Wednesday, May 23rd

Homework Tonight:  Prepare for tomorrow's class and the guest we will have, Mr. James Luterman. Although Mr. Luterman, is the president of a STEM~based company doing research on genetic engineering, he is coming to our class and will lead you through several activities aimed to raise YOUR awareness of STEM careers and the courses needed to begin your career in the field of STEM.  Below is the website to the organization that sponsors the activities you will do in class. 

To prepare for Thursday and Mr. Luterman do the following:

1. Go on the internet.
2. Type, digits.us.com
3.  Once you are on the Digits Homepage, click on the "WOW of STEM Video." Enjoy the 4 minute video of "The Wowsters."
4. Go back to the Digits Homepage
5. Click on "Make Digits Your Business."

Whether you enjoy the videos or not...at least you will be "ready" for Thursday's class and to actively participate in the activities with our guest, Mr. Luterman.








Friday, May 18th:

1.  Begin your June Sun~moon Calendar: Due Friday, 25th

2. Prepare for a mini-quiz, Binder Maintenance/Organization: Tuesday 22nd









Wednesday, May 17th

Tonight's homework is for everyone in all classes to complete the two prompts that were introduced in class on Tuesday and revisited today. Red Science had class time to make further progress on their Anticipation Guide Worksheet so students in this class can now begin to answer the prompts.

The prompts are written below on the Tuesday HW entry.

 Tuesday, May 16th

Most classes have completed reading and working on an article, "Not Just a Lot of Hot Air." From the worksheet that accompanied the article, that students completed using a "jigsaw" cooperative learning model, everyone will be working on the following writing assignment. Two classes are beginning to work on this at home, while two other classes will begin to do this HW assignment tomorrow evening.

Task:  Using both the Anticipation Guide Worksheet and the reading article, students are to:

1. Look over the writing you did on the Response section of the Anticipation Guide while you were in your Home Group. Are you able to find a pattern or patterns a theme that is carried throughout all of the responses? (You should be able to.) Decide on the pattern/s or theme/s that emerge from all your responses. Summarize the pattern/s or theme/s you notice and give two supporting details/examples that support your summary using the reading article.

2.  Convection is a science "big idea" that helps to explain how several of Earth's systems work. Summarize two main points of the article, "Not Just a Lot of Hot Air" that help to illustrate why convection is a science "big idea." Provide several examples from the article to support your summary

This is an informal writing assignment. You can use the back of the Anticipation Response Worksheet or line composition paper to complete this assignment.





2. 
Friday, May 10th

Students have received materials to complete their May and June Sun~moon Calendars. The May calendar is to be completed by Wednesday, May 16th. On Wednesday, we will have an open~note quiz using only your May calendar. The format of the quiz, as well as, the questions will be the same or similar to the questions asked on previous assessments using your calendar. Be sure the calendars include labeled lunar weeks, when the eclipse will happen, neap tide and extreme tide events. Please note, although Yellow science preferred to have their quiz on Friday and use both the May and June calendar, we will be registering for 7th grade courses on Friday, using science blocks. So...quiz is on Wednesday and will require a complete May calendar.




Wednesday, May 2nd

Homework for tonight is to complete plotting the volcano data onto the 2-D world map. Only students in blue and red science may be able to plot some of the earthquake data onto the world map, because those individuals may have completed and color coded their volcano data during science class.  Students are expected to spend no more than 25 minutes on their homework. On Thursday, we'll color code the volcano data using wax pencil I'll provide, then move quickly onto plotting the earthquake data and color coding the earthquake data with a different color.

On an unrelated note, it was very impressive to see all but two students come to science today with composition paper in their binders and a #2 pencil ready to use. A note to parents to let you know that students will receive grades for coming to science with a #2 non-mechanical pencil and line paper to take class notes. Your child is aware of this change. Please discuss the expectation with your child, and please don't hesitate to contact me regarding the use of #2 non-mechanical pencils in science as well as having line composition paper in student binders.



Tuesday, May 1st

Most students have received their most recent graded assignments: April Sun~moon Calendars, Scale Drawing of Vernal Equinox and Open Note QUIZ using the April calendar. Many students did quite well on the quiz. It might be expected, since the questions and knowledge that the quiz was based on have been asked on many previous assessments. On both the calendar and/or quiz I made corrections on some items students got wrong. On items answered incorrectly, I am hoping that people will use their resources to correct their answer OR understand the correction I may have made on their quiz. I am happy and willing to work with students who are unsure of the answers, AFTER they have tried to work out the problems for themselves or sought peer help. I'm able to work with kids, during homeroom, lunch blocks and afterschool. The next open note quiz will involve using a May Sun~moon Calendar and to answer the same questions.



Friday, April 27th:

Monday's QUIZ will be an open response prompt on Inside Earth. So...consider how you can best apply the learning objectives knowing you will be doing some writing, OK?




Wednesday, April 25th

Today's science lesson introduced the concept of convection as a "big idea" that explains how some of Earth's systems work. We apply the concept to the motion of the magma in Earth's mantle...and as one explanation of how earth's plates have moved over time. We will use lava lamps as a model of Earth's layers and to show convection flow in the mantle.

By the end of the week, students should be able to: QUIZ Study Guide

1. Name correctly (from a diagram) the four layers of inner earth.

2. Name 3-5 characteristics or properties of each of Earth's four layers.

3.  Describe two ways a layer of inner earth affects another layer of inner 
     earth.

4.  Explain and give one example of convection. Use convection flow in  earth's mantle as your example.

5.  List two geological events that provide evidence that convection currents might explain the theory of continental drift.

Key Terms:  crust, lithosphere, asthenosphere, mantle, magma, outer core, inner core, iron, nickel, magnetic, magnetic field, less dense (lighter), more dense (heavier), heat energy, continental plates, granite, basalt, ocean plates, continental drift, volanoes, earthquakes.

 
Tuesday, April 24th

Today, classes completed several short reading assignments from a textbook we have not previously used; Prentice Hall, Inside Earth. The readings review what has been introduced in our IAES textbook and introduces the concept of convection currents in the Earth's mantle and the affect convection flow in the upper regions of Earth's mantle, has on Earth's crust. Convection flow also provides one explanation for how the Earth's crustal plates have moved over the past 500 million years; The Theory of Continental Drift

Lessons this week will focus on convection in the mantle and link the concept to the Theory of Continental Drift. In doing so, we'll return to the puzzles of Pangaea students made two weeks ago. Together, we will build a list of Key Terms and apply these terms to the properties and composition of Earth's layers. Due to the upcoming French field trip, the QUIZ originally scheduled for Friday has been moved to Monday.

Parents: By the end of the day on Wednesday, your child has received three graded 4th quarter assignments: two mini-quizzes and one significant homework assignment. They have begun to use their 4th quarter Assignment Record sheet to record their 4th quarter grades. I encourage all parents to ask their child to see the recently graded 4th quarter assignments and to have a conversation about the assignments.





Thursday, April 5th

Although we have begun a new unit, Plate Tectonics and Inside Earth, we continue with our year-long project of making Sun~moon Calendars. Today, students completed their scale drawings of sun and shadow data collected on the Vernal Equinox. This assignment was to be completed and handed in today. Students began to work on their April Sun~moon Calendars. These calendars will be completed outside of class and used next Thursday on an open-note April Calendar mini-quiz. Students are to come to class on Thursday, with their calendars complete and prepared to use them on the mini-quiz. The questions that will be asked are very similar to questions asked on other assessments using the calendars, earlier in the year.

PLEASE READ: Calendar completion is to include:
      
   1. Brackets and labels along the X axis of the lunar weeks.
2.  Label on the calendar (next to the moon phase) when the 2 extreme high and 2 neap tides will occur in April. If anyone needs to refresh their memory of lunar weeks and tide events, ALL the information you need for a quick review are in your Scientist Notebook.

A Mistake was Detected: Anyone using the modified Sun~moon data table there is a typing mistake: 

Sunday, April 1st Moonrise Time should be:                  2:00         P. M.
Wednesday, April 4th Moonrise Time should be         5:15            P. M.
     

 


Thursday, March 22nd:

Using your on-line textbook, starting tonight, please read at least the first assignment listed below. Reading about Volcanic Landforms will help you on Friday when you do a hands-on lab with Mr. Kohn, and one of our Science Olympiad coaches, Mr. Braun.  Doing the reading assignments over the weekend will also give you a very good idea of what you will be studying during my absence and the weeks to follow. The readings will be "prep" you for the science lessons you will do during my absence.

The reading assignments are as follows:

IAES Activity 37 Volcanic Landforms:  Read Pp. D-9 through D-12

IAES Activity 38 Beneath the Earth's Surface: Read Pp. D-14 through D-18

IAES Activity 40 The Continental Puzzle: Read Pg. D-23

IAES Activity 41 Continental Drift: Read Pg D-27

Reminder:  March Sun~Moon Calendar Due on Friday. Mr. Kohn will collect this assignment and give it to me over the weekend.

--------------------------------that's all folks--------------------------------------------




Most students have completed their final assignment on Seasons. The assignment has a graphing and a writing component. The assignment will be scored as a double classwork/homework assignment (maximum 6 points) and will also be scored to raise students' grades on their end of the unit, Seasons Test. In many cases, an 8% bonus toward the final test will be huge.

A scoring guide will be provided to everyone on Friday so everyone can give their work one last...fine tooth comb...critique before handing in the assignment. Those who handed in the assignment today will be able to retrieve their work, use the scoring guide, make changes and hand the assignment back in. Performers in the musical, Annie, have already been given extensions on this assignment, which will be due next week, anytime.



March 12th

Below are the Analysis Questions for the Sunlight Data collected from different latitudes. The questions involve the use of both the sunlight data graph AND the Riverside Simulation Software on Seasons (can be downloaded for free). If you did not make adequate headway on the questions today in class, you can use your graph to begin partially answering each of the three questions. We will complete writing the analysis questions during the Part I of our science class on Tuesday.

Analysis Questions:

1. Use evidence data to illustrate how length of daylight hours and sun angle effect climate at two different latitudes.

2.  Use evidence data (2-3 examples) to illustrate that the number of sunlight hours does not always always result in warm temperatures.

3.  Use evidence data to support the fact that the further North and/or South of the equator, the greater the change in day length, temperature and sun energy throughout the year at different latitudes.



Wednesday, March 21st

We've begun our new unit (Inside Earth/Plate Tectonics) with an "issues" based investigation involving an actual event involving nuclear waste storage in Yucca Mountain, Nevada: 100 miles from Las Vegas.  The Yucca Mountain debate is in our Issues and Earth Science textbook, D-4, Activity 36. This investigation (Storing Waste) involves students reading a little background information about nuclear waste. Students engage in small group discussions explaining their decisions on how they answered 8 statements on a worksheet as evidence "for" or "against" storing nuclear waste in Yucca Mountain. Many students completed the two part worksheet yesterday in class. Others,  completed the Discussion Web worksheet as homework last night. Students were expected to spend 10-15 minutes on the Discusson Web Worksheet. Students who have not completed both worksheets are to do so for homework, due Friday. If anyone needs to review the nuclear waste background information in the textbook, it can be accessed on-line; wmdiamondschool, drummer. Anyone interested in reading about the Yucca Mountain Project, simply Google Yucca Mountain Project.  From what I've seen, the discussion of Yucca Mountain serving as a nuclear waste site, has surfaced once again.

IAES:   Plate Tectonics  D-3
Activity 36 Storing Waste, D-4
Handouts: Analyzing Evidence: Yucca Mountain and Discussion Web: Yucca Mountain
Due on Friday:  March Sun~moon Calendar. Mr. Kohn will collect the calendar on Friday. Beginning Friday, I will be out of school having a medical procedure. I've explained to the class what the procedure is aimed to do. I expect to return on Thursday, April 3rd. During my absence, I will be in close communication with Mr. Kohn. I will be able  to refine the lesson plans I will leave for him. Additionally, I expect to collect students assignments from Mr. Kohn, grade some student work, and return some assignments during my absence. During my absence, I will be limiting my email communications to Mr. Kohn, Apollo team teachers, specialists and administration. 


March 19th

Sun~ moon Calendar for March:  Due Friday
Beginning our new unit this week!  Yeah!

March 15th:


February 29th

The end of the unit assessment on Seasons has been moved to Friday. Classes are beginning their 2012 Symposium on Seasons. The symposium was begun today and will continue on Thursday. The symposium is being held at the National Academy of Sciences in Washington, D.C. and has been funded by the National Science Foundation.

