Science - Briggs
If you are absent, please complete the class work you missed.
June 1-5, 2020
CHUNK 1
In Google Classroom Classwork, students review their Catch-up Week Table of Assignments completed last week by checking the following:
1) Did PowerSchool get used to identify the score earned versus the score entered for each listed assignment? (This is NOT the quiz score.)
a. Is each score entered correctly?
b. Is there any score that is a result of incomplete or missing comments?
c. Can any of the items be improved upon?
2) Did thoughts regarding Science progress get summarized after completing the analysis?
Then, document ATTRIBUTES OF A SUCCESSFUL LEARNER was completed.
NOTE: Due date for "Catch-up Week Table of Assignments " and all its tasks is Wednesday June 3.
CHUNK 2-3
In Google Classroom Classwork, students open Catch-up Week 2’s Chunks 2-3
This week, June 1-5, students continue the focus of catching-up all classes, core and electives. This includes review.
CHUNK 2: In Science, after reviewing work posted in Science Google Classwork, students complete "Table for Catch-Up Week 2."
CHUNK 3: After reviewing ONE of the “Want Something More To Do” Activities that have been posted on this website, in a paragraph students, first, identify the item chosen to be reviewed with the reason for the choice. Then, students explain two things learned that are related to either one of the Science units of study: Rock Cycle or Earth’s Changes.
Enjoy Memorial Day Holiday, Monday, May 25!
CHUNK 1
In Google Classroom, open under Earth's Changes in Classwork "Catch-Up Week" and complete its Table: Third Trimester Science Assignments and Summary of Notes to Self. This task will be scored on Engagement: actively participating by providing ideas, contributing information, and working well independently.
CHUNK 2
In Google Classroom, open under Earth's Changes in Classwork "Global Tectonic-Competing Theories." Sign into Safari Montage by using the Sign-in with Google button. Allow some time for the video to spool into place. Expand the screen to watch the video.
Want Something More to Do?
Check-out earlier opportunites for "Want Something More to Do?" listed in prior weeks!
CHUNK 1
In Google Classroom, open Earth’s Moving Plates -->Building Pangea.
1) Check your answers for Plate Tectonics SE using its KEY. Make changes using a different colored text.
2) View “Earth’s Moving Plates-->Building Pangea” slide show. Be certain to listen to Amoeba People’s Continental Drift: Alfred Wegener’s Song!
3) Read Earth's Dynamic Systems pages 316-319 "Earth’s Moving Plates" one of three ways: use the article, go to carolinascienceonline.com, or Read Aloud with Mrs. May.
CHUNK 2
In Google Classroom, open Building Pangea.
1) Become familiar with Vocabulary: Building Pangea by listening to Mrs. May’s Read Aloud.
2) Begin “Building Pangea SE”. Record answers onto the document in a different but readable color. Answer two Prior Knowledge questions.
3) In explorelearning.com, launch Gizmo’s Building Pangea.
a) IF YOU FORGOT YOUR LOGIN, EMAIL MS. BRIGGS: SHE HAS IT RECORDED.
b) Follow “Building Pangea SE” directions to Warm-up 1’s practice and 2’s map screenshot.
4) Watch Modeling Building Pangaea video.
5) Follow Activity A’s three steps.
- Expect to toggle between Gizmo and the Student Exploration. Reminder: Give answers in a different, readable color.
- If needed, review the posted document, “Taking a Screenshot.”
CHUNK 3
In Google Classroom, complete “Building Pangea SE” Activity B.
1) Login (or continue) explorelearning.com.
2) Select Gizmo's application Building Pangea.
a) Open (or continue) “Building Pangea SE."
b) Follow Activity B’s five steps.
- Expect to toggle between Gizmo and the Student Exploration. Reminder: Give answers in a different, readable color.
- If needed, review the posted document, “Taking a Screenshot.”
CHUNK 4
In Google Classroom, complete “Building Pangea SE” Activity C.
1) Login (or continue) explorelearning.com.
2) Select Gizmo's application Plate Tectonics.
a) Open (or continue) “Student Exploration: Plate Tectonics."
b) Follow Activity C’s four steps.
- Expect to toggle between Gizmo and the Student Exploration. Reminder: Give answers in a different, readable color.
- If needed, review the posted document, “Taking a Screenshot.”
4) After Activity C is complete, answer the 5 Gizmo questions. Click on Status to check your answers.
5) Turn-in Google Classroom's “Earthquakes 2 - Determination of Epicenter SE” after Activity C is complete and the Gizmo’s Quiz are finished.
Want Something More to Do?
Khan Academy’s Plates Moving Due to Convection in the Mantle and Pangaea
CHUNK 1
In Google Classroom, open Colliding, Sliding, and Separating.
1. Check your answers for Earthquakes 2 Determination of Epicenter Student Exploration using the KEY.
a) Take time to understand the reason three recording stations are needed to identify an earthquake’s epicenter.
b) For help with creating the three circles for determining the earthquake’s epicenter, watch Modeling EQ 2 Activity item 2’s recording data video below.
2. Read Earth's Dynamic Systems pages 95-96 "Colliding, Sliding, and Separating Plates" one of three ways: use the article, go to carolinascienceonline.com, or Read Aloud with Mrs. May.
CHUNK 2
In Google Classroom, open Plate Tectonics.
1) Become familiar with Vocabulary: Plate Tectonics.
2) Begin “Student Exploration: Plate Tectonics." Record answers onto the document in a different but readable color. Answer two Prior Knowledge questions.
3) In explorelearning.com, launch Gizmo’s Plate Tectonics. Follow “Student Exploration: Plate Tectonics” directions to complete answers for Warm-up's 1-2. (MS. BRIGGS HAS USERNAME AND PASSWORD RECORDED.)
CHUNK 3
In Google Classroom, complete “Student Exploration: Plate Tectonics” Activities A & B with login (or continue) at explorelearning.com.
1) Select Gizmo's application Plate Tectonics, and open (or continue) Science Google Classroom Classwork's “Student Exploration: Plate Tectonics" and follow Activity A’s three steps.
- Expect to toggle between Gizmo and the Student Exploration. Reminder: Give answers in a different, readable color.
- If needed, review the posted document, “Taking a Screenshot.”
2) Complete Activity B’s three steps.
CHUNK 4
In Google Classroom, complete “Student Exploration: Plate Tectonics” Activities C & D with login (or continue) at explorelearning.com.
1) Select Gizmo's application Plate Tectonics, and open (or continue) Science Google Classroom Classwork's “Student Exploration: Plate Tectonics." Follow Activity C & D’s three steps.
2) After Activity D’s is complete, answer the 5 Gizmo questions. Click on Status to check your answers.
3) Turn-in Google Classroom's “Earthquakes 2 - Determination of Epicenter SE” after Activity D is complete and Gizmo’s Quiz are finished.
Want Something More to Do?
Check out Penn State College of Earth and Mineral Science’s Textbook 2.2: Plate Tectonics 1, Yellowstone! (Select its redirect notice should it pop up.)
CHUNK 1
In Google Classroom, use Finding the Epicenter to check answers to "Earthquakes 1 Recording Station Student Exploration" using the "Class Key...." For help with the data and graph, watch Modeling EQ 1 Part B's 8 video.
Read Earth's Dynamic Systems pages 61-62 "Finding the Epicenter" one of three ways: use the article below, go to carolinascienceonline.com, or Read Aloud with Mrs. May.
CHUNK 2
In Google Classroom, open Earthquakes 2 - Determination of Epicenter to:
1) Review Earthquakes 1 Recording Station's Vocabulary.
2) Begin “Earthquakes 2 - Determination of Epicenter SE” by answering three Prior Knowledge questions and, then, use explorelearning.com Earthquakes 2 - Determination of Epicenter Gizmo for Warm-up's 1-2. IF YOU FORGOT YOUR LOGIN, EMAIL MS. BRIGGS: SHE HAS IT RECORDED!
CHUNK 3
In Google Classroom, complete “Earthquakes 2 - Determination of Epicenter SE” items 1-5 using Earthquakes 2 - Determination of Epicenter Gizmo.
CHUNK 4
In Google Classroom, complete “Earthquakes 2 - Determination of Epicenter SE” item 6 using Earthquakes 2 - Determination of Epicenter. After item 6 is done, answer the 5 Gizmo questions and click Status to check your answers. Turn-in Google Classroom's “Earthquakes 2 - Determination of Epicenter SE” after item 6 and Quiz are finished.
Want Something More To Do?
Check out IRIS Seismic Waves through earth’s interior’s simulation!
Reminder: Your explorelearning.com Gizmo account USERNAME and PASSWORD is mostly (there are exceptions) as described in Mrs. May's Snapchat Week's Overview. Email Ms. Briggs if you have forgotten yours.
CHUNK 1
In Google Classroom, use “Earthquake Waves and the Transfer of Energy” Slideshow to create mindset and background for this week’s learnings.
CHUNK 2
In Google Classroom, read the Earthquake 1 Recording Station Vocabulary. Begin Earthquake 1 Recording Station Student Exploration by following its directions to complete Prior Knowledge. Sign into explorelearning.com for support with completion of the Student Exploration’s Warm-up 1A-B and 2A-B parts.
