lesson plans - glencoewg.glencoe.com/sites/florida/teacher/science/assets/826998-9.pdff1-1, f2-1,...

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 0-07-826998-9Printed 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 Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

3 Earth’s Energy and Mineral Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4 Plate Tectonics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

5 Earthquakes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

6 Volcanoes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

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

Minerals 1

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.LessonPlans

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

11

National Content StandardsUCP1, A1, D1

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

Objectivesi1. Describe characteristics that all minerals share.2. Explain how minerals form

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_____ Visual Learning, pp. 9, 10, TWE_____ MiniLAB: Inferring Salt’s Crystal System, p. 9 (MiniLAB Worksheet, p. 3, CRB)_____ Activity, p. 10, TWE_____ Extension, pp. 10, 12, TWE_____ Physics Integration, p. 11_____ Science Journal, p. 11, TWE_____ Identifying Misconceptions, p. 11, TWE

■____ Activity: Crystal Formation, p. 13 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 29–30, CRB)_____ Science Inquiry Lab, p. 23, TCR_____ Laboratory Activity 1, pp. 9–16, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 12_____ Skill Builder Activities, p. 12_____ Performance Assessment in the Science Classroom, pp. 121, 159, 167, 212, 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. 47, TCR

Enrich/Applyi_____ Enrichment, p. 26, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 15, TCR_____ Cultural Diversity, p. 37, TCR

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

Section 1 ■ Minerals

2 Minerals

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11



Objectivesi3. Describe physical properties used to identify minerals.4. Identify minerals using physical properties such as

hardness and streak.

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

Teachi_____ Activity, p. 15, TWE_____ Curriculum Connection, p. 15, TWE_____ Problem-Solving Activity, p. 16_____ Visual Learning, p. 16, TWE_____ Lab Demonstration, p. 16, TWE_____ Use an Analogy, p. 17, TWE_____ Teacher FYI, p. 17, TWE_____ MiniLAB: Observing Mineral Properties, p. 18 (MiniLAB Worksheet, p. 4, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 29–30, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 43–44, CRB)_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 18_____ Skill Builder Activities, p. 18_____ Performance Assessment in the Science Classroom, pp. 89, 109, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 17, CRB_____ Spanish Directed Reading for Content Mastery, p. 21, CRB

■____ Reinforcement, p. 24, CRB

Enrich/Applyi_____ Enrichment, p. 27, CRB

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

Section 2 ■ Mineral Identification

Minerals 3

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11

National Content StandardsUCP5, A1, D1, F2, F5, G3


Objectivesi5. Describe characteristics of gems that make them more

valuable than other minerals.6. Identify useful elements that are contained in minerals.


Teachi_____ Use Science Words, p. 20, TWE_____ Discussion, p. 21, TWE_____ Activity, p. 21, TWE_____ Science Online, pp. 22, 24_____ Visual Learning, p. 22, TWE_____ Chemistry Integration, p. 23_____ Quick Demo, p. 23, TWE_____ Inclusion Strategies, p. 26, TWE




Enrich/Applyi_____ Enrichment, p. 28, CRB_____ Cultural Diversity, p. 35, TCR

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, Quiz, Ch. 1_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Uses of Minerals

■____ Activity:Mineral Identification, pp. 26–27(Activity Worksheet, pp. 7–8, CRB)

_____ Science and History, pp. 28–29_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 29–30, CRB)_____ Laboratory Activity 2, pp. 11–12, CRB_____ Home and Community Involvement, p. 34, 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 Rocks

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22

National Content StandardsUCP1, UCP3, UCP4, A1, D1


Objectivesi1. Distinguish between a rock and a mineral.2. Describe the rock cycle and some changes that a rock

could undergo.


