7th Graders: Answer all questions on p. 3 of the Plate Tectonics Study Guide, due tomorrow at start of class, as is your science notebook. TEST TOMORROW during 1st period (or 2nd period for those students pulled for band practice) !
6th Graders: Answer Analysis Questions from our graphing activity NOT already answered by you in class, "Ups and Downs". To find it, use the SEPUP e-book (Lab-Aids) link to the right. Go to the SEPUP book, IALS Issues and Life Science, Activity 77, p . E35-36.
Also, keep working on your Introduced Species Research Activity Projects, with the remaining scheduled steps as follows:
step due points possible
3. Research Notes with 5/24 10
Source Information
4. Poster 5/29 10
5. Draft report 6/1
without bibliography 5
with bibliography 10
6. Report (Final) 6/11
without bibliography 5
with bibliography 10
7. Written Presentation 6/14 10
Outline (idx cards OK)
8. Presentation 6/18 20
total possible points: 75
Thursday, May 24, 2012
Tuesday, May 22, 2012
7th Graders: Answer all questions on p. 1 of the Plate Tectonics Study Guide, due tomorrow at start of class.
6th Graders: Write a Reflection on the left side (back page of your notes from today) in your Science Notebook, minimum 3 well-written sentences: what have you learned about classification.
Also, keep working on your Introduced Species Research Activity Projects. I expect to see (at least) an image of your selected species tomorrow.
Revise your Introduced Species Research Activity schedule as follows:
step due points possible
1. Group Choice 5/17 2
2. Images of species 5/21 3
3. Research Notes with 5/24 10
Source Information
4. Poster 5/29 10
5. Draft report 6/1
without bibliography 5
with bibliography 10
6. Report (Final) 6/11
without bibliography 5
with bibliography 10
7. Written Presentation 6/14 10
Outline (idx cards OK)
8. Presentation 6/18 20
total possible points: 75
6th Graders: Write a Reflection on the left side (back page of your notes from today) in your Science Notebook, minimum 3 well-written sentences: what have you learned about classification.
Also, keep working on your Introduced Species Research Activity Projects. I expect to see (at least) an image of your selected species tomorrow.
Revise your Introduced Species Research Activity schedule as follows:
step due points possible
1. Group Choice 5/17 2
2. Images of species 5/21 3
3. Research Notes with 5/24 10
Source Information
4. Poster 5/29 10
5. Draft report 6/1
without bibliography 5
with bibliography 10
6. Report (Final) 6/11
without bibliography 5
with bibliography 10
7. Written Presentation 6/14 10
Outline (idx cards OK)
8. Presentation 6/18 20
total possible points: 75
Thursday, May 17, 2012
May 17th -
7th Graders: Write a Reflection on the left side (back page of your notes from today) in your Science Notebook, minimum 3 well-written sentences, about what we learned in class today. Find vocab definitions at the bottom of this post:
6th Graders: Plant vs. Animal worksheet; Also, start working on your Introduced Species Research Activity Projects. I expect to see (at least) an image of your selected species tomorrow.
Revise your Introduced Species Research Activity schedule as follows:
step due points possible
1. Group Choice 5/17 2
2. Images of species 5/21 3
3. Research Notes with 5/24 10
Source Information
4. Poster 5/29 10
5. Draft report 6/1
without bibliography 5
with bibliography 10
6. Report (Final) 6/11
without bibliography 5
with bibliography 10
7. Written Presentation 6/14 10
Outline (idx cards OK)
8. Presentation 6/18 20
total possible points: 75
Continents - large land masses resting on large lithospheric plates that have been moving throughout geological time, now moving at centimeters per year, due to constructive forces (ex: lithosphere deformation, volcanic eruption, and deposition of sediment) and destructive forces (including weathering, and erosion).
Lithosphere - The rigid upper portion of the earth that is broken into plates. It includes the crust and the uppermost portion of the mantle.
Plates - A large section of the lithosphere including Earth’s surface.