The symposium is the end product of a classroom simulation that involved teams of scientists taking a year-long virtual field trip to collect sunlight and temperature data at different latitudes around the world. Five different research teams went to five different countries. During the symposium, research teams display and report on their findings. The data from the five different research teams will provide valuable evidence to challenge the belief among some members of the scientific community as well as the general public (including Harvard graduates and professors), who hold the misconception that Earth's seasons are caused by changes in distance between Earth and Sun.

If you are wondering about the reference made to Harvard graduates and professors, ask your child about the video they watched at the beginning of the Seasons unit.






February 15th:

Students received three handouts today, all aimed to help prepare for the end of the unit test on Seasons: (see calendar)

The handouts are:  Student Learning Objectives, Concept Statements on Seasons and Pre-Assessment Items students completed at the beginning of the Seasons Unit. Now, students can revisit their responses to each of the questions and edit, revise and expand on all of the questions.

Homework:  IAES Activity 78
Read F-35 through F-40: Complete analysis questions 1,2,3
This section is again review and tightly aligned to the SLO's and the concept statements on Seasons.



February 10th:  Homework   Due Tuesday, February 14th

Students are go on-line to access their IAES textbook: 
UN:  wmdiamondmiddle         PW: drummer
Select Activity 74: As Earth Rotates
Read F-17 through F-21
Complete Analysis Questions #1 and #2
-----------------------------
Select Activity 75: Sunlight and Seasons
Read PP. F-23 through F-26
Complete Analysis Questions: #1 through #7
Both the readings and the questions are ALL review.

Tuesday:  Mini-Quiz #3:  Seasons
Read pp. F-23 through F-26



February 9th:

Tonight's homework is to: Think about and respond in writing to the following:  15-20 minutes time expectation.

Summarize yesterday's science lesson.
What was the purpose of yesterday's science lesson?
What did you learn or understood more clearly as a result of yesterdays lesson?
What question/s do you now have as a result of yesterday's lesson?




January 31st
Family Moon Observation Evening has been postponed until Wednesday. This is the alternate date listed in the announcement newsletter.  I REALLY hope everyone who planned to come still can do so. Others who were not able to come on Tuesday, but noware able to come tomorrow, Wednesday, you are all invited.

January 24th

I have uploaded the announcement about our Family Moon Phase Even. You can access it through the Handouts link located along the top menu bar. Your child should be giving you the handout this evening. 
Students should have their January and February Moon/Sun calendars completed for tomorrow. Their Winter Solstice Scale Shadow Drawing should be complete and carefully critiqued using the Scale Drawing Scoring Guide. Many students are turning in revised Moon Phase essays which is great. Some students will have until next Friday to hand in their revised essays. You will need to check with your child the status of their revision and when their revision is due. Essays that required revision will be receive a grade that will go on 3rd quarter. Many, many students did extremely well on their assessment on EMS and Ocean Tides. You might want to take a moment to ask your child for their test and to discuss the test with your child.  A few students will be doing a re-take on ONE PART of the test during lunch blocks on Friday.



January 19th

Tonight's homework is for all science sections to work on their Jan/Feb Sun~moon Calendars for 25 minutes. The Winter Solstice Scale Drawings should be completed and critiqued using both the scoring criteria guide and your Autumn Equinox scale drawing.
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Announcing: An Apollo Community Moon Phase Gaze Evening:
When: Tuesday, January 31st, from 5:00 - 6:30
(come when you want, stay as long as you want) 
Alternate date: Wednesday, February 1st.
Where: the soccer fields of DMS.  Details to follow in a handout your child will bring home soon.




Wind Speed at Mt. Washington Today:  80mph on average, with gusts over 100! One 24 hour peak gust, 129 MPH!  Wind Chill -40F




Students received a handout (Ocean Tides and Earth~moon~Sun: How Does the Earth~moon~Sun system Make Different Types of Tides?) The worksheet asks students to answer six questions using one or two sentences. The questions are aimed to have students communicate in writing the essential understandings of our unit. The worksheet is aligned to the study guide. You can access the worksheet through the . Al


January 18th

Tonight's homework is only for Blue and Red Science. Students are to spend 25 minutes working on their January or February Sun~moon Calendars. Work for 25 minutes, only. Stop after 25 minutes. Remember that some students are working on their Moon Phase essay (revision). The revision is due on Monday, January 23rd. Anyone doing a retake on one part of last Friday's test, be ready to do the re-take during science class on Friday.  Why Friday?  Because the schedule for Thursday has been changed, AND...ALL Apollo students will be going to the MathCounts Competition on Thursday!
Handouts link located along the menu bar at the top of this page.


January 9th, 2012 Link of  to work on in class and to complete as they prepare




On Thursday evening, not all the entries I made to both the homework page and the Apollo Calendar were successfully posted. My apologies for believing the software message of "posted successfully" and not checking to make sure! I'd like to remind everyone to check the Apollo Calendar for update and announcements as well as my homework page. For example, there were postings on the calendar made Thursday evening that some folks may have missed if they only looked for updates on my homework page. One addition I plan to begin is to announce on the Apollo Calendar when I've returned significant pieces of work to the class. Parents often find it helpful to know when their child's work has been returned and use the opportunity as conversation starters.

After taking the two question mini quiz today, Yellow, Green and Blue classes began completing a worksheet using modified tide data from Boston Harbor September 2011. The worksheet will be good practice in preparing for Friday's test and lines up nicely to several of the learning objectives listed in the Study Guide. Students should feel free to use the Sept. Tide Graph to answer some questions and their December Tide Graph/Data Table to answer other questions. Don't get ruffled if you can't answer all the questions...we'll go over the worksheet in class. If you did not get a Study Guide today, go the Handout section on the top menu bar. In the Handout Section you will find the study guide and download it.










If We Had No Moon. You are to use information discussed or shown in the video, only.
The objective is to do as much as you can in the amount of time requested. No other resources are to be used to answer questions or complete tasks on the worksheet.







Students received a handout today that explains the format for their essay on Moon Phases. The assignment is due on Friday. The handout also contains a rubric/scoring guide that states the criteria to assess the writing at different levels of mastery. The essay will convey student understanding of the concepts related to why we see moon phases from Earth. The rubric sets clear criteria for the demonstration of student understanding and assesses the writing accordingly.
On Wednesday, students will have a two question mini-quiz from the lessons we have had on Ocean Tides. The formative assessment is meant as a "check in" and will take 10 minutes.

Wednesday: December 14th to answer the questions on the first page. The back page is all review...eclipses.




Monday, December 19th

Students are to have completed their December Boston Harbor Tide Calendars. Your child is bringing home their open-note quiz taken last week. Please sign the quiz as your child will earn 1 HW point for doing so. The quiz needs to be returned on Wednesday.  On Friday, students handed in their Moon Phase Essay: Why Do We See Moon Phases From Earth? Students were to hand in a rough draft as well as a final, typed version of the essay, following the format requirements on the handout/rubric they were given.
Everyone should turn in the draft of their essay together with their typed, final version. The rubric does not assess grammar or misspelled words. The typed essay is a formative writing assessment.





2. Continue with the essay:  Why Does the Moon Have Phases?
 (follow format and directions as discussed/reviewed in class)
3. Optional:  Begin to complete Sun~moon Calendar Practice Worksheet
 
The essays you have begun in class will not be due until late next week. If you have a thumb drive, bring it in, so you can save your file onto the thumb drive for further revision work at home. You can go to the library during a study hall, during a lunch block and/or before homeroom to log into your Di-Star account and save your file onto your thumbdrive. It only takes a few minutes.


Wednesday, November 30th

http://www.sepuplhs.org/middle/iaes/students/index.html

Everyone should try to log on the IAES Software Simulator table of contents. Try out one or two of the simulations, as was demonstrated today in class. Be sure to bookmark the above website on your home computers, for easy access in the future. We will be using our textbook again Earth and Space, Section F to investigate the next part of our Earth~moon~Sun unit. Classes began to write a draft of an informal essay, Why Does the Moon Have Phases. I've asked everyone to continue with their draft for 15-25 minutes. The December Sun~moon Calendars are to be completed and will be graded as a homework assignment.
December is an exciting month astronomically, as we will take advantage of the shortest day and longest night, collect shadow data for our 2nd scale drawing, and find out a bit about the upcoming lunar eclipse.


Monday, November 28th

Homework for tonight: 20-25 minutes

1. Work on Moon Phase Word Bank Worksheet
2. Work on completing your December Sun~moon Calendar.

Monday, December 12th

Complete December Tide Chart. We will use your completed tide chart on Tuesday for Tuesday's science lesson.

Continue to work on Moon Phase Essay: Essay is due on Friday.

Thursday, December 8th

Tonight's homework is to plot the Boston Harbor tide data. You are to work on this for 20 minutes. Additionally, everyone is expected to continue their review and practice for the Sun~moon Calendar quiz I re-scheduled for Monday. Finally, the moon phase essay will be completed and handed in next Friday.

Tuesday, December 6th

Everyone should have their Sun~moon calendars to work with in preparation for Thursday's QUIZ. Students were given a practice worksheet to answer questions related to the different calendars. Answering the questions correctly will be key to having success on Thursday. Additionally, students can use the previous calendar quiz (including the re-take) to answer calendar questions. Try rephrasing some of the questions to November and December.
The format and types of questions will be exactly as before.


Monday, December 5th

Homework tonight is to:

  1.Complete/Revise December Sun~moon Calendars if needed

Sun moon calendar needs to be completed for Wednesday's class.
3. Parent signature on Lunar Quiz that was returned today: 1 HW point
                          Due Tuesday if you want a HW point.
4. Prepare for the re-take quiz Wednesday during lunch block. ONLY students who earned a "C" or lower will do the re-take.
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Friday October 21st:

Although it is the weekend and we often want to sleep later in the morning, students may be able to get a glimpse of the moon in the early morning hours, just after sunrise. Students are to come to class on Monday with a completed September Sun/Moon Calendar. This means: 1. the calendar has a title, Y and X axis labelled. 2.  All sunrise and sunset data is plotted. 3.  All moonrise and moon set data is plotted. 4.  Four major moon phases are correctly placed on the calendar using the moon's transit time for each of those moon phases. The moon cycle color reference sheet is intended to help you learn the moon phases as well as the sequence of phases throughout a lunar cycle. Students can either cut out the correct moon phase from the Moon Phase Template Handouts and tape/glue the moons onto the calendar, OR hand draw the moon phase onto the calendar. For those that really want to move ahead, begin your October sun/moon calendar AND use the calendar data table to know what time the moon will be "up" in the sky the next few days.



Thursday, October 20th:

Students are to begin plotting the sunrise~sunset and moonrise~moonset times on their September Sun/Moon calendars. If you prefer, plot the data for every other day, rather than every day. You are to work for 20-25 minutes. If you are unsure where to place a data symbol, don't do it, move on. We'll continue on Friday with the data plotting for October and we will learn how to place the moon phases on the calendar using the moon transit times for September. I also will have a color moon phase handout for you to use as a reference and to begin memorizing the moon phases.
 
Mr. C. made a big goof on the MODIFIED moon/sun data tables. I have corrected the errors and printed new tables for those students who are using the modified data tables. You will get a replacement on Friday. Anyone using the modified data table, stop doing your science HW.




Tuesday, October 18th:

Today we launched our 2nd long term science investigation: Why Earth Has Seasons. The first task of the investigation is to uncover what students know or think they know about our moon and the relationship between Earth~moon~Sun. Additionally, students are to record the questions or things they wonder about regarding the moon and the EMS system. It is possible that students will have NO questions about the moon or EMS system at this time. That's OK....this will change however in time.

On a primary level, students will first be expected to know all 8 moon phases and the order they appear during a lunar cycle. Embedded in this primary level of knowledge, students will begin to make a September and October Sun~moon calendar. The calendars represent the moon phases for each month in their transit time, sunrise and moon rise times, sun set and moon set times. Eventually, everyone will make 12 calendars. We'll use the calendars to find sun/moon patterns observed over time (among other things.)

For HW tonight students will build on today's lesson. Everyone is to name 6 moon phases. With a pencil, make a sketch of the moon phase (how the moon appears to us from Earth's perspective). Make each moon phase sketch about 2 inches across. List the order you believe the moon phases appear in the sky during a lunar month. Students are to write 4-8 "moon facts": information they know or believe to be true about the moon. Finally, everyone should list the questions they have, or what they wonder about, regarding the moon and EMS system.



Thursday, October 27th

By now, both the September and October Sun/Moon Calendars should be complete and correct. On Friday, students will use their calendars to identify moon phase events, sun rise and sun set events/facts, and what appear to be sun~moon~earth patterns. These observational skills and abilities to read "data" from graphs are in their developing stages. Today in class we practiced using the calendar using moon phase photographs I've taken over the years. (Except the picture of the full moon and moon howling.) We also introduced the concept of:  lunar cycle and lunar month. The third outcome of today's lesson was for students' to recognize that a lunar calendar is not the same as our Earth monthly calendars; the two are not aligned. For example, the lunar cycles in September and October bridge the two months. How do we know? The moon phase data: new moon to new moon indicates that a new moon began in September and did not "appear" again until October. On Friday, I will introduce "lunar weeks" and have our first quiz of the year using the September and October calendars.

