1500 Colvin Blvd
Buffalo, NY 14223-3119
Science - Earth Science
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Content | Skills | Suggested Resources |
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Local Time, Solar Time and Time Zones Models Coordinate System (Latitude and Longitude) Equator Prime Meridian
North Star (Polaris)
Earths rotation and revolution |
Explain the difference between latitude and longitude on maps and diagram. Create / Interpret a map and properly label latitudes , longitudes, equator, prime meridian and international dateline. Utilizing the ESRT's (p3, 5) give examlpes, recognize, and/or locate cities or features on a map by applying an understanding of latitude and longitude. Describe how the North Pole is aligned with Polaris and helps determine ones latitude in the Northern Hemisphere Explain how you can determine ones latitude from a given point in the Northern Hemisphere using the North Star (Polaris) Restate that Earth rotates (Supported by foucult pendelumn) once (360 degrees) every 24 hours= 15 degrees of longitude every hour resulting in 24 tine zones. Utilizing page 3 of ESRT's |
0.0 Guided Reading From Review Book 1.Map Basics, 2.Latitude, 3.Longitude, 4.Mapping our Earth and 5.Using Latitude and Longitude Video Clips 6.0 Blank Map with Lat and Long of NY 7.0 Plotting Shipwrecks of Lake Ontario Lab. Students practice latittude and longitude skills while plotting shipwrecks in lake Ontario. 8.0 Latitude and Longitude Quiz 9.0 Latitude and Longitude World Map. 10.0 Where in the World is Baldwin New York Lab. Students practice Latitude and Longitude and make connections with page 3 of ESRT's 11.0 Plotting Hurricane paths (used in weather unit but excellent review of latitude and longitude |
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Measuring the Earth |
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Maps | |||||||||||||||||||||||||
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11.5 Guided Readings from Review Book 12.0 Practice Drawing Contour Lines ws 13.0 Creating a Contour Map (Volcano) Lab. Students use a plastic model of a volcano to create a 2-D version of that model. 14.0 Creating a Topographic Map Lab 15.0 Isolines and Gradient Practice ws 16.0 Gradient Practice ws #2 17.0 Profile practice ws 18.0 Measuring the Earth Unit Test |
_Latitude and Long guided readings.doc
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Energy and heat transfer | |||||||||||||||||||||||||
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What is electromagnetic energy? What distinguishes different forms of electromagnetic energy? What does a graphic analysis of the phase changes of water appear like? How do various surface properties affect the rate of absorption and radiation?
What are the different methods of energy transfer?
How does the specific heat of a material affect it's rate of energy absorption and radiation? What does a graphic analysis of the phase changes of water appear like? |
ESRT pg. 14- the electromagnetic spectrum Methods of energy Transfer
Geothermal Energy
Radiation Convection Conduction Transfer of heat as it relates to density. Density Internal and External sources of heat.
Solar energy source
Heat Specific Heat Phase Changes (Water) |
Define three methods of energy transfer: convection, conduction and radiation Compare and contrast three methods of energy transfer
Identify areas of the ESRT where energy transfer is evident. Explain how differences in density drive convection currents
Identify sources of geothermal energy. Identify the effects of geothermal energy on the earth.(plate tectonic action) State the process by which solar energy (the sun) generates heat. Define specific heat
Label a chart showing the phase changes of water
Methods of energy transfer Convection current diagram Evidence of energy transfer ESRT computation Density drive convection currents Density drive Solar Energy source ESRT specific heat Sources of weather patterns Water phase changes Caloric energy transfer during phase changes |
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Weather and Meteorology | |||||||||||||||||||||||||
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Weather variables are interrelated |
Weather Variables
temperature
moisture
air pressure Air density wind radar satellite images
station models
isobars dewpoint wind vane anemometer thermometer
precipitation gauge psychrometer Weather patterns can be predicted fronts air masses atmospheric cross section cloud formation and cover vertical atmospheric movement weather patterns Seasonal changes and heat energy. movement of earth's plates global temperature zones
shifting of planetary wind and ocean currents
Coriolis Effect Foucault Pendulum monsoons hurricanes flooding severe weather temperature and pressure distributions jet streams frontal boundaries cyclonic systems tornadoes emergency preparedness Weather and Earth's rotation and effects. El Nino Volcanic Eruptions deforestation urbanization greenhouse gases i.e. carbon dioxide and methane |
Describe the effect that changing altitude has on temperature, moisture, and pressure
Describe the relationship between temperature, pressure, moisture, and air density Describe different tools used in measuring weather, including: thermometer, barometer, psychrometer, precipitation guage, anemometer and wind vane. Describe the relationship between wind and air pressure gradient Describe what air density is. Discuss how radar plays a role in satellite images and station models. Describe how isobars and fronts play a key role in predicting weather patterns. Discuss the relationship between dewpoint and it's effect on the formation of clouds.