Risk - the chance that a particular action or event could result in something unfavorable, such as injury or death.
divergent - (spreading) A boundary between tectonic plates that are moving away from each other. Ex: Mid-Ocean Rifts, East African Rift.
convergent (colliding)- A boundary between tectonic plates that are moving toward each other. Ex: Himalayas (India crashing into Asia is a C:C boundary); Phillipine plate diving under the Eurasian plate, a C:O boundary or subduction zone).
subduction - (diving plate)An area where one tectonic plate is being forced downward toward the earth’s interior. This process causes the solid portions of the subducted plate to melt.
transform - (sliding) A boundary between tectonic plates that are sliding next to each other. also called a strike-slip boundary. Ex: San Andreas Fault, California
hot spot - (burn through center of plate) - an area where magma from dep within the mantle melts through the crust above it. Ex: Hawaii, Yellowstone.
7th Graders: Write a Reflection on the left side (back page of your notes from today) in your Science Notebook, minimum 3 well-written sentences, about what we learned in class today. Find vocab definitions at the bottom of this post:
6th Graders: Plant vs. Animal worksheet; Also, start working on your Introduced Species Research Activity Projects. I expect to see (at least) an image of your selected species tomorrow.
Revise your Introduced Species Research Activity schedule as follows:
step due points possible
1. Group Choice 5/17 2
2. Images of species 5/21 3
3. Research Notes with 5/24 10
Source Information
4. Poster 5/29 10
5. Draft report 6/1
without bibliography 5
with bibliography 10
6. Report (Final) 6/11
without bibliography 5
with bibliography 10
7. Written Presentation 6/14 10
Outline (idx cards OK)
8. Presentation 6/18 20
total possible points: 75
Continents - large land masses resting on large lithospheric plates that have been moving throughout geological time, now moving at centimeters per year, due to constructive forces (ex: lithosphere deformation, volcanic eruption, and deposition of sediment) and destructive forces (including weathering, and erosion).
Lithosphere - The rigid upper portion of the earth that is broken into plates. It includes the crust and the uppermost portion of the mantle.
Plates - A large section of the lithosphere including Earth’s surface.
Risk - the chance that a particular action or event could result in something unfavorable, such as injury or death.
divergent - (spreading) A boundary between tectonic plates that are moving away from each other. Ex: Mid-Ocean Rifts, East African Rift.
convergent (colliding)- A boundary between tectonic plates that are moving toward each other. Ex: Himalayas (India crashing into Asia is a C:C boundary); Phillipine plate diving under the Eurasian plate, a C:O boundary or subduction zone).
subduction - (diving plate)An area where one tectonic plate is being forced downward toward the earth’s interior. This process causes the solid portions of the subducted plate to melt.
transform - (sliding) A boundary between tectonic plates that are sliding next to each other. also called a strike-slip boundary. Ex: San Andreas Fault, California
hot spot - (burn through center of plate) - an area where magma from dep within the mantle melts through the crust above it. Ex: Hawaii, Yellowstone.
Tuesday, May 15, 2012
May 15 2012 - 7th graders have no homework. If you weren't in class today (Neli, Matt), check out the simulation at http://sepuplhs.org/middle/iaes/students/simulations/SEPUP_Plate_simulation.swf. Call your friends to find out how to use the sim.
6th Graders are to read the Project Assignment handed out in class today, and create groups of 4 to research an invasive species. First choice of the introduced species from the book (Activity 73) goes to groups that respond to this blog entry. One group of four from each of my 6th Grade classes can select from this list: Kudzu, Tiger Mosquitoes, Nutria, Aquarium Plant, Longhorn Beetle, Purple Loosestrife, Starlings, Brown Tree Snake. If you have another species that you really want to study, email me now or see me as soon as you can and I'll decide if its a good choice.
Special note: besides the fact that it's NS' birthday :^ D , this is my 100th blog entry this year, with almost 9,000 views!
6th Graders are to read the Project Assignment handed out in class today, and create groups of 4 to research an invasive species. First choice of the introduced species from the book (Activity 73) goes to groups that respond to this blog entry. One group of four from each of my 6th Grade classes can select from this list: Kudzu, Tiger Mosquitoes, Nutria, Aquarium Plant, Longhorn Beetle, Purple Loosestrife, Starlings, Brown Tree Snake. If you have another species that you really want to study, email me now or see me as soon as you can and I'll decide if its a good choice.
