Shadow Challenges
1. Work in pairs. Take turns tracing the outline of your
partner’s shadow, including his or her feet.
2. Label each shadow with the owner’s name and
time of day it was drawn.
3. Try to solve these shadow challenges.
a. Can you use your shadow hand to touch your shadow head?
b. Can you use your real hand to touch your shadow head?
c. Can you make your shadow very small?
d. Can you separate yourself from your shadow?
e. Can you touch your partner’s shadow knee with your shadow hand?
f. Can you make your shadow disappear?
g. Can you slip into someone else’s shadow?
h. Can you make your shadow shake hands with someone else’s shadow?
i. Can you play shadow tag? Don’t let another person step on your shadow.
j. Make up your own challenge.
4. What do you think your shadow will look like in
3–5 hours? Record your ideas in your notebook.
Include a drawing.
FOSS Earth, Cycles, and Change Module
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Can be duplicated for classroom or workshop use.
Investigation 1: Sun and Earth
No. 1—Notebook Master
W
S
N
W
E
S
S
N
N
E
Sun Tracker Record
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 1: Sun and Earth
No. 2—Notebook Master
“Changing Shadows” Review Questions
1. How does the Sun’s position in the sky change over
1 day?
2. In what ways do shadows change during the day?
3. What causes shadows to change during the day?
4. Think about a flagpole. How does its shadow
change over 1 year?
5. Look at the photo at the top of page 107. Can you
see the shadow of the person? Can you see the
shadows of the four flagpoles? Why or why not?
FOSS Earth, Cycles, and Change Module
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Investigation 1: Sun and Earth
No. 3—Notebook Master
Response Sheet—Investigation 1
This drawing shows students walking down a path on
a winter morning. You are looking at their backs.
1. Write a letter in the box above the picture to
indicate which direction the students are facing.
Write N for north, S for south, E for east, or
W for west.
2. How did you know which direction the students
were facing?
3. Fill in the rest of the boxes to show the other
compass directions.
4. Does the picture show early morning or late
morning? How do you know?
FOSS Earth, Cycles, and Change Module
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Investigation 1: Sun and Earth
No. 4—Notebook Master
Day/Night Questions
1. Why is it dark at night?
2. At any given time, how much of Earth is in day and
how much is in night?
3. What makes the Sun “rise” and “set”?
4. Does the Sun rise in the morning all over the
world? Explain.
5. Which side of Earth is in daylight?
6. If Earth did not rotate on its axis, would there be
day and night on Earth? Explain.
FOSS Earth, Cycles, and Change Module
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Investigation 1: Sun and Earth
No. 5—Notebook Master
“Sun” Video Review Questions
1. How far is the Sun from Earth? How far away is the
next closest star?
2. How big is the Sun compared to other stars in our
galaxy?
3. What is the Sun made of? How does it produce
heat and light?
4. Describe what is meant by the “life cycle” of the
Sun. What are the stages in the cycle, and at what
stage is the Sun now?
5. What would happen if the Earth was closer to the
Sun (like Venus)? farther away from the Sun (like
Mars)?
6. Sun spots are cooler dark spots on the Sun that are
the result of magnetic storms. What are some of
the effects on Earth of Sun spots?
FOSS Earth, Cycles, and Change Module
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Investigation 1: Sun and Earth
No. 6—Notebook Master
Air Investigations
What is air?
While exploring air with a syringe, write three
observations and three questions.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
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Investigation 2: Weather and Atmosphere
No. 7—Notebook Master
Atmosphere Questions
1. What is Earth’s atmosphere?
2. Describe how the amount of air changes as you
travel up through Earth’s atmosphere.
3. How high above Earth’s surface does the
troposphere reach?
4. What kinds of activities occur in the troposphere?
5. What layer of the atmosphere do you think is of
greatest interest to meteorologists? Why do you
think so?
FOSS Earth, Cycles, and Change Module
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Investigation 2: Weather and Atmosphere
No. 8—Notebook Master
Weather Data
Day
Temp.
(°C)
Wind
Humidity speed
Wind Visibility Pressure
Other
(%)
(kmph) direction (km)
(millibars) observations
1
2
3
4
5
6
7
8
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 2: Weather and Atmosphere
No. 9—Notebook Master
“Sun, Earth, and Moon”
Review Questions
1. Compare the size of the Sun, Earth, and Moon.
2. Compare the composition of the Sun, Earth,
and Moon.
3. Compare the average surface temperature of the
Sun, Earth, and Moon.
4. Compare the movements of Earth and the Moon.
FOSS Earth, Cycles, and Change Module
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Investigation 2: Weather and Atmosphere
No. 10—Notebook Master
Comparing the Physical Characteristics of
the Sun, Earth, and Moon—B
Write a letter (S, E, and/or M) to identify which object or
objects are described in each statement. If the statement
doesn’t refer to the Sun, Earth, or Moon, write an X.
