lesson plans - glencoe · (e) science and technology 1. abilities of technological design 2....

Lesson Plans

Student EditionTeacher Wraparound EditionInteractive Teacher Edition CD-ROMInteractive Lesson Planner CD-ROMLesson PlansContent Outline for TeachingDirected Reading for Content MasteryFoldables: Reading and Study SkillsAssessment

Chapter ReviewChapter TestsExamView Pro Test Bank SoftwareAssessment TransparenciesPerformance Assessment in the Science

ClassroomThe Princeton Review Standardized Test

Practice BookletDirected Reading for Content Mastery in SpanishSpanish ResourcesGuided Reading Audio Program

ReinforcementEnrichmentActivity WorksheetsSection Focus TransparenciesTeaching TransparenciesLaboratory ActivitiesScience Inquiry LabsCritical Thinking/Problem SolvingReading and Writing Skill ActivitiesCultural DiversityLaboratory Management and Safety in the Science

ClassroomMindJogger Videoquizzes and Teacher GuideInteractive Explorations and Quizzes CD-ROMVocabulary Puzzlemaker SoftwareCooperative Learning in the Science ClassroomEnvironmental Issues in the Science ClassroomHome and Community InvolvementUsing the Internet in the Science Classroom

Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the UnitedStates Copyright Act, no part of this publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without the prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-827017-0Printed in the United States of America1 2 3 4 5 6 7 8 9 10 009 06 05 04 03 02 01

Glencoe Science

iii

To the Teacher iv

Correlation of Earth Science books of the Glencoe Science Custom Curriculum Series to the National Science Standards v

Chapter 1 Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

3 Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

4 Air Pollution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Table of Contents

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Lesson planning guides are provided for each section of the chapter. Within the Lesson Plansyou will see Student Edition features that may have an accompanying worksheet found in the Chapter Resources Booklet (CRB). These worksheets are shown in parentheses after thefeature. For example:

_____ Before You Read, p. 37 (Foldables, p. 17, CRB)

The Foldables worksheet can be used with the Before You Read feature in the Student Edition.

Each Lesson Plan is divided into several parts:

■ Schedule lists the recommended number of class sessions to be devoted to each section of the chapter. Both traditional and block scheduling recommendations aregiven.

■ Objectives provides the section objectives. Here you will also find the correlationsto National Science Standards for the section.

■ Motivate lists various resources to introduce the chapter or section to the students.

■ Teach lists Student Edition and Teacher Edition features that are used as you teachthe material. You’ll also find worksheet pages and other resources such as trans-parencies or Professional Series Books that are appropriate to use with the section.

■ Assess provides references to the section assessment in the Student Edition as wellas useful pages from the Performance Assessment in the Science Classroom.

■ Reteach/Reinforce is where you will find worksheets that provide students withadditional reinforcement of the chapter content.

■ Enrich/Apply provides opportunities to challenge students with materials that gobeyond the chapter content.

■ Chapter Assessment lists Student Edition, worksheet, and transparency resourcesthat assess students’ knowledge of the chapter material.

■ Multimedia Options pulls together the many multimedia materials that can beused as reinforcement, review, extension, and assessment with your students.

To the Teacher

v

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.Correlation to National Science Education Standards

Objectives Book, Chapter, and Section

(UCP) Unifying Concepts and Processes

1. Systems, order, and organization

2. Evidence, models, and explanation

3. Change, constancy, and measurement

4. Evolution and equilibrium

5. Form and function

(A) Science as Inquiry

1. Abilities necessary to do scientific inquiry

2. Understandings about scientific inquiry

(B) Physical Science

1. Properties and changes of properties in matter

2. Motion and forces

3. Transfer of energy

(C) Life Science

1. Structure and function in living systems

2. Reproduction and heredity

3. Regulation and behavior

4. Populations and ecosystems

5. Diversity and adaptations of organisms

(D) Earth and Space Science

1. Structure of the Earth system

2. Earth’s history

3. Earth in the solar system

F1-1, F2-1, F2-2, F2-3, F2-4, G4-1, G4-2, G4-3, H1-2, H1-3, H2-1, H2-2, H2-3,H2-4, H3-1, H3-2, H5-1, H5-3, I2-1, I2-2, I2-3, I3-3, I4-2, J3-2, J3-3, J3-4,J4-3

