September 2-September 5

September 8-September 12

September 15-September 19

September 23-September 27

1. UNIT 2 TEXT/Unit 2 Powerpoint : Stars and "Weather"

2. Unit 2 Vocabulary

1. • Solar Storms: Powerful bursts of radiation and charged particles from the sun.

   • Coronal Mass Ejections (CMEs): Large expulsions of plasma and magnetic field from the sun's corona.

   • Pacific Decadal Oscillation (PDO): A long-term ocean fluctuation of the Pacific Ocean with warm and cool phases.

   • Atlantic Multidecadal Oscillation (AMO): A climate cycle affecting the North Atlantic Ocean's sea surface temperatures with warm and cool phases.

   • La Niña: A climate phenomenon characterized by cooler-than-average sea surface temperatures in the tropical Pacific Ocean.

   • El Niño: A climate phenomenon marked by warmer-than-average sea surface temperatures in the tropical Pacific Ocean.

   • Sea Surface Temperatures: The temperature of the ocean's surface, which plays a crucial role in regulating Earth's climate.

   • Polar Regions: Areas surrounding the Earth's North and South Poles, sensitive to changes in solar radiation.

   • Solar Radiation: Energy from the sun in the form of electromagnetic waves or particles.

   • Polar vortex: A very large, long-lived, rotating low-pressure system located near the north or south pole, especially in winter. 

3. https://docs.google.com/document/d/1jYlAKzEvly0weztISbPIbRJ6eZ3IXCXAIt53qoxJtN0/edit?usp=sharing

4. https://spacemath.gsfc.nasa.gov/NASADocs/nasa2.pdf

1. VOCABULARY BINGO! CARDS

2.  Solar Storm Reading and Questions (ANSWER ON PAPER)

   • https://docs.google.com/document/d/1GKj_DyVBte-2wSvn7bl5GJ1aGar6APhT/edit?usp=sharing&ouid=115977484103683361400&rtpof=true&sd=true

3. Solarwinds math activity: https://drive.google.com/file/d/131mijBeyZKf9wxWcDmiw-Px_Zsxn1WsM/view?usp=drive_link

   • Sun & Weather Memory GAME: https://scied.ucar.edu/interactive/sun-space-weather-memory-game

4.  PART I:  BUILD IT AND COOK!

• • SOLAR OVEN ACTIVITY:  https://climatekids.nasa.gov/smores/

    • MAKE IT OUT OF ANYTHING YOU WANT! Pizza boxes, pringles cans, umbrellas, WHATEVER!

    • IF ABSENT - Video the process, and speak over the fast forward!  

      • iMovie (Iphone, iPAD or MAC)

      • ANDRIOD https://www.movavi.com/support/how-to/how-to-add-voiceover-to-video.html

    • Time how long it takes to melt and we can compare speeds!!!

    • Once all times are in we can graph the results to see who built the best!!(and get practice on Discussion write-ups!)

 PART 2: COMPARE TO GREEN HOUSE EFFECT

• • Using the same format for the graphs we made in class (the pond activity) and the graphs you made for the results section of your project , GRAPH SOLAR OVEN DATA (remember titles centered and capitalized, labels for each axis, and UNITS!)

    • X axis time

    • Y axis temperature

    • WRITE! Refer to graph as you compare your solar oven to the Green House Effect (use https://climatekids.nasa.gov/greenhouse-effect/) for Green House images or find  them online!). EXAMPLE OF GRAPH BELOW (thank you Cassie K!). You can use ANY kind of graph that you want (ex., bar, column, line, etc. on GOOGLESHEETS).  It does not have to be a line graph. Also feel free to use her numbers if you  were remiss, but MAKE YOUR OWN GRAPH

5. Sun Smart App: https://www.sunsmart.com.au/

1. • https://youtu.be/b7nocIenCYg  (video to promote app above, informational)

6. HELIOVIEWER: https://florida.pbslearningmedia.org/resource/buac18-912-sci-ess-helioviewer/student-helioviewer-data-tool/

• SIMULATOR: https://student.helioviewer.org/

• INSTRUCTIONS: https://student.helioviewer.org/

• QUESTIONS: https://drive.google.com/file/d/1xvd3MxYJYR2k8T5Nb6_vfR9owh4g77fn/view?usp=sharing

7. CME Calculations: https://docs.google.com/document/d/1urZi2c4w4Ga3Hxv5aR6aq-tWFqwERRt_pukJE-ccA6U/edit?usp=sharing

8. What is the difference between weather and Climate? 

• https://climatekids.nasa.gov/weather-climate/

• Questions to go with video: https://docs.google.com/document/d/1QKeHhm69poZr5xI_iwyLTSSo-tyJPbDv_lMKjGFEYOc/edit?usp=sharing

9. Make a Table of INTERACTING WEATHER SYSTEMS:

• How do they interrelate and affect each other?

