New York Science. Grade 7. Consultant. Douglas Fisher, Ph.D. Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Transcription

1 New York Science Grade 7 Consultant Douglas Fisher, Ph.D.

2 About the Consultant Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU s teacher-credentialing program as well as graduate-level courses on English language development and literacy. He also has taught classes in English, writing, and literacy development to secondary school students. Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with New York Science Grade 7. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio ISBN: MHID: Printed in the United States of America

3 Note-Taking Tips... v Using Your Science Notebook... vi Chapter 1 The Nature of Science Chapter Preview Wrap-Up... 8 Chapter 2 Views of Earth Chapter Preview Wrap-Up Chapter 3 Rocks and Minerals Chapter Preview Wrap-Up Chapter 4 Weathering and Erosion Chapter Preview Wrap-Up Chapter 5 Clues to Earth s Past Chapter Preview Wrap-Up Chapter 6 Plate Tectonics Chapter Preview Wrap-Up Chapter 7 Earthquakes and Volcanoes Chapter Preview Wrap-Up Chapter 8 Waves, Sound, and Light Chapter Preview Wrap-Up Chapter 9 Matter and Its Changes Chapter Preview Wrap-Up Chapter 10 Atoms, Elements, and the Periodic Table Chapter Preview Wrap-Up Chapter 11 Substances, Mixtures, and Solubility Chapter Preview Wrap-Up Chapter 12 Chemical Reactions Chapter Preview Wrap-Up New York Science Notebook iii

4 Chapter 13 Cells The Units of Life Chapter Preview Wrap-Up Chapter 14 Support, Movement, and Response Chapter Preview Wrap-Up Chapter 15 Circulation Chapter Preview Wrap-Up Chapter 19 Plants Chapter Preview Wrap-Up Chapter 20 Plant Processes Chapter Preview Wrap-Up Chapter 21 Bacteria, Protists, and Fungi Chapter Preview Wrap-Up Chapter 16 Digestion, Respiration, and Excretion Chapter Preview Wrap-Up Chapter 17 Invertebrate Animals Chapter Preview Wrap-Up Chapter 18 Vertebrate Animals Chapter Preview Wrap-Up iv New York Science Notebook

5 Your notes are a reminder of what you learned in class. Taking good notes can help you succeed in science. These tips will help you take better notes. Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes. Write your notes as clearly and concisely as possible. The following symbols and abbreviations may be helpful in your note-taking. Note-Taking Tips Word or Symbol or Phrase Abbreviation for example e.g. such as i.e. with w/ without w/o Word or Symbol or Phrase Abbreviation and + approximately therefore versus vs Use a symbol such as a star ( ) or an asterisk (*) to emphasis important concepts. Place a question mark (?) next to anything that you do not understand. Ask questions and participate in class discussion. Draw and label pictures or diagrams to help clarify a concept. Don t write every word. Concentrate on the main ideas and concepts. Don t use someone else s notes they may not make sense. Don t doodle. It distracts you from listening actively. Don t lose focus or you will become lost in your note-taking. Note-Taking Don ts New York Science Notebook v

