name blm 9a what materials will become charged · use what you observed to explain how mixing...

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Name BL

M9A

What I want to know:1. What materials will become charged with static electricity when rubbed

with felt or wool cloth?

I will find out by rubbing different materials with felt or wool cloth and observing if they attract tiny bits of tissue.

What my hypothesis is:2. If I rub a balloon with felt or wool cloth, then the balloon will

If I rub a piece of plastic wrap with felt or wool cloth, then the plastic wrap will

If I rub a piece of aluminum foil with felt or wool cloth, then the foil will

If I rub a foam cup with felt or wool cloth, then the cup will

How will I make a fair test?3. What variable will I change?

What variable that I did not change will I observe?

What I will prepare:4. I will cut the strip of facial tissue into tiny pieces and put the pieces

in a pile on a flat surface.

What materials will become charged with static electricity?

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answer: The type of material being rubbed with felt or wool cloth is the variable I will change.

Answer: the pieces of tissue

Hands-On Standards® Science, Deluxe Edition Grades 4-5 http://www.etacuisenaire.com

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Name

BLM9A

What procedure I will follow:5. Rub the balloon with the felt or wool cloth.

Touch the balloon to the bits of tissue.Write down what I observe.

Rub the plastic wrap with the felt or wool cloth. Touch the plastic wrap to the bits of tissue.Write down what I observe.

Rub the aluminum foil with the felt or wool cloth. Touch the foil to the bits of tissue.Write down what I observe.

Rub the foam cup with the felt or wool cloth. Touch the cup to the bits of tissue.Write down what I observe.

What my conclusions are:6. When I rubbed the balloon with felt or wool cloth,

When I rubbed the plastic wrap with felt or wool cloth,

When I rubbed the aluminum foil with felt or wool cloth,

When I rubbed the foam cup with felt or wool cloth,

Answer: The bits of tissue stuck to the balloon.

Answer: The bits of tissue stuck to the plastic wrap.

Answer: The bits of tissue did not stick to the foil.

Answer: The bits of tissue stuck to the cup.

Answer: the balloon became charged with static electricity.

Answer: the plastic wrap became charged with static electricity.

Answer: the aluminum foil did not become charged with static electricity.

Answer: the foam cup became charged with static electricity.


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Name

What is the painting trying to express?

Draw a sketch of the painting in the box below.

Answer the questions below.

1. What shapes or objects do you see in the painting?

2. What colors did the artist use in the painting?

3. What other observations can you make from the painting?

4. Using your observations, what do you think the artist was trying to express in the painting?

BLM 1B

Answers will vary depending on painting chosen.



Answers will vary depending on painting chosen and the student’s interpretation.

Drawings will vary.


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Name

How can I communicate observations of a musical instrument?

Draw a picture of the instrument.


1. What are three properties of the instrument?

2. What are two things that surprised you about the instrument?

3. What is one question you have about the instrument?

4. Summarize your observations.

BLM2B

Answers will vary. Can include, the weight, the size, and so on.

Possible response: What does it sound like when played?

Answers will vary, depending on the instrument being described. Can include shiny, dull, loud,

high pitched, and so on.

Answers will vary, but should include the observations above.


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Name BL

M3BHow can I estimate and measure

someone’s height?Record the name of each reference object or location in the first column of the table below. Then record each object’s height in the second column.

Reference object height (cm)

Reference 1:

Reference 2:

Reference 3:

Reference 4:

Record your partner’s name in the first column below. Use the measured heights of the four reference points in Table 1 to estimate your partner’s height, and record this in the second column. Then measure your partner’s height and record the measurement in the third column.

Estimated height (cm) Measured height (cm)

Student:

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary. Answers will vary.


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Name

What is a villain?

BLM5B

Operational definition of a villian:

Concept

Characteristics:

Examples:

Non-Examples:

Sample answer: A villain is a bad person

who fights the hero in a story. Examples

include Lex Luthor, Scar, and the evil

queen.

Sample answers: fights the hero, a bad

person

villain

Answers will vary, but should be

examples of villains.

Answers will vary, but should be

examples of people who are not villains.


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Name

What can I infer about a fable?

Title of fable:

Characters in fable:

What happens in the story:

Infer what the moral or lesson of the fable is.