Deadline for completion of this calendar is WednesdayTuesday, October 25th

Tonight's HW is the same as last nights. Students should begin plotting their sun/moon data for the month of October. On Friday there will be a quiz. A quiz will be count twice as much as a mini-quiz. The Autumnal Equinox Scale Drawings counted as a mini-quiz. On Friday, students will use their September Sun/Moon calendars to answer questions about the sun/moon events in September and to make observable sun/moon patterns. No sharing of calendars will be allowed. Everyone will need their own complete and correct September Sun/Moon calendar for the quiz.  Today, Blue Science won the gold award for their deep thinking and questions regarding moon phases, Earth/moon/Sun systems and how moon phases appear on different latitudes and in the southern hemisphere. It was mightily impressive to observe. WOW!






Monday, October 24th

Tonight's homework is to complete your September Sun/Moon Calendar. This means:

Sunrise times are plotted (every other day if you choose)
Sunset times are plotted (every other day if you choose)
Moon Rise times are plotted (every other day if you prefer)
Moon Set times are plotted (every other day if you prefer)
Title, Y axis label and X axis labels re complete
Primary and the "in-between" moon phases are plotted on their transit times.
It is possible to have 10 moon phases on your September calendar! A couple of moon phases will repeat themselves; for example full moon phase is plotted twice. Students can choose to hand draw your moon phase in pencil on use your moon phase templates to illustrate the transit moon phases.
.
Prepare for re-take quiz on Wednesday during lunch block: ONLY those students who scored in the "C" range or lower will do the re-take.
Students who have a parent/guardian sign their quiz from last week, will earn one HW point. Due Tuesday

Tuesday, November 22nd

Everyone is to work on the "key term combination" worksheet for 20-25 minutes. Be sure to read the directions. Although I asked for a minimum of 3 key terms/phrases for each moon phase, it is possible to have MANY more...even more than 5 in some cases.


Thursday, November 17th

Students received their study guide so they can begin preparing for next Tuesday's QUIZ. I have attached a copy of the Study Guide that can be downloaded at home. To do so, go to the "View" menu bar at the top of this page. Select handouts. The study guide is the top file.

Today we used physical models of Earth~moon~Sun to illustrate both lunar and solar eclipses. Students worked in teams to draw what they observed, using labels, shadows, etc; following the directions on the worksheet from the Bill Nye The Moon video. On Monday, we'll look at actually solar eclipse photographs and a quicktime movie taken by my recently retired colleague, Burry Gowen.

Tuesday, November 15th

Our work this week involves the introduction to a "lunar week". We will use our moon phase data and calendars to identify lunar weeks in the lunar cycles that took place during September, October and November. Worksheets this week will enable students to practice identifying lunar weeks and to apply their deepening knowledge of moon phases, when the occur, and patterns involving Earth~moon~Sun as a system. On Thursday, students will get a study guide to assist in the preparation of a QUIZ, I've scheduled for next Tuesday. The QUIZ will be more directed to moon phases, how they can appear in the sky and when they appear in a lunar cycle. The quiz will not involve reading and interpreting data from the Sun~moon Calendars; we'll do this assessment in December. Parents are encouraged to ask your child for the study guide and review the study guide with them.



Thursday, November 10th

Today, students received a 1st quarter assignment/grade record sheet. Students have begun recording on the sheet, the various assignments given during 1st quarter. We will try to complete the record sheet on Monday, when additional assignments are returned. Classwork and homework will count 70% of students' science grade and the mini-quizzes and quiz we took will count 30%. There were no tests this quarter. By completing the assignment/record sheet, students will have a ballpark idea of the grade they have earned in science for the 1st quarter.
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I've asked students to try to do a moon obs. just after sunset EITHER Thursday or Friday late afternoon. For example, 5:00 p.m. The moon will be fully lit: full moon. While observing the moon rise above the horizon, students should also notice where the Sun is on the horizon. You will notice something very interesting. If the weather gets in the way of doing a moon rise observation, on both days, don't worry; there is always next month. I guess that's why scientists call the repeating moon phases over time, the moon cycle!

Tuesday, November 8th

Re-take quizzes will be returned to students on Wednesday. We have been very involved with the moon/sun/earth system; addressing moon phases, angles/direction and the upcoming eclipse. As always happens, students' comments and observations in class often provide the catalyst for the science lesson and class discussion. Because students come to "understandings" at different times, it is inspiring to learn how kids are making sense of moon phases and the interactions between earth/moon/sun. Although some students still struggle using their calendars and answering quiz questions correctly, with on-going practice, all students will demonstrate understanding of the key concepts of this unit. At this time, all students should know the names of the moon phases, what the moon phase looks like, and when we can expect each of the moon phases during a lunar cycle. Students are to also know what a lunar month is, and what defines the beginning and end of a lunar cycle.
This week is an excellent opportunity to make some moon observations before sunset. Students should notice where the sun is on the horizon in relation to where the moon is on the horizon. I'm not asking students to write down their observations at this time. I really want students to use their calendar to help in making their moon obs. Formal, written moon observations and journaling will be coming soon.



Monday

Tonights homework is to make 2 moon observations. Hopefully, students were able to get a moon obs. earlier this afternoon and will get a 2nd obs sometime this evening. You don't have to record your observation. Just make a mental note of the moon's appearance, elevation above the horizon. Students who got a moon obs. during the afternoon were asked to notice where the sun was above the horizon compared to the moon. In other words, was the sun in the same horizon (direction-wise) as the moon? Or, were the sun and moon in different parts of the sky? Students are to complete their November Sun~moon calendars for Tuesday.

Friday, November 4th:

Today, some kids did their re-take quizzes and continued to work on the November calendars after they completed their quiz. Those students who did not do the re-take, were able to work on their November calendars the entire block and/or read their latest magazine issue of Current Science. Many have completed this task. We will not be using science class time next week to complete the November calendar. Students will be expected to complete this work outside of science class.

Tonight and over the weekend, is a great opportunity to begin using the calendars as a tool to make moon observations. I would like everyone to use their November calendars to help to a moon observation or two. It is meant to fun, NOT a chore. On Monday, I hope everyone can say they used their calendar to successfully make a moon observation or two, know the moon phase they observed, describe how it appeared in the sky, what time the moon rose and when it was in transit.




Thursday, November 3rd:

Tonight's HW is to complete plotting the sunrise/set and moonrise/set data on your November calendar. On Friday, students who earned a score of C+ or lower will be doing a re-take quiz. Students doing their re-take will be able to use their Sept. and Oct. calendars to answer the questions on the quiz.


Wednesday, November 2nd

Everyone received their quiz taken on Friday. Tonight's HW is to have parent/s sign the quiz as well as the Sept. and Oct. Sun~moon Calendars. All signatures are due for Thursday.  Students who earned a score of  C+ or lower will do the re-take on Friday.  The two quiz grades will be averaged. Students will use their completed and correct September and October calendars to answer questions on the re-take.

                        So:               1.  List any six moon phases you think you know.    
                                                 2.  List the moon phases in order of how you think they                                                             appear during a lunar month.
                                                3.  Make a pencil sketch of how you think the moon                                                                   appears for each moon phase you've listed.
                                                4.  Write 4-8 "moon facts." What you think is true.
                                                5.  Write any questions you have about the moon or the                                                          Earth-moon-Sun system.
DO NOT use books, magazines, posters, parent/adult, sibling, or internet resources to do this assignment.




Wednesday, September 28th

Students who earned a "C" or lower on their measurement/observation mini-quiz were given a skill packet to practice and strengthen their measurement skills. Students are expected to see Mr. C. for support on any part of the worksheets they are having difficulty with. Completed and correct packets will scored up to 10 points that will either be applied to their mini-quiz or recorded as a separate assessment. The assignment is due on Wednesday. Students who earned a score in the "B" or above range have the option of doing the packet for enrichment purposes.

Students are writing a conclusion paragraph to their investigation, Observing Soil.  The paragraph should be 3-5 sentences. Students use their soil data from their Venn diagram to write their conclusion sentences. Best printing or typed paragraph is the standard toward doing quality work. This assignment is due on Tuesday.



Tuesday, September 27th

The mini-quiz on metric measurements and science observations was returned to students today. The mini-quiz represented two weeks of classwork. Parents are encouraged to discuss the assessment with your child and to sign the assessment; which is your child's homework for tonight. The skills in the assessment will be continually revisited throughout the year. For many students, working with the metric system are skills still in development. Mastery of the measurement skills taught in class these past two weeks is not the expectation. For those students who scored a "C" or below, I will have several worksheets prepared for you so you can continue practicing with the metric system and metric units. The completed worksheets, along with the help students can get from me (during lunch blocks and/or after school) needed to complete the worksheets correctly, will take the place of a "re-take."








Thursday, September 22nd:

Tonight's HW due on Friday, is the following:

1.Have your parent/s or guardian sign your Team Skills writing assignment that was returned to most of you today.

2.  Complete the writing prompts on Sun/Shadows if you did not finish in class. Add detail to your drawing of DMS if  needed. Since you have the data in your binder, consider sharing your work with a parent. Parents may also want to take the initiative to talk with your child about their sun/shadow work and to have your child read their reflections. You will be very impressed!

3.  Red, Yellow, Blue science only:  Do 1-4 on worksheet, Evidence or Opinion. Green Science, you will get this worksheet on Friday.

On Monday, the measurement quiz will be returned. Students will be taking the quiz home to share with the adults in the home and to have the assessment signed. Your child will be bringing home on Tuesday, a writing assignment and field notes on Mr. Carter's Garden.  Next week, students will use their sun and shadow data to make a scale drawing of their height, shadow length and sun angle. We will also be making our September Sun/Moon calendar. Both the calendar and sun/shadow work are year long investigations. We will continue to investigate the properties of soil in the context of What is Wrong With the School Garden? This activity is in the textbook many parents saw during open house. By the way, if you would like information on how to download speech to text software, so your child can read the textbook while listening, send me an email and I will provide a copy of the directions for your child.







Tuesday, September 13th

Today we practiced our developing qualitative and quantitative observation skills at the 7th grade garden site. Thanks to funding from the Lexington Education Foundation, Mr. Carter and his 7th grade life science students, designed and built and built a raised bed garden of vegetables and fruits. We used the garden as a springboard to our first investigation in our IAES textbook: The Garden Problem.

As homework students are to access their on-line textbook and to read and answer to themselves the Analysis questions on page A-6. Students are also to read The Garden Problem, A-8  to A-10.

September 23rd
Be sure your binders are ready for Monday; it is part of coming to school prepared to learn. This means: All papers are to be 3-hole punched and placed in their appropriate subject section of your binder. NO papers are to kept in the inside cover of your binder.








Monday, September 12th

Today we completed our first investigation of Describing Objects Scientifically. By sharing student data, we discovered that some descriptive words are more effective than others when used to describe the nature/properties of an object. In short, the more detailed the adjective to used to describe an object, the more scientific the observation. Students were introduced to two categories of observation: Qualitative Observation and Quantitative Observation. We will practice using both types of observations during our soil investigations.

Red, Blue and Green science classes are to circle the most descriptive, detailed words they used to describe objects scientifically on their data table. Use a color, other than pencil gray, to circle your terms.
 
On Friday we will have our first  mini-assessment. Class notes,  lesson learning objectives and reading from our IAES textbook will serve as the study guide.








Tuesday, September 6th:

Tonight's homework has two parts.

1.


1.  Students need to give the field trip packet for Camp Chickami to your parents. Camp Chickami forms are due back on Friday, September 16th.

2.  Using your handout from Science class today, follow the directions to log on to your electronic science textbook, Issues and Earth Science. Explore the textbook by clicking on Units and Activities. Bookmark the address, to save time in the future.


types of observation in our upcoming soil investigations. On Friday, students will have their 1st small assessment on the work we have done so far. There will not be a study guide for this assessment. Rather, student notes and lesson objectives will serve as the "study guide." 

Tonight's homework for GreenFriday, September 9th

Everyone is to manage their binders over the weekend. What this means is that ALL papers you have kept on the inside cover of your binder are three-hole punched and placed into their correct "subject specific" section of your binder. Scientifically proven: Students who maintain their binders on a daily basis feel less stressed, can find their papers quickly, do better in school, sleep better at night. Students are expected to remind their parents about the Camp Chickami Field Trip Forms. Students should practice getting on-line to their Issues and Earth Science Textbook and exploring a couple of units and activities.