6 Using Your Science Notebook Name Cell Reproduction Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Cell Reproduction One-celled organisms reproduce through cell division. Every living organism has a life cycle. All organisms reproduce sexually. Most of the cells formed in your body do not contain genetic material. This note-taking guide is designed to help you succeed in learning science content. Each chapter includes: Language-Based Activities Activities cover the content in your science book including vocabulary, writing, note-taking, and problem solving. Construct the Foldable as directed at the beginning of this chapter. Science Journal Write three things that you know about how and why cells reproduce. Student responses will vary, but may include that cells split into two and that they reproduce so that an organism can grow. Science Journal Write about what you know. Name Section 1 Cell Division and Mitosis (continued) SE, pp RE, pp SE, p. 280 RE, p. 163 Asexual Reproduction SE, pp RE, p. 164 Cell Reproduction 107 Compare mitosis in animals and plants. State if each feature exists in plant cells, animal cells, or both. Feature Centrioles Spindle fibers Cell plate Cell wall Writing Activities These activities help you think about what you re learning and make connections to your life. Organize important concepts about mitosis. 1. Mitosis is the division of a cell nucleus. 2. Mitosis produces two new nuclei that are identical both to each other and to the original nucleus. 3. A nucleus with 46 chromosomes that undergoes mitosis will produce two nuclei, each with 46 chromosomes. Identify the 3 forms of asexual reproduction described below. fission budding regeneration the method by which bacteria reproduce new organism growing from body of the parent to regrow body parts that are lost or damaged CONNECT IT A strawberry farmer wants to increase her crop without spending large amounts of money for new seeds. How can she take advantage of asexual reproduction to increase her crop? Accept all reasonable responses. Strawberry plants can reproduce asexually. They grow horizontal stems called runners, which can produce new plants. The farmer could take advantage of these runners. She could let them grow and produce new plants. Anticipation Guide/KWL Charts Think about what you already know before beginning a lesson and identify what you would like to learn from reading. Cell Type animal both plant plant accompany: to go together with; to happen at the same time as accurate: careful and exact; without mistakes or errors adapt: to change to fit new conditions adjust: to arrange the parts of something to make it work correctly affect: to make something happen; to have an effect on annual: plant that completes its life cycle in one year capable: able to do things; fit category: a division in a classification system chemical: having to do with or made by chemistry chemical bond: the force holding atoms together in a molecule clarify: to make easier to understand code: (noun) set of signals representing letters or numerals, used to send a message; (verb) to put in the form of symbols conduct: to carry or transmit consist: to be made up of; to contain constant: going on all the time; continual; persistent; regular; stable contract: to become smaller in size convert: to change from one form or use to another coordinate: to cause to work well together create: to bring about Academic cycle: a complete set of events or phenomena recurring in the same sequence definite: clear, without a doubt displace: to force to move from an original place distribute: to divide among several or many eliminate: to get rid of enable: to make possible enormous: very large erode: to wear away estimate: to determine the approximate value of something expand: to get bigger expert: person who is very skillful or highly trained and informed in some special field facilitate: to make easy or easier factor: a substance that functions in a body system feature: a separate or special part or quality flexible: able to bend without breaking hypothesis: something that is suggested as being true for the purposes of argument or of further investigation image: a picture produced by an optical or electronic device individual: being or characteristic of a single thing infer: to arrive at a conclusion or an opinion by reasoning Development words help you to better understand your science lessons. Learning the Academic Glossary can help you score higher on standardized tests. Science Level Green Cell Reproduction vi New York Science Notebook

7 Section 1 Cell Division and Mitosis (continued) Why is cell division important? SE, p. 276 RE, p. 159 The Cell Cycle SE, p. 277 RE, p. 160 Identify the three reasons cell division is important. 1. growth 2. replacement 3. reproduction Summarize information about interphase in eukaryotic cells in the following paragraph. Interphase is the longest part of the cell cycle. During interphase, cells grow and develop. During interphase, cells that are still dividing copy their DNA and prepare for cell division. Cells no longer dividing are always in interphase. Chapter Wrap-Up This brings the information together for you. Revisiting what you thought at the beginning of the chapter provides another opportunity for you to discuss what you have learned. Mitosis SE, pp RE, pp Have students work in pairs to identify the details of the sequence in mitosis. Sequence the steps of mitosis, and write a short description of what takes place in each phase. 1. Interphase Cell prepares for mitosis; chromosomes duplicate. 2. Prophase Chromatid pairs are visible; spindle is beginning to form. 3. Metaphase Chromatid pairs line up at the center of the cell. 4. Anaphase Chromatids separate and start moving to opposite ends of the cell. 5. Telophase Spindle fibers start to disappear and the Note-Taking Based on chromosomes start to uncoil. the Cornell Two-Column Format 6. Division of the cytoplasm Two new cells are formed. Practice effective note-taking through the use of graphic organizers, outlines, and written summaries. Cell Reproduction 109 Name Cell Reproduction Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Cell Reproduction After You Read One-celled organisms reproduce through A SE, p. 276 cell division. RE, p. 159 Every living organism has a life cycle. A SE, p. 276 RE, p. 159 All organisms reproduce sexually. D SE, p. 281 RE, p. 164 Most of the cells formed in your body D SE, p. 280 do not contain genetic material. RE, p. 163 Review Use this checklist to help you study. Name Section 2 Sexual Reproduction and Meiosis (continued) Sexual Reproduction SE, pp RE, pp Meiosis and Sex Cells SE, pp RE, p. 167 Ask students to discuss the differences and similarities between mitosis and the first division in meiosis. Compare characteristics of human diploid and haploid cells in the table below. Give examples of each type of cell. Types of Human Cells Diploid Haploid Number of chromosomes Process that mitosis meiosis produces them Examples brain, skin, and egg and sperm cells bone cells Model the four stages of meiosis I in the spaces below. Use the figure in your book to help you. Meiosis I Prophase I Metaphase I pairs of duplicated chromo- pairs of duplicated chromosomes together somes lined up in center of cell nuclear membrane centromeres attached to disappearing single spindle fibers spindle is forming Anaphase I duplicated chromosomes moving to opposite ends of the cell Telophase I cell cytoplasm beginning to divide one duplicated chromosome from each pair in each half Diagrams should resemble those in the book. Accept reasonable variations. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT List three important ideas from this chapter. Accept all reasonable responses. 1. Mitosis produces two cells with the same number of chromosomes as the original cell. 2. Meiosis produces sex cells with half the number of chromosomes as the original cell. 3. DNA is the molecule that carries the code for making proteins. 118 Cell Reproduction Review Checklist This list helps you assess what you have learned and prepare for your chapter tests. Graphic Organizers A variety of visual organizers help you to analyze and summarize information and remember content. 112 Cell Reproduction New York Science Notebook vii