Discuss the effect that seasonal changes have on temperatures around the globe and the the effect it has on planetary wind patterns.
Discuss adverse weather patterns including: monsoons, hurricanes, flooding and severe weather. Discuss the relationship between weather and how it is effected by the Earth's rotation. Including a discussion of: Foucault Pendulum, Coriolis Effect, El Nino and Volcanic eruptions. Describe some of the effects of humans on weather and the planet including: deforestation, urbanization and greenhouse gases. Identify pressure distributions, how temperature effects them, and how they are influenced by jet streams, air masses, frontal boundaries, cyclonic systems and tornadoes |
Guided readings using the review book, additional regents questions and a review of each unit can be found on first class. 1.0 Temperature conversion worksheet. Students practice converting temperatures from various units using page 14 of their ESRT's 2.0 Pressure conversion practice using ESRT's. Students practice converting between millibars and inches of pressure using page 14 of their ESRT's. 3.0 Station Model Ws #1 3.1 Station Model Ws #2 3.2 Station Model Half Sheet 3.3 Station Model Practice #2 half sheet 3.4 Station Model Quiz 4.0 Relative Humidity and Dew Point Ws 5.0 Air Temp , Relative Humidity and Dew Point Ws 5.5 Dew Point and Relative Humidity Practice 6.0 Relative Humidity and Dew Point Demo / Lab 6.2 Atmosphere DBQ 6.3 Atmosphere Review Sheet 6.5 Pop Can Air Pressure Lab 6.6 Can Crushing video Air Pressure 12 Station Lab Critical Thinking Worksheet 7.0 Heat Curve Shock Wave Video 8.0 DBQ Air Masses 8.5 Air Mass Ws 9.0 Fronts DBQ 9.1 Fronts Video Clip 10.0 Cloud Formation 10.5 Precipitation and Clouds 11.0 Predicting the Weather Ws 11.2 Interpreting Weather Maps 12.0 Solar Angle Shockwave 12.0 Specific Heat Shockwave 14.0 Global winds lab. This lab allows students to recreate the global wind section of their ESRT's and make connections between global winds and climate. 14.5 Ocean Currents worksheet. This worksheet addresses a variety of ocean currents found on page 2 of the ESRT's 15.0 Hurricanes Video Clip. 15.5 Hurricane Video Clip 15.6 Hurricane Tracking Lab. Students use real data to plot and make prediction about the path of a hurricane. 16.0 Noreasters 18.0 Climate (Orographic Uplift) notes and questions 19 -19.3 Unit Test Review Material 20.0 - 20.1 Unit Test |
_weather.pdf 15.5 HURRICANS TORNADOES AND THUNDERSTORMS.asx 20.0 Question for Meteorolgy Unit.pdf 6.0 Relative Humidty and Dew Point Demo_lab.pdf Atmosphere-Weather%20facts%20review.pdf |
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Seasons and Insolation | |||||||||||||||||||||||||
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Celestial%20Sphere%20Diagram%20Review.pdf |
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Water & Climate | |||||||||||||||||||||||||
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How does the water cycle work?
How does water move into the earth? How does water move on the surface of the earth? What is the human impact on the earth's hydrologic system? What are the two main factors in classifying a climate? What factors affect the climate of a area? |
Hydrologic Cycle Factors Affecting Infiltration Porosity
Capillarity Stream Drainage Climate Ratio Factors affecting climate
Climate Variation with Time
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Label a diagram of the hydrologic cycle with the following terms: evapotranspiration, condensation, precipitation, infiltration, runoff
List different factors that affect infiltration
Describe the difference between porosity, permeability, and capillarity with respect to conditions of sediment size, shape, and packing List and describe the factors affecting runoff and stream drainage Explain climate ratio- the relationship between the annual precipitation and temperature (Potential Evapotranspiration) of an area List and describe several factors that may affect the climate of an area Analyze and infer the connection between the climate of a city and the monthly precipitation and temperature pattern as represented on a climagraph for that city Describe how climate conditions have varied over millenniums and the conditions implicated with those changes Cite several current environmental, geological, and astronomical factors that may result in both macro and micro climatic variations (El Nino/La Nina ; Ozone depletion ; global warming) |