BLM6B

Sample answer: The Tortoise and the Hare

Sample answer: the hare; the tortoise

Sample answer: The hare and tortoise have a race. The hare was so fast that is got far ahead of the

tortoise and stopped for a rest. It fell asleep. The tortoise just kept slowly racing along. While the

hare was asleep, the tortoise passed it, and won the race.

Sample answer: Slow but steady wins the race or determination and effort pays off.


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Name BL

M7BCan I predict what color square

will be picked?For each color of square, record your prediction, the reason for your prediction, and your observation.

Color of square

Prediction ReasonObservation

(Color of square picked)

white

blue

yellow

green

red

orange

black

unlikelyonly 2 of the 12 squares are

white

Number of times this color of

square is picked will vary.

likely 7 of the 12 squares are blueNumber of times this color of


unlikelyonly 1 of the 12 squares is

yellow




green




red



impossiblenone of the 12 squares are

orange

This color of square will

never be picked.

impossiblenone of the 12 squares are

black

This color of square will

never be picked.


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Name

BLM8B

How can I solve math problems by making models?

Draw models to solve these problems.

1. Latisha finds 14 socks in her drawer: 5 are white, 6 are black, and 3 are gray.

How many matched pairs can she make?

How many unmatched socks are left over?

Draw a model

2. Mr. Kennedy, the baseball coach, is organizing the team’s equipment. He has a total of 17 baseballs and bats. He has 5 more baseballs than bats.

How many baseballs does he have?

How many bats does he have?

Draw a model. Hint: Start with 5 baseballs, then add 1 bat and 1 ball to each pile.

3. In art class, the teacher gave 3 pieces of drawing paper to each student. She gave out 63 pieces of paper.

How many students are in the class?

Draw a model

Answer: 21

Answer: 6

Answer: 11

6 pairs

2 socks


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Name BL

M9BWhat conclusions can I form

when I read?Read each sentence below and form a conclusion based on the information provided in the sentence. Explain how you formed your conclusion.

1. Tina clenches her teeth and her face turns bright red.

2. Sonjay smiles, runs up to Jane, and hugs her.

3. Jia doesn’t eat, but moves the peas and mashed potatoes around on her plate.

4. After making the final shot of the basketball game, Graham raises both arms up as he is lifted up onto everyone’s shoulders.

Sample response: Tina is angry or embarrassed. I know this because she clenches her teeth,

which I do when I’m angry. I know that when people get embarrassed, their faces often

turn red.

Sample response: Sonjay is glad to see Jane. I know this because he is smiling and hugging her.

Sample response: Jia is not hungry and is possibly sad. I know when I’m not hungry, I move my

food around, too.

Sample response: Graham is feeling proud and everyone is proud of him. I know this because I

would raise my arms up if I were proud of something I did. Also, everyone lifted him up on their

shoulders.


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Name

What can I observe using only my sense of smell?

BLM 10

List one property that can be identified using each sense.

Sight

Smell

Hearing

Taste

Touch

Observe different scents using your sense of smell. Use the table to record your data.

Jar What I think it is What it was Was I correct?

A

B

C

Possible responses: color, shape, size

Possible responses: odor, scent

Possible responses: sounds, loudness, pitch

Possible responses: sourness, sweetness, saltiness, bitterness

Possible responses: texture, temperature, shape, size

Answers will vary. vinegar Answers will vary.

Answers will vary. vanilla Answers will vary.

Answers will vary. lemon Answers will vary.


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Name

How can I inflate a balloon?

Draw and label a diagram of the bottle and balloon before the reaction occurs.

Draw and label a diagram of your bottle and balloon after the reaction occurs.

Use what you observed to explain how mixing baking soda and vinegar allowed you to inflate a balloon.

BLM 11

Drawings will vary but should show the balloon hanging to one side of the bottle’s neck.

Drawings will vary but should show the balloon upright and partially inflated.

Possible answer: When I mixed the baking soda and the vinegar, it bubbled and fizzed because it

produced a gas. Then the gas inflated the balloon.


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Name

( 1 __ 4 measuring teaspoon = 1.2 mL = 1.2 cm3)

Record your estimate and measurements in the table below.

Volume of vinegar (mL)Estimated volume of

baking soda (cm3)Volume of baking soda

(cm3)

40 mL

60 mL

What did you observe that indicated a chemical reaction was occurring?