Thursday, September 8th
, Blue and Red Science. Circle all the descriptive words (adjectives) you used on your data table, Observing Objects Scientifically, that most accurately describes the object.






   Place all handouts you have been given kept on the inside cover of your binder during the day into the subject section of your binder. Three- hole punch all handouts before putting the handout into their correct location in your binder.

2. On the paper used today to record your class notes, write a 3-5 sentence paragraph to explain the ways you used teamwork skills to help your bio-engineering team work on the challenge.

Do not take more than 20 minutes to write your paragraph.













Wednesday, June 8th

Everyone is expected to bring home their Science portfolios and Scientist's Notebook in order to begin their review for the final, end of the year test. The test will be weighted 10% of the 4th quarter grade. Students will receive a handout of the topics/concepts that will be on the assessment. Additionally, our final unit: topographical maps and glacial landforms will be included on the final assessment. The skills we will acquire in mapping will be applied during our Field Day on June 20th.  On Thursday, everyone will have been given a handout that outlines the topics/concepts/skills that will be on the end of the year final assessment. On Friday, students will have their latest assessment on Plate Tectonics and Sea-Floor Spreading. Your child will be sharing with you their QUIZ and having you put your signature on both the quiz as well as the 4th quarter record sheet. Students will be able to correct the items of the QUIZ they got wrong by using all the materials and reading students were given to support the student learning objectives of the unit.


Tonight's homework is to begin the final Sun~Moon Calendar for June. The calendar is to be completed for Friday. Parents can expect to sign their child's 4th quarter record sheets over the weekend. I hope to have for your review the results of this weeks QUIZ: Sea Floor Spreading and Plate Tectonics

Thursday, June 2nd

Tonight's homework for Green and Red Science is to complete the analysis questions on page D-50. Yellow and Blue Science should complete their Key Terms list, which we will formalize in class on Friday.  We will also complete our lab investigation about convection currents.

Our unit quiz has been rescheduled for Tuesday and our end of the year assessment is scheduled for Friday, June 17th.  Monday June 20th is our end of the year field trip. Details about the field trip will be forthcoming.



Wednesday, June 1st:

Quiz has been rescheduled for Tuesday.  If you want to work with a couple of simulations on plate tectonics and different plate movements and their affects, you can find them on-line of your Issues in Earth Science. If your home computers have the correct applets, you will be able to run the simulations.

go to:    http://sepup.lhs.org/middle/iaes/teachers/activitylinks.html

if you get this far you can click around to find student activities and the simulations. Good luck.

Also check out WGBH Teacher's Domain. You can do this as a guest or register as a student member. Use search words, such as sea floor spreading, plate tectonics, ocean trenches.



Tuesday, May 31st

Tonight's HW is read sections D-42 through D-56. Just reading these pages will be a good review as well as recent information we are studying. The reading will also prepare you for Wednesday's lesson.


Friday, May 27th

Parents are to sign their child's 4th qtr. record sheet; this is the 3rd parent signature requested of the quarter. Ask your child to see the quiz they took yesterday. Today, we picked up the story line of Continental Drift...fast forwarding to the 1940's and the use of sonar technologies to map the ocean floors. We also took notes on the Student Outcomes that align with last night's homework, today's lesson and the classes/HW we will have next Tuesday, Wednesday and Thursday of next week. Friday we will have a quiz on student learning objectives and the topics of sea-floor spreading, energy transfer and Inside Earth.



Thursday, May 26th:

Students who were absent today, will take the quiz on the day they return to school. The results of today's quiz were as follows: Yellow Science:  87% average, Red Science: 84% avg., Green Science 83% avg. Blue Science 86%.
There will be no retakes. Tonight's homework is to complete the coloring for both foldables received today. Most students had a chance to begin the coloring today when they completed their quiz. The foldables are schematic drawings of (1) Inside Earth and the second foldable describes how ocean and continental plates interact to produce cause different landforms, volcanoes and earthquakes. We will also represent sea floor spreading to conclude this earth science unit on Plate Tectonics. Embedded in part two of this unit will be the concept of energy transfer: conduction, radiation and convection. Convection currents are one of the "big ideas" of how earth's systems work: we'll apply the concept to magma circulation, ocean currents and atmosphere. We have a lot to learn as we head down the homestretch. I urge parents to check TeacherWeb for all subjects frequently and keep connected to your child and the work they are doing for each of the classes. 







Tuesday, May 24th

The quiz scheduled for Wednesday has been moved to Thursday:




Monday, May 23rd

Tonight's homework that is due tomorrow:
1. Complete plotting volcano and earthquake data
2. Complete assembling and gluing Pangaea puzzle pieces with a KEY that
    (this assignment was to be completed by Friday and/or over the weekend.

Reminder:  QUIZ on Wednesday: Earth's Crust and the Theory of Continental Drift.




Friday, May 20th:

Students are working with puzzle pieces of crustal plates that were introduced during Alfred Wegener's research on Continental Drift early in the 1900's. Everyone is to cut out the plates and assemble them with glue on a piece of paper. We assembled both puzzles in class. The puzzle pieces with data evidence should be labeled using the key we read about in class. 

It is midterm time. Students had several significant pieces of work returned today. They have entered the work and grades on their 4th quarter record sheets. Their homework is to have parents sign the record sheet AND to look over and talk with your child's work.

I will be mailing home midterm progress reports next week for students who are earning a C- or below.


Thursday, May 12th

QUIZ on the Rock Cycle will be on Friday. The QUIZ will carry the weight of half a test. Students have known about the assessment and had in their hands half of the resources needed for the assessment since last week. This week, students received a study guide and a final resource sheet to help them complete their Rock Cycle Foldable and to prepare for the assessment. After the QUIZ, everyone will receive the materials needed to complete their May Sun~Moon Calendar. The May calendars are to be completed for Tuesday. On Tuesday, students will use their April and May calendars to complete an open-note quiz (similar in format and content as the previous two open note calendar quizzes you have taken. The calendar will be graded as a homework and the open-note assessment will be weighted as a quiz. Also on Friday, students will receive some graded 4th quarter assignments. Students are to enter those assignments onto their 4th quarter Student Record Sheets. Parents are to sign the student record sheet. The signed Student Record Sheet will be due on Monday and will count as a HW assignment.



Wednesday, May 11th

The quiz scheduled for Thursday has been moved to Friday. Since students were given a study guide for this assessment, the assessment will be weighted more heavily than originally planned. As always, working the study guide is the greatest way you can take charge of your learning while preparing for any assessment, not just one in science. Students who have been in class each day and have been active participants in each class have all their resources needed to study from and have completed the "worksheets." Three of the five resources students had last week. There has been plenty of time to get a head start on this assessment.



Monday, May 9th

Over the next few afternoons and/or evenings students are highly encouraged to take advantage of two on-line resources that will help you further understand the Rock Cycle. The resources will also help you to prepare for Thursday's quiz on The Rock Cycle. The on-line resources are:

WGBH Teacher's Domain
Search for Rock Cycle and also How The Grand Canyon Was Formed.

The 2nd resource you can access from Google:

On Your Google Page, Type--- TERC Visualization Earth Science
You will quickly be able to find the website, Visualization of Earth
You can enter the following numbers to watch some interesting animations of rocks morphing, crystals forming, etc. 
Several Keycodes to use are: ES0607, ES0602, ES0901, ES601

A few titles to look for: 

How Does Heat and Pressure Change Rocks?
What Processes are Part of the Rock Cycle?
How are Volcanoes Related to Plate Tectonics?
What Kind of Rock is This?






Friday, May 5th

I announced that we will have a quiz next Thursday. Students can begin preparing now for the quiz by:  Completing and studying the Rock Cycle Foldable, studying the graphic organizer--Directed Reading Table Rock Formation and KNOWING the information on the Rock Cycle Graphic Organizer (web) you were given on Thursday and the notes taken on the Rock Cycle video. Science lessons we have next week will reinforce the concepts, make explicit the Key Terms and facts to know.



Thursday, Thursday May 4th

Homework tonight is to color the Rock Cycle foldable. Color only the drawings, NOT the large white portion of the foldable. Green, Red, and Yellow science can begin to complete the "Rock Type" part of the foldable.
Blue science can begin to complete the foldable over the weekend.

Anyone who did not complete the Directed Reading Table: Rock Formation graphic organizer in class, will need to complete the worksheet at home. To do so, will require you to go on-line to your Issues in Earth Science Textbook to have pp. B-33 to B-36 available to you.

Please have available your April Sun~moon Calendar for me to look at on Friday.

Outstanding job by MANY students on the Rocks and Minerals post-assessment and quiz taken earlier in the week!!!! You ROCK!



Monday, May 1st

The quiz that was scheduled on the calendar for Friday has been moved to Tuesday.  Last week, students actually began preparing for the quiz, as each class was finely tuned and made explicit about the student outcomes for the lessons. We summarized main points of lab work, developed Analysis statements using evidence and making inferences, made mineral concept maps using Key Terms, corrected a pre-assessment on Minerals, and completed making sentences about, What Makes a Mineral a Mineral?

Students have to prepare for their quiz:

1.  Pre-assessment on Minerals
2.  Glossary of mineral/rock terms
3.  List of 5-9 sentences of What Makes a Mineral a Mineral?
4.  Summary Class Data on Mineral Identification and Testing Properties of Minerals
5.  Practice using two or three key terms on minerals in a sentence.



Tuesday, April 26th

Yellow Science:  From the data that you and your partner collected today during our investigation of Mineral Identification and Their Properties do the following:

Using your evidence data collecting on the properties you tested on the mineral samples, make an inference of the name/s of the mineral/s you tested. Use Table 1 on page B-22 of your textbook, to deepen your reasoning of whether your mineral samples were calcite, quartz or both.
Your inference, with supporting data, should be 3-5 complete sentences. You will need to access your on-line textbook to refer to Table 1 in the investigation.



Thursday, April 7th


We are beginning to build a glossary of Key Terms for our Rocks and Minerals Unit. Only two sections of science have homework tonight. Students are NOT expected to begin developing their explanations and sentences of ALL the Key Words created in science today. I would like you to work on the following Key Terms:  Natural Resource, Non-Renewable Natural Resource, Renewable Natural Resource, Rock, Minerals. We'll work on the other terms in class and as homework.



Thursday, March 31st

As we come to the end of 2nd quarter, students have in the binders most of the assignments that have been graded and will count for 2nd quarter. To that end, everyone is expected to share with parents, their 2nd Quarter Assignment Record Sheets. On these sheets should be listed all 2nd quarter assignments, by title, as well as the grades for those assignments. Parents are expected to signature the Record Sheet. In addition, students are expected to show their parents the following graded assignments:  Two mini-quiz assessments on Fertilizers and Maya's Shadow Stick Data (both assessments involving students making valid qualitative and quantitative statements of observations) and the March Sun~Shadow Open Note QUIZ. Parents are asked to signature those assignments as well. Students will also have with them their 2nd quarter goal sheets. The goals were written at the beginning of 2nd quarter. It is good to revisit what was important to your child 8 weeks ago and to reflect on the extent students feel they have met or worked toward fulfilling those goals. The goal sheet is a great place to talk with their child about the goals they set for themselves. In many cases the goals were about organization, study skills or greater class participation.

By now all parents should have received the 3rd quarter curriculum newsletter. Some of what is included in the newsletter will carry into the beginning of 4th quarter. Ask your child for the newsletter if you did not receive one.



Friday, March 25th

The open response quiz will be given on Monday. If you are reading TeacherWeb for the first time this week, please read  the postings I made on Wednesday and Tuesday of this week.

Wednesday, March 23rd

We will have an "open response" quiz on Friday. The topic is Seasons.
The "research questions" (and learning objectives) we have been developing responses to using the of the simulation software, Riverside Scientific, Inc., and other physical models of earth and sun has been thorough enough to enable everyone to write a 3-5 coherent, correct and detailed explanation of the prompt that will be given on the quiz. The quiz will also include a diagram. My hopes are bolstered by the fact that students have been developing their knowledge and understanding of Why Earth Has Seasons, since September.

Of course, students remember the common misconception depicted in the video, Private Universe on Seasons, when professors and students from Harvard conveyed their belief in a most convincing way that Earth's seasons are caused by changes in the distance between Earth and Sun at different times of the year, or that the earth's axis tilt "flips" during the year; pointing  toward or away from the sun resulting in a rise in  temperature or decrease in temperature resulting in the changes of our seasons.