F3-1, F4-2, F4-3, F5-1, F5-2, F5-3, G3-1, G3-2, G3-3, G5-1, G5-2, G6-1, G6-2,G6-3, H1-3, H4-2, H5-2, I1-1, I2-3, I3-3, I4-1, I4-2, J1-1, J1-2, J1-3, J2-1,J2-2, J2-3, J3-1, J4-1, J4-4

F2-1, F3-2, F3-3, F4-1, F4-2, F4-3, F6-1, F6-2, F6-3, G1-2, G1-3, G5-3, G6-1,G6-2, G6-3, H1-3, H2-4, H3-3, H4-3, I1-2, I1-3, I2-2, I3-1, I3-3, I4-1, I4-2,I4-3

F4-1, G2-1, G2-2, G2-3, G6-1, G6-2, G6-3, H1-1, H1-3, H2-1, H2-2, H2-3,H4-1, I3-2, J4-3

F1-2, F1-3, F2-1, G1-1, J4-2

F1-1, F1-2, F1-3, F2-1, F2-2, F2-3, F2-4, F3-1, F3-3, F4-1, F4-2, F4-3, F6-1,F6-2, F6-3, G1-1, G1-2, G1-3, G2-1, G2-2, G2-3, G3-1, G3-2, G3-3, G4-1, G4-2,G4-3, G5-1, G5-2, G5-3, G6-2, G6-3, H1-1, H1-2, H1-3, H2-1, H2-2, H2-4,H3-1, H3-2, H3-3, H4-2, H5-1, H5-2, H5-3, I1-1, I1-2, I1-3, I2-1, I2-3, I2-3,I3-1, I3-3, I4-1, I4-2, I4-3, J1-1, J1-2, J1-3, J2-1, J2-2, J2-3, J3-1, J3-2, J3-3,J3-4, J4-1, J4-2, J4-4

F4-3, G6-1, I3-3

F2-1, F4-3, F6-2, F6-3, G5-3, H1-1, H1-2, H1-3, H4-2, H4-3, I4-1, I4-2, I4-3,J4-3

F2-1, F4-3, F5-1, F5-2, F5-3, H2-1, H3-1, I1-3, J2-1, J3-2

F2-1, F3-1, F2-2, F4-3, F5-1, F5-2, F5-3, H1-1, H1-2, H1-3, H4-2, H4-3, I1-2,J2-1, J4-2

H1-2, H5-2, I3-2, I4-2, I4-3

G5-1, G5-2, G5-3, G5-4

H5-2

H2-2, H2-3, H2-4, H5-2, H5-3, I3-2, I4-2

G5-1, G6-1, G6-2, G6-3, H2-2, H2-3, H5-2, I3-2, I4-2

F1-1, F1-2, F1-3, F2-1, F2-2, F2-3, F2-4, F3-1, F2-2, F3-3, F4-1, F4-2, F4-3,F5-1, F5-2, F5-3, F6-1, F6-2, F6-3, G1-1, G1-2, G1-3, G2-1, G2-2, G2-3, G3-1,G3-2, G3-3, G4-1, G4-2, G4-3, G5-1, G5-2, G5-3, , H1-1, H1-2, H1-3, H2-1,H2-2, H2-3, H2-4, H3-1, H3-2, H3-3, H4-1, H4-2, H4-3, H5-1, H5-3, I1-1, I1-2,I1-3, I2-1, I2-2, I2-3, I3-3, I3-1, I3-2, I4-1, I4-2, I4-3, J2-1, J2-2, J2-3

F4-1, F4-2, F4-3, G3-2, G5-1, G5-2, G5-3, G5-4, G6-1, G6-2, G6-3, H4-1

H4-3, I1-1, J1-1, J1-2, J1-3, J3-1, J3-2, J3-3, J3-4, J4-1, J4-2, J4-3, J4-4

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Correlation to National Science Education Standards (continued)