CHUNK 3
In Google Classroom using both Earthquake 1 Recording Station Student Exploration and explorelearning.com, complete the Student Exploration’s Part A.
CHUNK 4
In Google Classroom using both Earthquake 1 Recording Station Student Exploration and explorelearning.com, complete the Student Exploration’s Part B and Gizmo’s 5 question Quiz. Turn-in Earthquake 1 Recording Station Student Exploration document.
Want Something More To Do:
Check out Surrounded by Mountains
CHUNK 1
Correct April 13-17’s CHUNKs 2 & 3 Earth’s Dynamic System (EDS) Notebook 1 Rocks: A Closer Look pages 135 Procedure 10 a-c and 136 Procedure 11 a-b ii answers.
a) Use a red scoring pen.
i. Answers can vary in their wording as long as the meaning is the same.
ii. If an answer’s idea is incorrect, change it using a red pen or scoring color. This way, engagement in the correcting task can be seen.
b) Use Rocks a Closer Look Procedure 10 a-c KEY and Rocks a Closer Look Procedure 11 a-b KEY.
CHUNK 2
In Google Classroom, under Rock Cycle:
a) Complete the Rock Cycle Quiz Review.
b) Take Rock Cycle Quiz. (Please, email if you cannot finish by April 23, at 3:25pm.)
CHUNK 3
In Google Classroom and under Earth’s Changes: Earthquakes, select "Earthquake's Unit Introduction."
a) View Safari Montage Earthquake (3 minutes long). Safari Montage Sign-in Directions.
b) Read EDS pages 16-18 “What Is an Earthquake?” Remember options: open pdf, go to carolinascienceonline.com, or read with Mrs. May.
c) Complete Montana Seismic Hazards Scavenger Hunt.
Want Something More To Do:
View: National Geographic’s Earthquakes 101 (Disclaimer – National Geographic advertisement is at its beginning.)
CHUNK 1
Check Notebook 1's Rocks: A Closer Look page 135 Procedure 9a-d answers.
a) Use a red scoring pen.
i. Answers can vary in their wording as long as the meaning is the similar.
ii. If an answer’s idea is incorrect, change it using the scoring color. This way, engagement in the correcting task can be seen.
b) Use Rocks: a Closer Look 9a-d KEY.
CHUNK 2
Prepare to read Earth’s Dynamic System (EDS) pages 129-131 “Metamorphic Rocks.”
a) Preview: look at images + read captions.
i. Pronounce: page 130’s image rock names. Add rock’s name + pronunciation to search bar to hear the name. (Example: search for hornfels pronunciation.)
ii. Think: How does shale change into different metamorphic rocks? Study page 130’s Temperature and Pressure graph.
iii. Wonder: What makes these metamorphic rock types different from each other? Study page 131’s Foliated and Non-foliated Rock Samples.
b) Preview Investigation 5.3’s page 135 Procedure 10a-c questions.
c) Having built background, read EDS pages 129-131 “Metamorphic Rocks.” You may go to carolinascienceonline.com. REMINDER: Carolina’s online text also has audio, and there's also read along with Mrs. May.
d) Answer, under Notebook’s 1 Rocks: A Closer Look, Investigation 5.3’s page 135 Procedure 10a-c. (If helpful: Notebook 1 10a-c sentence starters.)
CHUNK 3
Prepare to read Earth’s Dynamic System (EDS) pages 132-133 “Igneous Rocks.”
a) Chunk 2's Preview-Pronounce-Think-Wonder-Preview-Read steps are used, but they fit this reading.
b) Preview questions: page 136 Procedure 11a-b ii.
c) Your background is built! Read EDS pages 132-133 “Igneous Rocks.” You may go to carolinascienceonline.com or you can also read along with Mrs. May.
d) Answer, under Notebook’s 1 Rocks: A Closer Look, Investigation 5.3’s page 136 Procedure 11a-b ii. (If helpful: Notebook 1 11a-b ii sentence starters.)
CHUNK 4
Launch Google Classroom's "Rock Classificantion with Gizmo" to finish "Rock Classification" worksheet.
a) NOTE: You only use Creating a Gizmo Account directions once. All other log-ins use the same Gizmo username and password you created.
b) Turn-in when done.
CHUNK 5
In Google Classroom Classwork’s Rock Cycle topic, select “Every Stone Has A Story.”
a) Add the caption "Every Rock Has A Story" to Notebook 1 Rocks a Closer Look.
b) Write 2 new-to-you facts about each rock type. Pause video to write fact's complete idea. Altogether, you will have 6 facts (two for each: sedimentary, metamorphic, and igneous rock types).
Want Something More To Do:
Words to know before viewing the videos below: agate, jasper and petrified wood
View: Agate Hunting on the Yellowstone and/or Winter Agates along the Yellowstone
This week is the first FULL school week to be completed remotely!
1. Video: April 6-10 Greeting by Ms. Briggs
2. Google Classroom: Rock Classification with Gizmo
a. Preview “Rock Classification” worksheet.
b. Study “Rock Classification Vocabulary.” You may also open Mrs. May's reading of “Rock Classification Vocabulary.”
c. Complete three “Chunks”: 1 then 2 then 3.
d. Turn-in “Rock Classification” worksheet when you are confident with your answers.
3. Read Earth’s Dynamic System pages 127-128 “Sedimentary Rocks”. You may follow Mrs. May reading the article aloud. Or, you can go to carolinascienceonline.com. REMINDER: Carolina’s online text also has audio.
4. Create Earth’s Dynamic System (EDS) Notebook (item) 1 “Rocks: A Closer Look”
a. Create NEW Table of Contents page and add “1. Rocks: A Closer Look.”
b. On item 1’s “Rocks: A Closer Look,” add caption “p135 Procedure.”
o Answer Earth’s Dynamic System page 135 Procedure 9 a, c & d (only read b).
o REMEMBER: Use complete sentences. Avoid a pronoun's use unless the its antecedent (noun) is nearby.
c. Example of Notebook 1 Rocks: a Closer Look. The example includes sentence starters for those who like this feature.
WANT SOMETHING MORE TO DO: Trailside Geology - Bridger Bowl
This week is a three day week due to PIR Days on Thursday and Friday.
Video: Week's Description by Ms. Briggs.
Your Science work is ONE of two Google classroom assignments.
If present and in Science on Thursday, March 13: select in Google classroom "REVIEW Interactive Rock Cycle."
If absent for Science on Thursday, March 13: select in Google classroom "MAKE-UP Interactive Rock Cycle."
Use Google classroom to...
1. Explore the Interactive Rock Cycle site
2. Create "Earth's Dynamic Systems" Science Notebook title page. Make the title page a detailed and colorful drawing of the Rock Cycle found in the Interactive Rock Cycle site's green menu bar (see Google classroom's directions)
3. Select and then write in the "Rock Cycle Review" posted in Google classroom (DO NOT SUBMIT)
4. MAKE-UP ONLY - write in "Interactive Rock Cycle Worksheet" before completing "Rock Cycle Review"
WANT SOMETHING MORE TO DO: Explore Arizona State University's Virtual Field Trip Exploring the Grand Canyon
SOMETHING FUN TO DO: Speed Tutorial
March 23-27, 2020
Hey Science fans! CJ teachers are working to develop remote learning. You will have parts in place for next week, March 30 through April 3. However, April 2-3 are PIR days. This means Science will only plan for part of that week's work.
For now, review
Check out carolinascienceonline.com and your new Earth's Dynamic Systems ybook. Remember, to sign-into Carolina Science, you use your google log in (or Star log in).
Stay tuned! I miss you.
Monday, 3/9/2020
Students reviewed their scored Celestial Motion Test. Space Science Explorations pages 154-156 I 8.2: Effects of Mass and Distance on an Orbiting Body was started using Student Sheet 8.2: Gravity and Orbits to record observations. Using carolinascienceonline.com and if students sign-in using their Star Test user name and password, Gravity and Orbits Simulation 2020 has been assigned. With the simulation shown to the class, SS 8.2: Gravity and Orbits KEY data was taken.
Homework: Notebooks will be collected and Celestial Motion Test Part 2 taken on Wednesday. Study for the test using Notebook's 29 Review and remember to get a new composition notebook if you do not have a lot of pages left.
Tuesday, 3/10/2020
Students revisited Space Science Explorations pages 154-156 I 8.2: Effects of Mass and Distance on an Orbiting Body to complete Student Sheet 8.2: Gravity and Orbits observations. Using carolinascienceonline.com, students signed in and selected the Gravity and Orbits Assignment. Student Sheet 8.2: Gravity and Orbits was placed into Notebooks as 31 SS 8.2: Gravity and Orbits. Students review Notebook 29 Review information.
Homework: Notebooks will be collected and Celestial Motion Test Part 2 taken tomorrow. Study for the test using Notebook's 29 Review and remember to get a new composition notebook if you do not have a lot of pages left.
Wednesday, 3/11/2020
Notebooks were collected and students took the Celestial Motion 2 & Gravity District Assessment.
Homework: Get a new composition notebook if you do not have a lot of pages left.