Teachi_____ Content Background, pp. 34E–34F, TWE_____ Visual Learning, pp. 37, 38, TWE_____ Inclusion Strategies, p. 37, TWE_____ MiniLAB: Modeling Rock, p. 37 (MiniLAB Worksheet, p. 3, CRB)_____ Activity, p. 38, TWE_____ Curriculum Connection, p. 38, TWE_____ Extension, p. 38, TWE_____ Teacher FYI, p. 39, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–33, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 45–46, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 39_____ Skill Builder Activities, p. 39_____ Performance Assessment in the Science Classroom, pp. 89, 123, 159, TCR



Enrich/Applyi_____ Enrichment, p. 27, CRB_____ Earth Science Critical Thinking/Problem-Solving, pp. 4, 11, TCR_____ Cultural Diversity, p. 13, TCR

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

Section 1 ■ The Rock Cycle

Rocks 5

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Objectivesi3. Recognize magma and lava as the materials that cool to

form igneous rocks.4. Contrast the formation of intrusive and extrusive igneous rocks.5. Contrast granitic and basaltic igneous rocks.


Teachi_____ Visual Learning, p. 41, TWE_____ Use Science Words, p. 41, TWE_____ Science Journal, p. 41, TWE_____ Fun Fact, p. 41, TWE_____ Science Online, p. 42_____ Extension, p. 42, TWE_____ Teacher FYI, p. 42, TWE_____ Chemistry Integration, p. 43■____ Activity: Igneous Rock Clues, p. 44 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–33, CRB)_____ Spanish Resources, Section 2, CRB



■____ Reinforcement, p. 24, CRB_____ Reading and Writing Skill Activities, p. 27, TCR


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

Section 2 ■ Igneous Rocks

6 Rocks

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Objectivesi6. Describe the conditions in Earth that cause

metamorphic rocks to form.7. Classify metamorphic rocks as foliated or nonfoliated.


Teachi_____ Science Online, p. 46_____ Visual Learning, p. 46, TWE_____ Use an Analogy, p. 46, TWE_____ Activity, p. 47, TWE_____ Science Journal, p. 47, TWE_____ Teacher FYI, p. 47, TWE_____ Content Outline for Teaching, Section 3 (Note-taking Worksheet, pp. 31–33, CRB)_____ Laboratory Activity 2, pp. 11–12, CRB_____ Spanish Resources, Section 3, CRB

Assessi■____ Section Assessment, p. 48_____ Skill Builder Activities, p. 48_____ Performance Assessment in the Science Classroom, p. 121, TCR





Section 3 ■ Metamorphic Rocks

Rocks 7

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National Content StandardsUCP1, A1, D1, F5

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

Objectivesi8. Explain how sedimentary rocks form from sediment.9. Classify sedimentary rocks as detrital, chemical, or

organic in origin.


Teachi_____ Inclusion Strategies, p. 50, TWE_____ MiniLAB: Classifying Sediments, p. 50

(MiniLAB Worksheet, p. 4, CRB)_____ Discussion, pp. 51, 53, TWE_____ Visual Learning, p. 51, TWE_____ Chemistry Integration, p. 52_____ Activity, p. 52, TWE_____ Quick Demo, pp. 53, 54, TWE_____ Math Skills Activity, p. 54







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, Quiz, Ch. 2_____ Science Web site: science.glencoe.com

Section 4 ■ Sedimentary Rocks

■____ Activity: Sedimentary Rocks, pp. 56–57 (Activity Worksheet, pp. 7–8, CRB)

_____ Science and Society, pp. 58–59_____ Content Outline for Teaching, Section 4

(Note-taking Worksheet, pp. 31–33, CRB)_____ Science Inquiry Lab, p. 33, TCR_____ Home and Community Involvement, p. 43, TCR_____ Spanish Resources, Section 4, CRB



8 Earth’s Energy and Mineral Resources

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33ScheduleBlock Schedule: 1 session (■ denotes activities recommended for block schedule.)Single Periods: 2 sessions

Objectivesi1. Identify examples of nonrenewable energy resources.2. Describe the advantages and disadvantages of using fossil fuels.3. Explain the advantages and disadvantages of using nuclear energy.


Teachi_____ Content Background, pp. 64E–64F, TWE_____ Life Science Integration, p. 67_____ Discussion, pp. 68, 74, TWE_____ Visual Learning, pp. 68, 70, 72, TWE_____ Activity, pp. 68, 72, TWE_____ Science Online, p. 71_____ MiniLAB: Practicing Energy Conservation, p. 73 (MiniLAB Worksheet, p. 3, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 33, TCR





Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 2, TCR_____ Physical Science Critical Thinking/Problem-Solving, pp. 14, 20, TCR_____ Cultural Diversity, pp. 45, 49, TCR


Section 1 ■ Nonrenewable EnergyResources

National Content StandardsUCP2, A1, B3, D1, E1, E2, F1,F2, F4, F5

Earth’s Energy and Mineral Resources 9

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33ScheduleBlock Schedule: 0.5 session (■ denotes activities recommended for block schedule.)Single Periods: 1 session

Objectivesi4. Compare and contrast inexhaustible and renewable

energy resources.5. Explain why inexhaustible and renewable resources are

used less than nonrenewable resources.