How did you estimate the volume of baking soda?

Compare your estimate with your actual measurement.

How can I estimate and measure the substances that interact in

a chemical reaction?

BLM 12

I saw bubbles and heard fizzing.

I multiplied my first measurement by 1.5.

Answers will vary.

place an X across box because it

is not to be filled in by students

Results can vary; approximately

6.0–8.4 cm3

Estimates will vary.Results can vary; approximately

9.6–12 cm3


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Name

Record your observations in the chart. Then classify the kind of change as a physical change or a chemical change.

Substances Observation Kind of change

baking soda + water

sugar + water

baking soda + vinegar

sugar + vinegar

Answer the question below.

How did you identify a chemical change from your observations?

How can I classify changes in matter?

BLM 13

Gas bubbles formed when I mixed the two substances together. That meant that a new substance

was formed.

the liquid turns cloudy and

white when mixed with the baking sodaphysical change

the sugar dissolves physical change

gas bubbles form and the substances in

the cup fizzchemical change

the sugar dissolves physical change


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Name

Table 1Mass

(grams)Volume

(1 mL = 1 cm3)Density (g/cm3)

(d = m ÷ v)

Vinegar

Woodblock

Will the wood block sink or float in vinegar? Record your prediction and observation below.

Table 2

Prediction Observation

Use your observations to write an operational definition of density in the space below.

What is density?Record your observations and data below.

BLM 14

Answers will vary. Sample answer: Density determines if an object will sink or float. It can be

calculated by dividing the object’s mass by its volume. It measures how tightly the matter in each

substance is packed together.

Note: Answers will vary but the calculated density of the wood will generally be less than the

calculated density of the vinegar.


Answers will vary, depending on the

vinegar’s acidity. Commercial vinegar

with 5% acetic acid content has a density

of about 1.01 g/cm3.


Answers will vary depending on

type of wood) Average density is

about 0.45 g/cm3.

Answers will vary.Answers will vary but the wood will float if less

dense than the vinegar.


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Name

Record what you observed in the table.

OBSERVATION INFERENCE

When I added vinegar to the baking soda

➧I can infer that

When I added vinegar to the baking soda, the candle flame

➧I can infer that

Think about what you observed and what you learned about fire. Then answer the questions below.

1. Why do you think the candle went out?

2. What type of change occurred when you mixed vinegar and baking soda? How do you know?

3. What can you infer about how a CO2 fire extinguisher works?

How can carbon dioxide put out a candle flame?

BLM 15

Possible answer: Fire needs oxygen to burn. Fire can’t burn when there is only carbon dioxide

around it. Mixing vinegar and baking soda made carbon dioxide, so the candle went out.

Possible answer: A chemical change occurred, because a new substance was produced.

Possible answer: the mixture

bubbled.

Possible answer: went out.

a gas was produced or chemical

reaction occurred.

Possible answer: the baking soda and

vinegar produced carbon dioxide that put

out the fire.

Possible answer: A CO2 fire extinguisher is full of carbon dioxide. When you put the carbon

dioxide on a fire, the fire can’t get the oxygen it needs to burn, so it goes out.


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Name

Which liquid mixtures will separate?

Use the table below to record your predictions and observations.

Mixture Prediction Separated Not separated

Vinegar and water

X

Vinegar and oil X

Water and oil X

Summarize your results by answering the questions below.

1. Which mixture(s) did not separate?

2. Which mixture(s) separated out after 5 minutes?

3. What conclusions can you draw about the polar properties of each liquid? Explain your answer.

BLM 16

vinegar and water

vinegar and oil; water and oil

Vinegar and water are polar liquids. They did not separate after they were mixed together

because the charged ends of their molecules were attracted to each other (positive ends were

attracted to negative ends). Oil is a nonpolar liquid. When it was mixed with water or with

vinegar, they separated because the noncharged oil molecules were not attracted to the charged

water or vinegar molecules.

Answers will vary.

Answers will vary.

Answers will vary.


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Name

How can I make a model of a battery?

Draw a diagram of the model. Label the parts of the battery.


