Lesson Plans - glencoe.com

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 0-07-827012-XPrinted 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 Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Freshwater at Earth’s Surface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

3 Groundwater Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4 Ocean Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

5 Oceanography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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

Water 1

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

Objectivesi1. Describe how water exists on Earth in three states.2. Explain the polarity of water molecules.3. Describe the polarity of water molecules.

Motivatei_____ Explore Activity, p. 7_____ Before You Read, p. 7 (Foldables, p. 17, CRB)■____ Section Focus Transparency 1, TCR (Transparency Master and Study Guide, p. 44, CRB)

Teachi_____ Content Background, pp. 6E–6F, TWE_____ Science Online, p. 9_____ Visual Learning, pp. 9, 13, TWE_____ Activity, p. 9, TWE_____ Life Science Integration, p. 10_____ Quick Demo, p. 10, TWE_____ MiniLAB: Examining Density Differences, p. 11 (MiniLAB Worksheet, p. 3, CRB)_____ Discussion, p. 12, TWE_____ Problem-Solving Activity, p. 13■____ Activity: Discovering Latent Heat, p. 15 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 43, TCR_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 14_____ Skill Builder Activities, p. 14_____ Performance Assessment in the Science Classroom, pp. 89, 95, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 19, 20, CRB_____ Spanish Directed Reading for Content Mastery, pp. 23, 24, CRB

■____ Reinforcement, p. 27, CRB_____ Mathematics Skill Activities, p. 9, TCR

Enrich/Applyi_____ Enrichment, p. 30, CRB

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 ■ The Nature of WaterLessonPlans

National Content StandardsUCP4, A1, B1, B3, D1

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

11

2 Water

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

Objectivesi4. List ways that water is important to life on Earth.5. Describe methods for conserving freshwater.

Motivatei■____ Section Focus Transparency 2, TCR (Transparency Master and Study Guide, p. 45, CRB)

Teachi_____ Visual Learning, pp. 17, 19, TWE_____ Use Science Words, p. 17, TWE_____ Teacher FYI, pp. 17, 20, TWE_____ Curriculum Connection, p. 18, TWE_____ MiniLAB: Predicting Water Use, p. 18 (MiniLAB Worksheet, p. 4, CRB)_____ Activity, pp. 19, 20, TWE_____ Cultural Diversity, p. 19, TWE_____ Extension, p. 19, TWE_____ Make a Model, p. 20, TWE_____ Discussion, p. 21, 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


Reteach/Reinforcei■____ Directed Reading for Content Mastery, p. 21, CRB_____ Spanish Directed Reading for Content Mastery, p. 25, CRB

■____ Reinforcement, p. 28, CRB

Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 23, TCR_____ Cultural Diversity, p. 33, 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 ■ Why is water necessary?LessonPlans


National Content StandardsUCP1, A1, B1, B3, C1, D1, F1, F2, F5

11

Water 3

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Objectivesi6. Describe the sources of Earth’s freshwater supply.7. Identify Earth’s water reservoirs.8. Explain the processes by which water is recycled.


Teachi_____ Science Online, p. 23_____ Visual Learning, pp. 23, 25, TWE_____ Activity, p. 24, TWE_____ Curriculum Connection, p. 24, TWE_____ Use an Analogy, p. 24, TWE_____ Inclusion Strategies, p. 26, TWE

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



■____ Reinforcement, p. 29, CRB_____ Reading and Writing Skill Activities, p. 19, TCR


Chapter Assessmenti■____ Chapter Study Guide, pp. 30–31■____ Chapter Review, pp. 37–38, CRB

■____ Chapter Assessment, pp. 32–33■____ Chapter Test, pp. 39–42, 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 ■ Recycling WaterLessonPlans

National Content StandardsUCP1, UCP2, UCP3, UCP4, A1, B1, B3, D1,F1, F2, F5, G1


11

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

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

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

_____ Home and Community Involvement, p. 49, TCR_____ Spanish Resources, Section 3, CRB

■____ Assessment Transparency, TCR, (TransparencyMaster and Study Guide, p. 49, CRB)

_____ Standardized Test Practice by The PrincetonReview, pp. 11–14, TCR

4 Freshwater at Earth’s Surface

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Objectivesi1. Discuss the distribution of Earth’s water.2. Compare the differences among stream types.3. Describe how streams erode and deposit sediment.