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9 The Nature of Science Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read The Nature of Science An important part of science is testing, or experimenting. Technology is useful only in the situation for which it was designed. People began studying weather in the 1800s. Science can answer all of the questions that can be asked. Construct the Foldable as directed at the beginning of this chapter. Science Journal How do you think scientists could learn more about a clump of stone that could be a small dinosaur heart? The Nature of Science 1

10 The Nature of Science Section 1 Science All Around Scan Section 1 of your book, reading all section titles and bold words. Then write three facts that you have learned about the nature of science and scientific investigation AID M3.1a: Use appropriate scientific tools to solve problems about the natural world. S1.2a: Independently formulate a hypothesis. Also covered: AID S2.1c, S2.2b, S2.2c, S2.2d, IS 3.2, IPS 1.3, ED T1.1a Review Define analyze to show its scientific meaning. analyze New Write a sentence that contains both terms from each pair. hypothesis/control scientific methods/ Earth science variable/ independent variable constant/ dependent variable science/technology Academic Use a dictionary to define outcome to show its scientific meaning. outcome 2 The Nature of Science

11 Section 1 Science All Around (continued) Mysteries and Problems Summarize why it was important for scientists to solve the mystery of the tsunami that struck Japan, on January 27, Scientific Methods Sequence the scientific methods used to solve a scientific problem by completing the graphic organizer below. Gather information. Science Test the hypothesis. Distinguish topics that Earth scientists study by listing specific topics identified in this section The Nature of Science 3

12 Section 1 Science All Around (continued) Working in the Lab Define the four types of factors in a science experiment. Identify and describe each of them below. Independent Variable variables that do not change Dependent Variable the standard to which results can be compared Technology Summarize transferable technology by defining the term. Then provide examples by filling out the graphic organizer below. Transferable technology is Radar and Sonar originally developed for are now used to study SYNTHESIZE IT Identify three objects in your home or school that have not been affected by technology.. 4 The Nature of Science

13 The Nature of Science Section 2 Scientific Enterprise Skim through Section 2 of your book. Write three questions that come to mind from reading the headings and examining the illustrations AID S3.2d: Formulate and defend explanations and conclusions as they relate to scientific phenomena. S3.2g: Suggest improvements and recommendations for further studying. Also covered: AID S3.1a, S3.2b Review Define observation to show its scientific meaning. observation New Use your book to define the following terms. scientific theory scientific law ethics bias Academic objective Use a dictionary to define objective as an adjective. The Nature of Science 5

14 Section 2 Scientific Enterprise (continued) A Work in Progress Summarize how the manner in which people observe natural phenomena has changed over time. The History of Meteorology Organize types of weather information that can be measured. Complete the graphic organizer below. Continuing Research rainfall Weather Information That Can Be Measured Distinguish between a scientific theory and a scientific law. 6 The Nature of Science

15 Section 2 Scientific Enterprise (continued) Limits of Science Complete the following paragraph by filling in the missing terms from the word bank. bad ethics explain good limited observed scientific methods tested Science is by what it can. For a question or problem to be studied through, there must be variables that can be, measured, and. Questions that deal with or belief systems cannot be answered by science. Ethics is a system of understanding what is or. Doing Science Right Contrast ethical behavior in science with scientific fraud. Create a table that lists three specific behaviors that are examples of each type of behavior. Ethical Behavior Scientific Fraud SYNTHESIZE IT Describe how fraud in scientific research could affect other scientists who research in ethical ways. The Nature of Science 7

