Name ______Date______

Indicate the relative density and temperature for each layer of the Earth by placing the corresponding number by each layer.

Density

Least Dense / Most Dense
1 / 2 / 3 / 4

Temperature

Coolest / Hottest
1 / 2 / 3 / 4

Earth Science – S6E5a The Earth’s Layers

Make an edible earth’s layers. Take a photo

Materials:

The students are given a clear plastic cup so they can see the various layers as they are put into the cup.
Add red jello (you can make ahead or use the premade kind) to the cup as the core (about 1/2 the cup)

Next add chocolate pudding as the mantle (the other ½ of the cup)
Last add either crushed up Oreos or crushed graham crackers as the crust.

For extra fun, add gummy worms to the oreo dirt.

Take a picture of the finished permanent product.

Print, cut and tape the following information to label the correct layers on the cup.

Crust – Surface Temp/2.7-3.0 Density/

Compositon: water/granite/basalt

Mantle-Temp 1,600° F to 4,000° F/3.3-5.7 Density/Composition:

silicon, oxygen, magnesium, iron, aluminum, magma and calcium

Core-Temp 13,000°F/9.9-13.0 Density/

Composition: iron-nickel core

Earth Science – S6E5a The Earth’s Layers

Task: Review the model of the earth’s layers. Work in teams to complete the chart about the earth’s layers. You may select your answer by using assistive technology, pointing, pasting, eye-gaze, choice cards, etc. Characteristic of Science: Uses Models

Temperature
/ Density
/ Composition


Crust
Mantle

Core

Earth Science – S6E5a The Earth’s Layers

Answer/Choice Cards

Temperature
/ Density
/ Composition


Crust / Surface Temperature / 2.7 to 3.0 / water, basalt and granite
70% water

Mantle / 1,600° F to 4,000° F / 3.3 to 5.7 (increasing with depth) / silicon, oxygen, magnesium, iron, aluminum, and calcium
Molten rock called magma

Core / Up to 13,000°F
Hotter than the sun
Inner core is solid
Outer core is liquid / 9.9 to 13.0 / iron-nickel core

Life Science – S7L4a Food Chains

Task: View the PowerPoint about Food Chain. With a partner, make your own food chain. You may use assistive technology, circling, pointing, stamping, eye-gaze, choice cards, etc. Characteristic of Science: Records investigations clearly and accurately

Start with the Sun.
/ FINISHED
Choose a PRODUCER (plant)
/
Choose a CARNIVORE (meat eater)
Choose an HERBIVORE (plant-eater)
/
Choose an OMNIVORE (eats both plants and animals)

Life Science – S7L4a Food Chains Continued

Answer/Choice Cards

Start with the Sun.
/ FINISHED
Choose a PRODUCER (plant)
/
Choose a CARNIVORE (meat eater)
Choose an HERBIVORE (plant-eater)
/
Choose an OMNIVORE (eats both plants and animals)

Biology Food Web Project

Procedure:

  1. Read and review an ecosystem to create a food web.
  2. Label each organisms with its name, and whether it is a producer or consumer.
  3. Remember, a food web contains many food chains; make sure your consumers have a variety of food to eat.
  4. Begin constructing your food web by placing the producers at the bottom and then adding 1st, 2nd and 3rd level consumers.
  5. You must include at least 2 food chains.
  6. Draw all the connections within your web neatly with arrow pointing to where the energy is going.

You can create your food chain and food web with:

  • Pencil, paper, crayons, markers, pictures from magazines; AND/ORE
  • Word Processing Software—You can use the shape and arrow tools to create the Web

Presentation:

  • You will present your food web and food chains to the class.

Grading:

The rubric is included below. It MUST be included with your project.