19.
Surface is constantly changing due to weathering, erosion, and, deposition.
20.
Has clouds.
21.
Is about 150 million km from the Sun.
22.
Made of gas (hydrogen and helium).
23.
Made of rock.
24.
Has large basins filled with lava.
25.
70% land, 30% water.
26.
Depends on heat from a star for warmth.
27.
Has day and night.
28.
Has a diameter of about 13,000 km.
29.
Has a diameter of about 3,500 km.
30.
Has a diameter of about 1.4 million km.
31.
Goes around Earth in a day.
32.
Has about 1/6th the gravity of Earth.
33
Has water as solid, liquid, and gas.
34.
About 30 Earth-diameters from Earth.
35.
Visible from Earth only during the day.
36.
Has an average temperature of about 15°C.
FOSS Earth, Cycles, and Change Module
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Investigation 2: Weather and Atmosphere
No. 11—Notebook Master
Condensation Observations
1. Draw the experiment and label the picture to show what you observed.
2. Why did condensation form on the inside surface of the chamber?
3. Where did the water that condensed on the sides of the cup come from?
FOSS Earth, Cycles, and Change Module
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Investigation 3: Water Planet
No. 12—Notebook Master
Water-and-Ice System
1. Label the system to show what you observed.
2. Write a description of the changes you observed
when you placed a cup of ice over warm water.
3. What happened when you added salt to the ice?
Include temperature measurements in your answer.
FOSS Earth, Cycles, and Change Module
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Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 13—Notebook Master
“Condensation” Review Questions
1. What is condensation?
2. What role does temperature play in condensation?
3. What is frost? At what temperature does
frost form?
4. Why does condensation form on a glass of
iced tea?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 14—Notebook Master
Response Sheet—Investigation 3
On a sunny day, a student poured a cup of water on the
sidewalk to make a puddle. When he returned later,
the puddle was gone. The student concluded that the
puddle was gone because the water soaked into the
sidewalk.
What would you say to this student about this
conclusion?
What could you do to demonstrate your idea about
where the water went?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 15—Notebook Master
Distribution of Earth’s Water
a. Fill the 1 L beaker with water exactly to the 1000 mL
level. This represents all of Earth’s water, salt water
and fresh water.
b. Transfer a tiny bit of water (less than a drop) to the
graduated cylinder (use a pipette).
This water represents all the water in Earth’s
atmosphere.
c. Transfer 2 drops of water to the graduated cylinder.
These 2 drops represent all the water in Earth’s lakes
and rivers.
d. Transfer 6 drops of water to the graduated cylinder.
These 6 drops represent all the moisture in Earth’s soil
and ground ice.
e. Transfer 9 mL of water to the graduated cylinder
(use a syringe).
These 9 mL represent all of Earth’s ground water.
f. Transfer 20.5 mL of water to the graduated cylinder.
This represents all of Earth’s frozen fresh water in
ice caps and glaciers.
The volume of fresh water in the cylinder should total
about 30 mL, or 3% of the 1000 mL that represented all
of Earth’s water.
How much water is left in the 1 L beaker?
Is that water fresh water or salt water?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 16—Notebook Master
Water-Cycle Activity
Location
Location
Start
After roll 1
After roll 2
After roll 3
After roll 4
After roll 5
After roll 6
After roll 7
After roll 8
After roll 9
Total
Animal
Atmosphere
Glacier
Ground water
Lake
Ocean
Plant
River
After roll 10
Soil
1. Did your water drop travel in a full water cycle or only in part of a
water cycle? Explain.
2. Draw the path taken by your water drop.
Glacier
Atmosphere
River
Ocean
Lake
Ground water
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Soil
Plant Animal
Investigation 3: Water Planet
No. 17—Notebook Master
Class Activity Tally
Location
Total
Animal
Atmosphere
Glacier
Ground water
Lake
Ocean
Plant
River
Soil
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 18—Notebook Master
“The Water Cycle ” Review Questions
1. What is the water cycle?
2. When water falls from clouds, what forms can
it take?
3. Describe a large water cycle that takes a long
time to complete.
4. Describe a small water cycle that takes a short
time to complete.
5. Explain how the Sun and the ocean interact in
the water cycle.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 19—Notebook Master
“Earth’s Climates ” Review Questions
1. What is the difference between weather
and climate?
2. What two weather variables are most important
for determining a climate zone?
3. What climate zone do you live in? Describe the
climate.
4. What North American zone has a climate very
different from yours? Describe the differences.
5. What do you like about the climate in your
region?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 3: Water Planet
No. 20—Notebook Master
River Rocks by Size
How can rocks be sorted by size?
sand
FOSS Earth, Cycles, and Change Module
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Can be duplicated for classroom or workshop use.
gravel
pebbles
Investigation 4: Changes to Earth’s Surface
No. 21—Notebook Master
Sand and Water Drawing
Is there an earth material smaller than sand?