Objectives Book, Chapter, and Section

(E) Science and Technology

1. Abilities of technological design

2. Understandings about science and technology

(F) Science in Personal and Social Perspectives

1. Personal Health

2. Populations, resources, and environments

3. Natural hazards

4. Risks and benefits

5. Science and technology in society

(G) History and Nature of Science

1. Science as a human endeavor

2. Nature of science

3. History of science

F3-1, F2-2, I2-3, J2-3

F3-1, F2-2, G1-3, G2-3, G3-1, H2-2, H2-4, H3-2, H3-3, H4-3, I2-1, I2-3

F3-1, F5-3, G4-2, H1-2, H1-3, H2-4, I4-1, I4-2, I4-3

F1-3, F3-1, F2-2, F3-3, G2-3, H1-2, H1-3, H2-2, H2-3, H2-4, H3-1, H3-2, H3-3,H5-1, H5-3, I4-2, I4-3

F5-3, F6-1, F6-2, G3-1, H2-1, H2-2, H2-4, H3-3, I2-1, I2-2, I4-1, I4-2

F3-1, F2-2, F3-3, G3-3, H2-2, H2-3, H2-4, H5-3, I4-1, I4-2, I4-3

F1-3, F2-4, F3-1, F2-2, F3-3, F5-3, G1-2, G1-3, G4-3, H1-2, H1-3, H2-3, H3-2,H5-3, I2-3, I4-1, I4-2, I4-3, J1-2, J1-3

F3-3, F4-1, F4-2, F4-3, G2-3, G5-3, G6-3, H1-3, H2-4, H4-3, H5-3, I1-3, I2-3,I3-3, I4-3, J1-2, J2-3, J4-4

F3-3, F5-3, F6-3, G5-3, G6-3, H2-4, H4-3, H5-3, I3-3, I4-3, J3-4

F1-3, F4-1, F4-2, F4-3, G1-3, H2-4, I3-3, J2-3, J2-1, J4-4

vi

Atmosphere 1

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.LessonPlans

National Content StandardsUCP2, A1, D1, D3

TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources

11ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Identify the gases in Earth’s atmosphere.2. Describe the structures of Earth’s atmosphere.3. Explain what causes air pressure.

Motivatei_____ Explore Activity, p. 7_____ Before You Read, p. 7 (Foldables, p. 13, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 40, CRB)

Teachi_____ Content Background, pp. 6E–6F, TWE_____ Discussion, pp. 9, 10, 14, TWE_____ Science Online, p. 10_____ Problem-Solving Activity, p. 12_____ MiniLAB: Determining If Air Has Mass, p. 13 (MiniLAB Worksheet, p. 3, CRB)_____ Life Science Integration, p. 14■____ Activity: Evaluating Sunscreens, p. 16 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 29–31, CRB)_____ Science Inquiry Lab, p. 25, TCR_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 15_____ Skill Builder Activities, p. 15_____ Performance Assessment in the Science Classroom, pp. 93, 115, 119, 147, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 15, 16, CRB_____ Spanish Directed Reading for Content Mastery, pp. 19, 20, CRB

■____ Reinforcement, p. 23, CRB_____ Mathematics Skill Activities, p. 11, TCR_____ Reading and Writing Skill Activities, p. 27, TCR

Enrich/Applyi_____ Enrichment, p. 26, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 5, TCR_____ Earth Science Critical Thinking/Problem-Solving, p. 13, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Earth’s Atmosphere

2 Atmosphere

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LessonPlans


National Content StandardsUCP3, A1, B3, D1


Objectivesi4. Describe what happens to the energy Earth receives

from the Sun.5. Compare and contrast radiation, conduction, and

convection.6. Explain the water cycle.

Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 41, CRB)

Teachi_____ Physics Integration, p. 18_____ Discussion, p. 18, TWE_____ Use Science Words, p. 18, TWE_____ Use an Analogy, p. 18, TWE_____ Teacher FYI, p. 18, TWE_____ Science Journal, p. 19, TWE_____ Identifying Misconceptions, p. 19, TWE_____ MiniLAB: Model the Water Cycle, p. 19 (MiniLAB Worksheet, p. 4, CRB)_____ Fun Fact, p. 20, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 29–31, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 43–44, CRB)_____ Laboratory Activity 2, p. 11–12, CRB_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 20_____ Skill Builder Activities, p. 20_____ Performance Assessment in the Science Classroom, pp. 89, 93, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 16, CRB_____ Spanish Directed Reading for Content Mastery, p. 20, CRB

■____ Reinforcement, p. 24, CRB

Enrich/Applyi_____ Enrichment, p. 27, CRB_____ Cultural Diversity, p. 41, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Energy Transfer in the Atmosphere

Atmosphere 3

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.LessonPlans

National Content StandardsUCP3, A1, B2, D1, G1


11ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi7. Explain why different latitudes on Earth receive different

amounts of solar energy.8. Describe the Coriolis effect.9. Locate doldrums, trade winds, prevailing westerlies, polar

easterlies, and jet streams.