Lab- Soil Water Movement- Goto first Class Cimate Lab The student will investigate the effect of latitude, prevailing winds & mountains, elevation, proximity to a large body of water, subtropical High & Low pressure area's, as well as, interpretation of potential evapotranspiration data as plotted with precipitation data. |
Climate orographic uplift.doc |
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Geologic History | |||||||||||||||||||||||||
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What is Geologic History? | Time units |
Define based on time, frequency, size, and fossils Define, Identify and apply the concepts of original horizontality, superposition, inclusions, cross-cutting, contact metamorphism, unconformities, volcanic ash layers, index fossils and meteoritic debris Create geologic profiles and identify the geologic sequence of the profiles. Correlate bedrock types |
Guided readings using the review book, additional regents questions and a review of each unit 1.0 Edible Dating Intro 2.0 Geohistory Relative Dating Guided Reading for Review Book 3.0 Page 3,8 and 9 ESRT Worksheet. Practice using pages 3, 8 an d9 of ESRT's by answering regents level questions drawn from those pages. 4.0 Geohistory Lab Model with Fossils. Students use a 3-D color model to interperate and make predictions as to its geological history. |
2.0 Geohistory Rel Dating guided reding from review book.doc 14.0 Radioactive dating guided readings.doc |
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How do you determine the relative age of a rock layer? |
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5.0 Radiometric Dating Video Clip 6.0 Geohistory Murder Mystery 7.0 GeoHistory Practice ws 8.0 Sequence of Events 9.0 Relative Dating Regents Practice 10.0 Relative Dating Lab 11.0 Geohistory Model Lab 12.0 Geohistory Quiz |
2.0 Geohistory Rel Dating guided reding from review book.doc 5.0 radioact.dating.mov |
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How do you determine the Absolute Age of a Rock or Rock Layer? |
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How has early Earth evolved? |
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Define how fossils tell about past environments Identify how outgassing of water vapor, corbon dioxide, nitrogen and other gases created and evolved the atmosphere Define how precipitation over million of years formed oceans Identify how sedimentary rocks show how oceans formed over four billion years Identify at what point in Earth's history oxygen-producing organisms changed the composition of the atmosphere Analyze how, according to the Earth Science Reference Tables, fossil evidence shows a variety of life forms exisited and many are now extinct Compare and contrast the existence of humans and the existence of the Planet Earth and the Solar System |
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Plate Tectonics | |||||||||||||||||||||||||
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What are the mechanisms of plate tectonics? |
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Define lithosphere. Describe fluid asthenosphere. Explain separate plates. Identify convergent, divergent, and transform plate boundaries. Compare oceanic and continental crust. Describe mid-ocean ridges. Explain the geologic hazards of earthquakes and volcanoes to humans Apply density Describe how convective circulation in the mantle moves plates. Using the Earth Science Reference Tables, identify and analyze the lithosphere and asthenosphere and compare and contrast their characteristics and density. |
Guided readings using the review book 0 Four Layers of Earth Video 1.5 Inferred Properties of Earth worksheet. Students use page 10 of ESRT's to answer questions about the Earths interior. 2.0 Whats Inside the Earth Video Clip 2.5 Earths Interior Video Clip 5.5 Interiors of Earth Lab 3.0 Composition of the Earth worksheet. Students use page 11 of their ESRT's to answer questions about the Earths composition. 4.0 Interiors of Earth DBQ 4.5 ESRT Quiz pages 10 and 11 5.0 Continental Drift Theory. A worksheet that opens a debate about the theory of continental drift. |
1.0 Four layers of the Earth.asx 5.0 Plate tectonics Intro.pdf 8.5 Epicenter 1 practice.doc |
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What forces drive plate tectonics? | Plate Motion |
Describe the relationship between mid-ocean ridges and rifts.
Describe the relationship between trenches, subduction zones and island arcs.
Describe the relationship between folded, faulted, and volcanic mountain ranges.