Draw and write about what you see in the vial.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 22—Notebook Master
“Weathering and Erosion”
Video Review Questions
1. How do temperature changes and ice weather
rocks?
2. How does abrasion cause physical weathering?
3. Why do you find smooth, rounded rocks at the
seashore and in rivers?
4. What is the main source of chemical weathering,
and how does it happen?
5. What causes erosion and deposition?
6. Explain how wind causes erosion and deposition.
7. How do erosion and deposition affect people?
8. Predict the effect of changes such as
overpopulation of grazers or the building of a
highway on a hillside.
9. How do glaciers form lakes and valleys?
10. Explain how weathering, erosion, and
deposition interact.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 23—Notebook Master
“Land Formations” Video
Review Questions
1. What are plains and how are they formed?
2. What are deltas and how are they formed?
3. What are canyons and valleys and how are they
formed?
4. What are plateaus and how are they formed?
5. Describe how the Devil’s Postpile—now a
national monument—was formed.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 24—Notebook Master
Sandstone Recipe
Materials for each group of four students
4 Rounded spoonfuls of sand in a plastic cup
•
Sodium silicate solution, 10 mL (use syringe to measure)
1 Plastic spoon
1 Self-stick note
1 Paper towel
• Safety goggles and gloves
Procedure
1. Get a plastic cup with sand for your group.
2. Write your group number and date on the label.
3. Go to the sodium silicate station. Use the syringe to
carefully measure 10 mL of the solution and add it to
the sand slowly as you move the tip around the top of
the sand.
SAFETY NOTE: Be careful not to get the sodium silicate
solution on your skin or in your eyes. Safety goggles
and gloves should be worn when handling chemicals.
4. Gently tap the cup on the desktop several times to mix
the sand and sodium silicate solution.
5. When you have completed these tasks, bring your
labeled cup to the storage area.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 25—Notebook Master
Shale Recipe
Materials for each group of four students
2 Rounded spoonfuls of powdered clay
1 Rounded spoonfuls of plaster of paris
•
Water, 20 mL
1 Paper cup, small
1 Craft stick
2 Leaf pieces
• Safety gloves
Procedure
1.Wear safety gloves. Go to the clay station and put 2 spoonfuls
of powdered clay in a paper cup. Use the white plastic spoon
in the container.
2. Go to the plaster-of-paris station and add 1 spoonful of plaster
of paris. Mix the dry clay and plaster thoroughly with a stick.
3. Go to the water station and add 20 mL of water to the paper
cup. You can come back later for more if you need it.
4. Mix the dry materials and water with the craft stick. The
mixture should be fairly thick, like cookie dough. You should be
able to use the craft stick to transfer the mixture to the plastic
cup. You can add more water if you need it, but be careful not
to add too much. The mixture should not be runny.
5. Place a leaf piece on the sandstone layer. Transfer the clay
mixture onto the sandstone layer in your cup. Smooth it out
with the stick. Place another leaf piece on the shale layer.
6. The stick and the paper cup can be tossed or recycled.
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 26—Notebook Master
“Rocks” Video Review Questions
1. What are sediments? Name the types of
sediments that often create sedimentary rocks.
2. What are the three kinds of sedimentary rocks,
based on how they are formed?
3. What kind of sedimentary rock is limestone?
4. What is an example of a chemical sedimentary
rock?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 27—Notebook Master
“Fossils” Video
Review Questions
1. What is a fossil?
2. What are some types of fossils? Tell about them.
3. In what kind of rock are most fossils found? How
do they form?
4. What is meant by superposition, and how does it
help to date fossils?
5. What do scientists learn from studying fossils?
6. How does an ancient fish find itself on a rock high
up on a mountainside?
FOSS Earth, Cycles, and Change Module
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Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 28—Notebook Master
“Fossil Fuels” Video Review Questions
1. What are some examples of fossil fuels? How are
fossil fuels important for people?
2. How are fossil fuels formed?
3. Describe how coal is formed.
4. What kind of rock do you think coal is—
sedimentary, metamorphic, or igneous? Why do
you think so?
5. How is oil formed?
6. What is natural gas?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 29—Notebook Master
“Green Energy” Video
Review Questions
1. What is “green energy?” Name some examples.
2. What is meant by nonrenewable energy?
3. What is sustainability, and how is it related to
energy resources?
4. What are the issues related to nuclear energy?
5. What are biofuels?
6. What are the benefits and limitations of
biofuels?
7. What did you learn about the issues around
green energy and fossil fuels that you didn’t
know before?
8. What questions do you have about energy
resources?
FOSS Earth, Cycles, and Change Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Investigation 4: Changes to Earth’s Surface
No. 30—Notebook Master