart using the Smartboard. Session 1 takes about 40 minutes with continuing observations for 10-14
days, or until after Activity 10. Session 2 should take place 10-14 days after completing Session 1.
Activity 5: The Earth-Moon System
1 day
Activity 6: The Rectified Globe
1 day
* You will need to go outside for this activity, so you want to make sure there is no rain in the forecast.
You will need to choose a sunny spot outdoors where the class can conduct their experiments. There needs
to be little wind so that students can see shadows clearly and so the globes stay on the bases. Choose a
flat spot outdoors where the class can place their globes on the ground.
Activity 7: The Human Sundial
2 days and an ongoing activity during session 1
* This Activity will need to be modified due to time constraints. You will need to go outside for this
activity, so you want to make sure there is no rain in the forecast. You will need to choose a sunny spot
outdoors where the class can conduct their experiments. Session 1 requires observation periods once per
hour for the rest of the day, and a 20-minute discussion after the last observation.
Activity 8: Earth’s Motion in Space
1 day
*The classroom needs to be dark for this activity. If your room has no shades or window coverings, collect
bedsheets to darken the room or tape construction paper over the windows.
Activity 9: The Reason for Seasons
2 days
* The classroom needs to be dark for this activity. If your room has no shades or window coverings, collect
bedsheets to darken the room or tape construction paper over the windows.
Activity 10: Modeling Moon Phases
1 day
* The classroom needs to be dark for this activity. If your room has no shades or window coverings, collect
bedsheets to darken the room or tape construction paper over the windows. Just before beginning the
activity, place one light source at the center of the room. The bulb should be slightly higher than the
heads of the students. This usually can be accomplished by placing the light source on a chair and the
chair on a desk.
Activity 12: Tides
1 day
*Remove the lid from each Petri dish. Sprinkle approximately a half-teaspoon of iron filings into each
dish—just enough to cover the base with a thin layer. Replace the lids on the Petri dishes. Set up both
light sources in the classroom so that teams will be able to gather around them comfortably.
Activity 13: Simple Celestial Navigation
1 day
*Check to see that the penlights work. Research your latitude and longitude from a local map. Write your
latitude on the last line of the “Altitude of Polaris” column on the activity sheet. Divide your longitude
west by 15 degrees. Subtract the result from 12 and write it on the last line of the “UT at Local Noon”
column on the activity sheet. Make a copy of the modified Activity Sheet 13 for each student. Cut out a
large circle from a piece of construction paper and label it “Polaris, the North Star.” Tape this circle high
on one wall of the classroom. Set a clock or watch to Universal Time and use a marker and sheet of
construction paper to label the clock “Universal Time.” To find Universal Time, go to www.time.gov and
click on the UTC link.
Assessment :
1-3 days
Weather and Climate
V. ESSENTIAL QUESTIONS, CONTENT, and NJ CORE CONTENT STANDARDS
 What are the different physical and chemical compositions of the layers of Earth’s atmosphere?
(text pg. 448-453)
A. What is the composition of Earth’s atmosphere?
1. 80% nitrogen, 21% oxygen, 1% other gases
B. Why does air pressure change with altitude?
1. There are fewer air molecules pressing down the higher you go
C. How does air temperature change with atmospheric composition?
1. Each layer of the atmosphere is made of different combinations of gases. Those gases that
absorb energy from the sun have a higher air temperature
LAB – PG.472-473 – Under Pressure Make a barometer.
D. What are the layers of the atmosphere?
1. Troposhere
2. Stratosphere with ozone layer
3. Mesosphere
4. Ionosphere
5. Thermosphere


What is the major source of energy for circulating the atmosphere and oceans?
How does the sun drive convection within the atmosphere and oceans producing winds, ocean currents,
and the water cycle? text pg. 454 – 463)
A. Energy travels from the sun to the Earth
B. Radiation is the energy transfer by waves, conduction is the energy transfer by contact, and
convection is the energy transfer by circulation in a liquid or a gas.
C. Wind is caused by differences in air pressure.
D. The Coriolis Effect is caused by the rotation of the Earth and causes the winds to rotate in a
clockwise direction in the Northern Hemisphere and a counterclockwise direction in the Southern
Hemisphere.
E. The major global wind systems on Earth are the polar easterlies, the westerlies, and the trade
winds.
F. On Earth water moves through the water cycle.

How is weather the result of short-term variations in temperature, humidity, and air pressure? (text pg.
482 – 503)
A. Relative humidity, the amount of water vapor in the air compared to the amount of water
vapor the air can hold, is affected by temperature and levels of water vapor.
B. Dew point is the temperature at which a gas (water vapor) condenses to a liquid (water).
C. The four kinds of air masses that influence weather in the United States are maritime,
continental, polar, and tropical.
D. The four major types of fronts are cold fronts, warm fronts, occluded fronts, and stationary
fronts which cause weather changes.
E. Cyclones cause stormy weather and anticyclones cause dry, clear weather.
F. Thunderstorms are produced when warm, moist air near the Earth’s surface rises through a
surrounding cold air mass.
G. Tornadoes are produced from a thunderhead when a small spinning column of air with high
wind speed and low central pressure touches the ground.
H. Hurricanes form in warm, tropical water between 20º north and 20ºsouth latitude. Hurricanes
are a large rotating weather system with winds a minimum of 120 km/h.

How do global patterns of atmospheric movement influence weather? (text pg. 504 - 507)
A. Weather maps have symbols that represent all aspects of weather collection data and as well as
warm and cold fronts, and high and low pressure.

How do weather and climate involve the transfer of energy and water in and out of the atmosphere? (text
pg. 518 -541)
A. Weather is the condition of the atmosphere at a particular time, while climate is the average
weather condition in an area over a long period of time.
B. Energy and water are transferred in and out of the atmosphere through difference in solar energy
received due to latitude, seasons due to the Earth’s tilt on its axis and revolution around the sun,
prevailing winds, mountain elevation, location of large bodies of water, and the influence of ocean
surface currents.

How is climate the result of long-term patterns of temperature and precipitation?
A. The biomes of the tropical zone, rain forests, savanna, and deserts, the temperate zone, forests,
grasslands, chaparrals, and deserts, and polar zones, tundra, taiga (coniferous forests) are created by
the average temperature range, the average yearly precipitation, and result in certain soil conditions.

How has the Earth’s climate changed over time?
1. Earth’s climate has changed over time and the four theories which explain this are:
o Volcanic eruptions
o Asteroid impact
o The sun’s cycle has changed
o Global Warming
VI. RESOURCES
o
o
Holt Science and Technology
Earth Science, 2007 Holt, Rinehart, and Winston
VII. EVALUATION
o
Holt Science and Technology
o Earth Science, 2007 Holt, Rinehart, and Winston
1. Section review, section quiz, lab data sheets, standardized test preparation
2. Ongoing assessment includes student performance during activities, and assessment of each
student’s science journal/interactive notebook.
VIII. SCOPE AND SEQUENCE
Chapter 15: The Atmosphere
5-7 days
Chapter 16: Understanding Weather
7-9 days
Chapter 17: Climate
7-9 days