Teachi_____ Physics Integration, p. 77_____ Quick Demo, p. 77, TWE_____ Visual Learning, pp. 78, 80, TWE_____ Lab Demonstration, p. 78, TWE_____ Make a Model, p. 78, TWE_____ Extension, p. 78, TWE_____ Science Online, p. 79_____ Activity, p. 79, TWE_____ Inclusion Strategies, p. 79, TWE_____ Discussion, p. 80, TWE

■____ Activity: Soaking up Solar Energy, p. 82 (Activity Worksheet, pp. 5–6, CRB)_____ 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_____ Earth Science Critical Thinking/Problem-Solving, pp. 10, 17, TCR_____ Cultural Diversity, p. 41, TCR


Section 2 ■ Inexhaustible and Renewable Energy Resources

National Content StandardsUCP3, B3, D1, E1, E2, F2, F4, F5

10 Earth’s Energy and Mineral Resources

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33ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi6. Explain the conditions needed for a mineral to be classified as an ore.7. Describe how market conditions can cause a mineral to lose its value

as an ore.8. Compare and contrast metallic and nonmetallic mineral resources.


Teachi_____ Activity, pp. 84, 91, TWE_____ Curriculum Connection, p. 84, TWE_____ Inclusion Strategies, pp. 85, 89, TWE_____ MiniLAB: Observing the Effects of Insulation,

p. 85 (MiniLAB Worksheet, p. 4, CRB)_____ Problem-Solving Activity, p. 86_____ Science Online, p. 88

Assessi■____ Section Assessment, p. 87_____ Skill Builder Activities, p. 87_____ Performance Assessment in the Science Classroom, pp. 89, 97, 139, 143, 151, TCR


■____ Reinforcement, p. 29, CRB_____ Mathematics Skill Activities, p. 5, TCR_____ Reading and Writing Skill Activities, p. 23, 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 ■ Mineral Resources

National Content StandardsUCP3, A1, D1, F2, F4, F5,G1, G2

■____ Activity: Home Sweet Home, pp. 88–89(Activity Worksheet, pp. 7–8, CRB)

_____ Oops! Accidents in Science, pp. 90–91_____ Discussion, p. 90, TWE_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)_____ Spanish Resources, Section 3, CRB



Plate Tectonics 11

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National Content StandardsUCP2, UCP3, A1, A2, D1, D2, G1, G3


Objectivesi1. Describe the hypothesis of continental drift.2. Identify evidence supporting continental drift.


Teachi_____ Content Background, pp. 96E–96F, TWE_____ Science Journal, p. 96, TWE_____ Science Online, p. 99_____ Discussion, p. 99, TWE_____ Inclusion Strategies, p. 99, TWE_____ Use an Analogy, p. 99, TWE_____ Teacher FYI, p. 100, TWE_____ Fun Fact, p. 100, TWE_____ MiniLAB: Interpreting Fossil Data, p. 100 (MiniLAB Worksheet, p. 3, CRB)_____ Visual Learning, p. 101, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–11, CRB_____ Spanish Resources, Section 1, CRB






Section 1 ■ Continental Drift

12 Plate Tectonics

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National Content StandardsUCP2, UCP3, A1, D1, D2, G1, G3


Objectivesi3. Explain seafloor spreading.4. Recognize how age and magnetic clues support

seafloor spreading.


Teachi_____ Chemistry Integration, p. 103_____ Teacher FYI, p. 103, TWE

■____ Activity: Seafloor Spreading Rates, p. 105 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Spanish Resources, Section 2, CRB






Section 2 ■ Seafloor Spreading

Plate Tectonics 13

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National Content StandardsUCP2, UCP3, A1, A2, D1, D2, G1, G3

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

Objectivesi5. Compare and contrast different types of plate boundaries.6. Explain how heat inside Earth causes plate tectonics.7. Recognize features caused by plate tectonics.