16 The Nature of Science Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. The Nature of Science An important part of science is testing, or experimenting. Technology is useful only in the situation for which it was designed. People began studying weather in the 1800s. After You Read Science can answer all of the questions that can be asked. Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT After reading this chapter, identify three things that you have learned about the nature of science. 8 The Nature of Science

17 Views of Earth Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Views of Earth All mountains form in the same way. Lines of longitude run parallel to the equator. All maps of Earth distort the shapes and sizes of landmasses. Construct the Foldable as directed at the beginning of this chapter. Science Journal Assume that you want to build a home and have a satellite photo to guide you. Describe where you would build your new home and why you would build at your chosen location. Views of Earth 9

18 Views of Earth Section 1 Landforms Skim the headings in Section 1. Write three questions that come to mind from reading these headings PS 2.2c: Folded, tilted, faulted, and displaced rock layers suggest past crustal movement. 2.2f: Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes. Review Define landform to show its scientific meaning. landform New Write the vocabulary term that matches each definition. large, flat area, often found in the interior regions of continents Academic expose flat, raised area of land made up of nearly horizontal rocks that have been uplifted by forces within Earth mountain in which rock layers are folded mountain formed when blocks of Earth s crust are pushed up by forces inside Earth mountain made of huge, tilted blocks of rock separated from surrounding rock by faults mountain formed when molten material reaches the surface through a weak area of Earth s crust Use a dictionary to define expose. 10 Views of Earth

19 Section 1 Landforms (continued) Plains Distinguish two reasons that plains are useful for agriculture Compare and contrast coastal plains and interior plains. Coastal Plains Interior Plains Location Characteristics Plateaus Summarize key characteristics of the Great Plains. The Great Plains are an example of a(n). They are located and covered with. The area is. The Great Plains are made of. Compare and contrast plains and plateaus. Complete the Venn diagram with at least three facts. Plateaus Both Plains Views of Earth 11

20 Section 1 Landforms (continued) Mountains Model the four types of mountains. Draw a diagram of each type. Folded Mountain Upwarped Mountain Fault-Block Mountain Volcanic Mountain Summarize how mountains form. Give an example of each. Folded Mountain: CONNECT IT Upwarped Mountain: Fault-Block Mountain: Volcanic Mountain: Use a physical map to identify the landforms in your area. 12 Views of Earth

21 Views of Earth Section 2 Viewpoints Preview the What You ll Learn statements for Section 2. Predict three topics that will be discussed in this section PS 1.1f: The latitude/longitude coordinate system and our system of time are based on celestial observations. Also covered: PS 1.1e, 1.1h Review Define pole as it is used when describing Earth. pole New Define each vocabulary term. equator latitude prime meridian longitude Academic parallel Use a dictionary to define parallel as an adjective. Then find a sentence in Section 2 that contains the term. Views of Earth 13

22 Section 2 Viewpoints (continued) Latitude and Longitude Model the system used to measure position on Earth. Draw a view of Earth. Label important features on the diagram with the following terms. equator north pole south pole prime meridian 0 latitude 90 S latitude 90 N latitude Summarize how latitude and longitude are measured. Latitude is measured Longitude is measured Degrees of latitude and longitude are divided into and Views of Earth

23 Section 2 Viewpoints (continued) Time Zones Organize information about time zones. Complete the outline. Time Zones I. Measuring time A. B. II. Characteristics of time zones A. B. C. Calendar s Summarize what a person should do when crossing the International Line. Complete the cause-and-effect diagrams. Travel west across the International Line Travel east across the International Line SYNTHESIZE IT Look at the map of time zones in your book. Infer why the International Line does not follow the 180 meridian exactly. Views of Earth 15

24 Views of Earth Section 3 Maps Scan the section headings, bold words, and illustrations. Write two facts that you discovered as you scanned the section AID S1.2b: Propose a model of a natural phenomenon. Also covered: AID S3.1b, 6:ICT 2.1, 2.2, 2.3, TPS 1.1f, 2.2g Review Define globe to show its scientific meaning. globe New Use your book to define each vocabulary term. conic projection topographic map contour line map scale map legend Academic physical Use a dictionary to define physical. Use physical in a sentence to show its scientific meaning. 16 Views of Earth