Thursday, 3/12/2020
In Science Google Classroom, students view Orbit: Earth’s Extraordinary Journey--Tilt. The activity required students to create a set of notes using the following directions:
1) Title a separate sheet of "Earth's Extraordinary Journey: Tilt" and write your complete name then Science # and date in the upper right hand corner.
2) You will EXPLAIN 10 important facts: 5 facts given by you are to be a review of what has already been taught; 5 facts given by you are to be new to you.
PAUSE the video if you need to have enough time to clearly explain each fact!
3) This paper will be collected at the end of class and MUST have 10 facts explained, so pay close attention to time. It will be scored for Engagement and Perseverance.
Homework: Get a new composition notebook if you do not have a lot of pages left.
Friday, 3/13/2020
In Science Google Classroom, students completed Interactive Rock Cycle. Completion of the "Interactive Rock Cycle" worksheet and the illustrating of the Rock Cycle Diagram (use green tool bar across the header to navigate there) is provided with the activity. If absent, please print the worksheet to complete the instructed tasks.
Homework: Enjoy Spring Break!
Monday, 3/2/2020
Students organized the scored "Agenda pages 49 & 66 Lunar Phases Observations" rubric into their classroom Working Folders and "Student Sheet 4.3a: Analying Tidal Data" into their Notebooks' Item 27. The Celestial Motion District Assessment's Emergining and Developing Tasks were self-scored. Answers for the Proficient and Advanced areas were provided. Ask your student how the progress was! Space Science Explorations pages 107-110 "Alike, Yet Different: The Planets in Perspective" was started.
Homework: Answer Space Science Explorations page 111 "Exit Slip" at the end of Notebook 29.
Tuesday, 3/3/2020
Students watched two handwashing videos: Fight Germs; Wash Your Hands! and Wash Your Hands. Yesterday's homework was checked. Below it, "Review" was written and a table created that students filled-in with Review Object and Definition using Space Science Explorations and Chromebooks as resources. Then, another Review item was copied into 29: Table A Scaling Mountain Heights in the Solar System. This will be completed tomorrow.
Homework: Write the algorithm (math rule) for calculating the number of "somethings" in "something else" (For example, how would you figure out how many desk top lengths were in Chief Joseph's front entry door's length?)
Wednesday, 3/4/2020
Review activity Mountains in Our Solar System was shared with class. Students rounded the "Approximate Height (m)" to the nearest thousands and entered the number into 29: Table A Scaling Mountain Heights in the Solar System "Calculation" column. Then reviewing the homework algorithm, they determined the "Number of Mount Everests High" each listed mountain was. The mountain's height was rounded to the nearest tenths. Students also listed the following in order from smallest to largest: Universe, Moon, Galaxy, Sun, Planet, Solar System.
Homework: Draw and label a model of our Solar System. Include our sun and all its planets.
Thursday, 3/5/2020
Homework's model of our Solar System was checked. Students created Notebook 30 I 8.1: Effects of Planetary Mass on an Orbiting Body with its title, question, and Table 8.1 Moon Orbiter Results. The definitions for mass and weight were written into the Notebook's Vocabulary. Then, students completed Space Science Explorations pages 150-151 I 8.1: Effects of Planetary Motion on an Orbiting Body Procedure 1-6 (DATA EXAMPLE).
Homework: Calculate Table 8.1 Orbital Period.
Friday, 3/6/2020
Space Science Explorations pages 150-151 I 8.1: Effects of Planetary Motion on an Orbiting Body Procedure 7 & 8 were revisited in order to calculate Notebook's 30 Table 8.1 Moon Orbiter Results Average Number of Seconds and Orbital Period cells (Table 8.1 completed). Space Science Explorations pages 152-153 "How Gravity Shapes the Universe" was read.
Homework: Place on parent(s) grocery list: composition notebook. This is for everyone who does not have a lot of pages left in the composition notebook. Notebooks will be collected March 11, the same day as the test.
Monday, 2/24/2020
Space Science Explorations page 96- 97's Lesson 6 Modeling the Solar System were used with"Focus Question" and "Introduction" read aloud and Getting Started 2a-b discussed in groups. An Engineering Process was discussed. Students watched a 9 minute video: Space Race 1958:Launching America's Era of Space Exploration. Pages 100-102's "Engineering the Space Race" was read aloud.
Homework: Read Space Science Explorations pages 112-114 "Apollo 11 Lands on the Moon: A NASA Log."
Tuesday, 2/25/2020
Space Science Explorations page 103 Investigation 6.2: Scaling the Diameter of Planetary Bodies Procedure 2 and 3 were completed into Notebook as 29 I 6.2: Scaling the Diameter of Planetary Bodies. In groups, students recorded all information requested in Procedure 3 using Planet Cards except Number of Earths Across column and Number of AU from the Sun column.
Homework: Answer Space Science Explorations page 103 Procedure 4a-d on Notebook's 29 below the completed Table.
Wednesday, 2/26/2020
Space Science Explorations page 103 Investigation 6.2: Scaling the Diameter of Planetary Bodies Procedure 4a-b answers were checked. Student used the textbook's page 104 Procedure 5 as the process for calculating Table 6.2: Planet Characteristics Number of Earths Across column.
Homework: If not done yet, read Space Science Explorations pages 112-114 "Apollo 11 Lands on the Moon: A NASA Log."
Thursday, 2/27/2020
Using a version of Space Science Explorations page 104 Investigation 6.2: Scaling the Diameter of Planetary Bodies Procedure 6 & 7, students were handed graph paper to create Diameter of Solar System Planets bar graph comparing our planets sizes with Earth as the unit of measure. Additionally, students calculated the Number of AU (Astronomical Unit) from the Sun for each planet, placing the answers into Table 6.2: Planet Characteristics. To do this, the formula is PD/ED = x where PD is planet's distance from the Sun and ED is Earth's destance from the Sun. (Example for Mercury: 58,000,000/150,000,000 = .38666667 rounded to .39 AU)
Homework: Read Space Science Explorations pages 115-117 "Rocks in Space." Expect to answer page 117 Discussion Questions tomorrow.
Friday, 2/28/2020
Students placed completed I 6.2: Diameter of Solar System Planets bar graph into Notebook with Item 29. The calculated the Number of AU (Astronomical Unit) from the Sun for each planet for Table 6.2: Planet Characteristics (KEY) was discussed. Students reviewed the algorithm for determining AU: distance of planet from Sun/distance of Earth from Sun = planet's AU. Substituting for Investigation 6.3: Scaling the Distance of Planetary Bodies, students paced out a volleyball sized Sun's planetary distances All the Way from 6th Grade Hall to Art Electives. Then, students watched "This Guy Build a Massive Solar System in the Desert."
Homework: Look at the Moon and Venus!
Monday, 2/17/2020
Presidents' Day Holiday
Tuesday, 2/18/2020
Student Sheet 5.2: Analyzing the Geometry of Eclipses was completed while following Space Science Explorations pages 84-87 "Investigation 5.2: Geometry of an Eclipse" Procedure 6-12. Notebook 28's template from last Thursday, 2/13, was filled-in at the same time.
Homework: Study for test on Friday over Notebook items 23-28. It's best to chunk the study so focus on 23-25 tonight, 26-28 tomorrow night, and review 23-28 Thursday night.
Wednesday, 2/19/2020
Students completed Space Science Explorations pages 84-87 "Investigation 5.2: Geometry of an Eclipse" Procedure 6-12 by answering Notebook 28's Procedure 12a-c. In Notebook with 28, students took notes regarding content for 23-28 Test Review.
Homework: Study for test on Friday over Notebook items 23-28. If you chunked your study as described yesterday, tonight's study will focus on 26-28 tonight, with 23-25 studied last night 26-28, and then a review of 23-28 Thursday night.
Thursday, 2/20/2020
Students completed Library Lesson whose purpose was to locate topics in nonfiction print source by broadening search term's and using and index.
Homework: Study for test using 23-28 Test Review as a study guide.
Friday, 2/21/2020
Students took the Celestial Motion portion of the Space Science Explorations unit.
Homework: Enjoy the weekend!
Monday, 2/10/2020
Students scored their homework's moon observations which began January 10 and ended February 9. These were placed in their Agendas on pages 49 and 66. Agenda pages 49 & 66 Lunar Phases Observations Perseverance scoring rubric was used. Then they continued to with Student Sheet 4.3: Analyzing Tidal Data by finishing High Tidal Height and Moon Phase or Tidal Height and Moon Rise and Set Time graphs.
Homework: Answer Student Sheet 4.3: Analyzing Tidal Data page 6 questions 1-3, reflecting the question in each answer.
Tuesday, 2/11/2020
Homework and graphs were checked for completion. In a "museum walk" where students move in a pattern along the desks, each other's graph was compared. Then, students were given time to finish answering page 6 questions in Student Sheet 4.3: Analyzing Tidal Data.
Homework: Student Sheet 4.3: Analyzing Tidal Data with lunar phases identified (see page 6 question 7), all page 6 questions answered, and tidal height and moon phase (or moonrise/moonset time) graph are due Thursday.