Describe and locate hotspots. Use magnetic age patterns to defend plate motion. Explain how the outward transfer of Earth's heat drives convective ciculation in the mantle. Identify how movement has resulted in changes in geography, climate, and organic evelotion. Using the Earth Science Reference Tables, identify areas of major plate boundaries and what type of motion is occuring at each. |
Plate Tectonics Lab Plate Tectonics Bingo 6.0 Page 5 of ESRT's 6.5 Plate Tectonics Hot Choc Demo / Notes. Students make connections between the convection currents within the Earth and hot chocolate. 7.0 Plate Tectonics Video Clip 7.5 Plate Tectonics DBQ 7.6 Crustal Plate Lab. Students are asked to plot a variety of earthquakes and volcanoes to help determine were the Earths plate boundaries are located. Page 5 of the ESRT's are utilized in this lab. |
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How do we know the Earth's internal structure? |
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Describe the behavior of seismic waves to define crust, mantle, inner core, outer core. Relate each layer to states of matter. Relate each layer to the relative size of Earth. Analyze seismic waves to determine location of earthquake epicenter and infer composition of Earth's interior. Using the Earth Science Reference Tables, calculate the arrival and travel times of seismic waves, as well as how far away the epicenter was located. |
8.0 Earthquake Video Clip 8.5 Epicenter 1 Practice. Students practice locating the epicenters of earthquakes by studying the arrival times of S and P waves. 9.0 Epicenter 2 with circles 9.5 Epicenter 3 with circles (quiz) |
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What can humans do to stay safe during earthquakes and volcanic eruptions? | Geologic Hazards |
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10.0 Earthquake Safety Lab | ||||||||||||||||||||||
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How does Earth recycle materials? |
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Diagram the rock cycle. Describe the production of magma. Describe regional metamorphism within subduction zones. Explain the creation of depositional basins by down-warping of crust. Identify rifting regions. Using the Earth Science Reference Tables, identify, define, and analyze the rock cycle |
11.0 Rock Cycle Video Clip 11.5 Rock Cycle worksheet. Students practice answering questions about the cycle of rocks using page 6 of their ESRT's 12.0 Plate Tectonic Test Question Bank |
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Astronomy | |||||||||||||||||||||||||
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How does the Earth move in space and how does this affect daily and yearly changes on Earth? |
Rotation and Revolution of the Earth in space. Imaginary Axis - 23.5 degree tilt
Local Time
Time Zones Apparent Motion of Sun and Moon Predictable Motion Daily Changes Yearly/Seasonal Changes Mass Extinctions Global Climactic Changes Impact Craters |
Define Rotation Define revolution Compare and contrast rotation and revolution Illustrate the 23.5 degree tilt of the Earth Hypothesize the possible changes on Planet Earth if the tilt of the axis were to either increase or decrease Define local time
Define apparent motion Explain how rotation produces daily changes on Earth. Give examples of daily changes on Earth produced by rotation Explain how revolution around the sun produces yearly/seasonal changes on Earth Give examples of the yearly/seasonal changes that occur on Earth as a result of the revolution around the Sun Hypothesize possible astronomical causes of mass extinctions on Earth Identify global changes that have occurred as a result of astronimical changes throughout time |
astronomy.pdf |
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What is an ellipse and an eccentric orbit? |
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Elliptical Orbits Lab 3/1/2009 Lab- Elliptical Orbits The student will examine the relationship between foci distance and eccentricity. Comparisions between the eccentricity of various ellipses and that of the actual planets will be explored. |
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What are the major relationships of the Earth, Moon, and Sun? |
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Identify phases of the Moon Define cyclic changes in regards to phases of the moon Compare and contrast lunar and solar eclipses Identify the cause of tides on Earth and low vs. high tide. |
Moon Phase Quiz 3/1/2009 |
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What are the other celestial objects in space that affect Earth? |
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Earth Science Reference Table Quiz 3/1/2009 Lab- The Black Abyss- This lab will simulate the life of a star from Main sequence, to Red Giant, to Supernova, to Black Hole with regard to the affects on diameter, mass, temperature, luminosity, and density. |
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What is the theory of the creation of the universe, galaxies, and our solar system? |
Galaxies
Models of Solar System
Planets Relationship to Sun Terrestrial Planets Jovian Planets Asteroids, Comets, and Meteors
Milky Way Galaxy
Universe Big Bang Cosmic Radiation Red-Shift (Doppler Effect)
Solar System
Gravity
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Define the Big Bang Theory
Using the Solar System Data chart in the Earth Science Reference Tables, identify the characteristics of each planet. Define and identify terrestrial and jovian plantes Using the Solar System Data Chart in the Earth Science Reference Tables, compare and contrast the Terrestrial plantes with the Jovian planets. |
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Physical and Chemical Properties of Minerals | |||||||||||||||||||||||||
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How does the chemical composition and the crystaline structure of a mineral determine its physical properties? |