Special note: besides the fact that it's NS' birthday :^ D , this is my 100th blog entry this year, with almost 9,000 views!
Monday, May 14, 2012
Homework for 5/14 -
7th grade: on SPP answer questions about What Are Earthquakes?
6th Grade: Look on the internet and find an invasive species. Write a short paragraph (about 3 sentences) and state:
Who? -What is the name of the species? You can use common name, scientific name, or both.
When? When did the species begin its invasion of another habitat?
Where? Where (what other habitat) did the species invade?
What problems is it (invasive species) causing?
3rd Period students (and others reading this) you should provide your information source (e.g., Wikipedia, or better, a news source such as Fox News or the New York Times).
7th grade: on SPP answer questions about What Are Earthquakes?
6th Grade: Look on the internet and find an invasive species. Write a short paragraph (about 3 sentences) and state:
Who? -What is the name of the species? You can use common name, scientific name, or both.
When? When did the species begin its invasion of another habitat?
Where? Where (what other habitat) did the species invade?
What problems is it (invasive species) causing?
3rd Period students (and others reading this) you should provide your information source (e.g., Wikipedia, or better, a news source such as Fox News or the New York Times).
Thursday, May 10, 2012
Homework for Thursday night:
7th Graders: On SPP, answer all questions on worksheet about Sea Floor Spreading.
6th Graders: Weather Unit Test tomorrow! Study your review sheets!
Asnwers to Review Sheet Questions:
19. States of matter:
a. Name the states of matter: _solid, liquid, gas__ or plasma;
b. How does matter change state from:
i. solid to liquid? Add: energy(heat); iii. from liquid to gas? Add: energy(heat)
ii. In the WATER CYCLE, WHERE DOES ENERGY COME FROM TO MAKE WATER CHANGE FROM LIQUID TO GAS? The _Sun.
c. Does water exist in all of the states that you named? _yes___
i. What do we call the solid form of water?_ice____
ii. What do we call the gas form of water?_water_ _vapor_
d. Fill in the data table below with a yes (Y) or a No (N) to describe the states of matter:
solid: a little; vibrate N N precipitation (hail, snow, sleet) and collection (glacier)
liquid: flow or pour Y N Precip(rain), Collection(surface /groundwater), Condensation(clouds)
gas: a lot Y Y Evaporation (water vapor), start of Condensation
20. d
21. a. climate type is polar; low precipitation and temperature
b. climate type is temperate; Stamford has high precipitation and moderate temperatures.
c. climate type is tropical; moderate precipitation and high temperatures.
22. RISK is the _chance that a particular action or event could result in something unfavorable, such as _injury_or death.
23. a. hurricanes(top)- the risk is highest in Florida:
b. floods(middle)- the risk is highest in North Dakota;
c. tornadoes (bottom) - the risk is highest in Oklahoma:
d. Which of these disasters is most likely in Connecticut and why? Tthe risk is highest in CT for hurricanes and tornadoes based on past experience as shown mby the maps.
24. What instruments are used to measure the following weather factors:
a. Temperature: _thermometer_
b. Rain or snow: _rain gauge or ruler_
c. Wind speed _anemometer_________
d. Wind direction __wind vane________
e. Air pressure __barometer________
25. Coastal areas like Shippan stay cooler in the summer than inland areas (ex: North Stamford). Shippan is near a large body of water (Long Island Sound or LIS). Large bodies of water heat up more slowly than land areas; in the summer, they stay cooler and the air over them stays cooler than inland areas. Once they're heated up after the long summer, large bodies of water hold their heat, cooling off slowly. This is why areas near a large body of water are warmer in the winter and cooler in the summer than inland areas.
26. Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water. Explain why and give examples: The Sun's solar energy shines down most directly and most strongly on areas of Earth near the equator, so areas near the equator are hot. The Sun's energy does not strike the North and South Poles strongly; the light is much more spread out or diluted, one reason why the Poles are very cold most of the year. The Sun's energy striking some places but not others causes warm ocean currents, pressure differentials that lead to winds, and makes the water cycle work (evaporation). It also warms large bodies of water, which changes temperatures on nearby land. For instance, the Gulf Stream brings warm water north from the Equator, which helps keep Connecticut from having as cold a climate as other places at our latitude (41 deg. North).