25 Section 3 Maps (continued) Map Projections Define map. Then complete the statements below about map projections. A map is. A map projection is made when. All map projections the shapes and sizes of landmasses to some extent. Compare and contrast Mercator, Robinson, and conic projections. How is it made? Mercator Robinson Conic Topographic Maps What does it show accurately? How is it used? Summarize the purpose of a topographic map. Views of Earth 17

26 Section 3 Maps (continued) Organize information about contour lines in the concept web. Contour Lines Summarize what a map scale and map legend show. Map Scale Map Legend Geologic Maps Map Elements Summarize what geologic maps are and how they are used. CONNECT IT If you were going to map your classroom, which map scale would be better: 1 cm:1 m or 1 cm: 10 m? Explain your reasoning. 18 Views of Earth

27 Tie It Together Model Create a two-dimension physical map of your state in the space provided below. Include the major landforms found in your state. Use symbols to indicate these landforms on the map. Be sure to explain the symbols you use in a map legend. Your map should be proportional to the actual size of your state. Include a map scale to help others determine distances. Views of Earth 19

28 Views of Earth Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Views of Earth All mountains form in the same way. After You Read Lines of longitude run parallel to the equator. All maps of Earth distort the shapes and sizes of landmasses. Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT Identify three important ideas in this chapter. 20 Views of Earth

29 Rocks and Minerals Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Rocks and Minerals Minerals are made by people. Most rocks consist of one or more minerals. Rocks are classified in three major groups. Rocks have stopped forming on Earth. Rocks and minerals have many uses in society. Science Journal Construct the Foldable as directed at the beginning of this chapter. Observe a rock or mineral sample. Write three characteristics about it. Rocks and Minerals 21

30 Rocks and Minerals Section 1 Minerals Earth s Jewels PS 2.1e: Rocks are composed of minerals. Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of physical properties such as streak, hardness, and reaction to acid. Also covered: PS 3.3c Scan Section 1 of your book. Then, write three questions that you have about minerals. Try to answer your questions as you read Review Define physical property with the help of your book or a dictionary. physical property New Academic refine Write the correct vocabulary word from your book next to each definition. a solid material that has an orderly, repeating pattern of atoms a mineral that contains enough of a useful substance that it can be mined at a profit a rare, valuable mineral that can be cut and polished to give it a beautiful appearance a solid that is usually made up of two or more minerals Use a dictionary to find the definition of refine as it applies to metals. Write the definition below in your own words. 22 Rocks and Minerals

31 Section 1 Minerals Earth s Jewels (continued) What is a mineral? Complete the chart below about minerals. Definition: Minerals Examples: Ways minerals form: Properties of Minerals Contrast cleavage and fracture by writing three different characterisitcs of each in the following chart. Contrast the qualities of mineral color and luster. Color Luster Cleavage Fracture Rocks and Minerals 23

32 Section 1 Minerals Earth s Jewels (continued) Common Minerals Sequence four steps that describe how copper ore is turned into useful products. The first step has been completed for you. 1. Copper ore is mined and crushed List characteristics of a gem and an ore in the chart below. Gem Ore CONNECT IT Write the names of six objects in your classroom that are made using minerals. Then explain how minerals are important in your everyday life Rocks and Minerals

33 Rocks and Minerals Section 2 Igneous and Sedimentary Rocks Skim the headings in Section 2. Then make three predictions about what you will learn PS 2.2g: Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions. Also covered: PS 2.2f, 2.2h Review Define the following terms using your book or a dictionary. lava New igneous rock extrusive intrusive sedimentary rock Academic process Rocks and Minerals 25

34 Section 2 Igneous and Sedimentary Rocks (continued) Igneous Rocks Contrast extrusive and intrusive igneous rocks in the chart. Igneous Rocks Type Form from Have cooling Have crystal molten rate that is size that is rock called Extrusive Intrusive Organize a concept map about igneous rocks using these words and phrases. high silica content granitic low silica content dark colored Igneous Rocks light colored have are called can be have are called basaltic 26 Rocks and Minerals

35 Section 2 Igneous and Sedimentary Rocks (continued) Sedimentary Rocks Classify sedimentary rocks by some of their characteristics. Form from Detrital Chemical Organic How form Where form Examples CONNECT IT Choose a sedimentary or igneous rock. You might pick basalt, granite, shale, or sandstone. Write a story from the rock s perspective about how the rock formed. When writing your story, you should pretend that you are the rock. Rocks and Minerals 27