1. How was your model similar to a battery?

2. How was your model different from a battery you would use in a flashlight?

3. Explain briefly how your model made electricity and lit the LED bulb.

BLM 17

Possible response: The model made electricity. It was made from several connected wet cells.

Possible responses: It was messier. It used different materials. It would not fit in a flashlight.

Possible response: A battery needs two different metals and an electrolyte to make electricity.

The aluminum foil and quarters underwent a chemical reaction that produced electricity. The

salt/vinegar electrolyte on the paper circles conducted the electricity from one LED wire to the

other, causing it to light.

Drawings will vary but should be labeled accurately.


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Name

How can I find out which liquids are acids, bases, or neutral substances?

What I want to know:1. Which liquids are acids, which are bases, and which are neutral?

I will answer my question by testing each substance with pH paper.

What I think will happen:2. If I test each liquid with pH paper, then I will observe that


What variables will I not change?

What will I observe or measure?

What procedure I will follow:4. a. Dip the end of a strip of pH paper into the dish detergent for about

two seconds. b. Remove the paper. c. Immediately compare the color of the wet end of the paper with the

color chart. d. Record my observations in the chart.

BLM 18

Possible response: vinegar, lemon juice, and milk are acids. Borax, dish detergent, and window

cleaner are bases, and distilled water and tap water are neutral substances.

Answer: The type of liquid is the variable I will change.

Answer: The pH paper and the amount of time the strip is held in the liquid are variables I will

not change.

Answer: I will observe the color changes on the pH paper.


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Name

BLM 18

5. Repeat Step 4 with each of the other liquids, using a clean, unused strip of pH paper for each liquid.

LiquidColor change on pH

paperpH value

Acid, base, or neutral?

Dish detergent

Borax

Lemon juice

Vinegar

Milk

Window cleaner

Distilled water

Tap water

What I found out:6. Based on my observations, I can conclude that the liquids I tested that are

acids are:

I can conclude that the liquids I tested that are bases are

I can conclude that the liquids I tested that are neutral or nearly neutral are

vinegar, lemon juice, and milk

borax, dish detergent, and window cleaner

distilled water, tap water

colors may vary depending

on pH paper used; brown

pH values may be different

than values listed depending on

variations in substances used;

approximately 12

base

green approximately 9 base

red approximately 2 acid

orange approximately 3 acid

yellow-orange approximately 6 acid

dark green approximately 10 base

yellow-orange, yellow approximately 7neutral or near

neutral

yellow-orange, yellow, or

yellow-greenapproximately 6–8

neutral or near

neutral


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Name

What characteristics can I observe in a leaf?

Draw your leaves below.

Leaf 1 Leaf 2 Leaf 3 Leaf 4

Record the characteristics you observed in the table below.

Leaf 1 Leaf 2 Leaf 3 Leaf 4

Color–top

Color–bottom

Shape

Texture(smooth or fuzzy)

Edges(smooth or

jagged)

Leaf structure(simple or

compound)

BLM 19

Drawings will vary.

Answers will vary.


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Name

How can I communicate the characteristics of leaves?

Record the characteristics of each leaf you observed.

LeafSimple or

Compound

Leaflets (alternate or

opposite)Shape Color Edges

1

2

3

4

Make a diagram below comparing a simple leaf with a compound leaf.

BLM20

Answers will vary depending on leaves. Sample answers shown.

Diagrams will vary but should include labels and a title, and show that compound leaves

have two or more leaflets arranged opposite or alternate to each other on a leafstalk,

and simple leaves have only one leaf blade on a leafstalk.

simple heart green jagged

compound opposite heart green smooth

simple alternate oval green smooth

compound oval red smooth


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Name

Record what you estimate and measure in the spaces and boxes below.

1. Measure: Count the total number of leaves on 3 or 4 stems.

How many stems did you use in your sample to estimate?

Estimate: Find the average number of leaves per stem.

(Total number of leaves ÷ number of stems)

Show your work.

2. Measure: Count the total number of stems on the plant.

Estimate: Find the estimated number of leaves on your plant. (Total number of stems on plant × average number of leaves per stem)

Show your work.

3. Measure: Use centimeter graph paper to measure the area of one side of a typical leaf. Multiply by 2 to get the surface area of the leaf.

How many square centimeters is the surface area of a typical leaf?