Tuesday, March 22nd

Tonight's homework will be on last night's homework and the research we did in class using simulation software on Seasons developed by Riverside Scientific, Inc. In meeting the student learning objectives for the week, everyone is expected to spend 20-25 minutes writing a response (including diagrams) on the following research questions:

1.  How does Earth's axis tilt effect sun angle during the year?
2.  How does Earth's axis tilt effect the amount of daylight minutes throughout the year?
3.  How does Earth's axis tilt effect the intensity of sunlight on Earth's surface throughout the year?
4.  Why does the Earth have seasons?

Many students began researching these questions today, and wrote about equinox and seasons and drew diagrams last night for homework. This is a chance to continue to add information to last night's homework, build on today's classwork and prepare for tomorrow's lesson when we will use the software again. Students are NOT expected to read books, use the internet, ask siblings, parents or grandparents for answers to these research questions. Students are expected to use and apply what we have been studying throughout the year. Your responses are not expected to be detailed, complete, clear, or even correct. We'll use our research opportunities to check our understanding, refine our thinking, clarify misconceptions and deepen what we know. Students can download a free, 30-day trial of the software by simply going to Riverside Scientific, Inc. website.  The software is both Mac and PC compatible.
 
Tuesday, March 15th

Students took an Open Note March Sun~moon Calendar QUIZ today. Most kids came to the QUIZ having both a completed calendar to work with and had practiced using previous assessments using their March calendars. Homework tonight is for only those students who need to revise "observation sentences" on the two mini-quizzes taken last week. The revised qualitative and quantitative statements from both the Nutrient Data Table and Maya's Shadow Stick Investigation will be weighted as a homework grade. Parents are encouraged to ask their child about these two mini-quizzes and discuss with your child those  assessment. Better yet, have your child use the mini-quizzes to talk with you about the work we did in class that resulted in those two assessments.

Parents should also know that last week, everyone was given a 3rd quarter recording sheet on which to write down all graded assignments. The record sheet is well organized to record, quizzes, homework, tests, etc. I also gave kids a plastic protector sleeve to slip the record sheet into. By the end of the quarter, students will have recorded all assignments on the record sheet. The completed record sheet will be an excellent indicator to answer the question,"I wonder how I did in Science this quarter?", or "I wonder what my grade in Science will be 3rd quarter?"



Friday March 4th

Students took a mini-quiz today using the data we collected during the week on fertilizer brands and nutrient percentiles in each of the fertilizers. Using the data table, students were asked to make 3 qualititative observations and 2 quantitative observations. Each observation was to be one complete sentence.
In the first quarter, students were introduced to and practiced with making scientific qualitative and quantitative observations as well as inferences. I wanted to find out, which students have retained the knowledge and skill of making these two types of observations.
 
The learning objectives of the quiz are as follows:

1.  Students are able to write a clear, concise qualitative observation.
2. Students are able to write a clear, concise quantitative observation.
3. Students are able to distinguish between qualitative and quantitative data.
4. Students are able to distinguish between a scientific observation and an inference. (inferences are NOT science observations).

Homework Due Tuesday:

Students are entering a reflective writing assignment, titled What I Now Know About Soil. As a guide to organize their thinking and writing, students are expected to use the questions on pg A-44 of their textbook to do their writing. Additionally, students are expected to think back on what they knew about soil earlier in the year, as well as, describe any misconceptions they might have had about soil, but now think differently about. This journal writing will be kept in students Scientist Notebook and will be referred to later in the year. This writing assignment is due on Tuesday. Students are encouraged to go on-line to remind themselves of the questions on Pg. A-44.







Wednesday, March 2nd

Yellow, Red and Green science classes are to use their completed concept maps on What is Soil? to do the following:
       
Write 5-10 concept statements. Do not take more than 20 minutes to complete this assignment. However, if you have not completed your concept map, you need to do so. I plan to grade both the concept map and concept statements tomorrow during science class.

IF you are in Blue Science, we ran short on time, so no homework tonight. You will have this HW for Thursday. If you are in Blue Science and reading this posting, feel free to get a head start on the assignment I've described above.




Monday, Feb. 28th

Students were asked to investigate whether they have plant/garden fertilizers at home. If they do, please write the label of the fertilizer (product name), what the fertilizer is used for and the main nutrients in the product. IF the fertilizer has numbers on the label (e.g. 10-15-10) write those down, too.

If students do not have plant fertilizer at home, don't worry about it.



Thursday, February 17th:

Everyone who has taken their Scientist's Notebook home for organizing and setting up sections of your on-going work with dividers need to return their Notebooks on Friday.  Students who will be absent on Friday should anticipate remaining afterschool one afternoon when we return from Feb. vacation to do make up the science class they will miss. 

A suggested way to put the sections together for your Scientist's Notebook is the following:

Section 1  Scale Drawings of Equinox and Winter Solstice
Section 2  Equinox/Solstice Notes and drawing of Diamond MS and sun position
Section 3  Moon/Sun Calendars in order (Sept. through Feb.)
                 January and February Open Note Assessment
Section 4  Class notes on seasons, eclipses, sun angle, reflections, etc.
Section 5  Soil Investigations:  Activity 1 --- Activity 7
                



Wednesday, February 16th

Students are to use their Sun~Moon Feb. Calendars and data table to correct any of the questions they got wrong on yesterdays Open Note Calendar QUIZ.  Everyone is reminded that we will have a U.S. Soil Analysis quiz on Thursday. Everyone should be reviewing last week's quiz, correcting the questions they got wrong, completing the Soil Analysis Data Table (if needed), and using this experience as a way to really learn the material we studied leading up to last week's soil analysis quiz.  Remember:  be able to distinguish between...Soil Category, Soil Composition and Region.
Be ready to hand in your U.S. Soil Data Analysis Table as well as the Soil Analysis quiz you are to correct. I'll grade both of these pieces of work as a homework/classwork grade, OK?





Tuesday, February 15th

Homework for tonight and tomorrow night is to complete/correct your U.S. Soil Map Table. Students are to use their Soil Data Table, other class notes and the reading (1/2 page) from Activity 7 in their on-line textbook to answer each of the 10 questions given on the Soil Analyis/Map quiz that was given last Thursday. Students can be reassured by the answers they got correct, while correcting those questions that were wrong. I will collect both the quiz and soil map data table on Thursday. On Thursday, students can expect a 15 minute quiz on the content information learned in Activity 7: Mapping U.S. Soil: Four Soil Categories.

Monday:  February 14th

February Sun~Moon Calendar should be complete and everyone is to practice using the calendar (patterns and events) by using previous open note assessments. We began doing this in science class today. By practicing with questions given previously and applying those questions to February calendar, you will be effectively using your time to prepare for tomorrows open note QUIZ using ONLY your COMPLETED February Sun~Moon calendars. Yes, all this was said in class today, but for parents I very much want you to know what tonight's homework is and how it will be used during tomorrows QUIZ.





Thursday, February 10th

Today, students took a  small quiz on four  Soil Categories of the United States. The quiz assesses new information we've studied as well as soil characteristics we studied earlier in the year. Students may be talking with you about a recent activity we did involving the 1930's disaster, The Dust Bowl. On Friday, students will watch a PBS special about the Dust Bowl, involving original black and white video and oral history as people who survived the Dust Bowl, tell their stories. 

On Tuesday, students will also have completed their February Sun~moon Calendar and have an open note QUIZ using the February Sun~moon Calendar.





Monday, February 7th:

Classes are to work on their U.S. Soil Analysis Data Table. The data needed for completing the table is based on completing class notes collected from other regional scientists in your Home Group.

Most classes should be able to complete the data table in 20-25 minutes, as we used some of our class time for this purpose. We will have a small quiz (quizlet) on Thursday as you know. Preparing for the quizlet will involve studying the four regional soil categories, their geographic regions, soil composition and average weather conditions.


Friday, January 21st

Happy Snow Day to all!  I'm often surprised to learn about a snow day and surprised when we don't them. Anticipate on Monday re-takes will be given; both the January Open Note assessment as well as the Lunar Cycle/moon phase retake. I also be collecting the Winter Solstice Scale Drawing from everyone who has not yet turned them in.





Tuesday, January 18th

The Sun and Shadow Scale Drawing will be collected on Wednesday. Students are to use the criteria check list to help ensure your work is complete and correct. Students are also encouraged to use their Autumnal Equinox Scale Drawing as a model to follow.  Re-take Lunar Cycle Test will be on Thursday. All students who earned a grade of "C+" or lower WILL be doing the re-take. The re-take will be averaged with Part II of the test you took last week. You will be given a different test, but the skills and concepts I am assessing are those that are on your study guide. All assignments this week will be graded toward 2nd quarter. Keep looking up...




Thursday: January 13th

The December Solstice Scale Drawings will be due Thursday. Students are to use their criteria scoring list to check your work. If you don't have it with you, don't worry. I will have one for you on Thursday. You will be able to check your work during class on Thursday. The January Sun~moon Calendars should be completed by Thursday as well.

On Tuesday, you will have a QUIZ using your January Sun~moon calendar. The QUIZ will be "open note" and averaged with Part I. of the Lunar Cycle Test. Re-takes on the Lunar Cycle test will be next week. Anyone earning a "C" or lower will be doing the re-take next week. Congratulations to all FACETS award winners. Your official certificates will be ready next week. Team teachers are planning a pizza lunch with you next Friday.





Wednesday, January 4th

Students are preparing for their first science test of the year. What this means is the assessment will be weighted as two quizzes. Study guides were given out on Tuesday. Since our return from winter break, we have been working with moon phases, why the moon has phases and understanding the phenomena of solar and lunar eclipses. We have been doing a bit of reading, teacher demonstrations using physical models, and students using physical models to create specific moon phases and eclipses. Today and tomorrow students will use moon phase/eclipse software to simulate different E~m~S phenomena. Additionally, students have been given "worksheets" were actually used as quizzes in past years to test their knowledge and understanding. Classes will also have practice finding patterns and events of E~m~S phenomena using their calendars. Again, students who have NOT completed their calendars will NOT do well on Friday's open note part of the test requiring them to use their calendars to answer questions on the test.

It is also quite interesting that although students have known about the test since Monday, have been given a study guide on Tuesday and given support worksheets that align with the study guide, all in preparation for Friday's test, inevitably the question arises, "Mr. C., do we have homework tonight?" After more than 25 years of teaching, I'm still amazed whenever this question is asked.





Monday, January 3rd

Students are to complete the Lunar Cycle worksheet given today. Students are also asked to log onto the Labaids.com website for some reading in their textbook, Issues in Earth Science. Students are asked to do ONLY the reading on the pages, F14 through F23.  Tuesday you will receive a Study Guide for Friday's test.


Friday, December 17th

Today we collected shadow and sun angle data in anticipation of a major astronomical event (at least for animals, plants and humans who live in the northern and southern temperate latitudes)...the solstice. For those of us in the Northern Hemisphere, the event represents the officially end of Autumn and beginning of Winter. Those living "down under" the summer is ending and the autumn begins. Next week students will make a scale drawing of the sun angle, their height and shadow length. Combined with the completion of the December Sun/Moon calendars the changes students will observe will be dramatic.
Weekend homework is to spend 25 minutes continuing to work on and complete the October Sun/Moon Calendar. Most students will be able to begin plotting sun-moon data for November. On Monday, students will be given the information necessary to complete the December Sun-moon calendar...just in time for the Winter Solstice!
In the meantime, don't hesitate to begin looking up for the moon...near sunset time....before sunset...look up in the sky in the opposite horizon from the sun!

Have a great weekend.




Thursday, December 16th

This week has introduced the making of our first Sun~moon Calendars; a long term project that will produce a 12 month timeline of sunrise/sunset patterns, moon phases, equinoxes, solstices and eclipses. The September calendar is nearly completed by all. Students have been expected to do 25 minutes each night on some aspect of the making of the September calendar. With the September calendar completed by many students, those students have been given the materials needed to move ahead to work on October and November calendars. We will soon be using the calendars to identify several Earth-moon-Sun patterns as an inroad to more deeply understanding the lunar cycle, and why the moon has phases. Concurrently, we have jumped back into our Reasons for the Seasons unit to take advantage of the upcoming Winter Solstice. All classes will soon (tomorrow and Monday) return outdoors to collect shadow data, measure sun angle, and re-draw the position of the sun in relation to DMS.

Monday, December 13th

Today students began to make a September Sun/moon calendar, that includes sunrise times and sunset times.  Homework tonight is complete plotting their sun/moon data on the graph paper they were given. Students are to spend 25 minutes on this assignment. Students can expect homework each night this week. Manage your time wisely.

Everyone is also reminded that the final draft of their Soil Science Report is due on Friday. Friday is the deadline. OH...it was brought to my attention of a typing error in in the last posting. My error was about the length of the revision. The final revision should be no longer than 12 sentences, not 10.  Please follow the scoring guide you were given last week while making your revisions.



