Study Guides

Soil, Rocks, and Landforms -   I-Check Investigation 1

Study Guide

Test Date:  To be announced 

Vocabulary : Definitions of the words below can be found in the glossary can be found by going to Google Classroom and clicking on the vocabulary definitions link. 

Rock, pebbles, gravel, sand, silt, clay, humus, weathering, physical weathering, chemical weathering, abrasion, freezes, expands,models, chemical reaction, acid rain, calcite, limestone, marble, granite, basalt, conglomerate, sandstone, earth material, acid rain, and chemical reaction.

Students must know (All concepts will be taught in class via lab experiences) : 

1. Soils can be described by their properties. 

2. Soils are composed of different kinds of earth materials and humus. 

3. Weathering is the breakdown of rocks and minerals at or near Earth’s surface. 

4. The physical weathering processes of abrasion and freezing break rocks and minerals into smaller pieces. 

5. Chemical weathering occurs when exposure to water and air changes rocks and minerals into something new. 

Go to : ThinkLink on your homepage where your apps are. 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Complete the following Tutorials and Virtual Investigations to review concepts:

1. Virtual Investigation:

   1. Water Retention of Soils 

2. Tutorials

   1. Weathering 

3. Online Activities

   1. Sand Types

Reread the following articles in your ereader:

1. What is Soil?

2. Weathering

Soil, Rocks, and Landforms -   I-Check Investigation 2

Study Guide for Landforms

Test Date:  To Be Determined

Vocabulary (Refer to Glossary which can be found on my website under the News tab) : mountain, valleys, erosion, river channels, deposition, sediments, flood, landform, delta, river mouth, alluvial fans, canyon, slope, superposition, fossils, sedimentary rocks, preserved remains, imprint, molds, cast, basin, banded sandstone, and shale. 

Students must know (All concepts will be taught in class via lab experiences) : 

1. Weathered rock material can be reshaped into new landforms by the slow processes of erosion and deposition. 

2. Erosion is the transport (movement) of weathered rock material (sediments) by moving water or wind. 

3. Deposition is the settling of sediments when the speed of moving water or wind declines. 

4. The rate and volume of erosion relate directly to the energy of moving water or wind. 

5. The energy of moving water depends on the mass of water in motion and its velocity.  The greater the mass and velocity, the greater the energy. 

6. Catastrophic events have the potential to change Earth’s surface quickly. 

7. Fossils provide evidence of organisms that lived long ago as well as clues to changes in the landscape and past environments. 

Go to : Think Link on your Chromebook home 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

Stream Table: Homogeneous Material vs. Heterogeneous Material

Stream Table: High Slope vs. Low Slope

Stream Table: High Flow vs. Low Flow

Complete the following Tutorials and Virtual Investigations to review concepts:

Tutorials: 

Stream Table: Slope and Flood

Soil Formation

Fossils

Virtual Investigation: 

Stream Tables

Reread the following articles in your ereader:

Erosion and Deposition

Landforms Photo Album

Fossils Tell A Story

Pieces of A Dinosaur Puzzle

Recommended websites: None

Soil, Rocks, and Landforms -   I-Check Investigation 3

Study Guide for Mapping Earth’s Surface

Test Date:  

Vocabulary (Refer to Glossary which can be found on my website under the News tab) : profile, topographic map, elevation, contour lines, contour interval, sea level, mantle, satellite cone, crust, magma, lava, volcano, landslide, earthquake, and flood. 

Students must know (All concepts will be taught in class via lab experiences) : 

1. A topographic map uses contour lines to show the shape and elevation of land. 

2. A profile is a side view or cross-section of a landform. 

3. A profile can be drawn from information given on a topographic map. 

4. The surface of the Earth is constantly changing; sometimes those changes take a long time to occur and sometimes they happen rapidly. 

5. Catastrophic events have the potential to change Earth’s surface quickly. 

6. Scientists and engineers can do things to reduce the impacts of natural Earth processes on humans.

Go to : Think Link on your apps page. 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

Geolab: Faulting and Folding

Geolab: Rock Types 

Geolab: Rock Database

Geolab: Sand Types

Geolab: Volcanoes

Topographer

Complete the following Tutorials and Virtual Investigations to review concepts:

There are no tutorials or virtual investigations for this unit.

Reread the following articles in your ereader:

“Topographic Maps”

“The Story of Mt. Shasta”

“It Happened So Fast”

Recommended websites: Go to Google Classroom and look at the videos posted. 

Soil, Rocks, and Landforms -   I-Check Investigation 4

Study Guide for Natural Resources

Test Date:  

Vocabulary (Refer to Glossary which can be found on my website under the News tab) : natural resources, fossil fuels, renewable resource, nonrenewable resource, solar energy, geothermal power, cement, aggregates, asphalt or blacktop, glass, mortar, portland cement, potter’s clay, and brick.

Students must know (All concepts will be taught in class via lab experiences) : 

1. Natural resources are natural materials taken from the environment and used by humans.  Rocks and minerals are natural resources important for shelters and transportation. 

2. Concrete is an important building material made from earth materials (limestone to make cement, sand and gravel for aggregates, and water for mixing). 

3. Some natural resources are renewable (sunlight, air and wind, water, soil, plants, and animals) and some are nonrenewable (minerals and fossil fuels). 

4. Alternative sources of energy include solar, wind, and geothermal energy. 

5. Scientists and engineers work together to improve how people use natural resources. 

Practices:

1. Observe how earth materials are used in the community around the school.

2. Consider the ways people impact natural resources and how humans can conserve them. 

Go to : Think Link on your apps page. 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

Under Multimedia:  Resource ID

Complete the following Tutorials and Virtual Investigations to review concepts:

There are no tutorials.

Under Virtual Investigations: Natural Resources

Reread the following articles in your ereader:

“Monumental Rocks”

“Geoscientists at Work”

“Making Concrete”

“Earth Materials in Art”

“Where Do Rocks Come From?”

Energy I-Check Investigation 1

Study Guide

Test Date:  _________________

Circuit Component Vocabulary

1. Switch - controls the flow of electricity by opening and closing the circuit.

2. Negative terminal - located at the bottom of the battery

3. Wire - provides a pathway to carry the electricity from component to component

4. Positive terminal - located at the top of the battery

5. Motor - produces motion when part of a complete circuit

6. D-cell - provides the stored energy to run the circuit

Facts to know: 

1. When using an open switch to test objects to find out if they are conductors, you will know if the object is a conductor if the motor or light turns on. 

2. Closed circuits will light a bulb. Open circuits will not.

3. Know how electricity flows through a circuit. 

4. Evidence that energy is being transferred may include a component getting hot, a sound, movement, or light. 

5. Conductors are made of a wide variety of metal including foils. They allow electric current to flow.

6. Insulators are not made of metal.   They do not allow electric current to flow. 

7. Resistance refers to how easy it is for electricity to flow through a  circuit component.  More resistance means it is harder for the electricity to flow.  Electricity will always flow through the component with the least resistance. 

Go to : Open Think Link Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

1. Light a Bulb

2. Flow of Electricity

3. Turn on the Switch

4. Conductor Detector

5. D-cell Orientation

Complete the following Tutorials to review concepts:

1. Simple Circuits

2. Conductor and Insulators

3. Series and Parallel Circuits

4. What Sticks What Conducts

Reread the following articles in your ereader:

1. Edison Sees the Light

2. Energy Sources 

3. Series and Parallel Circuits

4. Science Practices

5. Engineering Practices

6. Thinking Like an Engineering

7. Engineering a Solar Lighting System

Energy I-Check Investigation 2

Study Guide

Test Date:  _________________

Circuit Component Vocabulary (Refer to Glossary which can be found on my website under the News tab) : 

Attract, Compass, Force, Gravity, Induced magnetism, Interact, Iron, Magnet, Magnetic field, Magnetism, North Pole, Opposite, Permanent magnet, Pole, Repel, South Pole, Steel, Temporary magnet

Students must know (All concepts will be taught in class via lab experiences) : 

1. Examples of items that stick to magnets (Must contain iron).

2. Examples of conductors (Must be metal)

3. Magnets can attract a paper clip through items like: paper, aluminum foil, sponge, or copper. 

4. Students must be able to explain the cause and effect of magnets in a given situation.  

5. Students should be able to explain induced magnetism. 

6. Students should be able to use engineering practices to solve a problem. 

Go to : Think Link on your apps page. 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

1. Kitchen Magnets

2. Magnetic Poles and Magnetic Poles Quiz

Complete the following Tutorials and Virtual Investigations to review concepts:

1. Virtual Investigation: 

   1. What Sticks and What Conducts? 

2. Tutorials: 

   1. Magnetic Poles

   2. Magnetic Fields

Reread the following articles in your ereader:

1. When Magnet Meets Magnet

2. Magnificent Magnetic Models

3. Make a Magnetic Compass

Recommended websites (online games):

1. The Magnetic Earth

Energy I-Check Investigation 3

Study Guide

Test Date:  _________________

Circuit Component Vocabulary (Refer to Glossary which can be found on my website under the News tab) : 

Code, coil, core, electromagnet, electromagnetism, key, rivet, telegraph

Students should be able to label an electromagnet circuit.  Components include: d-cell, wires, switch, wire coil,  and core ( rivet) . 

Students must know (All concepts will be taught in class via lab experiences) : 

1. A core becomes a temporary magnet when electricity is flowing through the circuit. 

2. Wires provide a pathway to carry the electricity from component to component. 

3. A switch controls the flow of electricity by opening and closing the circuit. 

4. D cells provide stored energy to run things like electromagnets. 

5. An electromagnet’s strength can be increased by adding another d-cell in series into the circuit.

6. Only iron or steel can be magnetized. That means cores must be made of iron or steel. 

7. Electricity does not flow through the core.  It flows through the coil. 

8. Students must be able to interpret graphs like those we constructed in our investigations. 

9. Students must be able to recognize patterns in data. 

10. Students must be able to problem solve.  

11. Students should be familiar with the codes we explored in class. 

Go to : Think Link on your apps page. 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

1. Kitchen Magnets

2. Electromagnets

Complete the following Tutorials and Virtual Investigations to review concepts:

1. Virtual Investigation: 

   1. Electromagnet experiments

   2. Kitchen Magnets

2. Tutorials

   1. Electromagnets

   2. Creating Graphs

   3. Interpreting Graphs

Reread the following articles in your ereader:

1. Electricity Creates Magnetism

2. Using Magnetic Fields

3. Electromagnets Everywhere

4. Morse Gets Clicking

Recommended websites (online games):

1. How Electromagnets Work

Energy I-Check Investigation 4

Study Guide

Test Date:  _________________

Investigation 4  Vocabulary

1. collide to come into contact with another object   

2. collision when one object hits another object

3. friction a force acting between surfaces passing each other; friction acts to resist motion   

4. fuel a source of energy when burned 

5. gravity a force that pulls objects toward each other

6. heat observable evidence of energy 

7. kinetic energy energy that matter has because of its motion  

8. potential energy energy that matter has because of its position

9. sound observable evidence of energy 

10. stationary not moving

11. transfer of energy what happens when objects collide and energy is transferred from the object with more energy to the object with less energy 

Facts to know: 

1. Energy is present  whenever there is motion, electric current, sound, light or heat. 

2. Energy can be transferred by using fossil fuels and renewable resources like wind, water, or solar power. 

3. Kinetic energy is the energy of motion. 

4. Potential energy is the energy of position or condition. 

5. The faster an object is moving, the more kinetic energy it has. 

6. Objects at higher positions have more potential energy. 

7. When objects collide, energy can transfer between the objects, changing their motion. 

8. When 2 objects interact, each one exerts a force on the other.  These forces can transfer energy.

9. Variables are things we can change in an experiment.  We only change the variable we want to test. 

System

Energy Source

Evidence of Energy Transfer

Wires, D-cell, motor, switch

D-cell

Movement

Ramp, Steel balls

Gravity

Movement

Windmill, Wind

Wind

Movement 

Wires, D-cell, siren, switch

D-cell

Sound

Stove, Electric outlet, wires

Electric Current from outlet

Heat

Fire, Oxygen, Wax, Wick

Wax Wick

Heat and Light

Cell phone, battery, ringer

Battery

Sound 

Go to : Think Link on your apps page. 

Reread the following articles to reinforce concepts and  prepare for open ended questions for this unit. 

Reread the following articles in your ereader:

1. Energy

2. What Causes Change in Motion

3. Bowling

4. Force and Energy

5. Potential and Kinetic Energy at Work

Energy Unit Part 5 Waves 

Study Guide

Post Test Date:  _________________

Investigation 5 Vocabulary: 

1. absorb to take in or soak up  

2. amplitude the height of the peaks in a wave form 

3. compression sound waves that move back and forth through vibrations   

4. crest the high point of a wave 

5. cycle a set of events or actions that repeats  

6. frequency the speed at which something oscillates. High-frequency vibrations are rapid vibrations. 

7. oscillation a back-and-forth motion  

8. oscilloscope an instrument that displays electric pulses as a wave form on a screen   

9. peak the high point on a wave form  

10. pitch how high or low a sound is   

11. prism a piece of transparent material that separates light into a spectrum  

12. property something you can observe about an object, material, or system  

13. ray an electromagnetic wave of light  

14. reflect to bounce back  

15. reflection the bouncing of light rays off an object  

16. refract to change the speed and direction of travel 

17. refraction the bending of light rays

18. sine wave a repeating s-shaped wave form 

19. solar cell a silicon cell that converts sunlight into electric energy and is used as a power source  

20. sound observable evidence of energy   

21. sound source an object or material that vibrates in a way that sends oscillations through a medium   

22. trough the low point on a wave form 

23. vibration a quick back-and-forth movement  

24. wave a repeating pattern of motion (up and down or back and forth) 

25. wavelength the distance from the center of one peak to the center of the next peak on a wave form 

26. white light a mixture of all colors (wavelengths) of visible light 

Facts to Know:

1. Waves are a repeating pattern of motion that transfer energy from place to place. 

2. There are sound waves, light waves, microwaves, and ocean waves. 

3. Waves have properties- amplitude, wavelength,and frequency. 

4. Some electromagnetic waves can be detected by humans (light); others can be detected by designed technologies (radio waves). 

5. Light travels in a straight line and can reflect (bounce off) surfaces. 

6. An object is seen only when light from that object enters and is detected by an eye. 

7. Light can refract (change direction) when it passes through one transparent material into another. 

8. The energy of two energy sources (D-cells or solar cells) adds when they are wired in series, delivering more power than a single source. 

9. Two cells in parallel have the same power as a single cell. 

Go to : Think Link on your apps page. 

Reread the following articles to reinforce concepts and  prepare for open ended questions for this unit. 

1. “Waves”

2.  “More About Sound” 

3. “Light Interactions” 

4. “Throw a Little Light on the Subject”

5. .“Alternative Sources of Electricity” 

6.  “Ms. Osgood’s Class Report”

Online Activities:

1. Reflecting LIght  

2. Colored Light

Tutorials: 

1. Reflection 

Virtual Investigation: 

1. Color 

Environments  I-Check Investigation 1

Study Guide

Test Date:  _________________

Vocabulary:

Adult, Antennae, Behavior, Condition, Darkling Beetle, Environment, Environmental factor, Function, Inference, Isopod, Larva, LIfe Cycle, Living, Mealworm, Molting, Nonliving, Observation, Organism, Pill bug, Preferred environment, Pupa, Pupate, Sow Bug, Stage, Structure

Facts to know: 

1. An environment is everything living and nonliving that surrounds and influences an organism. 

2. A relationship exists between environmental factors and how well organisms grow. 

3. Animals have structures and behaviors that function to support survival, growth, and reproduction. These include sensory system structures. 

4. Every organism has a set of preferred environmental conditions. 

5. Designing an investigation involves controlling the factors so that the effect of one factor can be observed. 

6. Isopods prefer moist, dark environments. 

7. 
   

Go to : Think Link on your apps page. 

Complete the following activities often to reinforce concepts and to prepare for open ended questions.  

Online Activities to review: 

1. Virtual terrarium

There are no tutorials or virtual experiments for this investigation. 

Reread the following articles in your ereader:

1. “Two Terrestrial Environments”

2. “Darkling Beetles”

3. “Setting Up a Terrarium”

4. “Isopods”

5. “Amazon Rainforest Journal” 

Recommended websites (online video):

1. Leaf cutter ants https://www.nsf.gov/news/special_reports/science_nation/leafcutterants.jsp?WT.mc_id=USNSF_51