4. Estimate: Find the total surface area of the plant leaves. (Surface area of typical leaf × estimated number of leaves on plant)

Show your work.

How can I estimate and measure to find the total leaf surface area?

BLM21

Answers will vary. Students should divide the total number of leaves by the number of stems

sampled.

Answers will vary. Students should multiply the number of stems on the houseplant by the

average number of leaves on a stem.

Answers will vary. Students should measure the surface area of a leaf in square cm and

multiply the figure by the estimated number of leaves on the plant.


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Name

How can I classify leaves of flowering plants?

Use the chart below to record the name of each leaf and its vein pattern. Then, draw a picture of the leaf in the column of its classification group. Make sure to show the vein pattern in your picture.

Plant Name Vein Pattern Monocot Dicot

BLM22

Answers will vary depending on leaves; sample answers below.

maple net veins Drawings will vary.

oak net veins Drawings will vary.

corn parallel veins Drawings will vary.

tulip parallel veins Drawings will vary.


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Name BL

M23How can I define a modified leaf?

1. Record your observations of each plant type in the chart below.

Houseplant Characteristics:

Succulent Characteristics:

Name of plant: Name of plant: Cactus

Characteristics: Evergreen

Characteristics:

Name of plant: Name of plant:

2. What question could you ask about the function of a cactus spine?

3. What question could you ask about the function of a pine needle?

4. What question could you ask about the function of a succulent’s leaves?

5. Summarize your observations of the possible functions of modified leaves.

6. Write an operational definition of a modified leaf.

Sample question: How might cactus spines help a cactus live in environments where water is

scarce? Sample answer: The sharp cactus spines help protect the plant from being eaten by

animals seeking water.

Sample question: How might pine needles help a pine tree live in environments where water is

not available part of the year? Sample answer: The surface area of a needle is lower than the

surface area of a typical leaf, so the needle will lose less water.

Sample question: How might the fleshy leaves of a succulent help it survive in a desert?

Sample answer: The succulent’s leaves can store water. It can use the stored water to survive

during dry periods.

Sample answer: Pines and cactus grow in dry environments. I think the pointed leaves might help

save water. Succulents can store water in their leaves, which helps them survive in the desert.

Sample answer: A modified leaf is a plant leaf that has a different form or shape that helps the

plant survive in its environment.

Sample response: dark green leaves are shiny,

thick, and leathery and arranged alternately on

the twig

Sample response: plant is tree-like with dark

green, fleshy thick oval leaves

Sample answer: English ivy Jade plant

Sample response: small, ball-shaped green plant

with sharp pointed brown spines that are stiff,

hard and solid and grow in clusters

Sample response: long thin pointed needles with

waxy coating, grow in clusters of five

Pincushion cactus Pine tree


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Name

Describe what you did below.

Procedure:

Write your observations below. Then, using what you know about leaves and sunlight, infer what you observed.

Observations:

➧

Inference:

What do leaves produce in sunlight?

BLM24

Students should describe the set-up: Filling the cup with water with the underside of the leaf

down inside the water, placing the cup in a sunny location on a windowsill or under a desk lamp.

Then after waiting about 30 minutes, observing the leaf in the cup with a hand lens.

Possible response: Lots of tiny bubbles

appeared on the bottom surface of the leaf

and inside the cup.

Possible response: I think the bubbles are

oxygen. I know leaves produce oxygen

during photosynthesis. The leaf makes food

and oxygen by combining carbon dioxide

and water in sunlight. I know oxygen

exits the leaf through the stomates on

the underside of the leaf. Since the leaf’s

stomates are below the water’s surface, the

oxygen gas passes into the water, forming

bubbles.


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Name BL

M25

DAY 1

1. Predict: What will happen in the celery stalk above and below the notch? Explain your prediction.

2. Observe: Draw and label a picture of the celery setup.

3. What did you see when you observed the celery with the hand lens?

Day 2

4. What did you see when you observed both sides of the celery stalk?

Can I predict how water moves through a plant?

Answers will vary. Sample answer: The water will rise only as far as the notch in the stalk because

the tubes are broken.

Students should report that the food coloring was visible in the celery tubes and rose as far as

the notch on that side and past the notch on the opposite side.

Students may see food coloring in the leaves on the side opposite the notch but not on the side

with the notch.