Teachi_____ Science Online, p. 22_____ Visual Learning, pp. 22, 23, TWE_____ Quick Demo, p. 22, TWE_____ Activity, pp. 23, 24, TWE_____ Inclusion Strategies, p. 24, TWE

■____ Activity: The Heat Is On, pp. 26–27 (Activity Worksheet, pp. 7–8, CRB)




Enrich/Applyi_____ Enrichment, p. 28, CRB

Chapter Assessmenti■____ Chapter Study Guide, pp. 30–31■____ Chapter Review, pp. 33–34, CRB

■____ Chapter Assessment, pp. 32–33■____ Chapter Test, pp. 35–38, CRB

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 1_____ Guided Reading Audio Program (English & Spanish), Ch. 1_____ MindJogger Videoquiz, Ch. 1_____ ExamView Pro Test Bank Software, Ch. 1_____ Interactive CD-ROM, Exploration and Quiz, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Air Movement

_____ Science and Language Arts, pp. 454–455_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 29–31, CRB)_____ Science Inquiry Lab, p. 41, TCR_____ Home and Community Involvement, p. 23, TCR_____ Spanish Resources, Section 3, CRB

■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 45, CRB)

_____ Standardized Test Practice by The PrincetonReview, pp. 7–10, TCR

4 Weather

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LessonPlans


National Content StandardsUCP1, A1, D1, E2, F3


Objectivesi1. Explain how solar heating and water vapor in the

atmosphere affect weather.2. Discuss how clouds form and how they are classified.3. Describe how rain, hail, sleet, and snow develop.


Teachi_____ Content Background, pp. 34E–34F, TWE_____ Life Science Integration, p. 37_____ Quick Demo, p. 37, TWE_____ Lab Demonstration, p. 38, TWE_____ MiniLAB: Determining Dew Point, p. 38 (MiniLAB Worksheet, p. 3, CRB)_____ Math Skills Activity, p. 39_____ Discussion, pp. 39, 41, 42, TWE_____ Visual Learning, p. 40, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Laboratory Activity 2, pp. 13–15, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 43_____ Skill Builder Activities, p. 43_____ Performance Assessment in the Science Classroom, pp. 89, 99,151, TCR


■____ Reinforcement, p. 27, CRB_____ Mathematics Skill Activities, p. 7, TCR

Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Physical Science Critical Thinking/Problem-Solving, p. 16, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ Interactive CD-ROM, Presentation Builder, Ch. 2_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ What is weather?

Weather 5

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.LessonPlans

National Content StandardsUCP1, UCP3, D1, F3



Objectivesi4. Describe how weather is associated with fronts and

high- and low-pressure areas.5. Explain how tornadoes develop from thunderstorms.6. Discuss the dangers of severe weather.


Teachi_____ Science Online, pp. 45, 48_____ Discussion, pp. 45, 48, TWE_____ Inclusion Strategies, pp. 45, 46, TWE_____ Use Science Words, p. 45, TWE_____ Visual Learning, pp. 46, 49, TWE_____ Quick Demo, p. 46, TWE_____ Curriculum Connection, pp. 46, 48, 50, TWE_____ Science Journal, pp. 47, 48, TWE_____ Extension, pp. 47, 49, 51, TWE_____ Identifying Misconceptions, p. 48, TWE_____ Activity, pp. 49, 50, TWE_____ Environmental Science Integration, p. 50_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 27, TCR_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 51_____ Skill Builder Activities, p. 51_____ Performance Assessment in the Science Classroom, p. 89, TCR


■____ Reinforcement, p. 28, CRB_____ Reading and Writing Skill Activities, pp. 3, 45, TCR



Section 2 ■ Weather Patterns

6 Weather

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LessonPlans


National Content StandardsUCP1, UCP2, A1, A2, D1, E1,E2, F5, G1


Objectivesi7. Explain how data are collected for weather maps

and forecasts.8. Identify the symbols used in a weather station model.