27. Explain how changes in temperature, pressure, moisture and density of air create weather. Air masses with different temperature, pressure, humidity have different densities, and when they collide at a front, they may cause precipitation or storms. Different temperatures create differences in pressure, and this causes winds.
28. Adding heat increases the amount of spacing between particles.
29. a. cumulus; thunder-storms.
b. cooler; clear; high.
c. stratus; days of rain.
30. a. Sea Breeze - warms up; cooler;rises; sea; sea breeze.
b. Land Breeze - cools; warms; dense; Land Breeze.
7th Graders: On SPP, answer all questions on worksheet about Sea Floor Spreading.
6th Graders: Weather Unit Test tomorrow! Study your review sheets!
Asnwers to Review Sheet Questions:
19. States of matter:
a. Name the states of matter: _solid, liquid, gas__ or plasma;
b. How does matter change state from:
i. solid to liquid? Add: energy(heat); iii. from liquid to gas? Add: energy(heat)
ii. In the WATER CYCLE, WHERE DOES ENERGY COME FROM TO MAKE WATER CHANGE FROM LIQUID TO GAS? The _Sun.
c. Does water exist in all of the states that you named? _yes___
i. What do we call the solid form of water?_ice____
ii. What do we call the gas form of water?_water_ _vapor_
d. Fill in the data table below with a yes (Y) or a No (N) to describe the states of matter:
solid: a little; vibrate N N precipitation (hail, snow, sleet) and collection (glacier)
liquid: flow or pour Y N Precip(rain), Collection(surface /groundwater), Condensation(clouds)
gas: a lot Y Y Evaporation (water vapor), start of Condensation
20. d
21. a. climate type is polar; low precipitation and temperature
b. climate type is temperate; Stamford has high precipitation and moderate temperatures.
c. climate type is tropical; moderate precipitation and high temperatures.
22. RISK is the _chance that a particular action or event could result in something unfavorable, such as _injury_or death.
23. a. hurricanes(top)- the risk is highest in Florida:
b. floods(middle)- the risk is highest in North Dakota;
c. tornadoes (bottom) - the risk is highest in Oklahoma:
d. Which of these disasters is most likely in Connecticut and why? Tthe risk is highest in CT for hurricanes and tornadoes based on past experience as shown mby the maps.
24. What instruments are used to measure the following weather factors:
a. Temperature: _thermometer_
b. Rain or snow: _rain gauge or ruler_
c. Wind speed _anemometer_________
d. Wind direction __wind vane________
e. Air pressure __barometer________
25. Coastal areas like Shippan stay cooler in the summer than inland areas (ex: North Stamford). Shippan is near a large body of water (Long Island Sound or LIS). Large bodies of water heat up more slowly than land areas; in the summer, they stay cooler and the air over them stays cooler than inland areas. Once they're heated up after the long summer, large bodies of water hold their heat, cooling off slowly. This is why areas near a large body of water are warmer in the winter and cooler in the summer than inland areas.
26. Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water. Explain why and give examples: The Sun's solar energy shines down most directly and most strongly on areas of Earth near the equator, so areas near the equator are hot. The Sun's energy does not strike the North and South Poles strongly; the light is much more spread out or diluted, one reason why the Poles are very cold most of the year. The Sun's energy striking some places but not others causes warm ocean currents, pressure differentials that lead to winds, and makes the water cycle work (evaporation). It also warms large bodies of water, which changes temperatures on nearby land. For instance, the Gulf Stream brings warm water north from the Equator, which helps keep Connecticut from having as cold a climate as other places at our latitude (41 deg. North).
27. Explain how changes in temperature, pressure, moisture and density of air create weather. Air masses with different temperature, pressure, humidity have different densities, and when they collide at a front, they may cause precipitation or storms. Different temperatures create differences in pressure, and this causes winds.
28. Adding heat increases the amount of spacing between particles.
29. a. cumulus; thunder-storms.
b. cooler; clear; high.
c. stratus; days of rain.
30. a. Sea Breeze - warms up; cooler;rises; sea; sea breeze.
b. Land Breeze - cools; warms; dense; Land Breeze.