36 Rocks and Minerals Section 3 Metamorphic Rocks and the Rock Cycle Scan the headings in Section 3. Write three predictions about what you will learn in this section PS 2.2g: Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions. Also covered: PS 2.2f, 2.2h Review Define each vocabulary word. Then, write a sentence reflecting the scientific meaning of each of the words. pressure New metamorphic rock foliated nonfoliated rock cycle Academic layer 28 Rocks and Minerals

37 Section 3 Metamorphic Rocks and the Rock Cycle (continued) New Rock from Old Summarize the conditions under which rocks experience metamorphism as you complete the chart below. temperature Conditions of Metamorphic Rock Formation pressure time Draw a metamorphic rock with a foliated texture and a metamorphic rock with a nonfoliated texture below. Show and label two characteristics of each type of rock in the top boxes, and list an example of each type in the bottom boxes. Foliated texture Nonfoliated texture Examples: Examples: Rocks and Minerals 29

38 Section 3 Metamorphic Rocks and the Rock Cycle (continued) Rock Cycle Create a diagram of the rock cycle below. Label each type of rock in your diagram. Label the processes in your diagram. Use the words melting, cooling, weathering and erosion, compaction and cementation, and heat and pressure. Identify two other cycles that occur in nature CONNECT IT While on a leisurely hike, a geologist from the nearby university noticed that the gravel in a sedimentary rock consists of pieces of both igneous and metamorphic rock. As the geologist, write a brief report explaining how this is possible. 30 Rocks and Minerals

39 Tie It Together Design Some artists specialize in making art from rock and mineral pieces. The different colors, textures, and other properties of the rocks and minerals can produce spectacular displays. In the space below, design your own rock and mineral art. It might be mounted on a wall, make up the courtyard of a building, or be a large monument. You may use any rock or mineral shown in your book in your art. Rocks and Minerals 31

40 Rocks and Minerals Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Rocks and Minerals Minerals are made by people. After You Read Most rocks consist of one or more minerals. Rocks are classified in three major groups. Rocks have stopped forming on Earth. Rocks and minerals have many uses in society. Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT After reading this chapter, identify three things that you have learned about rocks and minerals. 32 Rocks and Minerals

41 Weathering and Erosion Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Weathering and Erosion Weathering is the conditions of the atmosphere at a given time. Soil forms from pieces of broken rock and other kinds of matter. Erosion moves rock and soil from one place to another. Water can cause erosion, but ice cannot. Construct the Foldable as directed at the beginning of this chapter. Science Journal Describe a place a home, a park, a river, or a mountain. What might that place look like in a year, a hundred years, even 5,000 years? Weathering and Erosion 33

42 Weathering and Erosion Section 1 Weathering and Soil Formation Skim through Section 1 of your book. Read the headings and look at the illustrations. Write three questions that come to mind PS 2.1g: The dynamic processes that wear away Earth s surface include weathering and erosion. 2.1h: The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air. Review Define the key terms using your book or a dictionary. acid rain New weathering mechanical weathering chemical weathering soil topography Academic Define chemical as an adjective. Use a dictionary to help you. chemical 34 Weathering and Erosion

43 Section 1 Weathering and Soil Formation (continued) Weathering Organize information by listing three things that cause rocks to weather. 1. Causes of Weathering Mechanical Weathering Identify major causes of mechanical weathering. Complete the concept map below. Mechanical Weathering can be caused by can be caused by which include which include Create three drawings to show the process of ice wedging. Water seeps Water freezes and Ice melts and the into cracks. expands, making process repeats. cracks wider. Weathering and Erosion 35

44 Section 1 Weathering and Soil Formation (continued) Chemical Weathering Organize the information from your book in the outline below. Chemical weathering A. Definition: B. Causes: Soil Complete the graphic organizers about soil and soil formation. mix to form soil affect soil formation CONNECT IT The temperature on some mountains is below freezing all year. Predict what soil on these mountains is like. 36 Weathering and Erosion

45 Weathering and Erosion Section 2 Erosion of Earth s Surface Scan Use the checklist below to preview Section 2 of your book. Then write three facts that you discovered about how erosion affects Earth s surface PS 2.1i: Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers. Also covered: PS 2.1g Read all headings. Read all boldface words. Look at all of the pictures. Think about what you already know about features of Earth s surface. Review Write the correct vocabulary word next to each definition. the dropping of sediment that occurs when an agent of erosion can no longer carry its load New the movement of rock or soil by gravity, ice, wind, or water erosion that occurs when gravity alone causes rock or sediment to move down a slope the process in which sediment moves slowly downhill the movement of rock or sediment downhill along a curved surface the erosion of the land by wind erosion that occurs when wind blows sediment into rocks, makes pits in the rocks, and produces a smooth, polished surface water that flows over the ground Academic Define occur using a dictionary. occur Weathering and Erosion 37