Tuesday, December 7th

Today everyone scored their Scientific Report for their company, I.M. Green. The report was also going to be given for a client, Mr. Ibuildembig, who owns the Victory Garden development next to Diamond. The report contains a description of the soil characteristics (properties) we have studied so far: color, texture, consistence, weathering and composition. The report was to be no longer than 12 sentences. I am now looking over students' assessment of their writing and their score. When the reports are returned later this week, students will have a chance to use the scoring guide, revise their report for their final grade.


Thursday:

Students are to create a Concept Map using just the information on the Soil Observations Investigation we did today. To complete the Concept Map, you will need to use some of the following "connector words and phrases"

on, include, breaks down into, comes from, such as, for, is found in, an example of, is made from, is made of, used by, which has, is a property of, is an attribute of, is a characteristic of.

Note:  property, attribute and characteristic are close synonyms. They are often used to describe the same thing. They often have the same meaning.
  For example:  Color is a property of soil.
                          Color is a characteristic of soil.
                          Color is an attribute of soil.
 






Monday, November 29th:

Today, classes pulled together writing and reading assignments as well as data collected in soil investigation. Using these resources, students continued a pre-write paragraph about What is Soil?  This is an on-going inquiry in our geology unit that also is addresses a garden problem we are reading about in our new earth science textbooks. Students are to finish their 5-7 sentence pre-write as homework. Students are also encouraged to craft a 2nd or 3rd version of their paragraph?  Why?....because as scientists we have collected a lot of data about soil. We can't use all the data to describe What is Soil? There are a number of ways writing can be done, using different data, to meet  the objective. The writing will become increasingly challenging as we continue to investigate properties of soil...the we will add to our growing research. On Tuesday we will begin another investigation and also begin using our Soil Key Terms in a specific type of graphic organizer known as a concept map. Just like the writing, the concept map will be added to as our knowledge based about soil deepens. Many students will find the making of their concept maps very helpful in seeing the "big picture" about soil. In other words, creating a visual organizer that will illustrate how the vocabulary words are related (connected) to soil. It will be fun. Additionally, concept maps will help students organize their writing.



Wednesday, November 17th

Tonight's homework is to use your Soil Column Observation Data to write some Conclusion statements. The statements you will write will be Conclusion sentences about the composition of Soil A and Soil B.

Here are the questions for homework I showed you in class.

1.  Using qualitative data (descriptions, adjectives) write two sentences describing the composition of Soil A.

2.  Using quantitative data (numbers, measurements), write one sentence describing the composition of Soil A.

3.  Using science evidence data, describe at least three ways the composition of the Soil A and Soil B are the same.

4.  Using your science evidence data, give at least three examples of how Soil A and B are different in their composition.

Extension:  (give it a try)

Explain why the percent (%) of soil sections (layers) in each soil column are only approximate measurements.

Use lined composition paper, full heading, title, and neat printing, please. Typing your work is always an option as well.

Mr. C.







Monday, November 15th:

As we continue with the analysis of the Soil Column Observation Data, students will be answering three analysis questions on page A-14. Student responses to each question should be 5-7 sentences in length. Students are to use their Soil Column data to answer the questions. Students who did not re-take the assessment QUIZ on Friday were able to get a head start on these questions. Some of those students finished the questions during class. Those who did not, can complete these questions by Wednesday. If your class has not officially be asked to complete these questions using your on-line textbook, don't worry. I'll be sure to mention the assignment on Tuesday. However, if you feel ambitious do go ahead and begin this homework assignment.

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Thursday, November 5th

Parents might be interested in knowing about and attending an upcoming discussion/presentation sponsored by: ParentTalk


When:  Tuesday, November 9th    
Time:  7:00 p.m. Dessert Reception, 7:30 p.m. Lecture
Who:  Dr. Dan Kindlon
Where: Newman Elementary School Auditorium
115 Central Ave., Needham

RSVP:  www.parenttalk.info and click on "Register for an Event."






Tuesday, November 2nd:
Today in Science Students Did The Following:

Part I.

Aligned the items on the Study Guide with the items on the QUIZ. This was done for both the Key Terms and the nine Student Outcome Statements, (Learning Objectives). Students worked alone, then in pairs, then we re-grouped as a class.

Part II.

Students were given a Writing Scoring Guide on Scientific Evidence; a guide developed by the authors of their new textbook. We went over the Scoring Guide. I then gave students six writing samples to Score using the scoring guide. Students worked alone or in partners to complete the first two writing samples. Students are expected to write feedback under each writing sample to explain what needs to be in the revision of the writing sample to be scored one number higher:  e.g. 2 to a 3. (Last week we critiqued different writing samples without a formal Scoring Guide.)

Homework:     
A. 
Students complete the evaluation of the writing samples using the Scoring Rubric. 

B.
Students score their own writing from the lab data sheet,
Observing Soil Scientifically, Question  #3  What Is Soil?






Monday, October 25th

Everyone can begin preparing for Friday's 1st significant assessment by organizing the science section of your binder. Find all class notes and measurement handouts. One handout is a length and volume measurement worksheet. A 2nd handout is a reference sheet:  Converting from One SI Unit to Another. Everyone should review the worksheet you did and review the Common SI prefixes and changing a fraction to a decimal including Scientific Notation. MOST of you had Scientific Notation in math class and we also did some of the this work in class. Tuesday you will get a formal study guide you are to use in preparation for the QUIZ; which will be weighted half a test. I will be available for extra help Wednesday and Thursday afterschool.


Friday, October 22nd:

Organize your binders. Have all handouts from all subjects 3-hole punched and put into the loops of your binder. Clear out all papers from the inside cover of your binder. Look at the calendar. Click on the 29th to get a head start on next Friday's assessment. Begin reviewing your class notes and worksheets.


Monday, October 18th

Students should return midterm progress reports as soon as possible. Reports are returned to the homeroom teacher. Tonight's homework is to revise all recently returned assignments. For example, the Analysis questions on Pg. A-11 and/or the Section Two Review questions 1-4 on pg. 55. The amount of revision needed on each assignment will vary from student to student. In some cases, students have NO revision to be completed.
 
BLUE SCIENCE:  Complete the Soil Observation Data Sheet given out today. You have the index cards needed to complete the worksheet. IF you are someone who had to leave class early, DO stop by science and get the green colored handout in the bookcase.  Completion of this data sheet is due for Wednesday.






Friday, October 15th

Today I showed the classes how to do a "save as" after downloading an activity from their on-line textbook, Issues in Earth Science. I also showed students how to direct the downloaded file that have been saved and given a new name, to the desktop. It will be important to do this on an on-going basis as we move through our curriculum using this textbook. As homework, I asked students to explore the use of "voice to text" feature on the computer used at home. The assignment is meant to give students practice in accessing their on-line textbook and to explore the use of the 'voice to text" feature. Some students will know to modify the speed at which the narrator reads the text or change the voice of the narrator, they will need to go into the computes control panel. Perhaps parents will be able to assist their child in this task.

Additionally, I let students know that once the file is saved as a PDF on the desktop and then opened to do some reading, or answer a question, students can activate a text-voice feature from the top menu bar. I demonstrated how to do this. By going into the control panel of the computer you use at home, go to the voice-sound folder where you can also change the speed of the narration as well as the voice of the narrator. Some students will find this feature very helpful. Unfortunately, Mac computers have many voice choices. Windows there are only 3 voice options and none of them are very good.





Thursday, October 14th:

Tonight's homework will vary for many students. Those students who went on the field trip today, will complete the student survey. If Mrs. Crowne did not give you a survey, please don't worry about it. I'll give it to you in science class on Friday.  Students who went on the trip today will also work on the writing assignment Mrs. Hancock designed. The assignment is based on your Camp Chickami experience and Rachel's Challenge Goals.

Science:  If you are someone who needed to revise either of your Sun~Shadow graphs, they are due on Friday. You've had plenty of time to make the revisions, do quality work by following the comments I made on your graphs, and by paying CLOSE attention to the Criteria Check List for Graphing.  Don't hesitate to ask a parent to use your Criteria Check List for Graphing with you.

Midterm Progress Reports:  All midterm progress reports are to returned to your HR teacher next week.

Conference Forms:  Parents are encouraged to ask your child for the conference form and letter. These materials are in the envelop your child brought home with the midterm inside of it.
















October 7th

It is 1st quarter midterm. Parents can expect a midterm progress report from Apollo team teachers. The midterms will likely be issued next Friday afternoon to your child. They will bring them home. Be sure to ask for the progress report on Friday; rather, than Sunday evening. All reports need to be signed and returned to their HR teachers.

As it turned out, only one class had a look at some of their graded assignments. Next week, all assignments completed so far, will be returned. I encourage parents to review your child's assignments with your child.

Green, Red, and Yellow Science were given a Soil Observation Analysis worksheet to complete for Tuesday. The analysis is based on a Soil Investigation we began today in Science. Yellow Science   should complete questions #2 and #3. Next week Yellow Science will complete question #1 during class.
Blue Science did not receive the Analysis worksheet today. They will get it on Tuesday.

Everyone should take time over the next four days to organize binders: get all handouts in their proper sections, repair papers that are torn, etc.
 
Also, students who have Mrs. Finkelstein for math, will be going to math class on either Thursday or Friday of next week, depending on which day you will be going to Camp Chickami. If you are someone who will be going on Friday to Camp Chickami, your homework for Mrs. Finkelstein will be due on Monday.





Tuesday, October 5th

We had a mini-lesson on SI units and converting linear lengths from base one, to 10th, 100th, etc., and representing values using scientific notation. This should have been review for those students who have Mrs. Crowne for math. We also touched upon nano measurements and equivalencies to base one measurement. For example, if one nano is a billionth of one, how many nanos are there in a meter?  Ans:  one billion

Students are expected to go on-line to access their SEPUP textbook, Isssues & Earth Science. They are to read pp. A8 - A13. Red Science did not do the reading in class. Students in Red Science definitely need to do the reading. The reading will introduce students to a Soil Investigation. I expect to begin on Wednesday and continue into Thursday. Students are also expected to do
to complete a two-sided measurement worksheet on Length and Volume. Do not do problem #5.




Monday, October 4th

Today we visited our shadow board and began an analysis of the relationship between Sun Angle~Shadow Length and Time of Day.  It may sound easy, but the concept and how kids need to visualize Earth~Sun~Shadow is tricky. In many respects, the phenomenon is counterintuitive. We also reviewed the scoring guide for grading the two scale drawings (graphs) completed last week. This work will be weighted as two quiz grades. Other homework will also be returned this week, for student and parent review.

Tonight's homework is the following:

Title:  Summary of Today's Shadow Board Lesson

1.  List or explain 4 facts or ideas about sun and shadows that were reviewed today in class. Try writing "If...Then" statements about sun angle, shadow length, and time of day.

  For example, If it is cold and cloudy, then it may likely rain or snow.
                       If we can see the sun in our sky, then it is a fair weather day.
2.  List two ideas about Sun~Shadows~Time of Day that you understand more clearly as a result of todays lesson.

3.  List two questions you have about Sun~Shadows~Time of Day as a result of today's class.

Use line composition paper, full heading, title, print in complete sentences.


Monday, September 27th

Everyone should be sure all the handouts they received in classes today are properly placed in each subject section of your binder. In science, on the graph paper you took today's notes on:  Guidelines For Setting Up Graphs

List on the graph paper as many of the guidelines you can remember for setting up graphs correctly.  On Wednesday, we will complete the
Guidelines For Setting Up Graphs, make sure we all have the same complete list of guidelines and begin a final revision of your Scale Model of Height and Shadow.




Thursday (Autumnal Equinox)

Tonight's homework, due Friday is to complete your Profile Scale Drawing. As you know, use your Personal Measurement Worksheet data to sketch your profile, drawn to scale, using a 1:10 cm ratio. (the distance between blue lines on the graph paper represent 10 cm.  You can divide each of those lines by 10 to represent 1.0 cm values between each blue line. You will need to do a bit of estimating in your scale drawing drawing. Don't worry. Your profile drawing should look like you. This entire lesson was demonstrated and modeled in class. Many students began the assignment in class. Use the half sheet of graph paper given to you in class for your scale drawing.





Wednesday, September 22nd

Tonight's homework that is due tomorrow, is to complete your drawing of Diamond MS and Sun Position. Do your work in pencil. Add detail such as labels. If something is too messy for you, erase it and try again.

Binders are to be organized; no papers left inside cover. All assignments 3-hole punched and placed in the 3-ring loops. All papers in the their correct subject areas. The TEST:  If you can pick up your binder by the spline and hold it in the air, shaking it gently, and nothing falls out, the papers in your binder are tightly placed. By ready for a "pop quiz" on "the binder shake."