Teachi_____ Science Online, p. 108_____ Problem-Solving Activity, p. 108_____ MiniLAB: Modeling Convection Currents,

p. 111 (MiniLAB Worksheet, p. 4, CRB)_____ Discussion, pp. 112, 114, TWE_____ Physics Integration, p. 114■____ Activity: Predicting Tectonic Activity,

pp. 116–117 (Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 115_____ Skill Builder Activities, p. 115



Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 8, TCR_____ Cultural Diversity, p. 47, 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, Exploration and Quiz, Ch. 4_____ Science Web site: science.glencoe.com

Section 3 ■ Theory of Plate Tectonics

_____ Science and Language Arts, pp. 118–119_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 33–35, CRB)

■____ Teaching Transparency, TCR (TransparencyMaster and Study Guide, pp. 47–48, CRB)

_____ Laboratory Activity 2, pp. 13–15, CRB_____ Home and Community Involvement, p. 31, TCR_____ Spanish Resources, Section 3, CRB



_____ Performance Assessment in the ScienceClassroom, pp. 42, 89, 93, 123, 127, TCR

14 Earthquakes

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National Content StandardsUCP2, B2, B3, D1


Objectivesi1. Explain how earthquakes result from the buildup of

energy in rocks.2. Describe how compression, tension, and shear forces

make rocks move along faults.3. Distinguish among normal, reverse, and strike-slip faults.


Teachi_____ Content Background, pp. 124E–124F, TWE_____ Activity, pp. 127, 128, TWE_____ Identifying Misconceptions, p. 127, TWE_____ Fun Fact, p. 127, TWE_____ Discussion, pp. 128, 129, TWE_____ Visual Learning, p. 128, TWE_____ Quick Demo, p. 128, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 35–37, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 49–50, CRB)_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 32, CRB_____ Earth Science Critical Thinking/Problem-Solving, pp. 1, 8, 10, TCR


Section 1 ■ Forces Inside Earth

Earthquakes 15

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National Content StandardsUCP2, A1, B2, B3, D1


Objectivesi4. Explain how earthquake energy travels in seismic waves.5. Distinguish among primary, secondary, and surface waves.6. Describe the structure of Earth’s interior.


Teachi_____ Physics Integration, p. 131_____ Use Science Words, p. 131, TWE_____ Visual Learning, pp. 132, 135, TWE_____ Science Online, p. 133_____ Science Journal, p. 133, TWE_____ Identifying Misconceptions, p. 133, TWE_____ Discussion, p. 134, TWE_____ Quick Demo, p. 134, TWE_____ Lab Demonstration, p. 134, TWE_____ MiniLAB: Interpreting Seismic Wave Data, p. 135 (MiniLAB Worksheet, p. 3, CRB)_____ Inclusion Strategies, p. 136, TWE_____ Make a Model, p. 136, TWE

■____ Activity: Epicenter Location, p. 138 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 35–37, CRB)

■____ Laboratory Activity 1, pp. 9–13, CRB_____ Home and Community Involvement, p. 40, TCR_____ Spanish Resources, Section 2, CRB

Assessi■____ Section Assessment, p. 137_____ Skill Builder Activities, p. 137_____ Performance Assessment in the Science Classroom, p. 89, TCR





Section 2 ■ Features of Earthquakes

16 Earthquakes

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National Content StandardsUCP2, A1, B2, B3, D1, F1, F3,F5, G2

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

Objectivesi7. Explain where most earthquakes in the United States occur.8. Describe how scientists measure earthquakes.9. List ways to make your classroom and home more earthquake-safe.