Teachi_____ Visual Learning, p. 53, TWE_____ MiniLAB: Measuring Rain, p. 53 (MiniLAB Worksheet, p. 4, CRB)■____ Activity: Reading a Weather Map, p. 55 (Activity Worksheet, pp. 5–6, CRB)■____ Activity: Measuring Wind Speed, pp. 56–57 (Activity Worksheet, pp. 7–8, CRB)_____ Science and Society, pp. 58–59_____ Discussion, p. 59, TWE_____ Activity, p. 59, TWE_____ Content Outline for Teaching, Section 3 (Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Spanish Resources, Section 3, CRB







Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 2_____ Guided Reading Audio Program (English & Spanish), Ch. 2_____ MindJogger Videoquiz, Ch. 2_____ ExamView Pro Test Bank Software, Ch. 2_____ Interactive CD-ROM, Exploration and Quiz, Ch. 2_____ Science Web site: science.glencoe.com

Section 3 ■ Weather Forecasts



Climate 7

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National Content StandardsUCP3, A1, D1



Objectivesi1. Describe what determines climate.2. Explain how latitude and other factors affect the climate

of a region.


Teachi_____ Content Background, pp. 64E–64F, TWE_____ Science Journal, p. 64, TWE_____ Curriculum Connection, p. 67, TWE_____ MiniLAB: Observing Solar Radiation, p. 67 (MiniLAB Worksheet, p. 3, CRB)_____ Physics Integration, p. 68_____ Problem-Solving Activity, p. 68_____ Teacher FYI, p. 68, TWE_____ Fun Fact, p. 68, TWE_____ Visual Learning, p. 69, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–11, CRB_____ Home and Community Involvement, p. 35, TCR_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 69_____ Skill Builder Activities, p. 69_____ Performance Assessment in the Science Classroom, pp. 89, 99, 127, TCR




Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ Interactive CD-ROM, Presentation Builder and Exploration, Ch. 3_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ What is climate?

8 Climate

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LessonPlans


National Content StandardsUCP4, C1, C4, C5, D1


Objectivesi3. Describe a climate classification system.4. Explain how organisms adapt to particular climates.


Teachi_____ Use Science Words, p. 71, TWE_____ Use an Analogy, p. 71, TWE_____ Extension, p. 71, TWE_____ Teacher FYI, p. 71, TWE_____ Visual Learning, p. 72, TWE_____ Quick Demo, p. 72, TWE_____ Make a Model, p. 72, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Spanish Resources, Section 2, CRB



■____ Reinforcement, p. 28, CRB_____ Reading and Writing Skill Activities, p. 3, TCR



Section 2 ■ Climate Types

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TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources Climate 9

National Content StandardsUCP1, UCP2, UCP3, A1, A2, D1

33ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 4 sessions

Objectivesi5. Explain what causes seasons.6. Describe how El Niño affects climate.7. Explore possible causes of climatic change.


Teachi_____ MiniLAB: Modeling El Niño, p. 75

(MiniLAB Worksheet, p. 4, CRB)_____ Visual Learning, pp. 76, 77, 84, TWE_____ Activity, p. 76, TWE_____ Discussion, pp. 78, 81, 83, 89, TWE_____ Health Integration, p. 79■____ Activity: The Greenhouse Effect, p. 85

(Activity Worksheet, pp. 5–6, CRB)

Assessi■____ Section Assessment, p. 84_____ Skill Builder Activities, p. 84_____ Performance Assessment in the Science Classroom, pp. 89, 93, 99, 135, 143, TCR



Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Earth Science Critical Thinking/Problem-Solving, pp. 13, 14, TCR



Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 3_____ Guided Reading Audio Program (English & Spanish), Ch. 3_____ MindJogger Videoquiz, Ch. 3_____ ExamView Pro Test Bank Software, Ch. 3_____ Interactive CD-ROM, Quiz, Ch. 3_____ Science Web site: science.glencoe.com

Section 3 ■ Climatic Changes

■____ Activity: Microclimates, pp. 86–87 (Activity Worksheet, pp. 7–8, CRB)

_____ Science and History, pp. 88–89_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, pp. 29, 39, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 3, CRB



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10 Air Pollution

LessonPlans


National Content StandardsUCP2, UCP3, A1, B1, D1, F1, F3, F4, F5


Objectivesi1. Identify the sources of air pollution.2. Describe the effects of pollution on air quality.