Student drawings will vary but should show details of the experimental set-up, such as leaves

at the top of the celery stalk, the notch in the stalk, and the colored water in the cup.


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BLM26

Record your results in the table below.

Modification Effect

Draw and label, or describe, the model leaf you made in the box below.

Compare and contrast your model leaf with a real leaf.

How can I make a model of a leaf?

Student drawings or descriptions will vary.

Possible responses: The crayon gave my model a waxy coating like a real leaf or folding the model

gave it a groove. The model is smaller or is not made of living cells.

Possible response: drip tipPossible response: The drip tips acted like little

spouts to get the water off the leaf.

Possible response: coating materialPossible response: The waxy coating helped the

water run off the model leaf.

Possible response: groovePossible response: The groove directed the

water away from the leaf.


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Name

What I want to know:1. How can I investigate what pigments are in a leaf?

I will investigate by using paper chromatography to separate the pigments.

What I think will happen:2. If the pigments separate into different colored bands then I will know


What variables will I not change?

What will I observe?

What procedure I will follow: 4. a. Tape one strip of filter paper to each pencil.

b. Teacher will give group two plastic cups with leaf extracts in the bottom. c. Label each cup with the name of the leaf. d. Hang a filter paper strip above each cup so the tip of the paper just

touches the liquid. e. Check the filter paper at 30 minutes. If liquid is halfway up the strip of

filter paper, remove the strip, hang it above an empty cup, and allow to dry overnight.

f. If liquid is not halfway up the strip of paper, remove strip at 45 minutes, hang above empty cup, and dry overnight.

g. Observe strips the following day.

How can I investigate which pigments are in a leaf?

BLM27

Possible response: what different colors are hidden inside the leaves.

the type of leaf used

The filter paper, the rubbing alcohol, and the cup size.

The leaf pigments that have separated on the filter paper.


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Name

What I will observe:5. Observe and record the data in the chart below.

Leaf color(s) Colors on filter paper strip

plant leaves

(Write the plant’s name.)

plant leaves

(Write the plant’s name.)

What my conclusions are:

6. Compare the colors of the leaves and the colors on the filter paper to draw a conclusion about the pigments in leaves.

BLM27

Answers will vary. Students should conclude that leaves may contain pigments that aren’t

normally visible.

Answers will vary.

Answers will vary but may include

green, red, orange, yellow, and/or

brown.

Answers will vary.

Answers will vary but may include

green, red, orange, yellow, and/or

brown.


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Name

Record the time of day you observe the shadow on your sundial, the direction in which the shadow points, and the Sun’s position in the sky. Repeat your observations every hour.

Time of dayDirection shadow is pointing

(North, South, East, West)Position of Sun in sky

(North, South, East, West)


1. How does the position of the shadow change during the day?

2. How would you describe the Sun’s apparent movement in the sky?

3. What is the general relationship between the Sun’s position in the sky, and the direction of a shadow made on Earth?

How can I observe the apparent movement of the Sun across the sky?

BLM28

The shadow moves from west to east.

The Sun appears to move from the east to the west.

Answers will vary, but students should note that generally a shadow on Earth points away from

the Sun’s position. If the Sun is in the east, a shadow on Earth would point west. The exception is

when the Sun is at its highest point in the sky. Depending on the time of year, Hawaiian students

may observe the Sun directly overhead. Students in Alaska and the continental U.S. will observe

a shadow that points north as the Sun will be a few to several degrees to the south.

9:00 west east

10:00 west east

11:00 west east

12:00 very little shadow above or south

1:00 east west

2:00 east west

3:00 east west


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Name

1. Draw and label a diagram to communicate what happens when tectonic plates move apart. Use a label to show what forms between them. Add arrows to show plate movement.

2. Draw and label a diagram to communicate what happens when tectonic plates push together. Use a label to show what forms between them. Add arrows to show plate movement.

3. Draw and label a diagram to communicate what happens when tectonic plates stick together as they slide past each other. Add arrows to show plate movement.

How do Earth’s plates move?

BLM29

Diagrams may vary. Arrows should show plates moving in opposite directions and new

lithosphere forming between them.

Diagrams will vary. Arrows should show plates moving toward each other and buckling

upward to form a mountain between them.