Teachi_____ Discussion, pp. 140, 141, 143, TWE_____ Visual Learning, pp. 140, 143, TWE_____ Physics Integration, p. 141_____ Science Online, p. 142_____ Math Skills Activity, p. 143_____ MiniLAB: Modeling Seismic-Safe Structures,

p. 144 (MiniLAB Worksheet, p. 4, CRB)




Enrich/Applyi_____ Enrichment, p. 33, CRB_____ Cultural Diversity, p. 47, TCR



Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 5_____ Guided Reading Audio Program (English & Spanish), Ch. 5_____ MindJogger Videoquiz, Ch. 5_____ ExamView Pro Test Bank Software, Ch. 5_____ Interactive CD-ROM, Exploration and Quiz, Ch. 5_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ People and Earthquakes

■____ Activity: Earthquake Depths, pp. 146–147(Activity Worksheet, pp. 7–8, CRB)

_____ Science Stats, pp. 148–149_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 35–37, CRB)_____ Laboratory Activity 2, pp. 15–18, CRB_____ Spanish Resources, Section 3, CRB



Volcanoes 17

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Objectivesi1. Describe how volcanoes can affect people.2. List conditions that cause volcanoes to form.3. Identify the relationship between volcanoes and Earth’s moving plates.


Teachi_____ Content Background, pp. 154E–154F, TWE_____ Science Journal, pp. 154, 159, TWE_____ Discussion, pp. 157, 158, TWE_____ Quick Demo, pp. 157, 159, TWE_____ Astronomy Integration, p. 158_____ Visual Learning, pp. 158, 159, TWE_____ Identifying Misconceptions, p. 159, TWE_____ MiniLAB: Modeling Magma Movement, p. 160 (MiniLAB Worksheet, p. 3, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–33, CRB)_____ Science Inquiry Lab, p. 35, TCR





Enrich/Applyi_____ Enrichment, p. 28, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 8, TCR_____ Cultural Diversity, p. 47, TCR


Section 1 ■ Volcanoes and Earth’s Moving Plates

National Content StandardsUCP3, A1, D1, F3

18 Volcanoes

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Objectivesi4. Explain how the explosiveness of a volcanic eruption

is related to the silica and water vapor content of its magma.5. List three forms of volcanoes.


Teachi_____ Science Online, p. 163_____ Visual Learning, pp. 163, 164, 166, 168, TWE_____ Curriculum Connection, pp. 163, 165, TWE_____ Activity, p. 164, TWE_____ Health Integration, p. 165_____ Science Journal, p. 165, TWE_____ Lab Demonstration, p. 166, TWE_____ MiniLAB: Modeling Volcanic Cones, p. 166 (MiniLAB Worksheet, p. 4, CRB)_____ Discussion, p. 167, TWE_____ Inclusion Strategies, p. 167, TWE_____ Make a Model, p. 167, TWE

■____ Activity: Identifying Types of Volcanoes, p. 170 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–33, CRB)_____ Laboratory Activity 2, pp. 11–14, CRB_____ Home and Community Involvement, p. 49, TCR_____ Spanish Resources, Section 2, CRB






Section 2 ■ Types of Volcanoes

National Content StandardsUCP3, A1, B1, D1, F3

Volcanoes 19

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66ScheduleBlock Schedule: 1.5 sessions (■ denotes activities recommended for block schedule.)Single Periods: 3 sessions

Objectivesi6. Describe intrusive igneous rock features and how they form.7. Explain how a volcanic neck and a caldera form.


Teachi_____ Math Skills Activity, p. 172_____ Discussion, pp. 172, 174, 178, TWE_____ Visual Learning, pp. 172, 173, TWE_____ Activity, pp. 172, 179, TWE_____ Teacher FYI, p. 172, TWE_____ Science Online, p. 173_____ Use Science Words, p. 173, TWE_____ Use an Analogy, p. 173, TWE_____ Extension, pp. 173, 174, TWE







Multimedia Optionsi_____ Vocabulary Puzzlemaker Software, Ch. 6_____ Guided Reading Audio Program (English & Spanish), Ch. 6_____ MindJogger Videoquiz, Ch. 6_____ ExamView Pro Test Bank Software, Ch. 6_____ Interactive CD-ROM, Quiz, Ch. 6_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 3 ■ Igneous Rock Features

National Content StandardsUCP3, A1, B1, D1, G2

_____ Inclusion Strategies, pp. 174, 176, TWE_____ Make a Model, p. 174, TWE

■____ Activity: How do calderas form?, pp. 176–177(Activity Worksheet, pp. 7–8, CRB)

_____ Oops! Accidents in Science, pp. 178–179_____ Content Outline for Teaching, Section 3

(Note-taking Worksheet, pp. 31–33, CRB)_____ Spanish Resources, Section 3, CRB



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