Teachi_____ Content Background, pp. 34E–34F, TWE_____ Visual Learning, pp. 37, 38, TWE_____ Inclusion Strategies, pp. 37, 39, TWE_____ Make a Model, p. 37, TWE_____ Activity, pp. 38, 42, TWE_____ Use Science Words, p. 38, TWE_____ Science Journal, p. 38, TWE_____ MiniLAB: Modeling Stream Flow, p. 39 (MiniLAB Worksheet, p. 3, CRB)_____ Identifying Misconceptions, p. 41, TWE_____ Science Online, p. 42_____ Discussion, p. 42, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 31–34, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB

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



Enrich/Applyi_____ Enrichment, p. 27, CRB_____ Cultural Diversity, p. 33, 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 ■ Streams LessonPlans


National Content StandardsUCP1, UCP4, A1, B2, D1, F3

22

Freshwater at Earth’s Surface 5

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Objectivesi4. Explain how lakes form.5. Discuss organisms found in lakes.6. Discuss how lakes change.


Teachi_____ Science Online, p. 45_____ Discussion, p. 45, 46, TWE_____ Visual Learning, pp. 45, 48, TWE_____ Identifying Misconceptions, p. 45, TWE_____ Cultural Diversity, p. 46, TWE_____ Life Science Integration, p. 47_____ Math Skills Activity, p. 47_____ Use Science Words, p. 47, TWE_____ Science Journal, p. 47, TWE_____ Activity, p. 48, TWE

■____ Activity: Lake Nutrients, p. 50 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 31–34, CRB)

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 49–50, CRB)_____ Laboratory Activity 2, pp. 11–12, CRB_____ Home and Community Involvement, p. 23, TCR_____ Spanish Resources, Section 2, CRB






Section 2 ■ Lakes and ReservoirsLessonPlans

National Content StandardsUCP1, UCP4, A1, C4, C5, D1, E2, F2, F3, F4


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6 Freshwater at Earth’s Surface

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

Objectivesi7. Describe a wetland.8. Compare and contrast different kinds of wetlands.9. Identify some organisms that live in wetlands.


Teachi_____ Discussion, p. 52, TWE_____ Visual Learning, p. 52, TWE_____ Identifying Misconceptions, p. 52, TWE_____ Teacher FYI, p. 52, TWE_____ Content Outline for Teaching, Section 3 (Note-taking Worksheet, pp. 31–34, CRB)_____ Science Inquiry Lab, p. 21, TCR_____ Spanish Resources, Section 3, CRB

Assessi■____ Section Assessment, p. 53_____ Skill Builder Activities, p. 53_____ Performance Assessment in the Science Classroom, p. 91, TCR



Enrich/Applyi_____ Enrichment, p. 29, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 10, TCR


Section 3 ■ WetlandsLessonPlans


National Content StandardsUCP1, UCP4, C4, C5, D1, F2, F4, F5

22

Freshwater at Earth’s Surface 7

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

Objectivesi10. Identify sources of water pollution.11. Explain laws that help control water pollution.12. List several things you can do to improve water quality.


Teachi_____ MiniLAB: Evaluating Dilution, p. 55

(MiniLAB Worksheet, p. 4, CRB)_____ Chemistry Integration, p. 56_____ Curriculum Connection, p. 56, TWE_____ Extension, p. 56, TWE

■____ Activity: Wetland Versus Nonwetland Environments, pp. 58–59 (Activity Worksheet, pp. 7–8, CRB)

Assessi■____ Section Assessment, p. 57_____ Skill Builder Activities, p. 57_____ Performance Assessment in the Science Classroom, pp. 59, 95, 145, TCR

Reteach/Reinforcei■____ Directed Reading for Content Mastery, pp. 17, 18, CRB_____ Spanish Directed Reading for Content Mastery, pp. 21,22, 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_____ Using the Internet in the Science Classroom, TCR_____ Science Web site: science.glencoe.com

Section 4 ■ Pollution of FreshwaterLessonPlans

National Content StandardsUCP1, UCP3, A1, C4, D1, E2, F1, F2, F3,F4, G1, G2, G3


22

_____ Science and History, pp. 60–61_____ Content Outline for Teaching, Section 4

(Note-taking Worksheet, pp. 31–34, CRB)_____ Spanish Resources, Section 4, CRB



8 Groundwater Resources

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LessonPlans


National Content StandardsUCP1, A1, B2, D1, F2

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

Objectivesi1. Explain the importance of groundwater.2. Describe how groundwater moves.3. Compare and contrast the formation of springs,

artesian wells, and geysers.