46 Section 2 Erosion of Earth s Surface (continued) Agents of Erosion Organize information from your book by filling in the concept map with the four agents, or causes, of erosion. all cause erosion Gravity Compare and contrast the four types of mass movements. Write ways they are all the same and some ways they are different. Similarities Mass Movements Differences Ice Sequence four steps explaining how glaciers form and change Earth s surface Glaciers Form and Change Earth s Surface Weathering and Erosion

47 Section 2 Erosion of Earth s Surface (continued) Wind Model how a sand dune moves by making a diagram in the box. Label the following features: sand blows up this side dune movement (arrow) sand falls down this side wind (arrow) Water Effects of Erosion Complete the concept map by listing several ways that water can flow over Earth s surface. Runoff Analyze the effects of erosion. List three examples of landforms caused by erosion and three examples caused by deposition. Effects of Erosion Where Sediment Where Sediment is Removed (erosion) Accumulates (deposition) Weathering and Erosion 39

48 Weathering and Erosion Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Weathering and Erosion Weathering is the conditions of the atmosphere at a given time. Soil forms from pieces of broken rock and other kinds of matter. Erosion moves rock and soil from one one place to another. Water can cause erosion, but ice cannot. After You Read Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT After reading this chapter, identify three things that you have learned about weathering and erosion. 40 Weathering and Erosion

49 Clues to Earth s Past Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Clues to Earth s Past The footprint of a dinosaur is considered a fossil. Scientists use fossils to learn what an environment was like long ago. The oldest rock layer is always the one found on top. Scientists can determine the age of some rocks. Construct the Foldable as directed at the beginning of this chapter. Science Journal List three fossils that you would expect to find a million years from now in the place you live today. Clues to Earth s Past 41

50 Clues to Earth s Past Section 1 Fossils Skim Section 1 of your book. Read the headings and examine the illustrations. Write three questions that come to mind LE 3.2b: Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. PS 2.1f: Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments. Also covered: LE 3.2c Review Define paleontologist to show its scientific meaning. paleontologist New Define the following terms to show their scientific meaning. permineralized remains carbon film cast index fossils Academic emerge Define emerge to show its scientific meaning. 42 Clues to Earth s Past

51 Section 1 Fossils (continued) Formation of Fossils Complete the chart to describe the two conditions that improve the chances of fossil formation. Give an example of each. Condition Example Types of Preservation Create a concept web to summarize the types of preservation. Sequence the steps involved in the making of the cast of a shell. Sediment buries shell. Mold results. Cast results. Clues to Earth s Past 43

52 Section 1 Fossils (continued) Index Fossils Summarize the three characteristics of index fossils Analyze why index fossils are more useful to paleontologists than many other fossils. Fossils and Ancient Environments Organize the kinds of information about ancient environments that scientists can learn from fossils. Complete the graphic organizer. Information about environment revealed by fossils CONNECT IT You find a fossil shell in a layer of rock. It appears to be a clam. What type of rock must the rock layer be? What type of environment would the animal have lived in? 44 Clues to Earth s Past

53 Clues to Earth s Past Section 2 Relative Ages of Rocks Scan the list below to preview Section 2 of your book. Read all section headings. Read all bold words. Look at all of the pictures. Think about what you already know about rock. Write three facts you discovered about the relative ages of rocks as you scanned the section LE 3.2c: Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species. Also covered: PS 2.2c Review Define sedimentary rock to show its scientific meaning. sedimentary rock New Academic sequence Read each definition below. Write the correct vocabulary term in the blank to the left. states that in undisturbed rock layers, the oldest rocks are on the bottom and the rocks are progressively younger toward the top age of something compared with the ages of other things gap in a sequence of rock layers that is due to erosion or periods without any deposition Define sequence to show its scientific meaning. Clues to Earth s Past 45

54 Section 2 Relative Ages of Rocks (continued) Superposition Model the principle of superposition by sketching a cross-section of layers of undisturbed sedimentary rock. Number the layers, starting with 1 for the oldest layer. Relative Ages Describe how the relative age of a rock layer is different from the actual age of the rock layer. Model how a folded rock formation containing limestone, coal, and sandstone would form. Draw and label the layers as they would form originally. Then draw what they would look like after being folded. 46 Clues to Earth s Past