Cleavage Fracture Color Density Hardness Streak
Crystal Shape Reaction with Acid
Density Mass Volume
Rearrangement of atoms |
Define cleavage Identify cleavage Give an example of cleavage Define fracture Identify fracture Compare and contrast cleavage versus fracture Define Mohr's hardness scale Give examples of minerals on Mohr's hardness scale Apply Mohr's hardness scale to various minerals(fingernail, penny, nail, glass) Define streak Produce a streak using a streak plate Define luster Compare and contrast metallic and non-metallic minerals Give examples of metallic and non-metallic minerals Define crystal shape Sketch molecular structure of crystals Explain internal arrangement of atoms with reference to crystal shapes Give examples of minerals that react with acids Distinguish between a carbonate and non-carbonate mineral using an acid test |
Lab. Guided readings using the review book. Mineral ID Lab - Review Sheet for Rock and Mineral Test - Minerals and Rocks Reading Packet with questions - Mineral Identification Sheet with Moh's Hardness Scale - Rock Forming Minerals Lab (Chemical Group Classification) - Identification of Minerals Flow Chart - Minerals: The Materials of the Earth - Earth Revealed Video Series #9 - Video covers mineral uses, identification, and most common chemical groups. Introduction to Minerals Quiz - Mineral Test / Quiz - Mineral Identification Key - Mineral Characteristic Chart - streak, hardness, and luster. Mineral ID Worksheet - Rock and Mineral Quiz - 20 questions - |
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Minerals are formed inorganically by the process of crystallization | |||||||||||||||||||||||||
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Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. |
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Preface / Prologue | |||||||||||||||||||||||||
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What is considered safe laboratory procedure? | Laboratory safety | Students should be able to recognize and carry out proper laboratory procedures in a safe and effective manner. |
Guided readings using the review book Laboratory Safety and Student Guidelines Lab |
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What is the process of carrying out a scientific investigation? | Scientific Method | Students should be able to list and apply the steps of the scientific method in a laboratory setting |
Scientific Method Lab - Lab focuses on building a peanut butter and jelly sandwich. |
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What senses are used in the process of gathering scientific data? |
Observation Inference |
Students should be able to distinguish the difference between an observation and an inference. |
Observation and Inference Worksheet - Students will take notes while making observations and inferences based on several different experiments performed by the instructor. Come To Your Senses Worksheet Questions regarding all 5 of our senses with magazine articles. Come To Your Senses Answer Sheet Observation and Inference Worksheet 2 - Define terms, and decide between "observation" or "inference" for questions. Shoebox Observation Lab - Students will stop at 5 stations and make a list of observations and inferences used at each. They also need to identify sense used, and answer Regents level questions Quiz on Observations / Inferences / Classification - Ten question multiple choice quiz. |
1. Observation and Inference.doc 6. Reading Graduated Cylinders Practice Sheet.doc |
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What tools are available to scientists to help them measure both liquids and solids in the laboratory setting? |
Density Mass Volume
Metric Measurement Graphs |
Students should be able to successfully measure the weight of an object using a triple beam balance, and should also know how to zero the scale if it is not calibrated correctly. Students should be able to correctly measure the amount of a liquid using a graduated cylinder, and should recognize that the measurement should be made from the bottom of the miniscus. Students should be able to measure using metric units, and convert to different metric lengths. Students should be able to create and/or analyze graphs illustrating different relationships between variables. |
Reading Graduated Cylinders Practice Sheet - Volume Calculation Worksheet -
What are you DENSE? -
Metric Measurement Quiz - Observation and Measurement Worksheet #2 - Measurement Mania Worksheet Data / Graph Analysis Worksheet - Graphing Changes and their Relationships Worksheet - Graphing Vocabulary Worksheet - Density (Topic 1) Worksheet (Turtle) - Mass vs. Volume Graphing Worksheet (Lion) - |
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How can the use of mathmatics be applied to gather scientific data for analytical purposes? |
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Students should be able to utilize a calculator correctly, and be able to round their answer to the nearest tenth, hundreth, and thousandth. Students should be able to calculate density by employing the density formula as found on the front of the Earth Science Reference Table. The difference between weight and mass should be recognized by the student as it applies to the study of gravity here on earth, as well as other planets and moons in our solar system. Student should be able to differentiate between actual and accepted values as they apply to the Percent Deviation formula as seen on the Earth Science Reference Tables. |