Tuesday, September 21st

Tonight's homework to read through Team Apollo's 1st Quarter Curriculum Newsletter. After you have read your newsletter, please make sure you give it to your parents so they can read about what you will be learning this quarter in math, science, ancient civilization and english.

Organize your binder. Here's HOW: 

Place all loose papers into their correct subject sections of your binder. All papers should be 3-hole punched. If you are developing the bad habit of keeping handouts, worksheets and class notes in the "DONE" section of your plastic 2-pocket dividers, please take them out! Place those papers into the correct subject section of your binder. The plastic two pocket plastic dividers are for assignments you need "TO DO", and assignments that are "DONE" and you are planning to give the assignment to your teacher. All papers stored in your binders are to  be 3-hole punched. Finally, each subject section of your binder must have 5-6 pages of lined composition paper for note taking.




Thursday, September 16th

Tonight's homework for most science sections is to access your on-line textbook. Open Studying Soils Scientifically. Find the page in the textbook we began working on today: A-6

On line composition paper, answer in complete sentences, question #4 and question #5A, 5B, 5C
 This assignment is due on Friday. Do not spend more than 25 minutes on this assignment, please.

The one science section that is completing the assignment, Describing Objects Scientifically, is also due tomorrow.

June 11th, Friday

Today, most students received their new textbook, Inside Earth. The book will be used to study Inside Earth, Plate Tectonics and Sea-Floor Spreading. These topics will be discussed during our Thursday presentation by a guest speaker from Dartmouth College. These topics will also be assessed on Friday's Summative Assessment. Today's work and the papers that were given to student are intended for students to get a head start on next week's immersion into these fascinating topics. Should students choose to dive into the topic over the weekend, begin reading the chapter about the layers of the atmosphere. The foldable can be completed, and the worksheets can be completed. The worksheets are review.


June 10th, Thursday

This week completes the Design Engineering Extended Learning Block experience for Omega 6. I wish we could have done more on this project, but I'm grateful to have exposed Omega 6 to an authentic engineering design experience, included science content, and even MIT engineers who volunteered for three of the four classes throughout the spring. We have completed our work on energy transfer; conduction, convection and radiation. Students have had worksheets/activities each day. Homework has been nightly; 20-25 minutes. The concept of convection that we've applied to weather will be applied again, to understanding magma flow within Earth's crust, as we immerse ourselves deep within the Earth's surface, explore the theory of plate tectonics and sea-floor spreading. Each remaining day, leading up to and including our Summative Assessment will be packed! All the material we study this week and next, will be placed into student's portfolio. On the final day of school, Omega 6 students will be bringing home their Scientist's Notebooks and their Portfolios. Parents should be thinking of a safe place to keep your child's work safe. In the spring of 8th grade (March) your child will need this work in preparation for the 8th grade Science MCAS.
If anyone has the DVD I loaned several months ago:  If We Had No Moon, I need to have it returned.  Thank you.








June 7th, Monday

Tonight's homework is to complete the foldable worksheet on Clouds. Be sure to include how a clouds can let you know what the weather will be, and /or what weather conditions help to develop certain cloud types. In the foldable, 4-5 facts/concepts should be written about each of the 3 basic cloud types. If you get stuck, your W&C textbook has a very good section on clouds.
HW Part II.   Read Pp. 42-51 in your Weather and Climate textbook. This reading will set the stage for what we will do in science on Tuesday.



June 3rd

Green Science will not meet on Friday due to the Mythmaster Presentation. During HR, someone will come by your homeroom to give out a worksheet packet; all of the material in the handouts is review. The pre-assessment on Clouds will not be graded, but you should do your best, on your own, without help from others.

Green Science:  Write 6 summary/main point statements from the lessons we had yesterday and today.


Red Science:  Weather and Climate textbook, read the pp. 42-45 and pp. 48-51 and pp. 76-82





Wednesday, May 26th

Tonight's HW is to complete the Reason for Extreme Tide worksheet. In the past week, students have completed two tide graphs, diagrams of neap and spring tides and one worksheet. On Thursday, ONE of these assignments will be graded. A grade will be earned for work quality and completion of the assignment, a 2nd grade will be earned for effort/responsibility. Yellow Science has not been given the Reason for Exteme Tides worksheet. Yellow Science will get this worksheet on Thursday.


Tuesday, May 25th

Yellow Science: Complete the graph using the May moon transit times and the May high tide data for Boston Harbor. Don't forget to place FOUR moon phases in their correct date and transit time (new moon, 1st and 3rd quarter, full moon). Parents might take a look at the graphs all the classes have created in the past week. Some impressive work, you'll see. If you ever wondered about the relationship between tides~moon~sun...just ask your son or daughter.  They're explain tides to you that will lend itself to understanding...rather than memorizing. Additionally, they'll  provide data to support their explanations.

Green, Blue and Red Science:  Complete your diagrams of spring and neap tides. Do remember to add detail to your drawings to illustrate Earth during the daytime, Earth at night, and the moon always half lit and half unlit (from outer space perspective). In two of the classes, today, we went onto several tide website. It was interesting to point out a number of problems with the tide images on each of the websites: we observed incorrect labeling of moon phases, the moon shown as always unlit or always lit, or the Earth always lit. Other illustrations showed only moon and Earth with no Sun evident in the picture.  Several of these issues were pointed by students! I'm always very careful on the sites we go to in science...I always worry about "bad" science being taught as well as misconceptions reinforced. Look at science content with a degree of healthy skeptism (a critical eye) is an important Habit of Mind that promotes science literacy.


Monday, May 24th

Tonight's homework is to complete plotting the May Moon Transit times and the Boston Harbor HIGH TIDE data. Due: Tuesday. Use an upward pointing Karot to show high tide times and a different symbol of your choice to plot each moon transit time. If you prefer, plot every other day for tides and transit moon time.

After you complete plotting your tide and moon data, place the moon phases onto this graph, just like you did for the previous graph, OK?  Remember to include the name of the moon phase. Also, correctly bracket the lunar weeks on the May calendar...just like you did on the previous graph.


 

Today in class we used the tide graph, lunar cycle and moon phases to find patterns in tide variations that align to 4 specific moon phases. We were able to see in a concrete way, how lunar cycles are not  in sequence with our monthly calendars; For example, the 1st week of a lunar cycle does NOT coincide with the 1st week of a calendar month. Tonight's HW will illustrate another cyclical phenomenon of how high tides align with moon's transit times. Plotting the new moon, 1st quarter, full moon and 3rd quarter moons onto the tide graph (and the changes in high and low tide heights) will lead us naturally into what are called:  Neap Tides and Spring Tides. (spring tides have NOTHING to do with our spring season, by the way.) Our knowledge of tides, will be applied to our weather unit and the affect high tides and storms have on our coast.




Thursday, May 20th

Homework tonight and due on Friday:

Complete plotting in pencil the high tide and low tide data for Boston Harbor May 2010.
Completion of this assignment on time, will result in two HW grades: one for work quality/completion and another for effort/responsibility. (as described in class on Wednesday.)
Everyone in Yellow and Green science should continue to make their corrections, revisions, edits, etc., on the assignments returned today. Red and Blue science will have their assignments returned to tomorrow (Friday). Red and Blue classes will have their opportunity to make corrections, revisions, completions to graded assignments when those assignments are returned on Friday.  Midterm progress reports will be mailed home next week.

Tuesday, May 18th

We are investigating the role of Earth~moon~Sun and the phenomena of ocean tides and eclipses. Several homework assignments were turned in today. Late assignments will be receive credit, of course, but grades will be lowered. Tonight's homework is to complete a two intersecting circle: Venn Diagram on Eclipses. As demonstrated in class, one domain will list characteristics of only Solar Eclipses, another domain will list characteristics of only Lunar Eclipses. The intersecting domain will contain shared characteristics of both lunar and solar eclipses.From the last two classes, it is possible to list 4-7 characteristics in each of the three domains of the Venn Diagram.  This assignment is due Wednesday. This assignment should take no longer than 20-25 minutes. Students should use only their notes and diagrams developed in class.


Monday, May 10th:


A gentle reminder that the deadline for turning in all missing or revised assignments is Friday, May 14th.

Researchers have returned from their year-long virtual field trip and have posted their Temperature and Sunlight Hour data for class discussion. Six different student teams spent a year collecting this data, representing six different latitudes in both the southern and northern hemisphere.

Now teams in each class (except Yellow Science) will be able to compile the six different sets Sunlight Hour Data onto one graph. The sunlight hour patterns that will emerge will be most insightful. Some of the patterns were stated in our class discussion. However, there is ONE pattern no class predicted they would discover, nor could they notice by analyzing the individual graphs posted on newsprint. Let's see whether overlaying all the sunlight data on one graph will make something "appear" that couldn't be observed otherwise.

This homework is due Friday. Yellow Science will be introduced to this assignment on Tuesday.


Earth's axis tilt is the reason Earth has seasons.

Sunlight intensity changes significantly at all latitudes except the tropical latitudes and equator.

Sunlight Intensity data provides evidence that Earth rotates on an axis tilt (23.5 degrees).

Except at the tropical latitudes, sunlight intensity changes significantly as Earth orbits the sun. As the light intensity changes so does the sun angle, gradually affecting changes in temperature of the air, water and land.

The sunlight intensity is most concentrated at our latitude (42N) during the Summer Solstice.
At our latitude, sunlight intensity is least concentrated (more spread out) at the Winter Solstice.
What can we say about the sun's intensity at 42 degrees North and 42 degrees South at the time of Vernal and Autumnal equinoxes?


Wednesday, May 5th

All recently returned assignments that require revision are due:  Friday, May 14th.
Students can hand in revised assignments prior to the 14th, of course.  May 14th is the deadline.
Recently returned assignments:  Vernal Equinox Scale Drawing, April Sun~Moon Calendars, Chemical Reaction Lab Report, Chemical Change~Reaction Test. Some of these assignments will be placed in students Scientists Notebook. Other assignments will be placed in students' portfolios.
At the end of the year, both the Notebook and the portfolio will be brought home for safe keeping. More on this later.

Monday, May 2nd:

Climate Change student researchers completed their year long virtual field trip to six different latitudes and cities across the globe. The temperature data collected and displayed in graph form served as means of discussion to connect the changes in the average monthly temperatures to sun angle, sunlight hours, shadow data and sun intensity. The homework given last Thursday also provides a great foundation to reinforce students' deepening understanding of Why Earth Has Seasons. Students are to use several  forms of data evidence to support their definition of Why Earth Has Seasons. As we conclude this year long investigation, we will use these data sets to introduce our next topic: Weather and Climate.

Homework:  Students are to write at least 3 concept statements.  Using "if...then" statements, students are to connect two different concepts to one another.  For example, "If the temperature does not change significantly at the equator throughout the year, then the sun angle does not change significantly throughout the year." If the temperature changes dramatically at 45 degrees N or 45 S latitude, then the changes in sun angle will change dramatically affecting  changes in weather." DUE Tuesday.  


Thursday, 29th


Students have collected Light Intensity data of earth's surface during a classroom investigation. Using the Light Intensity, students were asked to connect light intensity with sun angle, daylight minutes and shadow length; all data we have collected throughout the year. Through classroom discussion, students were able to check their initial assumption that the greater area of sunlight on earth, the higher the sun angle. It is another counter intuitive concept.

For Homework, due Monday: 20-25 minutes

Write about the following:

Central Question:  Does the Sun's light intensity on Earth's surface change throughout the year?

Conclusion:  One sentence to  answer the central question.

Analysis:  Describe/Explain how light intensity (sunlight) changes throughout the year at different latitudes.  In your explanation, use data evidence such as shadow length, daylight minutes, or temperature changes to support your explanation. Be sure to include the effect the changes in sun light intensity at different latitudes has on other earth systems? (as discussed in class)

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Thursday, April 15th

A handful of students did not have a chance to complete their 3rd quarter reflection prompts earlier this week. Here they are.

Reflection Prompts for 3rd quarter and 4th quarter goals are as follows:

1.  What grade did you predict you earned for 3rd quarter in science?

2.  What evidence (graded papers) did you use to support your prediction?

3.  What were your science goals for 3rd quarter?

4.  To what extent do you feel you met your 3rd quarter goals? Give examples, please.

5. Was there anything during 3rd quarter that was different from previous quarters? For example, how the topics were taught,  how tests were designed, how study guides were created, attitude toward science, working with partners, using new science tools and probes, use of software simulation. What, if anything, was different for you and how did you feel about those differences?