Wednesday, 2/12/2020
Students reviewed expectations for completion for Student Sheet 4.3: Analyzing Tidal Data and graph at start of class tomorrow. Students read aloud Space Science Explorations pages 80-82 "The Geometry of an Eclipse." In Notebook 28, students answered page 79 Getting Started 4a-c.
Homework: Student Sheet 4.3: Analyzing Tidal Data with lunar phases identified (see page 6 question 7), all page 6 questions answered, and tidal height and moon phase (or moonrise/moonset time) graph are all due.
Thursday, 2/13/2020
Students added to Notebook 28 I 5.2: Geometry of an Eclipse the template for next Tuesday's investigation.
Homework: Enjoy Presidents' Day!
Friday, 2/14/2020
Indoor Game Day--alternative schedule
Monday, 2/3/2020
Students read Space Science Explorations page 58 Lesson 4 Investigating Lunar Phases Focus Question and Introduction and discussed page 59 Getting Started 3a-c. An alternative to pages 60-68 Investigation 4.1: Modeling Lunar Phases was completed using a half black and half white globe placed on a pencil.
Homework: Read Space Science Explorations pages 54-57 "Our Sun's Energy."
Tuesday, 2/4/2020
After creating Notebook 26 I 4.2: The Moon's Reflected Light, students followed Space Science Explorations pages 62-63 Procedure 1-7 to discover how much of the moon is always illuminated. Its Procedure 3a-d answers were recorded in 26. Investigation observations were recorded on Student Sheet 4.2: Investigating Lunar Phases.
Homework: Continue daily moon observations on Agenda page 66's February calendar. All moon observations are due Monday, February 10. For tomorrow, complete Space Science Explorations page 63 Procedure 9 a-b, writing answers with Notebook 26.
Wednesday, 2/5/2020
Homework's Space Science Explorations page 63 Procedure 9 a-b, answers written in Notebook 26 was corrected and edited. Students added the correct label for each moon phase on Student Sheet 4.2: Investigating Lunar Phases (KEY) and Notebook 26 Cut-Out of Student Sheet 4.2. Space Science Explorations pages 68-71 "Can Water Fall Up?" was read aloud.
Homework: Continue daily moon observations on Agenda page 66's February calendar. All moon observations are due Monday, February 10.
Thursday, 2/6/2020
Students create Notebook 27 Investigation 4.3: Analyzing Tidal Data. Under caption "p66 Procedure", Space Science Explorations page 66 Procedure 2a-c, were answered, reflecting the question in each answer. Student Sheet 4.3a: Analyzing Tidal Data was begun by discussing textbook's page 66 Procedure 3a-f and then adding answers to Procedure 5a-b into Notebook 27. The Fall and Rise in the Bay of Fundy at Hall's Harbor, Nova Scotia timelapse of a tide was viewed.
Homework: Continue daily moon observations on Agenda page 66's February calendar. All moon observations are due Monday, February 10.
Friday, 2/7/2020
Students used their predictions for 27 Procedure 5a-b to analyze Student Sheet 4.3a: Analyzing Tidal Data by creating a graph. They could choose between one of two possibilities: High Tidal Height and Moon Phase or Tidal Height and Moon Rise and Set Time. With High Tidal Height and Moon Phase, student sheet examples of lunar phases were first identified.
Homework: Continue daily moon observations on Agenda page 66's February calendar. Moon observations are due Monday beginning of class.
Monday, 1/27/2020
PIR Day -- No school for students.
Tuesday, 1/28/2020
Students followed Procedure 2-10 pages 42-43 Investigation 3.2: Modeling Winter and Summer Shadows, using Student Sheet 3.2: Winter and Summer Shadows to record data when collecting light's height (EXAMPLE) for each shadow (1-9). After setting up x and y axis and title for graph, students used ordinate pairs in table to plot point for winter and summer light heights.
Homework: Answer Space Science Explorations page 43 Procedure 11a-d with Notebook 24. Be certain to reflect the question in your answer so that the answer can stand alone.
Wednesday, 1/29/2020
Homework's Space Science Explorations page 43 Procedure 11a-d with Notebook 24 was checked for completion and then answers gone over for engagement. Students used Space Science Explorations pages 44-46 Investigation 3.3: Investigating Seasons on Earth to begin Procedure 4-9. Notebook 25 I 3.3: Investigating the Seasons on Earth was started. Most completed only through its pp44-45 Procedure 9.
Homework: Record and catch-up on daily moon observations.
Thursday, 1/30/2020
Space Science Explorations pages 44-46 Investigation 3.3: Investigating Seasons on Earth was completed through Procedure 13. Procedure 14 was not done. Notebook 25 I 3.3: Investigating Seasons on Earth was completed through Procedure 13.
Homework: In Notebook 25, address Space Science Explorations page 46 Procedure 15a-d. Some had time to copy SSE p46 Pr 15a-d template. Where appropriate, reflect the question in the answer.
Friday, 1/31/2020
Students corrected Notebook 25's Space Science Explorations page 46 Procedure 15a-d using a red pen and SSE 25 I 3.3 p46 15a-d KEY as a guide. Space Science Explorations pages 47-50 "The Reasons for the Seasons" was read aloud and p46 Procedure 16a-b answered on Notebook 25. The Procedure 16a-b answers were recorded in Notebook 25 (see example).
Homework: Record daily moon observations.
Monday, 1/20/2020
PIR Day -- No school for students.
Tuesday, 1/21/2020
Students continued Space Systems Exploration Pages 38-40 Procedures, focusing on Procedure 6 and 7. Notebook 23 has additionally written with it the plan for each group's model for testing the radiometer's response to different angles of light. A teacher signature is required when the plan is written out and before the group can begin modeling.
Homework: Continue to record daily moon observations.
Wednesday, 1/22/2020
Students continued Space Systems Exploration Pages 38-40 Procedures, focusing on Procedure 6 and 7 and 9-10. Notebook 23 Procedure 10 a-c answers after procedure 9-10's completion.
Homework: Answer Space Systems Exploration page 39 Procedure 8 a-d, reflecting the question with each answer, with Notebook 23.
Thursday, 1/23/2020
Students continued Space Systems Exploration Pages 38-40 Procedures by reading aloud pages 40-41 "Solar Noon" and answering Procedure 11a-f in Notebook 23. Time was provided for work on additional Notebook 23 items: Procedure 8a-d and 10a-c.
Homework: Record/catch-up your Moon observations in Agenda page 49 using Science-Briggs and the daily moon observations resource offered there.
Friday, 1/24/2020
Each student was counseled on Notebook 23's completion over previous days of Procedure 8a-d, 10a-c and 11a-f in Space Systems Exploration pages 38-41. Students began pages 42-43 Investigation 3.2: Modeling Winter and Summer Shadows by reading Procedure 2-10. Using Student Sheet 3.2: Winter and Summer Shadows, they began collecting shadow data.
Homework: Continue to record daily moon observations.
Monday, 1/13/2020
Space Systems Exploration pages 24-25 "The Sun-Earth-Moon System" was read aloud and then pages 22-23 Investigation 2.2 Modeling the Sun-Earth-Moon System: Part B Procedure 2a-d's questions were answered in Notebook 21.
Homework: Read Space Systems Exploration pages 33-35 "How to View the Sun Safely." Continue to record daily moon observations.
Tuesday, 1/14/2020
Space Systems Exploration pages 22-23 Investigation 2.2 Modeling the Sun-Earth-Moon System: Part B Procedure 5ai-dii's questions were briefly answered in Notebook 21.
Homework: On a separate sheet of paper titled "p23 Exit Slip," write about the topic.
Wednesday, 1/15/2020
Students created Notebook 22 "Hisory of the Sun." Then, they went to Science Google classroom to view video "The History of the Sun." While watching the video, 6 facts were listed during the first 20 minutes of it and 6 facts were listed during the second half.
Homework: Continue to record daily moon observations.
Thursday, 1/16/2020
Notebook 23 I 3.1: Investigating the Intensity of Solar Energy was created. Space Systems Exploration pages 36-37 were read aloud and the Getting Started were discussed. Pages 38-40 Procedures were used to create Notebook 23.
Homework: Read Space Systems Exploration pp40-41 "Solar Noon."
Friday, 1/17/2020
Alternative Schedule: Tolerance/Civil Rights
Homework: Continue to record daily moon observations.
Monday, 1/6/2020
Notebooks were returned to students. They received Weather and Climate Notebook Check rubric which includes a Table of Contents and descriptions for Organization and Perseverance. These will be scored tomorrow. Students learned their Weather and Climate Test's score and it was discussed.
Homework: Notebooks will be scored tomorrow.
Tuesday, 1/7/2020
Notebooks' organization and perseverance were scored.
Homework: None!
Wednesday, 1/8/2020
Title page for Notebook's Space Science Exploration was created as Item 19. The expectations are a page with "Space Science Exploration" written on the top with 19. The page was then turned landscape and an image of "Me" was drawn on the left hand side and "Universe" was drawn on the right. Students are to add 4 additional images (like Google Earth) that goes from smalles "Me" to largest "Universe". Periods 7 and 8 calculated Notebooks' organization and perseverance using Weather and Climate Notebook Check rubric.