Density of Penny Lab The students will demonstrate how to Students should be able to calculate density by employing the density formula as found on the front of the Earth Science Reference Table. should be able to utilize a calculator correctly, and be able to round their answer to the nearest tenth, hundreth, and thousandth. Density of the Earth Lab This lab is designed to be a culminating activity for the Observation / Inference / Measurement unit. Real earth materials will be weighed, and their volumes calculated. Based on these observations, students will infer as to what layer of the earth each material would represent (crust, mantle, or core), and label a cut-away diagram of the earth appropriately The students will demonstrate an understanding of Percent Deviation The students will demonstrate how to calculate density by employing the density formula as found on the front of the Earth Science Reference Table. Unit Test (1758-1 - Page 1 20 question multiple choice unit test covering everything outlined above for the Prologue / Preface. Percent Deviation Calculations Worksheet #1 - 6 questions, students must show all work. Percent Deviation Calculations Worksheet #2 - 6 questions - students must show all work. Percent Deviation Quiz - 3 questions - students must show all work Unit Test - Observation and Measurement (The Changing Environment) - VERSION 1 Exam covers everything outlined above in the Prologue / Preface. 25 multiple choice questions. Unit Test - Observation and Measurement (The Changing Environment) - VERSION 2 Exam covers everything outlined above in the Prologue / Preface. 25 multiple choice questions. Unit Test - Observation and Measurement (The Changing Environment) - PART 2 Graphing density by plotting mass vs. volume. Review Sheet for Unit Tests - Definitions, formulas, helpful hints. Density Lab (Slabs and Cubes) After students have completed this lab, they should be able to accurately measure the mass and volume of a given material and determine the density of that material from the mass and volume data. They will also calculate the percent deviation between a particular measurement and a standard accepted value. Reference Table use will be required. How Much Does a Can of Soft Drink Weigh on Another Planet? (Lab) - Nine cans of soft drink will be compared, each of which has been prepared to simulate the weight of a full can on a different one of the nine planets. Once the weight of the can has been determined by using a triple beam balance, students will attempt to match each can with the planet on which a full can of soft drink would have the same weight. Determining the Density of ICE Lab - Lab employs the use of observations and inferences, reading a triple beam balance, using the volume, density, and mass formula, and finally calculating percent deviation from accepted value Regents Questions Worksheet Questions focus on Prologue / Preface topics outlined above. |
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Rocks | |||||||||||||||||||||||||
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What is the earth made of? |
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Guided readings using the review book, 12 Station Rock Lab- Lab contains sedimentary, metamorphic, and igneous rocks - good for an end of unit review. Igneous Rock Activity / Lab- A quick and fun activity for in class. Rocks for the Rock Cycle Activity A quick introductory or review acitivity - classify actual rocks according to origin based on written physical description. The Big Rock (Children's Storybook) - The Big Rock (By Bruce Hiscock) is a story centered around a rock (granite) found on a hillside in upper NY state, in the Adirondack Mountains. The book tells the story of the big rocks formation, movement, and eventual weathering away. It is a kids book, but it is written at the 7th or 8th grade science level. This worksheet contains 36 questions that can be answered as the book is read to the students aloud. Rock Formation - Guided note sheet covering what rocks are made of, the three different classifications of rocks, and an introduction into how sedimentary rocks form. 1 page. Rock Types Found Throughout New York State Worksheet that utilizes the Generalized Bedrock Geology Map of New York State as found in the Earth Science Reference Tables. 18 questions covering sedimentary, igneous, and metamorphic rocks. Rock Quizzy 10 question quiz. Clues are given, and students have to either name the rock classification, or the actual rock name based on the Earth Science Reference Table rock diagrams. Rock Type Flash Cards - Questions on the front of the cards, answers on the back. Covers all types of rocks, how they formed, and how they are classified. Reference Table use is suggested. Rock Quiz 34 question multiple choice quiz/test. Use at the end of the rock unit. Earth Science Reference Table is needed. Minerals and Rocks Review Quiz 20 question multiple choice quiz. All 3 kinds of rocks are included. Earth Science Reference Table is needed. Rocks and Minerals Exam (Version 1) - 55 question multiple choice exam. Covers both the unit on minerals, and the unit on rocks. Earth Science Reference Table is required. Rocks and Minerals Exam (Version 2) - 50 question multiple choice exam. Covers both the unit on minerals, and the unit on rocks. Earth Science Reference Table is required. Rock and Mineral Exam (PART II) 7 short response questions / graphs based on the NYS Regents exam. Diagrams are included. Review Sheet for Rock and Mineral Test 4 page review sheet covering all the important points found in the Rock and Mineral units. |
_rocks.pdf 11.5 rockcycle ws.doc 18. Rock Types Found Throughout New York State.doc
31. Identification of Minerals chart.doc
5. Sedimentary Rocks Lab.doc |
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Igneous rocks form by the crystallization of molten magma. From the size of the crystals in igneous rocks, we can infer the rate of cooling Crystal size, mineral composition, density and color are used to identify most igneous rocks. Intrusive igneous rocks can be distinguished from extrusive igneous rocks based upon crystal size. Felsic rocks are common in the continents, while mafic rocks are more common in the ocean basins. |
Students should observe crystallization caused by cooling. Students should be able to identify the relative rates of cooling of obsidian, granite, and basalt with the use of the Earth Science Reference Tables. Students should identify a variety of common igneous rocks using the Earth Science Reference Table. Given examples or descriptions of igneous rocks, students should be able to distinguish between intrusive and extrusive rocks. |