6. What challenged you during 3rd quarter?

7. Write two goals you want to meet by the end of 4th quarter.










Blue Science will be able to complete their open-note test during class on Tuesday. Don't spend very much time on this assignment as homework. You are to use ONLY the moon-sun calendars to complete the test. You may not use the Moon Phase Reference handout on the test, OK? Blue Science engineers also need to complete their engineering prompts by Wednesday when we have extended learning blocks. All other science sections (Yellow, Red, Green) are to complete their engineering prompts this week, as well. During science tomorrow, all sections will be able to complete their test during class. Students who were able on Thursday last week, need to make arrangements to watch the video, Have You Seen The Wind?  This is a 55 minute video. 
I also would like to announce that Yellow and Blue engineering classes will have 1-2 volunteers from MIT. They are engineering graduate students who want to volunteer their time to work with middle school students on engineering challenges just like the challenges you have begun. I am really looking forward to their participation and the different ways they will contribute to our experience.  They will be with us for most ELB's during April and May. I tried to have a volunteer in each of the classes, but the schedules didn't work out.



Monday, March 29th

Last week the announcement was made and posted on the HW white board, that we would have a moon/phase, Sun~Moon Calendar test this Wednesday.   Part of the test will be include the use of students' sun-moon calendars to answer questions regarding moon~sun patterns; events that repeat themselves month to month. Students will also be asked questions about day-night patterns and day-night changes that have occurred since the winter solstice. On Tuesday,  the Feb and March calendars will be returned. A second part of Wednesday's test, will NOT include the use of the calendars. Students will have to KNOW the moon phases, KNOW how the moon phases appear in the sky, and WHEN we might expect to observe a specific moon phase during a lunar cycle. We have had similar assessments on this same topic earlier in the year. Due this week are the April moon-Sun calendars.

Engineers are to be working on their reflection prompts. Reflections are to be written in the engineering journals. All but one class, have been given a reflection prompt handout. If, indeed, one class does not have their reflection prompt handout, I have it for you on Wednesday. I'd like to change the due date of all reflection prompts to next Monday.




Wednesday, March 17th

Today in extended blocks students continued to collect data on the chassis' of their JetToy or Gravity Cruiser. Students were reminded their Chemical Reaction Laboratory Report is due on Thursday; except for GREEN science who will hand in the reports on Friday. Engineers will be given a reflection sheet based on today's work. The responses are to be written in their engineering journals. They will be due next Friday, at the latest.

Monday, March 15th

Today we looked at all our notes and classwork from the Chemical Reactions Experiment. We highlighted the different parts of the classwork:  Title, Purpose, Prediction, Materials, Procedures, Data (qualitative and quantitative).  The part of the experiment we have not done, is analyzing the data and making conclusions.  One class will be focusing on Analyzing what happened in the experiment and making a conclusion.  Other classes should do this as well, although it was not assigned as formal homework. It just makes good sense. In this way, students were introduced to writing a Lab Report; something that is done frequently in the 8th grade. Students were given a format for how to write their Lab Report on Chemical Reactions. The Lab Report on Chemical Reactions is due on Thursday.  The report can be hand written or typed. On Tuesday, students will be introduced to using Vernier Software and a Temp. Probe. On Thursday, we will collect real-time data on heat exchange during 3 different investigations that create a chemical change. Wednesday and Friday of this week is E.L.  We will continue with our Design Engineering Challenges. An exciting week it will be. And we'll learn a lot too!





Friday, March 12th

We begin our extended learning blocks this week:  The Design Engineering Experience. Among the four classes, three different design engineering challenges have been introduced. I've been waiting all year to begin engineering and I'm so happy to provide these engineering experiences to Omega 6 students. In addition to the design process, students will be writing, maintaining engineering journals and learning the science concepts that underpin each of the projects. More details will follow as we move through the spring.

Students took their Chemical Reactions/Measuring/Chemical Change test yesterday. Those who did not take the test on Thursday, will take it on Tuesday. Homework, due on Monday, are to complete the February and March Moon~Sun Calendars. Anyone in the play, the calendars will be due on Thursday of next week. Be sure to pick up the materials you need on Monday.

Tuesday, January 12th

We've returned to our geology unit on Earth's Changing Surface, and revisiting the sub-topic of Watersheds and River Drainage Basins. On Friday, everyone will have an open-response quizlet on Watersheds. The quizlet will be placed on 3rd quarter. Marks close on Friday, the end of 2nd quarter. Homework tonight is to complete/revise the worksheet on Watersheds. On the front page of the worksheet, everyone is to follow the directions that are written on the worksheet. Additionally, on the front page, everyone is to add river Key Terms to different aspects of the maps. Examples of Key Terms to use:  delta, meandering river, oxbows, headwaters, divide, mountain range, floodplain, mouth of the river. The next two days we will revisit a slide show I put together on River Drainage Basins in the United States, use maps to illustrate the enormority of the 3rd largest river drainage basin in the world. Anyone know where it is located? All midterm progress reports are to be returned to me as soon as possible.


Thursday, January 7th

I apologize was not posting the homework yesterday, as stated I would do. Today's another day...so here it is.
For the last three days we have been working with our shadow data; comparing shadow length and sun angle of the Autumnal Equinox and Winter Solstice. From that, students were to write a reflection prompt about the connection between sun angle~shadow length to climate, weather and seasons.  (see below, January 4th).

Using the homework as a discussion point (except those who had lunch detention because they did not do their homework-they also were NOT able to participate effectively in class), we were able to introduce Key Terms that have to do with Earth's seasons. The Key Terms were created from the student/class discussions. Students were also introduced to a software simulation on Seasons, which promoted both further inquiry and student understanding of sun angle and seasons.

Students are to write a 2nd Reflection Prompt. Students are to read again  their first reflection prompt. The 2nd reflective piece is to think more about the SAME prompts given on Monday (see below, January 4th). Write your thoughts again. Include diagrams if that is helpful. Include as many of the Key Terms introduced in class in your writing as you can. You are NOT suppose to "correct" your first writing. You will hopefully be able to write with more detail using some of our newly introduced  Key Terms correctly. Perhaps you are beginning to understand the relationship between sun angle, weather, climate and seasons more clearly now. If so, write about that. What is more clear? How have your thoughts or assumptions changed? It is important to know that this writing should be seen as a science journal that records your thinking about science ideas and changes in your thinking, over time.
Again, 20-25 minutes.

Monday, January 4th

Taking advantage of the Winter Solstice Outdoor Shadow and Weather Data class we had before vacation, we made a scale drawing of our shadow data. Students applied the graphing skills and measuring skills taught in the fall to make their Autumnal Equinox Scale Drawing of their shadow length and sun angle as a reminder for today's lesson. As homework, students are to complete their Solstice Scale Drawing. Comparing the sun angles of two events (Equinox and Solstice) students are expected to spend some time reflecting on and writing their thoughts about the following:

Reflective Writing Prompt:

How might we explain the change of sun angle between the Equinox and the Solstice at our latitude?
How might changes in sun angle effect weather, climate and seasons?  

As is customary, this homework should be completed within 25 minutes. MOST students were able to complete their scale drawings during class today.

What's Ahead...

As we continue our unit on River Drainage Basins and River Systems, we will introduce the concept of Seasons at our latitude; using our sun angle data as a spring board. Since many students have some interesting ideas about how eclipses occur and the Sun~Moon~ Earth position during an eclipse, we will likely engage in a mini-unit on Eclipses. Retake assessment of the River Systems QUIZ, will be given on Wednesday. All students who earned a "C" or lower will be doing the re-take.



Wednesday, December 9th

River Systems Study Guide were given to everyone who was in class today. The study guide was posted successfully last evening in the Handout Link of the Omega 6 Home Page. Students can begin working with the study guide today as homework, in preparation for Friday's assessment. Students are reminded that Nov. and Dec. Sun-Moon calendars must be completed and correct if they expect to answer questions on the assessment based on using the calendars. Those having trouble with the calendars should make arrangements to work with me during a lunch block or after school.


Tuesday, December 8th

The assessment originally scheduled for Thursday will be moved to Friday. Students will have a study guide issued on Wednesday (unless I am successful uploading the guide onto TeacherWeb.) The linear measurement formative assessment scheduled for Friday, will be moved to Monday. In addition to the study guide, everyone is reminded that they will be using their November and December Moon-Sun calendars on the assessment as well. In preparation for tomorrow's lesson, students are encouraged to review the reading from pp. 72-81. Be sure to take a good look at the pictures showing a drainage basin and read about what a drainage basin is.




Thursday, December 3rd

Today we introduced the geological concept of River Systems and the Age of River Systems. The concepts were introduced by the conversations and observation work on 3-D landform models of the previous two lessons. The worksheet on River's Age should be completed for Monday. Friday, our team blocks will be used for an English formative writing assessment. My hope is that we get a look at the moon phase at this time of the month, and to use the moon/sun calendar to know when to begin looking for the moon. In three of the classes, we took advantage of the strong low pressure system that plowed its way into N.E. last night and this morning when we prepared for school. Many kids were shocked by the air pressure drop that occurred overnight as the intense low pressure system took aim toward N.E.

On Monday, I will score the River's Age worksheet and also score the Nov. and Dec. Moon/Sun calendars. On Thursday will be a QUIZ on river systems and river geology. On Friday, a formative assessment on linear measurement.




Tuesday, December 1st

Tonight's homework is to read pages 72-81 in ECS. The reading will reinforce the learning objectives from the River Lab  investigation as well as set the stage for introducing watersheds and river basins. We will soon transition to learning about landforms created and changed by the last ice age and glacier activity some 12,000 years ago. In part, we will revisit how Weir Hill was formed, as well as, look at other landforms around New England (and in our own backyard) formed by the last natural cycle of global warming and the melting of the Wisconsin Ice Sheet. A classic compare and contrast scenario will be present itself by comparing landforms developed by glaciers and landforms developed by rivers.

We will also use our Sun/Moon calendars to analyze sunlight data and changing day/night minutes that have occurred since school began. It is a natural opportunity to take advantage of the upcoming shortest day of the year (in the northern hemisphere) and to develop greater understanding of Earth-moon-Sun relationship during an eclipse. For those students who believe they know the moon phases by heart, can predict when to expect a different moon phase and can find patterns between the length of time the moon and sun are "up" in our sky, and can demonstrate their knowledge of eclipses, do consider this:  If a lunar cycle occurs in about 30 Earth days, how might you explain why we will have two full moons during the month of December! Yes, this happens "once in a blue moon."

Next week we will likely have a QUIZ on river geology. The exact date is to be determined. We will have a formative assessment on linear measurement next Friday. This assessment will not be graded. Students are not expected to "study" for the assessment. Students will, however, be expected to do their best. The formative assessment was developed in collaboration with our 6th grade science colleagues at Clark.

 Thursday, November 19th

 

Using the River Lab Investigation, students have been introduced to ways to organize their data, make sense of their data, and draw valid conclusions from the data:  Title, Central Question, Data, Data Analysis, Conclusion. Using their Science Notebooks, students are in the process of taking the class set of data and using graphic organizers to begin the initial steps of Data Analysis. Students selected their own graphic organizer and made their own decision as to which data sets (there were 6) that would enable them to answer the question:  What Effect Does Rainfall and Slope Have on Changing Earth's Surface? The scientist's notebook is a tool aimed to promote literacy and to maintain a written record of students work throughout the year. Over time, your child will come to realize that their Scientists' Notebook is NOT for the teacher, per se, but for them to use in ways that will help them make sense of the ideas we study this year and to use some of the writing long after the investigation is over.  Most classes will be spending 20-25 minutes on the Data Analysis or Conclusion section of the Model River Lab Investigation. I expect that by Monday, their work will be complete. We will also be completing our November and December Moon/Sun Calendars. The calendars will set the stage for an important event that will take place on December 21st.

 

As you know, the new software used to record grades and comments had some issues. As a result some students had missing grades. Other students received a grade of "I". I can give all students their grades if they bring to me their report cards. In a week or two, students whose grades needed adjusting, received an Incomplete or a missing grade will receive a new copy, will all grades entered.

 

 

A reminder to those handful of students who scored below 70% on a short Key Word vocabulary assessment earlier in the week, will be re-taking the assessment on Monday. The Key Word items are on the Study Guide you were given to prepare for the 2nd performance assessment taken last week. Many, many students performed very well on that assessment. Parents are encouraged to ask their child for the assessments of 1st quarter and review your child's performance with your child. 

 

 

Today students completed their Model River Lab investigation. In this experience, students' collected data on the affect of elevation and rainfall has on changing Earth's surface. The two variables in this investigation were: elevation/slope and drip rate on diatomaceous soil. Tomorrow we will transfer the table data from individual lab sheets onto newsprint for classroom review and discussion.

 

Students will also have the option to earn additional credit on the performance assessment they took on Wednesday. Students will be able to use their Key Terms listed on their study guide, to answer multiple choice, true or false, or sentence completion questions.