Teachi_____ Content Background, pp. 94E–94F, TWE_____ Discussion, p. 97, TWE_____ Lab Demonstration, p. 98, TWE_____ Use Science Words, p. 98, TWE_____ Visual Learning, pp. 99, 102, TWE_____ Quick Demo, p. 99, TWE_____ MiniLAB: Observing Particulates, p. 100 (MiniLAB Worksheet, p. 3, CRB)_____ Identifying Misconceptions, p. 101, TWE_____ Science Online, p. 101■____ Activity: Particulate Pollution, p. 103 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Home and Community Involvement, p. 45, TCR_____ Spanish Resources, Section 1, CRB





Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ Interactive CD-ROM, Presentation Builder, Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 1 ■ Types and Causes of Air Pollution

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TWE = Teacher Wraparound Edition, CRB = Chapter Resources Booklet, TCR = Teacher Classroom Resources Air Pollution 11

National Content StandardsUCP1, UCP2, UCP3, A1, B1, C1, C4, C5,D1, F1, F2, F3, F4, F5


Objectivesi3. Explain how air pollution affects human health.4. Describe how air pollution affects Earth’s organisms.5. List several ways that air pollution can damage buildings

and structures.


Teachi_____ Health Integration, p. 105_____ Discussion, pp. 105, 108, 109, TWE_____ Activity, p. 105, TWE_____ Teacher FYI, pp. 105, 107, 108, 109, TWE_____ Curriculum Connection, pp. 106, 108, 109, TWE_____ Extension, p. 106, TWE_____ MiniLAB: Modeling Ozone Depletion, p. 106 (MiniLAB Worksheet, p. 4, CRB)_____ Visual Learning, pp. 107, 109, TWE_____ Quick Demo, p. 107, TWE_____ Inclusion Strategies, p. 107, TWE_____ Make a Model, p. 110, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 2, pp. 13–16, CRB_____ Spanish Resources, Section 2, CRB




Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 17, TCR_____ Cultural Diversity, p. 11, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ Interactive CD-ROM, Exploration, Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 2 ■ Effects of Air Pollution

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12 Air Pollution

LessonPlans


National Content StandardsUCP3, A1, B1, C1, D1, F1, F2, F4, F5, G1, G2

44ScheduleBlock Schedule: 2 sessions (■ denotes activities recommended for block schedule.)Single Periods: 4 sessions

Objectivesi6. Describe air pollution laws in the United States.7. Identify things you can do to reduce air pollution.


Teachi_____ Science Online, p. 112_____ Discussion, pp. 112, 115, 118, TWE_____ Visual Learning, pp. 112, 113, TWE_____ Curriculum Connection, p. 112, TWE_____ Activity, p. 113, TWE_____ Science Journal, p. 113, TWE_____ Math Skills Activity, p. 114







■____ Assessment Transparency, TCR, (Transparency Master and Study Guide, p. 49, CRB)_____ Standardized Test Practice by The Princeton Review, pp. 19–22, TCR

Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 4_____ Guided Reading Audio Program (English & Spanish), Ch. 4_____ MindJogger Videoquiz, Ch. 4_____ ExamView Pro Test Bank Software, Ch. 4_____ Interactive CD-ROM, Quiz, Ch. 4_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Solutions to Air Pollution

_____ Inclusion Strategies, pp. 114, 116, TWE

■____ Activity: Air Pollution Where You Live,pp. 116–117 (Activity Worksheet, pp. 7–8, CRB)

_____ Oops! Accidents in Science, pp. 118–119_____ Science Inquiry Lab, p. 37, TCR_____ Spanish Resources, Section 3, CRB

lesson plans - glencoe · (e) science and technology 1. abilities of technological design 2....

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