Homework: Complete "Space Science Exploration" 6 images (total) and include color.
Thursday, 1/9/2020
Students have access to Space Science Exploration eBook by using PowerSchool username and password at https://carolinascienceonline.com/. Notebook 20 was created by titling a paper "I 2.1: Modeling the Sun-Earth-Moon System: Part A." Space Science Exploration pages 18-19 provided the Question that was copied onto Notebook 20, Introduction that was read, and Getting Started 2a-e that was answered individually and then discussed as a class.
Homework: Read Space Science Exploration page 21 "Scaling Size and Distance."
Friday, 1/10/2020
Students added to Notebook 20's "I 2.1: Modeling the Sun-Earth-Moon System: Part A," Space Science Exploration table and calculations of pages 20-21 Procedure 7-10. Space Science Exploration page 21 "Scaling Size and Distance" was referenced for diameter and distance amounts. Guidance was provided with calculations. See 20 "I 2.1: Modeling the Sun-Earth-Moon System" and its KEY.
Homework: Using Agenda's pages 49 and 66's Calendars, record daily moon observations. (If cloudy, check night, morning and daytime but note "cloudy".)
Monday, 12/16/19
Students created Notebook 18 Weather and Climate Test Review. Students added a Weather vs. Climate Venn diagram. After reading Weather and Climate Systems pages 190-194 "Causes of Climate Change: Natural and Man-Made," students created a T-chart that listed the causes. After looking at Weather and Climate Systems page 177 Olympic Park -Blue Glacier images, students Analyzed Data Table for Glaciers in Glacier National Park.
Homework: Weather and Climate Test tomorrow!
Tuesday, 12/17/19
Students took the Weather and Climate Test.
Homework: Plan ski attire for Thursday.
Wednesday, 12/18/19
Notebooks were reviewed and then collected for storage during Winter Break. Eyewitness Planets was watched.
Homework: Pack backpack for ski trip.
Thursday, 12/19/19
Bridger Bowl Ski Trip
Friday, 12/20/19
Team Building Activities
Homework: Pay attention to the moon! Happy holiday!
Monday, 12/9/19
Students took a Signs of Suicide Survey. Then, they received a copy of the Climate Graph Research Rubric for scoring. A file card was handed out for the purpose of each student adding Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I General Research Topic's presentation information on it. Students will read from the file card when the team presents their Google slideshow. The remainder of the class was spent working on Climate Graph Research slideshows.
Homework: Climate Graph Research Presentations will be done Thursday. (Reminder of Climate Graph Tasks due Thursday.)
Tuesday, 12/10/19
Students are in the library. The lesson is Avoiding Plagiarism. Students created a paper titled "Avoiding Plagiarism Steps." They identified what plagiarism is, read the Agenda 16.2 Academic Dishonesty description, copied steps to avoid plagiarism, and then read a paragraph to practice Steps. These were collected.
Homework: Climate Graph Research Presentations will be done Thursday. (Reminder of Climate Graph Tasks due Thursday.) District Climate and Weather Test will be Tuesday, December 17.
Wednesday, 12/11/19
Students are in the library and continuing the lesson, Avoiding Plagiarism. Students completed their paper titled "Avoiding Plagiarism Steps" (Day 2) by completing their article paragraph summary and taking notes when others shared their article paragraph summaries.
Homework: Climate Graph Research Presentations are tomorrow. (Reminder of Climate Graph Tasks.) District Climate and Weather Test will be Tuesday, December 17.
Thursday, 12/12/19
Students presented their Climate Graph Research projects. Notebook 17 included notes from the project presentations.
Homework: District Climate and Weather Test will be Tuesday, December 17.
Friday, 12/13/19
The Google classroom activity included watching an 8 minute video, Ecosystems on the Edge: Wetlands of the Future. Student Sheet 11.2: Investigating the Impact of Climate Change on Wetlands was completed after and while re-watching the video.
Homework: District Climate and Weather Test will be Tuesday, December 17.
December 2-6, 2019
Monday, 12/2/19
Students finished Notebook 16's SS 10.GS: Defining and Mesuring the Temperature of an Area. If a student was absent last Monday, November 25, the data was to be copied from the table partner. Student Sheet 8.2 was returned to students and the scoring process was explained. Students then place this worksheet into Notebook as 12. Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I were assigned to each classroom team. Students began the independent part of the assignment by identifying the Climate Graph Step 1 and 2 in their Notebooks.
Homework: Spend 10 minutes reading the Questions on Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I depending on which was assigned to you.
Tuesday, 12/3/19
Students were read aloud Weather and Climate Systems page 156 Procedure 4a-c and Procedure 8. In research teams, students completed Step 3 of Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I (depending on their assigned letter) by jigsawing the "Questions About the Data" among their team mates. Each becomes an expert on one to two "Questions About the Data" and then shares the researched information with their team mates. All were responsible to write information in Notebook related to "Questions About the Data".
Homework: Read Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I Step 4 "General Research Topic" items.
Wednesday, 12/4/19
Students were reviewed Weather and Climate Systems page 156 Procedure 4a-c and Procedure 8. The were read aloud its Procedure 9 and 10. Each student is to have completed in their Notebook Step 3 of Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I (depending on their assigned letter) and jigsaw among the team's Step 4 "General Research Topic." Student Sheet 10.1's "The Outline of Research Plan" is to be completed on the student sheet. Individually, each student began his or her "General Research Topic" notes in Notebook 17 as Step 4.
Homework: 10 minutes of research using Student Sheet 10.1: Climate Graph Step 4’s General Research Topic(s) that you have chosen (A, B, C, D, E, F, G, H, or I ).
Thursday, 12/5/19
Students were reminded of expectations for completion of Student Sheet 10.1 Climate Graph A, B, C, D, E, F, G, H, or I (depending on their assigned letter) and the Notebook record for Steps 3 and 4. They read Weather and Climate Systems page 158 Investigation 10.2: Presenting Research to the Class. The Climate Graph Research Rubric and Google classroom Climate Graph Slideshow expectations were provided. The following pathway was provided for Works Cited: www.bsd7.org → Our Schools → Chief Joseph → Students → Library Catalog → OSLIS. Students, then, worked on the Google classroom Climate Graph Slideshow.
Homework: Spend 10 minutes re-working your research from Student Sheet 10.1: Climate Graph Step 4’s General Research Topic(s) that you have chosen in order to be prepared to present.
Friday, 12/6/19
Students were reminded of the Climate Graph Tasks. They were also reminded of the pathway for OSLIS Citation Maker: www.bsd7.org → Our Schools → Chief Joseph → Students → Library Catalog → OSLIS. Students were presented the Rubric for scoring. With the remaining time, students worked on the team's Google classroom Climate Graph Slideshow.
Homework: Spend 10 minutes re-writing your Step 4 research notes for your presentation.
Monday, 11/18/19
Students created in Notebook #14's L9: Introduction to Climate a Venn diagram showing Weather vs. Climate. Weather and Climate Systems pages 143-145 "Climate Classification System" were read aloud. Climate Classification System's Five Zones were added to Notebook #14 with each zone's key characteristics and subzones written.
Homework: Using Notebook #4 Water Cycle drawing,Weather and Climate Systems page 30 "The Water Cycle" illustration, and/or its pages 30-31 "The Water Cycle: From the Sky to the Land and Back Again" to study for Wednesday's Water Cycle Test.
Tuesday, 11/19/19
Students created in Notebook #15 I 9.1: Determining Climate by addressing Weather and Climate Systems page 146 Procedure 1. It was explained that Bozeman is a continental climate and its monthly average temperatures were emphasized. Following page 146 Procedures and in specialized city groups, students plotted Lesson Master 9.1: Using Data to Determine Climate for Location: City A, B, C, D or E. The location city was assigned and the new groups work together to graph high and low temperatures. If you have been absent, it is recommended that you graph high and low temperatures for Location: City E.
Homework: Study for Water Cycle Test by using Notebook #4 Water Cycle drawing,Weather and Climate Systems page 30 "The Water Cycle" illustration, and/or its pages 30-31 "The Water Cycle: From the Sky to the Land and Back Again".
Wednesday, 11/20/19
Students took the district's Water Cycle Test.
Homework: Consider joining the Science Fair Instructional Focused Advisory. Regional Science Fair is March 10 and State Science Fair is March 30-31! Go Chief Joseph Middle School!
Thursday, 11/21/19
Students looked at Science Fair Projects completed in prior years. Students shared their groups classification for the climate of Investigation 9.1 City Location A, B, C, D and E. These were recorded in Notebook 15 I 9.1: Determining Climate.
Homework: Discuss Science Fair Instructional Focused Advisory with family and friends. Regional Science Fair is March 10 and State Science Fair is March 30-31! Go Chief Joseph Middle School!
Friday, 11/22/19
Students read Weather and Climate Systems pages 148-150 "Climate and Ecosystems". From its page 150, the Discussion Question 1's answer and Bill Nye: Climates video five facts were added onto Notebook 15's I 9.1: Determining Climate.
Homework: Ask how you can help with Thanksgiving plans and/or preparation.