Making A Poster: Food Web Project

Student Name: ______

CATEGORY / 3 / 2 / 1
Required Elements / The poster includes all required elements as well as additional information, 2 or more food chains are displayed on the food web. / All required elements are included on the poster. 1 food chain is displayed on the food web. / All but 1 of the required elements are included on the poster. 0 food chains are displayed on the food web.
Attractiveness / The poster is exceptionally attractive in terms of design, layout, and neatness. / The poster is attractive in terms of design, layout and neatness. / The poster is acceptable attractive though it may be a bit messy.
Labels / All organisms are labeled. / 70% of the organisms are labeled. / None of the organisms are labeled.
Content-Accuracy / The food web accurately displays the feeding relationships within the biome. / The food web displays most of the feeding relationships. / The food web shows none of the feeding relationships.

Sample Forest Food Web:

Sample Ocean Food Web

Simple Forest Food Web

Simple Ocean Food Web

PowerPoint Activity

Answer the following questions about physical and chemical changes. Indicate whether they are true (T) or false (F).

1. / Changing the size and shapes of pieces of wood would be a chemical change.
2. / In a physical change, the makeup of matter is changed.
3. / Evaporation occurs when liquid water changes into a gas.
4. / Evaporation is a physical change.
5. / Burning wood is a physical change.
6. / Combining hydrogen and oxygen to make water is a physical change.
7. / Breaking up concrete is a physical change.
8. / Sand being washed out to sea from the beach is a chemical change.
9. / When ice cream melts, a chemical change occurs.
10. / Acid rain damaging a marble statue is a physical change.

Use with the Data collection sheet 1st collection

Identify the following as physical (P) or chemical (C) changes.

_____1. NaCl (Table Salt) dissolves in water.______9. Milk sours.

_____2. Ag (Silver) tarnishes.______10. Sugar dissolves in water.

_____3. An apple is cut.______11. Wood rots.

_____4. Heat changes H2O to steam.______12. Pancakes cook.

_____5. Baking soda reacts to vinger.______13. Grass grows.

_____6. Fe (Iron) rusts.______14. A tire is inflated.

_____7. Alcohol evaporates.______15. Food is digested.

_____8. Ice melts.______16. Paper towel absorbs water.

Physical and Chemical Changes

Can you recognize the chemical and physical changes that happen all around us? If you change the way something looks, but haven’t made a new substance, a physical change (P) has occurred. If the substance has been changes into another substance, a chemical change (C) has occurred.

1. / An ice cube is placed in the sun. Later there is a puddle of water. Later still the puddle is gone.
2. / Two chemical are mixed together and a gas is produce.
3. / A bicycle changes color as it rusts.
4. / A solid is crushed to a powder.
5. / Two substances are mixed and light is produced.
6. / A piece of ice melts and reacts with sodium.
7. / Mixing salt and pepper.
8. / Chocolate syrup is dissolved in milk.
9. / A marshmallow is toasted over a campfire.
10. / A marshmallow is cut in half.

Use with the 2nd collection Observation Sheet

Scenario / Physical or Chemical Change? / Evidence…
1. / Umm! A student removes a loaf of bread hot from the oven. The student cuts a slice off the loaf and spreads butter on it. / Physical / No change in substances.
No unexpected color change, temperature change or gas given off.
2. / Your friend decides to toast a piece of bread, but leaves it in the toaster too long. The bread is black and the kitchen if full of smoke.
3. / You forgot to dry the bread knife when you washed it and reddish brown spots appeared on it.
4. / You blow dry your wet hair.
5. / In baking biscuits and other quick breads, the baking powder reacts to release carbon dioxide bubbles. The carbon dioxide bubbles cause the dough to rise.
6. / You take out your best silver spoons and notice that they are very dull and have some black spots.
7. / A straight piece of wire is coiled to form a spring.
8. / Food color is dropped into water to give it color.
9. / Chewing food to break it down into smaller particles represents a ______change, but the changing of starch into sugars by enzymes in the digestive system represents a ______change.
10. / In a fireworks show, the fireworks explode giving off heat and light.

GAA Science