Diagrams will vary. Arrows should show plates sliding past each other. Labels should show

where boundaries stick and indicate it as a possible earthquake location.


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Use a scale of 1 centimeter = 12,800 kilometers to calculate the diameter (in centimeters) of each scale model. Round off each answer to the nearest tenth and record in the table below. Earth and Mercury have been done for you.

Planet Real Diameter (kilometers) Scale Model Diameter (centimeters)

Mercury 4,900 0.4

Venus 12,100

Earth 12,800 1.0

Mars 6,800

Jupiter 143,000

Saturn 120,500

Uranus 51,100

Neptune 49,500


1. On the chart, place a star by the planets you modeled.

2. Estimate how much clay you think you will need for each model. How close did you come to the correct amount? How did you check your estimates?

3. Which is the largest planet in the solar system? The smallest?

4. Which model planet is about the same size as Earth? Which of the outer planets are closest in size to each other?

How do the planets vary in size?

BLM30

Answers will vary. Students should say that they measured the model’s diameter and compared

it with the scale diameter in the chart to check estimates.

Answer: Jupiter is the largest planet. Mercury is the smallest planet.

Answers: Earth and Venus are about the same size. Uranus and Neptune are closest in size to

each other.

0.9

0.5

11.2

9.4

4.0

3.9


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Record the flow time for each liquid in the table below. Use the flow times to classify each liquid by flow speed as fast, medium, or slow. Compare flow speeds to classify the viscosity of each liquid.

LiquidFlow Time

(minutes, seconds)

Flow speed(fast, medium,

or slow)

Viscosity(high, medium,

or low)

Dishwashing liquid

Oil

Corn syrup

Corn syrup with sand


1. How did adding sand to the corn syrup affect its viscosity?

2. Why do you think adding sand to corn syrup had the effect you observed?

3. Why was it important that you did not use the same spoon to pour all the liquids or pour them on top of one another?

How can I classify lava according to flow speed?

BLM31

Sample answer: Adding sand to corn syrup increased its viscosity and decreased its flow speed.

NOTE to teachers: Flow speed and relative viscosity may differ from the sample results below, depending on the brands of liquid used. In general, the most viscous liquids will flow at slower speeds than less viscous liquids.

Sample answer: Adding sand made the liquid thicker. This increased the liquid’s viscosity and

decreased its flow speed.

Sample answer: Any mixing of the liquids might affect the flow speeds, causing false data.

Answers will vary. fast low

Answers will vary. medium medium

Answers will vary. slow high

Answers will vary, but should be slower than corn syrup w/o sand.

slow high


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What is a lunar eclipse and a solar eclipse?

Draw the positions of the clay ball, foam ball, and light source in the lunar eclipse model. Label the Sun, Earth, and Moon. Show which object has a shadow on it.

Draw the positions of the clay ball, foam ball, and light source in the solar eclipse model. Label the Sun, Earth, and Moon. Show which object has a shadow on it.

1. Write an operational definition of lunar eclipse.

2. Write an operational definition of solar eclipse.

BLM32

Student drawings should show the foam ball (Earth) between the clay ball (Moon) and the light

source (Sun). The shadow should be on the Moon.

Student drawings should show the clay ball (Moon) between the foam ball (Earth) and the light

source (Sun). The shadow should be on Earth.

Sample response: A lunar eclipse occurs when Earth is between the Sun and the Moon, and Earth

makes a shadow on the Moon.

Sample response: A solar eclipse occurs when the Moon is between the Sun and Earth, and the

Moon makes a shadow on Earth.


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In the table below, record the color of the clay and the type of fossil you found in each layer of your partner’s model.

Layer (position in model

from top to bottom)Color of Layer Fossil Found

1

2

3

4

1. Describe how you made a model of rock layers.

2. Infer which fossil in the model is the oldest. What evidence supports your inference?

3. How can you use the position of layers to infer the relative ages of the fossils in layers 2 and 3? Explain your answer.

Which fossils are older?

BLM33

Answers will vary but should note using a different color of clay for each layer, placing an object

inside each layer, and placing each layer on top of previous one.

Answer: Students should infer that the model fossil in layer 4 is the oldest because layer 4 is the

bottom layer, and was laid down first.