55 Section 2 Relative Ages of Rocks (continued) Unconformities Compare and contrast angular unconformity, disconformity, and nonconformity in rocks by sequencing the steps in their formation. Type Unconformities How It Forms Angular 1. unconformity Disconformity Matching Up Rock Layers Nonconformity Identify the two ways to match up, or correlate, exposed rock layers from two different places. Complete the graphic organizer. Match up rock layers by SYNTHESIZE IT As you pass through a highway cut, you notice distinct layers of rock. Can you be sure that the top layer is the youngest one? Explain. Clues to Earth s Past 47

56 Clues to Earth s Past Section 3 Absolute Ages of Rocks Predict three things that might be discussed in Section 3 as you read the headings. 1. LE 3.2c: Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species. Also covered: PS 3.3a Review Define isotopes to show its scientific meaning. isotopes New radioactive decay radiometric dating uniformitarianism Academic ratio Define these key terms to show their scientific meaning. Define ratio to show its scientific meaning. 48 Clues to Earth s Past

57 Section 3 Absolute Ages of Rocks (continued) Absolute Ages and Radioactive Decay Organize information about radioactive decay as a tool to find a rock s absolute age. Complete the Venn diagram below with at least six points of information. Alpha decay Radioactive Decay Both Beta decay Create a bar chart to show four half-lives. Then draw a curve connecting the tops of the bars. Label each axis. Parent isotope Half-lives Clues to Earth s Past 49

58 Section 3 Absolute Ages of Rocks (continued) Radiometric Ages Analyze carbon-14 dating by completing the statements. The half-life of carbon-14 is. When carbon-14 decays, it becomes. Carbon-14 radiometric dating is used for,, and samples up to carbon-14 in the old. Scientists compare amounts of to the amount in a fossil of an organism that lived long ago. While the organism was alive, it took in and processed carbon-14 and. The approximate of carbon-14 to carbon-12 tells the of the fossil. Uniformitarianism Summarize Hutton s view of uniformitarianism and the modern view of changes that affect Earth. Hutton s view: Modern view: SYNTHESIZE IT Explain why the principle of uniformitarianism is critical to what you have learned about determining the absolute age of rocks. 50 Clues to Earth s Past

59 Tie It Together A paleontologist found the following composition of rock layers at a site. The paleontologist concludes that no folding or other disruption has happened to the layers. What can you conclude about the area s history? Write a summary of your conclusions. Top layer: coal layer made up of altered plant material Middle layer: mix of sandstone and shale, with some tracks made by dinosaurs Bottom layer: limestone with fossils of clams, snails, and sea lilies Clues to Earth s Past 51

60 Clues to Earth s Past Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Clues to Earth s Past The footprint of a dinosaur is considered a fossil. Scientists use fossils to learn what an environment was like long ago. The oldest rock layer is always the one found on top. Scientists can determine the age of some rocks. After You Read Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT found interesting. Identify three facts about fossils and rock layers that you 52 Clues to Earth s Past

61 Plate Tectonics Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Plate Tectonics Fossil evidence provides support for the idea that continents have moved over time. New seafloor is continuously forming while old seafloor is being destroyed. Earth s crust is broken into sections called plates. Rock flows deep inside Earth. Construct the Foldable as directed at the beginning of this chapter. Science Journal Pretend you re a journalist with an audience that assumes the continents have never moved. Write about the kinds of evidence you ll need to convince people otherwise. Plate Tectonics 53

62 Plate Tectonics Section 1 Continental Drift Skim through Section 1 of your book. Write three questions that come to mind from reading the headings and examining the illustrations. 1. A PS 2.2d: Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together. Also covered: PS 2.2c Review Define continent to show its scientific meaning. continent New continental drift Pangaea Academic controversy Use your book to define the following terms. Then write an original sentence using each term. Use a dictionary to define controversy. 54 Plate Tectonics

63 Section 1 Continental Drift (continued) Evidence for Continental Drift Summarize Alfred Wegener s hypothesis about Earth s continents. Create a graphic organizer to identify the three types of clues that are evidence for continental drift. Analyze the clue in the left column below. Then describe how Alfred Wegener would have explained it in the right column. Clue Fossils of Mesosaurus found in South America and Africa Fossil plant found in five continents, including Antarctica Fossils of warm weather plants found on Arctic island Glacial deposits found in Africa, India, and Australia Wegener s Response Plate Tectonics 55