Monday, 11/11/19
Students continued to work on Student Sheet 8.2: Tracking Hurricane Katrina. In classes where time allowed, its page 1 of 3 questions 2, 4 and 11 were referenced to Weather and Climate Systems page 49's illustration within pages 46-50 "Why Does the Wind Blow?" and pages 124-129 "The Rise and Fall of Katrina."
Homework: Reminder Can the Griz food competition is ongoing on! Student Sheet 8.2: Tracking Hurricane Katrina will be collected for scoring beginning of class tomorrow, Tuesday.
Tuesday, 11/12/19
Students completed Investigation 8.3: Researching Building Designs to Reduce Storm Damage by Thinking and Listing individual ideas to answer "How would you design a house or building to survive a powerful storm?" Then students shared their ideas. In groups and using Deltec Homes Hurricane Resistance and Topsider Homes Naturally Hurricane Resistant, hurricane or tornado resistant homes were drawn. Groups shared their designs.
Homework: Read Weather and Climate Systems pages 132-134 "The Science of Storm Chasing." Answer its page 139 Discussion Question 1 in Notebook #13.
Wednesday, 11/13/19
A presentation was made about Signs of Suicide. Ask your child about this.
Homework: Read Weather and Climate Systems pages 132-134 "The Science of Storm Chasing." Answer its page 139 Discussion Question 1 in Notebook #13.
Thursday, 11/14/19
Homework's page 139 Discussion Question 1 answered in Notebook #13 was checked for completion. Students wrapped-up Notebook 13's I 8.3: Building Designs to Reduce Storm Damage. Storm chasers were introduced using a National Geographic Tornado Samara's video. Weather and Climate Systems pages 132-139 "The Science of Storm Chasing" was closely read.
Homework: With Notebook 13, answer Weather and Climate Systems page 131 Reflecting 1c.
Friday, 11/15/19
Homework's Weather and Climate Systems page 131 Reflecting 1c answered in Notebook #13 was checked. Students corrected Student Sheet 8.2: Tracking Hurricane Katrina by adding key ideas to their answers. This had been collected from them on Tuesday, returned, and then collected back up again. Lesson 9: Introduction to Climate was begun. Weather and Climate Systems page 140's Introduction to Climate was read. Most classes also read page 142 "Weather Versus Climate." Notebook #14 was started.
Homework: Using Notebook #4 Water Cycle drawing,Weather and Climate Systems page 30 "The Water Cycle" illustration, and/or its pages 30-31 "The Water Cycle: From the Sky to the Land and Back Again" to review the water cycle.
Monday, 11/4/19
Students organized scored "Weather and Climate Notebook Self Assessment" into their working folder stored in the Science classroom. Notebook #10 Thuderstorms, Tornadoes, and Hurricanes expanded to include answers to information found in Weather and Climate Systems pages 92-97 "That's a Fact: An Introduction to Thuderstorms, Tornadoes, and Hurricanes". Weather and Climate Systems pages 98-101 "Danger in Dixie Alley" was read. NOTE: An evacuation drill did occur midway during Science 3 and completed after Science 4's scheduled time spread. An email from Chief Joseph's Administration did go out regarding this.
Homework: Weather and Climate Systems page 101 Discussion Questions 1 answered in Notebook #10.
Tuesday, 11/5/19
After it was checked for completion, students discussed answers for Homework: Weather and Climate Systems page 101 Discussion Questions 1 . Students were introduced Lesson 7: Predicting Weather by reading its page 102. They viewed Meteorologist Ryan Davidson Explains Weather Maps YouTube. Then, using National weather maps posted on pages 104-105, they answered page 104's Getting Started 2a-d on Notebook #11 Lesson 7: Predicting Weather.
Homework: Read Weather and Climate Systems pages 111-114 "Joseph Henry: The Father of Weather Forecasting."
Wednesday, 11/6/19
Students reviewed Weather and Climate Systems pages 111-114 "Joseph Henry: The Father of Weather Forecasting" and had reread its page 114 "A Scientist with an Unconventional Education." Four consecutive weather maps were analyzed for weather's movement pattern. In Notebook's #11, students added "p107 Pr 5a-b" and answered Weather and Climate Systems page 107 Procedure 5 a-b questions. WCS pages 115-117 "Weather Forecasting in the Twenty-First Century" was read.
Homework: Read Weather and Climate Systems page 118 Lesson 8 Tracking Severe Storms Focus Question and Introduction.
Thursday, 11/7/19
Students reviewed Weather and Climate Systems page 84 "Hurricane Formation." Storm Surge Like You've Never Experience It Before modeled and explained the ocean water that is pushed, creating a storm surge. Hurricane Katrina Historic Storm Surge - Gulfport, Mississippi was used to show the Katrina's storm surge. Students were given Student Sheet 8.2: Tracking Hurricane Katrina. Its "Background" and "Step 1" directions were read. Page 2's Table 1 Date (Aug. 2005) first three times provided (23, 24, and 24) latitude and longitude ordinate pairs were plotted on page 3's Atlantic Basin Hurricane Tracking Chart.
Homework: Read Weather and Climate Systems page 130 "Predicting the Path and Intensity of a Hurricane."
Friday, 11/8/19
Students continued to work-on Student Sheet 8.2: Tracking Hurricane Katrina. Its "Step1" directions were reviewed. Using page 2's Table 1 data, students completed plotting ordinate pairs and providing watch and warning notifications on page 2.
Homework: Remember to turn-in Ski Trip paperwork on Monday!
Monday, 10/28/19
Students answered Weather and Climate Systems page 71 Investigation 5.2 Procedure 5a-c in Notebook #9. Through discussion, a comparison of atmosphere and ocean's movement from uneven heating was made. Weather and Climate Systems pages 74-75 "Global Winds and Ocean Conveyor Belt" was reread. Finding Nemo's East Australian Current segments were viewed.
Homework: Practice Weather and Climate Systems page 75 Exit Slip in preparation for Wednesday class writing.
Tuesday, 10/29/19
Students completed Weather and Climate Systems pages 72-73 Investigation 5.3: Investigating Surface Currents. "I 5.3 Notes" (optional and students choice as to the representation) were given and students placed at the end of Notebook #9.
Homework: Practice Weather and Climate Systems page 75 Exit Slip in preparation for tomorrow's class writing.
Wednesday, 10/30/19
Students completed Weather and Climate Systems page 75 Exit Slip during the first ten minutes of class. Pages 85-86 Investigation 6.1: Modeling a Vortex was completed. Many classes began read pages 87-88's "What is a Vortex?"
Homework: Read Weather and Climate Systems page 84 "Hurricanes."
Thursday, 10/31/19
Students reviewed the vortex created using the tornado tube versus vortices in nature. Weather and Climate Systems pages 92-97 "That's a Fact: An Introduction to Thuderstorms, Tornadoes, and Hurricanes" was read. Notebook #10 Thunderstorm, Tornadoes, and Hurricanes was created with a Table started.
Homework: Answer Weather and Climate Systems page 97 Discussion Question 1 on Notebook #10.
Friday, 11/1/19
Answer to Weather and Climate Systems page 97 Discussion Question 1 was checked using KEY as a guide. Students completed Notebook #10 Compare and Contrast Tornadoes and Hurricanes Table usingWeather and Climate Systems pages 92-97 "That's a Fact: An Introduction to Thuderstorms, Tornadoes, and Hurricanes" .
Homework: Enjoy the weekend!
Monday, 10/21/19
Students added their Science Notebook to their Student-Led Conference portfolios. Fair test (controlled variables), independent and dependent variables were reviewed. Then, Mythbusters' Breakstep Bridge, Surprise Toothbrush and Row Skiing segments' use of these variables were analyzed.
Homework: Prepare for Student-Led Conferences.
Tuesday, 10/22/19
Students were given the choice of independently reading Weather and Climate Systems articles using the textbook or carolinascienceonline.com with its text-to-speech (students use their Star username and password). Read were Lesson 5's page 68 "Ocean Currents," page 69 "How Trade Winds Cause Upwelling," pages 74-75 "Global Winds and Ocean Conveyor Belt" and pages 76-77 "Ben Franklin, Matthew Maury, Prince Albert & Rubber Ducks...." A written response for page 69 Exit Slip was collected.
Homework: Student-Led Conferences
Wednesday, 10/23/19
Students completed Weather and Climate Systems page 70-71's Investigation 5.2: Exploring the Effect of Salinity on Ocean Currents Day 1 Procedure 1-8 and 9-14. Its Day 1 Notebook #9 was created.
Homework: For those who haven't presented yet, prepare for Thursday's Student Led Conferences.
Thursday, 10/24/19
Students completed Weather and Climate Systems page 71 Investigation 5.2: Exploring the Effect of Salinity on Ocean Currents Day 2 Procedure 1-4. Day 2 Procedure 3 Table was created in Notebook #9. Five class data sets were measured and averages determined for Day 2 Procedure 3 Data.
Homework: Student-Led Conferences!
Friday, 10/25/19
Students previewed Weather and Climate Systems page 71 Investigation 5.2 Procedure 5a-c. Each will vary with the extent to which the questions were answered in Notebook #9. PBS video Eyewitness Weather was viewed (please, skip ads).