Teachi_____ Content Background, pp. 66E–66F, TWE_____ MiniLAB: Measuring Porosity, p. 69 (MiniLAB Worksheet, p. 3, CRB)_____ Science Online, p. 70_____ Discussion, pp. 70, 72, 73, TWE_____ Inclusion Strategies, p. 70, TWE_____ Chemistry Integration, p. 71_____ Visual Learning, p. 71, TWE_____ Activity, p. 72, TWE_____ Use Science Words, p. 73, TWE

■____ Activity: Artesian Wells, p. 75 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Laboratory Activity 1, pp. 9–12, CRB_____ Spanish Resources, Section 1, CRB

Assessi■____ Section Assessment, p. 74_____ Skill Builder Activities, p. 74_____ Performance Assessment in the Science Classroom, pp. 89, 95, 127 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 ■ Groundwater

Groundwater Resources 9

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National Content StandardsUCP1, A1, D1, E2, F2, F5


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

Objectivesi4. Identify the sources of groundwater pollution.5. Explain the ways groundwater is cleaned.6. Explain what happens when too much water is pumped

from an aquifer.


Teachi_____ Visual Learning, pp. 77, 79, 83, TWE_____ Activity, pp. 77, 82, TWE_____ Discussion, pp. 78, 79, 83, TWE_____ Lab Demonstration, p. 78, TWE_____ Health Integration, p. 79_____ MiniLAB: Modeling Groundwater Pollution, p. 80 (MiniLAB Worksheet, p. 4, CRB)_____ Science Online, p. 81_____ Problem-Solving Activity, p. 81_____ Inclusion Strategies, p. 82, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 21, TCR_____ Laboratory Activity 2, pp. 13–16, CRB_____ Home and Community Involvement, p. 23, TCR_____ Spanish Resources, Section 2, CRB




Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 6, TCR


Section 2 ■ Groundwater Pollution andOveruse

10 Groundwater Resources

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National Content StandardsUCP3, A1, D1, E2, F2, F3

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

Objectivesi7. Recognize how caves change through time.8. Explain how cave features form.9. Explain what causes sinkholes and disappearing streams.


Teachi_____ Quick Demo, p. 86, TWE_____ Cultural Diversity, p. 86, TWE_____ Extension, p. 86, TWE_____ Science Online, pp. 87, 92_____ Discussion, pp. 87, 88, TWE_____ Visual Learning, pp. 87, 88, 89, 90, TWE_____ Science Journal, p. 88, TWE_____ Inclusion Strategies, p. 90, TWE








Section 3 ■ Caves and Other GroundwaterFeatures

■____ Activity: Pollution in Motion, pp. 90–91(Activity Worksheet, pp. 7–8, CRB)

_____ Science Stats, pp. 92–93_____ Content Outline for Teaching, Section 3



_____ Spanish Resources, Section 3, CRB



Ocean Motion 11

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National Content StandardsUCP4, D1, D2


Objectivesi1. Identify the origin of the water in Earth’s oceans.2. Explain how dissolved salts and other substances get into seawater.3. Describe the composition of seawater.


Teachi_____ Content Background, pp. 98E–98F, TWE_____ Inclusion Strategies, p. 101, TWE_____ Make a Model, p. 101, TWE_____ Discussion, p. 102, TWE_____ Use Science Words, p. 102, TWE_____ Cultural Diversity, p. 102, TWE_____ Teacher FYI, p. 102, TWE_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 29–31, CRB)_____ Laboratory Activity 1, pp. 9–10, CRB_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 26, CRB_____ Life Science Critical Thinking/Problem-Solving, p. 5, TCR_____ Cultural Diversity, p. 65, TCR


Section 1 ■ Ocean Water

12 Ocean Motion

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National Content StandardsUCP2, A1, B1, B3, D1


Objectivesi4. Explain how winds and the Coriolis effect influence

surface currents.5. Discuss the temperatures of coastal waters.6. Describe density currents.


Teachi_____ Science Online, p. 105_____ Discussion, pp. 105, 106, TWE_____ Visual Learning, p. 105, TWE_____ Identifying Misconceptions, p. 106, TWE_____ Curriculum Connection, p. 106, TWE_____ Teacher FYI, p. 106, TWE_____ Fun Fact, p. 106, TWE_____ Cultural Diversity, p. 107, TWE_____ MiniLAB: Modeling a Density Current, p. 107 (MiniLAB Worksheet, p. 3, CRB)_____ Chemistry Integration, p. 108_____ Math Skills Activity, p. 108_____ Lab Demonstration, p. 108, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 29–31, CRB)_____ Science Inquiry Lab, p. 31, TCR_____ Laboratory Activity 2, pp. 11–12, CRB_____ Spanish Resources, Section 2, CRB






Section 2 ■ Ocean Currents

Ocean Motion 13

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National Content StandardsUCP3, B1, B3, D1, D3, E2, G1, G2


Objectivesi7. Describe wave formation.8. Distinguish between the movement of water particles

in a wave and the movement of the wave.9. Explain how ocean tides form.