• Table (Make a Copy and Rename with your last name) https://docs.google.com/spreadsheets/d/1urCeOvGm7TD1HPBzNBt95bxBApJcCX-BGr4Qvri5s4E/edit?usp=sharing

10. El Nino Quiets Monster Storms

• Read: https://climatekids.nasa.gov/el-nino/

• Questions: https://docs.google.com/document/d/1BXnb-kX8W32R5PJ9PudiBjfQLc0Z79c05LJnk4gWFhg/edit?usp=sharing

11. NEWSELA: the Sun, Yellow Dwarf at the Heart o f our Solar System  

• https://newsela.com/view/ck9nooe1702xy0iqjx54pbtwk/?selectedAssignmentId=2010104328

12. NEWSELA: How our solar system Formed: 

• https://newsela.com/view/ck9noo9wg00ip0iqjf466cfnu/?selectedAssignmentId=2010104346

13. National Geographic: Secrets of the Sun

• • SUN VIDEO: https://www.youtube.com/watch?v=SLmWY_ycFUA

  •  https://docs.google.com/document/d/16cs4z_AvpAwwE2wyPSxFbCCiWtflnP5dBgA5zLzETgI/edit?usp=sharing

READ WATCH REPORT:

1. 1. The Three Body Problem: https://youtu.be/6GfIDwwxfsM?si=2PQ3tboZZcXWXPlP (11:44)

   2. Three Mind Blowing Space Facts:  https://youtu.be/dXOLJOnLKDg?si=MgvCWQUXY4MhgGeQ (13:59)

   3. Pillars of Creation: 

      • https://youtu.be/9ZooCy59rV0 (2:29) 

      • https://science.nasa.gov/missions/hubble/new-hubble-webb-pillars-of-creation-visualization/ (article that goes with video)

   4. How do they know solar flares are coming? https://youtu.be/A3yFCEDNeGE?si=ZNn2i2QIvkYzANHf (1 minute)

   5. Does the heat on earth affect global temperatures: 

      • Part 1: https://youtube.com/shorts/IaeuXLjeD5I?si=bwH4CAkLgKB6xgap  (45 sec)

      • Part 2: https://youtube.com/shorts/i80KqmC1K7E?si=O8Xtn_lboA8TZILY (45 sec)

   6. Solar Flares, Sun Spots, the Solar Cycle: https://youtu.be/HFT7ATLQQx8 (4:17)

   7. Sound of solar wind: https://www.space.com/22215-solar-wind.html

SC.912.E.5.4: Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. 

SC.912.L.17.20:   Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. 

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 

1. Pose questions about the natural world, (Articulate the purpose 

of the investigation and identify the relevant scientific concepts). 

2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 

3. Examine books and other sources of information to see what is already known, 

4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 

SC.912.N.1.1:  

5. Plan investigations, (Design and evaluate a scientific investigation). 

6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 

7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural 

phenomena (inferences), 

9. Use appropriate evidence and reasoning to justify these 

explanations to others, 

10. Communicate results of scientific investigations, and 

11. Evaluate the merits of the explanations produced by others. 

SC.912.N.1.2: Describe and explain what characterizes science and its methods.

SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 

SC.912.N.1.5: Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. 

SC 912 N1.6. : Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations. 

SC 912. N.2.1: Identify what is science, what clearly is not science, and what Identify what is scien superficially resembles science (but fails to meet the criteria for science). 

SC.912.N.2.2: Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. 

          SC 912 N 23: Identify examples of pseudoscience (such as astrology, phrenology) in Society. 

SC.912.N.2.4:  Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. 

SC 912 N2.5: Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. 

SC.912.N.3.1: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. 

         SC.912.N.3.5:  Describe the function of models in science, and identify the wide range of models used           in science. 

SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. 

SC912.N.4.2: : Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. 

MAK12 MTR LI:  Actively participate in effortful learning both individually and collectively. Mathematicians who participate in effortful learning both individually and with others: 

• Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task. 

• Build perseverance by modifying methods as needed while solving a challenging task. 

• Stay engaged and maintain a positive mindset when working to solve tasks. 

• Help and support each other when attempting a new method or approach. 

MAK12 MTR 5.1. : Use patterns and structure to help understand and connect mathematical concepts. 

• Mathematicians who use patterns and structure to help understand and connect mathematical concepts: 

• Focus on relevant details within a problem. 

• Create plans and procedures to logically order events, steps or ideas to solve problems. 

• Decompose a complex problem into manageable parts. Relate previously learned concepts to new concepts. Look for similarities among problems. 

• Connect solutions of problems to more complicated large-scale Situations.