Sample answer: Layer 2 is on top of layer 3. That means layer 2 was laid down after layer 3, so

layer 2 is “younger.” Since layer 2 is younger than layer 3, the fossil in layer 2 is younger than the

fossil in layer 3.

Answers will vary.


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How can I predict the size of craters?

Record crater diameter and depth (in centimeters) for tests with a drop height of 30 cm.

Drop height = 30 cm

Small marble Large marble Golf ball

Craterdiameter

Craterdepth

Record crater diameter and depth (in centimeters) for tests with a drop height of 60 cm. Use the observed crater size made by the small marble to predict crater diameter and depth when the large marble and golf ball are dropped from 60 cm.

Drop height = 60 cm

Small marble Large marble Golf ball

Craterdiameter

Prediction:

Test Result:

Prediction:

Test Result:

Craterdepth

Prediction:

Test Result:

Prediction:

Test Result:

1. What information did you use to make your predictions?

2. Compare your predictions to the results.

BLM34

Answers will vary but students should use the larger crater size produced when the small marble

was dropped from 60 cm to predict that in general, crater size will increase with increased drop

height.

Answers will vary but students should have predicted that crater diameter and depth for each

object would be greater at a 60-cm drop height than measurements made in the 30-cm drop

height test.

Answers will vary.Should be greater than

result w/small marble.

Should be greater than

result w/large marble.

Answers will vary.Should be deeper than

result w/small marble.

Should be deeper than

result w/large marble.

Should be greater than crater from 30-cm drop height. Should be greater than

crater from first test, above.Should be greater than crater from first test, above.

Should be deeper than crater from 30-cm drop height. Should be deeper than

crater from first test, above.Should be deeper than crater from first test, above.


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How can I make a model to study fossils?

1. Draw a picture of the object you will use to make a model fossil.

2. Draw a picture of your model fossil.

3. How did your model of a mold fossil compare to your original object?

BLM35

Answers will vary but students should note how features of the object appeared in the mold.


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What I want to know:1. How do glaciers cause physical weathering and erosion?

I will investigate by moving model glaciers over the surface of clay.

What I think will happen:2. If I compare the effect of Model A and Model B on the surface of the clay,

then I will observe


What variables will I keep the same?

What variable will I observe?

How do glaciers cause physical weathering and erosion?

BLM36

Possible response: that both cause a change to the surface but Model B causes a greater change.

The presence of sand and gravel in the model glacier is the variable I will change.

Answers may vary. Possible response: The thickness of the clay, the pressure I put on the models,

and the size of the models will stay the same.

Possible response: I will observe the surface of the clay.


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What procedure I will follow:4. a. Shape clay into a flat smooth rectangle about 1 centimeter (0.4 inches) thick.

b. Place the clay in the baking pan and divide the clay into two sections. Label the left section Model A, and the right section Model B.

c. Observe what the clay surface looks like before moving the model glacier over it. d. Peel off the paper from the first model glacier (Model A). e. Place a paper towel over the top of the model. f. Hold model so the bottom end faces down, and move model over the

left section of the clay surface in one direction only, pushing down slightly on the model as I move it.

g. Observe the clay surface with a hand lens and record observations in table. h. Repeat the procedure with the second model glacier (Model B) on the

right section of the clay surface.

What I will observe:5. Observe and record the data in the chart below.

Clay surface before test Clay surface after test

Model A(ice only)

Model B(ice, sand, and gravel)

What my conclusions are:6. Compare and contrast the effects of the model glaciers on the clay that

you observed.

Use your observations to explain how glaciers might cause weathering and erosion.

BLM36

Possible response: In both models, the passage of the ice made a depression in the clay.

The model with sand and gravel carved a pattern of lines into the surface of the clay.

Possible response: Glaciers carry sand and rocks as they move. They press down on the land

as they move, breaking it up into weathered materials. The glacier picks up the weathered

materials and carries them as it moves. The movement of the weathered materials in the glacier

scratches patterns on the surface, causing weathering and erosion.

Possible response: The clay was smooth and flat.

Possible response: The clay is lower where the ice passed over, but it is still smooth.

Possible response: The clay was smooth and flat.

Possible response: The clay is lower where the ice passed over it. The clay has a clear pattern of lines scratched into its surface.


name blm 9a what materials will become charged · use what you observed to explain how mixing...

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