Homework: Enjoy the weekend!
Monday, 10/14/19
Students organized work by creating a Science Working Folder for scored work that does not go into Notebooks and adding Student Sheet 2.1 into Notebook as #1. Students created Notebook #8's I 4.2:Modeling Effects of Air Pressure on Cloud Formation. Data was gathered in #8's Air Pressure and Cloud Formation Table.
Homework: Weather and Climate Systems pages 38-41 "What Are Clouds?" provides resource for answering page 41's Discussion Questions 1 and 2.
Tuesday, 10/15/19
Homework's answers to Weather and Climate Systems page 41's Discussion Questions 1 and 2 were gone over. An Organization proficiency score was given. Weather and Climate Systems pages 58-59 "The Truth About Air" were read aloud. Time was provided to draw page 59's Air Pressure and Cloud Types image. This is to be included with Notebook #8.
Homework: Color Notebook #8 page 59 Air Pressure and Cloud Types.
Wednesday, 10/16/19
Students had explained to them the images found on Weather and Climate Systems pages 60-61's The Atmosphere: A Multilayered Blanket of Air. Page 64's Lesson 5 Ocean Currents Introduction was read. Weather and Climate Systems pages 66-67 Investigation 5.1: Investigating the Effect of Temperature on Currents were completed. (Ocean Convection Cell / Hot / Cold Students did not enter anything into their Notebooks.
Homework: Enjoy MEA-PIR Days!
Thursday, 10/17/19 and Friday 10/18
MEA-PIR
No School for Students
Monday, 10/07/19
The definition for air mass was added to Notebook's Vocabulary. Weather and Climate Systems pages 44-45's Investigation 4.1: The Effects of Colliding Air Masses write-up was also added to Notebook as #7. Students completed the Question, Experiment's materials list and Procedure, Fair Test description, and Independent Variable. Some classes added Observations Table 1 and Candle and Crushed Ice illustration.
Homework: Weather and Climate Systems page 37 "Air Masses" read and page 37's Discussion Question 2 on answered in Notebook #6 below "Conclusion."
Tuesday, 10/08/19
Investigation 4.1: The Effects of Colliding Air Masses made predictions in Notebook #7's Table 1 for three different colliding air mass situation. Observations for cold moist air mass meeting another cold moist air mass, hot moist air mass meeting another hot moist air mass, and cold moist air mass meeting a hot dry air mass (I 4.1 video of cold moist meeting hot dry) were written into Table 1. Illustrated observations of the convection tubes with cold moist air mass meeting a hot dry air mass were also made. Students completed Weather and Climate Systems page 50's Exit Slip before leaving class.
Homework: Read Weather and Climate Systems pages 46-47 "Why Does the Wind Blow?" through page 47's Land Breezes and Sea Breezes.
Wednesday, 10/09/19
Students wrapped-up Investigation 4.1: The Effects of Colliding Air Masses made in Notebook #7's by reviewing observation made with cold, moist air mass meeting hot, dry air mass. Then students were provided Carolina Online Textbook Sign-in Steps and shown how to use text-to-speech with it. Students read Weather and Climate Systems pages 46-50 "Why Does the Wind Blow?" then began answering page 45's Procedure 10 a-d in Notebook #7 below convection tube observation.
Homework: Weather and Climate Systems page 45's Procedure 10 a-d answered in Notebook #7.
Thursday, 10/10/19
Navigation to carolinascienceonline.com for using an online Weather and Climate Systems textbook was reviewed. Use of Science-Briggs as a tool was also reviewed. Students, then, corrected homework's Weather and Climate Systems page 45's Procedure 10 a-d by using a scoring tool (red pen) to either embellish or complete their answers in Notebook #7 using I 4.1 p45 Pr 10a KEY.
Homework: Read Weather and Climate Systems page 51 Investigation 4.2.
Friday, 10/11/19
With Notebook #7, each student added Sea and Land Breeze image. Then, students were coached with writing their Sea and Land Breeze Explanation.
Homework: Sleep in!
Monday, 9/30/19
Transpiration and precipation definitions were added to Notebook's Vocabulary. Investigation 3.2: Modeling the Water Cycle on Earth was wrapped-up. Students analyzed 5 trials (one from each class) to look for patterns. For examples, the 16 ounce containers gained mass between Day 1 and Day 2; the water + container and ice + container lost mass from Day 1 to Day 2. Explained were evaporation and condensation's effect on changes in mass within a closed system. Students compared their Water Cycle Illustration (Notebook #4) with the water cycle model we created for strengths and limitations. Transpiration was explained as evaporation from the surface of plants.
Homework: Answer Weather and Climate Systems page 29 Procedure 9a-d in Notebook's Number 4 (WCS pp30-31 Water Cycle article.)
Tuesday, 10/01/19
Using directions from Weather and Climate Systems pages 32-33 Investigation 3.3: Investigating the Temperature of Air, students included its write-up and, later, data gathered in their Notebooks as Number 5.
Homework: Be certain to have answered Weather and Climate Systems page 29 Procedure 9a-d in Notebook's Number 4 (WCS pp30-31 Water Cycle article.)
Wednesday, 10/02/19
Students completed Weather and Climate Systems pages 32-33 Investigation 3.3: Investigating the Temperature of Air by writing a Conclusion in Notebook Number 5. The previewed Weather and Climate Systems pages 34-35 Investigation 3.4: Investigating How Warm Air and Cool Air Move.
Homework: Open-Notebook Quiz Friday. (Be certain all items are done. Compare Notebook tasks to those tasks listed within Science-Briggs.)
Thursday, 10/03/19
Students completed Weather and Climate Systems pages 34-35 Investigation 3.4: Investigating How Warm Air and Cool Air Move observations (see I 3.4 video). Notebook Number 6 was created and written through the Conclusion. Weather and Climate Systems page 37 "Air Masses" was read aloud.
Homework: Open-Notebook Quiz tomorrow. (Be certain all items are done. Compare Notebook tasks to those tasks listed within Science-Briggs.)
Friday, 10/04/19
Open Notebook Quiz! Reread Weather and Climate Systems page 37 "Air Masses". Answer page 37's Discussion Question 2 on Notebook #6 below "Conclusion."
Homework: If Notebook Quiz is complete, enjoy the weekend. If Notebook Quiz is incomplete, be certain all items in Notebook are done by comparing Notebook tasks to those tasks listed within Science-Briggs. Bring a sack lunch on Monday so you can complete test during lunch period.
Monday, 9/23/19
Students corrected Student Sheet 3.GS: Interpreting a Data Table by using a red pen to modify completed answers (KEY). They were explained that the changes they note are a part of a Science Engagement score. Completed Student Sheet 3.GS: Interpreting a Data Table was listed in Notebook's Table of Contents and stapled to its Number "2." Students added Vocabulary: evaporation and condensation. In most classes, Weather and Climate Systems pages 24-25 Lesson 3 "The Water Cycle, Cloud Formation, and Air Masses" Introduction were read aloud.
Homework: Read Weather and Climate Systems page 27 paragraph 1 of "Water: Kind of a Big Deal."
Tuesday, 9/24/19
Students created their Composition Notebooks' Numer 3 by placing "3." and "I 3.1" in their Table of Contents and then developing Notebook's #3 Investigation 3.1. With coaching, students completed Investigation 3.1, recording the Question and data in the Notebook.
Homework: Answer Weather and Climate Systems page 26 Procedure 8 a-b on Notebook's #3 Investigation 3.1 and below its "Table 3.1." (Weather and Climate Systems page 27 "Water: Kind of a Big Deal")
Wednesday, 9/25/19
Weather and Climate Systems pages 28-29 Investigation 3.2: Modeling the Water Cycle on Earth provided Procedures for Day 1's set up. Number 4's "Investigation 3.2: Modeling the Water Cycle" was created in the Notebook. Its Day 1 Table included measurements for each set of Materials' Mass (S2, S3, S4, S7, or S8).
Homework: Weather and Climate Systems page 30 The Water Cycle drawn and colored in Notebook with Number 4 items due Monday.
Thursday, 9/26/19
Weather and Climate Systems pages 28-29 Investigation 3.2: Modeling the Water Cycle on Earth provided Procedures for Day 2's Observations (Side, Top, Side 2). Number 4's "Investigation 3.2: Modeling the Water Cycle" Day 2 Table was created in the Notebook. Its Day 2 Table then included measurements for each set of Materials' Mass (S2, S3, S4, S7, or S8).
Homework: Weather and Climate Systems page 30 The Water Cycle drawn and colored in Notebook with Number 4 items due Monday.
Friday, 9/27/19 --> PIR Day -- No School for Students
Monday, 9/16/19
Students completed analysis of Table 1: Warming and Cooling Data (Data EXAMPLE -- Table 1's data will vary) by creating a graph plotting ordinate pairs (where the minute is x, temperature is y) from their Table 1's data (Graph EXAMPLE -- graphs will vary, but ought to agree with Table 1's data). Some classes began writing the investigation's conclusion.
Homework: Students Sheet 2.1 and Student Sheet 2.2 are due Thursday (SS 2.1 & SS 2.2 copies, SS 2.1 & SS 2.2 examples).