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Most sedimentary rocks form as a result of the compression and cementing of sediments. Sedimentary rocks usually contain rounded grains cemented in layers. Other sedimentary rocks form from the evaporation of sea water or organic processes. Sedimentary rocks form at or near the surface of the Earth. Fossils are found almost exclusively in sedimentary rocks. Sedimentary rocks are classified as fragmental, chemical, or organic, depending upon how they were formed. Fragmental sedimentary rocks are classified on the basis of grain size. Organic and chemically formed sedimentary rocks are primarily identified through composition and texture. Fossils in sedimentary rocks provide evidence of the environment in which they formed. |
Students should be able to identify shale, sandstone and conglomerates based upon their textures and the use of the Earth Science Reference Table. Students should be able to differentiate between the grains that make up sedimentary rocks, and the cement that holds the grains together. Students should be able to create their own "rocks" to simulate the formation of various types of sedimentary rocks. Students should be able to formulate the reasons why sedimentary rocks cannot be found deep within the Earth. Students could create different fossil types by making their own fossils out of clay or plaster. Students should be able to read and interpret a bedrock map of New York State to illustrate the distribution of sedimentary and non-sedimentary rocks. Students should examine rocks containing fossils, and discuss how these rocks may have formed. Students should recognize the reasons why most sedimentary rocks are formed originally in horizontal layers. Students should be able to identify common sedimentary rocks using the Earth Science Reference Tables. Students should identify common organic and chemically formed sedimentary rocks using the Earth Science Reference Tables. Students should recognize that we can often distinguish between land and ocean environments based on their fossil history. Students may want to create their own chemically formed sedimentary rocks. |
Sedimentary Rock Regents Review Question Worksheet Sedimentary Rocks Lab - Characteristics of Sedimentary Rocks - Worksheet for Sedimentary Rocks - Video - Earth Revealed #17 - Sedimentary Rock Quiz - |
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Metamorphic rocks form as a result of crystal growth without melting, usually under conditions of high temperature and pressure. Metamorphic rocks often show foliation (mineral alignment) or banding (separation into distinct layers) and high density. It is possible to infer the parent rock from the mineral composition and structure of most metamorphic rocks. Contact metamorphism occurs when molten rock comes in contact with surrounding rocks. Regional metamorphism occurs over large areas, and is generally associated with mountain building. Metamorphic rocks are classified according to their texture and composition including foliation and banding. Metamorphic rocks occur on a continuum from little alteration to major changes. |
Students should be able to point out that metamorphic rocks result from the recycling of other rocks, including both sedimentary and igneous rocks. Students should be able to distinguish between the different features of metamorphic rocks by utilizing the metamorphic rock diagram in the Earth Science Reference Table. Students should be able to understand and explain why metamorphic rock is different from its parent rock. Students should recognize that transition zones from altered to unaltered rock can be identified. Students should identify common metamorphc rocks using the Earth Science Reference Tables. Students should understand and be able to visualize how the same parent rock could form different metamorphic products depending upon the type and degree of metamorphism. Students should compare various metamorphic rocks with their parent rocks such as shale/slate, limestone/marble, and sandstone/quartzite |
Metamorphic Rock Regents Review Questions Metamorphic Rock Lab - Metamorphic Rocks - Earth Revealed Video - Metamorphic Rock Regents Questions - |
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Rock materials cycle through a variety of forms. |
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Rock Cycle Regents Questions- The Rock Cycle - The Rock Cycle Review Quiz - is needed. |
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Weathering and Erosion | |||||||||||||||||||||||||
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How is the earth's crust affected by its environment? |
The weathering process involves the physical and chemical breakdown of rocks. Weathering occurs when rocks are exposed to the hydrosphere, biosphere, and atmosphere. The weathering process is affected by climatic conditions. The rate of the weathering process is affected by particle size. The rate of the weathering process is affected by the mineral composition of the rock. |
Students should be able to distinguish rock that has been weathered from unweathered rock based on their observations of the rock surface. Students should be able to see the connection between the degree of weathering and the amount of time there has been exposure of the surface to the atmosphere. Students should be able to draw the connection between moisture in the air, temperature, and the amount and type of weathering that takes place. Moist and warm climates favor chemical weathering, while cold climates favor physical weathering. In dry climates, weathering is slow. Students should understand that there is no chemical weathering on the moon since there is no atmosphere.
Students should be able to show how weathering accelerates as particles are broken and more surface area is exposed.