Monday, May 7, 2012
Hi -
7th graders: you have AQs 1-4 to answer for the Activity 40, The Continent Puzzle, on p. D-26. Bring them in tomorrow in case we have class before the field trip, and text your friends to do the same. Quiz on Wednesday: name evidence (3-4 pieces) that supports Wegener's Continental Drift Theory (CDT).
6th Graders : ) Answer AQ 1.a-c for Activity 69, Forecasting Weather, p. E-91; AND finish writing your weather forecast for the date assigned to your group, for presentation tomorrow; AND study your Review Sheet for the test on Friday.
7th graders: you have AQs 1-4 to answer for the Activity 40, The Continent Puzzle, on p. D-26. Bring them in tomorrow in case we have class before the field trip, and text your friends to do the same. Quiz on Wednesday: name evidence (3-4 pieces) that supports Wegener's Continental Drift Theory (CDT).
6th Graders : ) Answer AQ 1.a-c for Activity 69, Forecasting Weather, p. E-91; AND finish writing your weather forecast for the date assigned to your group, for presentation tomorrow; AND study your Review Sheet for the test on Friday.
Thursday, May 3, 2012
Homework for May 3 -
7th Graders: Research a fossil organism (a now extinct but once-living thing whose fossil has been found and published):
1) Name it
2) Find out when and where it lived; and
3) draw or print a picture of it.
6th Graders: Weather Review (Study Guide), p. 1- Answer all questions. If you were absent today, call your study buddy, get the first 4 questions, and answer them today. Then pick up a copy tomorrow and answer the other questions on p. 1 by Monday morning. Test next week, planned for Wednesday!
7th Graders: Research a fossil organism (a now extinct but once-living thing whose fossil has been found and published):
1) Name it
2) Find out when and where it lived; and
3) draw or print a picture of it.
6th Graders: Weather Review (Study Guide), p. 1- Answer all questions. If you were absent today, call your study buddy, get the first 4 questions, and answer them today. Then pick up a copy tomorrow and answer the other questions on p. 1 by Monday morning. Test next week, planned for Wednesday!
Wednesday, May 2, 2012
May2 -
7th Grade homework: 4-5 What is the Geologic Time Scale? Read this worksheet and answer the questions on SPP.
6th Grade homework: Read about Global Winds, answer questions 1-3 on p. 544 (p.4 of the packet). If you don't understand some of the terms (ex: "convection"), learn about it on the internet. Question 4 is extra credit if you answer it.
7th Grade homework: 4-5 What is the Geologic Time Scale? Read this worksheet and answer the questions on SPP.
6th Grade homework: Read about Global Winds, answer questions 1-3 on p. 544 (p.4 of the packet). If you don't understand some of the terms (ex: "convection"), learn about it on the internet. Question 4 is extra credit if you answer it.
Tuesday, May 1, 2012
Happy May 1st! Hope you stayed dry despite today's rainy weather!
Homework:
7th Graders: Look at the information about the Layers of the Earth in the SEPUP book [Link to SEPUP e-book (Lab-Aids) to the right], Issues and Earth Science, Unit D, Activity 38, p. D-18. Answer Analysis Questions 1-5 on pp. D-18 through D-19 on SPP. Don't forget to take that Engrade quiz!
6th Graders: (per. 2) Answer Analysis Questions 1-3 on p. E-83 [Link to SEPUP e-book(Lab-Aids) to the right], Issues and Earth Science, Unit E, Activity 67, p. E-83].
(per. 3) no homework!!! What???
Homework:
7th Graders: Look at the information about the Layers of the Earth in the SEPUP book [Link to SEPUP e-book (Lab-Aids) to the right], Issues and Earth Science, Unit D, Activity 38, p. D-18. Answer Analysis Questions 1-5 on pp. D-18 through D-19 on SPP. Don't forget to take that Engrade quiz!
6th Graders: (per. 2) Answer Analysis Questions 1-3 on p. E-83 [Link to SEPUP e-book(Lab-Aids) to the right], Issues and Earth Science, Unit E, Activity 67, p. E-83].
(per. 3) no homework!!! What???
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