Teachi_____ MiniLAB: Modeling Water Particle Movement,

p. 111 (MiniLAB Worksheet, p. 4, CRB)_____ Visual Learning, pp. 112, 114, TWE_____ Activity, pp. 112, 114, TWE_____ Science Online, p. 113_____ Quick Demo, p. 113, TWE_____ Life Science Integration, p. 115■____ Activity: Making Waves, p. 117

(Activity Worksheet, pp. 5–6, CRB)

Assessi■____ Section Assessment, p. 116_____ Skill Builder Activities, p. 116_____ Performance Assessment in the Science Classroom, pp. 91, 95, 99, 123, TCR






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 ■ Ocean Waves and Tides

■____ Activity: Sink or Float, pp. 118–119 (Activity Worksheet, pp. 7–8, CRB)

_____ Science and Language Arts, pp. 120–121_____ Content Outline for Teaching, Section 3



_____ Home and Community Involvement, p. 32, TCR_____ Spanish Resources, Section 3, CRB



14 Oceanography

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55

National Content StandardsUCP1, A1, D1, F2


Objectivesi1. Differentiate between a continental shelf and a continental slope.2. Describe a mid-ocean ridge, an abyssal plain, and an ocean trench.3. Identify the mineral resources found on the continental shelf and

in the deep ocean.


Teachi_____ Content Background, pp. 126E–126F, TWE_____ Science Online, p. 129_____ Math Skills Activity, p. 130_____ Discussion, p. 130, TWE_____ MiniLAB: Modeling the Mid-Atlantic Ridge, p. 131 (MiniLAB Worksheet, p. 3, CRB)■____ Activity: Mapping the Ocean Floor, p. 134 (Activity Worksheet, pp. 5–6, CRB)_____ Content Outline for Teaching, Section 1 (Note-taking Worksheet, pp. 33–35, CRB)_____ Science Inquiry Lab, p. 31, TCR

■____ Teaching Transparency, TCR (Transparency Master and Study Guide, pp. 47–48, CRB)_____ Laboratory Activity 1, pp. 9–11, CRB_____ Spanish Resources, Section 1, CRB




Enrich/Applyi_____ Enrichment, p. 30, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 1, TCR_____ Cultural Diversity, p. 27, TCR


Section 1 ■ The Seafloor

Oceanography 15

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National Content StandardsUCP2, A1, C1, C3, C4, C5


Objectivesi4. Describe photosynthesis and chemosynthesis in the oceans.5. List the key characteristics of plankton, nekton, and benthos.6. Compare and contrast ocean margin habitats.


Teachi_____ Life Science Integration, p. 136_____ Discussion, pp. 136, 137, TWE_____ Visual Learning, pp. 136, 141, TWE_____ Make a Model, p. 136, TWE_____ Curriculum Connection, pp. 136, 137, 140, TWE_____ Science Online, p. 140_____ Identifying Misconceptions, p. 137, TWE_____ Chemistry Integration, p. 138_____ Activity, pp. 138, 140, 141, TWE_____ Lab Demonstration, p. 138, TWE_____ MiniLAB: Observing Plankton, p. 139 (MiniLAB Worksheet, p. 4, CRB)_____ Inclusion Strategies, p. 140, TWE_____ Content Outline for Teaching, Section 2 (Note-taking Worksheet, pp. 33–35, CRB)_____ Home and Community Involvement, p. 30, TCR_____ Spanish Resources, Section 2, CRB




Enrich/Applyi_____ Enrichment, p. 31, CRB_____ Earth Science Critical Thinking/Problem-Solving, p. 16, TCR

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

Section 2 ■ Life in the Ocean

16 Oceanography

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National Content StandardsUCP1, A1, C4, D1, F2, F4, F5, G1, G2

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

Objectivesi7. List five types of ocean pollution.8. Explain how ocean pollution affects the entire world.9. Describe how ocean pollution can be controlled.


Teachi_____ Cultural Diversity, p. 144, TWE_____ Visual Learning, p. 145, TWE_____ Activity, pp. 145, 151, TWE_____ Extension, p. 145, TWE_____ Discussion, pp. 146, 151, TWE_____ Curriculum Connection, p. 146, TWE_____ Teacher FYI, p. 146, TWE_____ Science Online, p. 148

Assessi■____ Section Assessment, p. 147_____ Skill Builder Activities, p. 147_____ Performance Assessment in the Science Classroom, pp. 89, 111, 145, 147, TCR







Section 3 ■ Ocean Pollution

■____ Activity: Resources from the Ocean,pp. 148–149 (Activity Worksheet, pp. 7–8, CRB)

_____ Oops! Accidents in Science, pp. 150–151_____ Content Outline for Teaching, Section 3

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



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