Students should be able to show how abrasion rates are affected due to different minerals or rocks being exposed to weathering over a period of time. |
Guided readings using the review book, additional regents questions and a review of each unit can be found on first class. Lab - Weathering & Erosion- Comparative Observations - Goto First Class Physical and Chemical Weathering Review Questions (5 Mult. Choice) - Goto First Class Weathering Quiz (15 mult. choice) - Goto First Class Critical Thinking (Graph of precipitation / temperature / weathering) - Goto First Class Rate of Change (Weathering and Erosion) Worksheet - Goto First Class Erosion and Rock Abrasion Quiz - Goto First Class Weathering Worksheet / Quiz - Goto First Class |
10. Deposition.doc 26. Glacial Processes and Landforms.doc |
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What are the products of weathering? |
Human activities affect the distribution and quality of soil. Soils contain both weathering products of rock and organic materials. Soils develop as a result of the processes of weathering and biological activity over long periods of time. Soils develop horizons through weathering, leaching, and biological processes. |
Students should realize that air and water are also important in making soils productive.
Students should point out that soils from the same kind of parent materials (bedrock) may differ depending upon the climate in which they form.
Students should be able to show through direct observation that glacially transported soils in New York State show incomplete C horizon development Students should understand that soil conservation efforts are needed to protect our soils. Soil is a limited resource. Students should discuss how herbicides, road salting, landfilling, construction, farming and mining all have an impact on soil development. |
Weathering and Erosion (SOIL) - Soils Quiz (7 mult. choice questions) - cleanup (OK - coverup). Pictures included. Love Canal - A Legacy of Neglect - |
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How are the products of weathering transported? |
Most weathered materials are eroded from their place of formation. Gravity is the primary force that drives agents of erosion. Running water is the most important agent of erosion. The amount of erosion by a stream depends primarily on the velocity and volume of water flowing in the stream. The geometry of a stream channel influences where erosion and deposition will occur. The size of the particles that can be transported increases as the water velocity increases. Streams carry sediments in various ways including floating, solution, suspension, and by bouncing and rolling materials along their stream beds. |
Students need to realize that a mineral content different from the underlying bedrock indicates a transported soil. Students should be able to utilize and interpret a geology map of New York State. Students should observe the force of gravity at work as an agent of erosion, but they must also realize that wind, water, or ice may also be agents too. Students should either experience first hand, or by the use of visuals, efforts to control stream erosion. effort should be made by the student to understand that even though glacial erosion produced dramatic changes in New York State in the past, worldwide, stream erosion was and is more significant. An Students should be able to measure and quantify stream velocity by changing the gradient of a "stream", and it's velocity in a laboratory setting. They should also realize that a greater volume of water can carry more sediments Students should be able to illustrate the concept of how streams erode the banks on the outsides of curves (due to a greater velocity), and deposit sediments along the insides of meanders (due to less velocity). By observing sediments in a stream bed, students should be able to infer relative stream velocities. They should be able to see the relationship of this in the Earth Science Reference Table. Students should be shown that the velocity needed to start erosion is greater than the velocity needed to keep the sediments in motion. |
Raging Rapids - Niagara Falls (Video) - PBS), and occasionally it is re-aired on our local public broadcasting station. It tells the story of how Niagara Falls formed, is being eroded, and eventually what it will look like years from now. Tourism, daredevils, and power generation are also included in this production. A very entertaining look at a close natural wonder of the world. Niagara Falls - Post Video Quiz - The History of Niagara Falls (Project) - A Day at the Water Park - A Day at the Water Park - Supplement Sheet - River Channel Changes - Erosion Quiz - Regents Questions on Transportation / Deposition - |
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How are eroded materials deposited? |
Sediments deposited by gravity acting alone and by glaciers are usually unsorted. Particle characteristics determine the rate and pattern of the deposition. Water and wind usually deposit sediments sorted by size and / or density causing layering. Horizontal and vertical sorting create natural features of deposition. |
Students should be able to identify what kinds of particles are most likely to be carried by each method shown in the Earth Science Reference Table Stream Velocity graph. Students should be able to demonstrate how the largest, most dense, and rounded particles settle first, and smallest least dense, and flatter particles settle last. Students should be able to illustrate how the movement of air or water tends to transport smaller particles further than larger particles. Students should recognize graded bedding, and how it is created in a delta or an alluvial fan environment. There should be an emphasis placed on the students that glacial till is unsorted due to melting ice, and because of this many areas of New York State contain glacial erratics. |
Characteristics of an Erosional - Depositional System - Deposition - Deposition in Calm Water (Lab) - is the topic at hand, and size, shape, and density of the particles all play a part in determining their rate of deposition. |
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How is the earth's surface shaped by weathering, erosion and deposition? |
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Pictures showing landscapes in arid regions should illustrate to students how angular formations are created due to the rapid erosion of unprotected soil. Students should explain how farming and construction projects can cause severe erosion unless they are guided by appropriate conservation practices. Students should have practice in identifying the types of drainage patterns that can be expected on particular landscapes and bedrock structures. |
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