Tuesday, 9/17/19
Students completed Investigation 2.1's Conclusion by addressing three questions: What did I do? What did I see? What does what I saw mean? The ideas for the Conclusion were modeled for the class and each student copied the Conclusion onto the back of Student Sheet 2.2. (Variation to the Conclusion for sentence whether the data supports or does not support the learned idea was explained.) Students were, also, shown the pathway for Science-Briggs and recommended to use it as a resource for study when absent, confused, and wanting to review.
Homework: Students Sheet 2.1 and Student Sheet 2.2 and Conclusion are due Thursday (SS 2.1 & SS 2.2 copies, SS 2.1 & SS 2.2 examples).
Wednesday, 9/18/19
Investigation 2.1: Investigating Rates of Warming and Cooling Rubric was supplied so students could staple it with their collection that includes Students Sheet 2.1 and Student Sheet 2.2 and Conclusion. The Composition Notebook's "Table of Contents" was started. The manner that the scored Investigation 2.1 Collection would be included into the Notebook was explained. Then, the teacher read aloud to the student Weather and Climate Systems pages 17-19 "The Source of Earth's Heat." On the back of the Notebook's Item 1, students began illustrating Weather and Climate Systems page 17's image.
Homework: Investigation 2.1: Investigating Rates of Warming and Cooling Rubric , Students Sheet 2.1 and Student Sheet 2.2 and Conclusion are due (SS 2.1 & SS 2.2 copies, SS 2.1 & SS 2.2 examples).
Thursday, 9/19/19
Investigation 2.1: Investigating Rates of Warming and Cooling Rubric , Students Sheet 2.1 and Student Sheet 2.2 and Conclusion were collected. Students completed illustrating Weather and Climate Systems page 17's image on the back of the Notebook's Item 1. Student Sheet 3 Getting Started was also done. Students are to use complete sentences for Students Sheet 3 Getting Started's questions 4 and 5.
Homework: Discuss with parent(s) tomorrow's changed location and time. (Location remains at Chief Joseph and students will take the bus home or parent will pick up at Chief Joseph at 3:25.)
Friday, 9/20/19
Outdoor School Activities at Chief Joseph Middle School (due to the rain....)
Monday, 9/9/19
An review of fair test characteristics was completed. In the back of each student's Composition Notebook, a Vocabulary section was created. There, students defined fair test, independent (manipulated) variable, control variables, and dependent variables. Students practiced using a digital thermometer with a probe.
Homework: Visit weather.gov to see its "radar" images for the North American continent and zip 59715, Bozeman
Tuesday, 9/10/19
Students discussed Weather and Climate Systems page 2's Introduction. They prepared to do Weather and Climate Systems "Investigation 2.1" by identifying the controlled variables for its fair test and illustrated its set-up onto Student Sheet 2.1: Testing the Warming and Cooling Rates of Soil and Water (page 1 of 2). (SS 2.1 Items 1 & 2 KEY) Students practiced using a stop watch.
Homework: Using a complete sentence, finish Student Sheet 2.1: Testing the Warming and Cooling Rates of Soil and Water (page 1 of 2) item 3.
Wednesday, 9/11/19
Students discussed Student Sheet 2.1: Testing the Warming and Cooling Rates of Soil and Water (page 1 of 2) item 3's answer and completed its item 4. (SS 2.1 Items 1-4 KEY) If time allowed, students practiced setting-up Weather and Climate Systems "Investigation 2.1".
Homework: Review Student SheeSTudt 2.1 Items 1-4 and page 2's Table 1: Warming and Cooling Data in order to prepare to complete "Investigation 2.1".
Thursday, 9/12/19
Completion of "Investigation 2.1" occurred. Students placed their group's data into Table 1: Warming and Cooling Data. (EXAMPLE of KEY for SS 2.1 Table 1 Data that can be used if student has been absent. Normally, all group's data will vary.)
Homework: Calculate Student Sheet 2.1 Table 1's Total Temperature Change at end of Warming and Cooling columns.
Friday, 9/13/19
Graphing of SS 2.1 Table 1: Warming and Cooling Data (another example) took place. Using Student Sheet 2.2: Graph Paper, students set-up the x-axis Time (minutes), y-axis Temperature (O Celsius), title "Plotting Soil and Water Data, and a KEY for soil and water's lines (SS 2.2 Graph Set-up Example). They were shown how to determine ordinate pairs from inside Table 1 to mark points (x, y) and then connect on each group member's graph for soil.
Homework: Observe Friday 13th's Harvest Moon
Monday, 9/2/19
Labor Day Holiday
Tuesday, 9/3/19
Chief Joseph Middle School had an all school assembly about our namesake, Chief Joseph. Planner work consisted of placing first and last name on outside cover of Planner with a sharpie. On the inside first page, first and last name, grade and Advisory teacher were added. On page 3, HE Combo box was created. In the body's page 1 "Student Planner 2019-2020 page, students completed "This planner belongs to:..." information. Emergency contact's value was explained as an item parent(s) needed to provide. At this time, students were asked to discuss with parents whether Parent Portal's Ecollect All-In-One Form was up-to-date. Science Supplies were listed: binder (or something to hold Science items), pocket folder, paper or notebook designated for Science, Composition Notebook, and pencils.
Homework: Science supplies organized; HE Combo in Planner due Friday
Wednesday, 9/4/19
Students ought to have their class schedules inside their Planner. Many are on the Planner's body page 2. Modeled was how one fills-in the Planner for Science on page 20. Note the hot link for September 2-8 above? This shows what is posted on the board for students to copy into their Planners for Science. Parents are encouraged to frequently check Planners, helping students with this organization skill. Explanation and time was provided to organize Science items: binder, pocket folder, paper/notebook, and Composition Notebook. The Composition Notebook has written on its front cover with a sharpie the student's first and last name, Science period, and Briggs because all 6th graders have a Science Composition Notebook.
Homework: HE Combo in Planner due Friday
Thursday, 9/5/19
A comparison of a 2-dimensional world map and globe of Earth were made. When it would be best to use each tool was discussed (tracking a hurricane vs. analyzing Earth's tilt and seasons).
Homework: HE Combo in Planner due!
Friday, 9/6/19
The value of satellites was discussed (anticpating weather phenomena, for example). Students watched National Geographic's What We Learn About Earth From Space.
Homework: Enjoy the weekend!
March 2-6, 2020
Monday, 3/2/2020
Students organized the scored "Agenda pages 49 & 66 Lunar Phases Observations" rubric into their classroom Working Folders and "Student Sheet 4.3a: Analying Tidal Data" into their Notebooks' Item 27. The Celestial Motion District Assessment's Emergining and Developing Tasks were self-scored. Answers for the Proficient and Advanced areas were provided. Ask your student how the progress was! Space Science Explorations pages 107-110 "Alike, Yet Different: The Planets in Perspective" was started.
Homework: Answer Space Science Explorations page 111 "Exit Slip" at the end of Notebook 29.
Tuesday, 3/3/2020
Students watched two handwashing videos: Fight Germs; Wash Your Hands! and Wash Your Hands. Yesterday's homework was checked. Below it, "Review" was written and a table created that students filled-in with Review Object and Definition using Space Science Explorations and Chromebooks as resources. Then, another Review item was copied into 29: Table A Scaling Mountain Heights in the Solar System. This will be completed tomorrow.
Homework: Write the algorithm (math rule) for calculating the number of "somethings" in "something else" (For example, how would you figure out how many desk top lengths were in Chief Joseph's front entry door's length?)
Wednesday, 3/4/2020
Review activity Mountains in Our Solar System was shared with class. Students rounded the "Approximate Height (m)" to the nearest thousands and entered the number into 29: Table A Scaling Mountain Heights in the Solar System "Calculation" column. Then reviewing the homework algorithm, they determined the "Number of Mount Everests High" each listed mountain was. The mountain's height was rounded to the nearest tenths. Students also listed the following in order from smallest to largest: Universe, Moon, Galaxy, Sun, Planet, Solar System.
Homework: Draw and label a model of our Solar System. Include our sun and all its planets.
Thursday, 3/5/2020
Homework's model of our Solar System was checked. Students created Notebook 30 I 8.1: Effects of Planetary Mass on an Orbiting Body with its title, question, and Table 8.1 Moon Orbiter Results. The definitions for mass and weight were written into the Notebook's Vocabulary. Then, students completed Space Science Explorations pages 150-151 I 8.1: Effects of Planetary Motion on an Orbiting Body Procedure 1-6 (DATA EXAMPLE).
Homework: Calculate Table 8.1 Orbital Period.
Friday, 3/6/2020
Space Science Explorations pages 150-151 I 8.1: Effects of Planetary Motion on an Orbiting Body was wrapped-up. Students were shown a DATA EXAMPLE gathered when following Procedure 3-5 and 8-10. Then the students readdressed Table 8.1's Average Number of Seconds and Orbital Period columns by following Procedure 6-7 (Table 8.1 Complete KEY). Procedure 13a-d questions were answered with Notebook's 30. Space Science Explorations pages 152-153 "How Gravity Shapes the Universe" was read.
Homework: