Glencoe Science Chapter Resources - Mrs. Jain
Glencoe ScienceChapter ResourcesEarthquakesIncludes:Reproducible Student PagesASSESSMENTTRANSPARENCY ACTIVITIES Chapter Tests Section Focus Transparency Activities Chapter Review Teaching Transparency ActivityHANDS-ON ACTIVITIES Assessment Transparency Activity Lab Worksheets for each Student Edition ActivityTeacher Support and Planning Laboratory Activities Content Outline for Teaching Foldables–Reading and Study Skills activity sheet Spanish Resources Teacher Guide and AnswersMEETING INDIVIDUAL NEEDS Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheets
Glencoe SciencePhoto CreditsSection Focus Transparency 1: (t) Bettmann/CORBIS, (b) CORBIS;Section Focus Transparency 2: (l) AFP/CORBIS;Section Focus Transparency 3: IRIS/USGSCopyright by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theEarthquakes program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027ISBN 0-07-866948-0Printed in the United States of America.1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
Table of ContentsTo the TeacherReproducible Student Pages ivHands-On ActivitiesMiniLAB: Interpreting Seismic Wave Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling Seismic-Safe Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Epicenter Location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Earthquake Depths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Using the Modified Mercalli Scale to Locate an Epicenter . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Meeting Individual NeedsExtension and InterventionDirected Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Transparency ActivitiesSection Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9Additional Assessment Resources available with Glencoe Science: ExamView Pro TestmakerAssessment TransparenciesPerformance Assessment in the Science ClassroomStandardized Test Practice BookletMindJogger VideoquizzesVocabulary PuzzleMaker at msscience.comInteractive ChalkboardThe Glencoe Science Web site at: msscience.comAn interactive version of this textbook along with assessment resources are availableonline at: mhln.comiii
To the TeacherThis chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:Reproducible pages for Student Assessment Hands-on Activities Meeting Individual Needs (Extension and Intervention) Transparency ActivitiesA teacher support and planning section including Content Outline of the chapter Spanish Resources Answers and teacher notes for the worksheetsHands-On ActivitiesLaboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator, Dinah Zike, that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.ivCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.
Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who arelearning English.Reinforcement: These worksheets provide an additional resource for reviewing the concepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagramsto examine and analyze; or a simple activity or lab which students can complete in theclassroom or at home. Answers are provided in the Teacher Guide and Answers section.Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher version—Content Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectivesof the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recall—students will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.Transparency ActivitiesSection Focus Transparencies: These transparencies are designed to generate interestand focus students’ attention on the topics presented in the sections and/or to assessprior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.v
Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students’ Note-taking Worksheets.Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.vi
ReproducibleStudent PagesReproducible Student Pages Hands-On ActivitiesMiniLAB: Interpreting Seismic Wave Data . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling Seismic-Safe Structures . . . . . . . . . . 4Lab: Epicenter Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Earthquake Depths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Using the Modified Mercalli Scale to Locatean Epicenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . 15Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 19 Meeting Individual NeedsExtension and InterventionDirected Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 21Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 25Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Earthquakes1
Hands-On ActivitiesHands-OnActivities2 Earthquakes
DateClassHands-On ActivitiesNameInterpreting Seismic Wave DataProcedure1. Use the graph in Figure 11 in your textbook to determine the difference inarrival times for primary and secondary waves at the distances listed in thedata table below. Two examples are provided for you.2. Use the graph to determine the differences in arrival times for the otherdistances in the table.Data and ObservationsTable 1Wave DataDistance (km)1,500Difference in Arrival Time2 min, 50 s2,2502,7503,000Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.4,0005 min, 55 s7,0009,000Analysis1. What happens to the difference in arrival times as the distance from the earthquake increases?2. If the difference in arrival times at a seismographic station is 6 min, 30 s, how far away is theepicenter?Earthquakes3
NameDateClassProcedure1. On a tabletop, build a structure out of building blocks by simply placingone block on top of another.2. Build a second structure by wrapping sections of three blocks togetherwith rubber bands. Then, wrap larger rubber bands around the entirecompleted structure.3. Set the second structure on the tabletop next to the first one and pound onthe side of the table with a slow, steady rhythm.Analysis1. Which of your two structures was better able to withstand the “earthquake” caused by poundingon the table?2. How might the idea of wrapping the blocks with rubber bands be used in construction ofsupports for elevated highways?Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On ActivitiesModeling Seismic-Safe Structures4 Earthquakes
NameDateClassHands-On ActivitiesEpicenter LocationLab PreviewDirections: Answer these questions before you begin the Lab.1. What is the difference between primary and secondary waves?2. What do you use to measure the circumference of the globe?In this lab you can plot the distance of seismograph stations from the epicenter of earthquakes and determine the earthquake epicenters.Real-World QuestionCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.How can plotting the distance of severalseismograph stations from an earthquakeepicenter allow you to determine thelocations of the epicenter?Materialsstringmetric rulerglobechalkGoals Plot the distances of several seismographstations based on primary and secondarywave arrival times.Interpret the location of earthquakeepicenters from these plots.Procedure1. Determine the difference in arrivaltime between the primary and secondary waves at each station for eachearthquake from Table 1 in the Dataand Observations section.2. After you determine the arrival timedifferences for each seismograph station,use the graph in Figure 11 in yourtextbook to determine the distance inkilometers of each seismograph from theepicenter of each earthquake. Record thesedata in Table 2. For example, the differencein arrival times in Paris for earthquake B is9 min, 30 s. On the graph, the primary andsecondary waves are separated along thevertical axis by 9 min, 30 s at a distance of8,975 km.3. Using the string, measure the circumferenceof the globe. Determine a scale ofcentimeters of string to kilometers onEarth’s surface. (Earth’s circumference is40,000 km.)4. For each earthquake, place one end of thestring at each seismic station location onthe globe. Use the chalk to draw a circlewith a radius equal to the distance to theearthquake’s epicenter.5. Identify the epicenter for each earthquake.Earthquakes5
NameDateClass(continued)Table 1Earthquake DataLocation ofSeismographNew York,New YorkSeattle,WashingtonRio de Janeiro,BrazilWaveWave Arrival TimesEarthquake AEarthquake BP2:24:05 P.M.1:19:42 P.M.S2:29:15 P.M.1:25:27 P.M.P2:24:40 P.M.1:14:37 P.M.S2:30:10 P.M.1:16:57 P.M.P2:29:10 P.M.S2:37:50 P.M.P2:30:30 P.M.1:24:57 P.M.S2:40:10 P.M.1:34:27 P.M.Paris, FranceP1:24:27 P.M.S1:33:27 P.M.Tokyo, JapanTable 2Earthquake DistancesQuakeCalculated Distance to Epicenter (km) from Each Seismograph LocationNew YorkSeattleRio de JaneiroParisTokyoABConclude and Apply1. How is the distance of a seismograph from the earthquake related to the arrival times of the waves?2. Identify the location of the epicenter for each earthquake.3. How many stations were needed to locate each epicenter accurately?4. Explain why some seismographs didn’t receive seismic waves from some quakes.6 EarthquakesCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On ActivitiesData and Observations
NameDateClassHands-On ActivitiesEarthquake DepthsLab PreviewDirections: Answer these questions before you begin the Lab.1. What information is contained in the table?2. Scan the data table to answer this question: Which earthquake originated at the deepest level?You learned in this chapter that Earth’s crust is broken into sections calledplates. Stresses caused by movement of plates generate energy within rocksthat must be released. When this release is sudden and rocks break, an earthquake occurs.Real-World QuestionAnalyze Your DataCan a study of the foci of earthquakes tell youabout plate movement in a particular region?1. Use graph paper and the data table in yourtextbook to make a graph in your ScienceJournal plotting the depths of earthquakefoci and the distances from the coast of acontinent for each earthquake epicenter.2. Follow the graph in your textbook. PlaceDistance from the coast and units on thex-axis. Begin labeling at the far left with100 km west. To the right of it should be0 km, then 100 km east, 200 km east,300 km east, and so on through 700 kmeast. What point on your graph representsthe coast?3. Label the y-axis Depth below Earth’s surface.Label the top of the graph 0 km to represent Earth’s surface.
Glencoe Science Chapter Resources Earthquakes Includes: Reproducible Student Pages ASSESSMENT Chapter Tests Chapter Review HANDS-ON ACTIVITIES Lab Worksheets for each Student Edition Activity Laboratory Act
Inspire Physical Science 26 Inspire Physical Science with Earth 28 Glencoe High School Science Serie 30 Glencoe Biology 32 Glencoe Chemistry: Matter and Change 33 Glencoe Physics: Principles & Problems 34 Glencoe Earth Science: Geology, the Environment, and the Universe 35 Glencoe Physical Science 36 Glencoe Physica
Part One: Heir of Ash Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Chapter 28 Chapter 29 Chapter 30 .
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TO KILL A MOCKINGBIRD. Contents Dedication Epigraph Part One Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Part Two Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18. Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26
