kellychr7AMS

7th Science Rocks!


Leave a comment

Wednesday, May 23

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

DCI     ESS3.C: Human Impacts on Earth Systems     

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

SEP

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC

Cause and Effect

Relationships

 

Today in Class:

1.   First, I showed you the Sustainability Showcase invitation… I had shared this with you last night on Google.Classroom.   Everyone decided who they wanted to email this invitation to and who they wanted to hand deliver this to (like parents or local businesses).  Then you wrote a couple of lines on this invitation,  thanking the professionals that you may have worked with or partnered with, and invited them to the Showcase next week.

2.  Next, I shared the grade sheet / checklist  for the Google.Slides presentation for your project.  This presentation should illustrate that you understand the STEM Engineering Design Plan, and that you can apply scientific concepts, analyze your data, evaluate a problem and design a solution.  I reminded your class to please make sure that you are double-checking the checklist – the rubric.  You have already been shown these directions and they have been written for you in other places (like on this Blog)— so this gradesheet/ checklist is your final reminder.

3.  You and your partner started working on the slides.  I graded your Title Slide.

4.  Everyone should have turned in your graph / data table / chart.  I will grade these tonight.

 

Homework / Take Away Task :   15-20 minutes  of work time on your Google Slides for your Sustainability Showcase Project.  

Advertisements


Leave a comment

Tuesday, May 22

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

DCI     ESS3.C: Human Impacts on Earth Systems     

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

SEP

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC

Cause and Effect

Relationships

 

Today in Class:

1.  You took notes on Global Climate Change, ocean warming and sea level rising.  I will put these notes on my Blog.  It is important that you understand the notes and can explain the diagrams.

2.  Next, you and your partner continued working on your final graphs, tables and charts.  I checked over your rough drafts and gave you some feedback – how to improve these.  All data (rough draft ) should have been completed by today.

Homework:     Complete your final graph, data table, chart…. to illustrate your experiment.  

 

 

 


Leave a comment

Monday, May 21

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

DCI     ESS3.C: Human Impacts on Earth Systems     

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

SEP

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC

Cause and Effect

Relationships

 

Today in Class:

  1.  Global Climate Change Pre-Survey:  (shared with you via Google.Classroom)
    Directions: You should now have have completed your Graphic Organizer Notes. Please read answer the following survey questions. “Answer with your gut,” which means do not overthink these questions… this is NOT a quiz. It is to check what you understand at this point about Global Climate Change or GCC.

 

2.    “Climate Change is Boring”?     Directions:  Watch Veritasium video (5min).  Answer the questions and the worksheet.  Think about your answers.   By the end of the video,  Decide if You think climate change is boring.

a.  There are some links on the worksheet.  I have these hyperlinked  below.

#5 — You do NOT need to go to these links to answer #5; these are just  the places where I recorded these statistics from    {   Huffington Post Agricultural Impact on Climate Change

Time Magazine Online Global Meat production on Global Climate  }

#6  Yes,  you and your partner SHOULD go to this Link and skim through this to determine your answer:   Scientific American – Volcanoes Changing Climate ??

Homework:  Complete all experiments  associated with your Sustainability Showcase experiment.


Leave a comment

Friday, May 18

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

DCI       ESS3.C: Human Impacts on Earth Systems

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

SEP

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC

Cause and Effect

Relationships

 

Today in Class:

1. Phenomena:  Ashton Cofer TED Talk     Watch this video short and then note: What was the environmental problem he was trying to solve?  What was his group’s solution?

2.  Next,  you and your table group continued working on the Human Impact Notes, regarding Climate Change.  You should have checked a video / website from yesterday’s Blog post, and added more details and information to your Graphic Organizer notes.  Many students sketched a graph from the set of graphs that I shared with you via Google.Classroom.  

3.  Third:  you and your Sustainability Showcase partner should have determined which form you would illustrate your data (graph, chart, table).  You should have decided your title for your results, the labels,….    Next week Tuesday, you should all have your data so you can record it on the final data table or graph. 

 

Homework:  Complete your Sustainability Showcase set of trials for your  experiment  (or working model or scientific survey,…).    All numerical data must be complete by next Tuesday!


Leave a comment

Thursday, May 17

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

DCI       ESS3.C: Human Impacts on Earth Systems

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

SEP

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC

Cause and Effect

Relationships

Today in Class:

 

1.  Phenomena:  Students share data from the Macro-Observation of a Wetland, class 5/16.

2.    Students create a Graphic organizer  of Global Climate Change – using the websites/ video links below , and following the suggested “bubble titles” below

Graphic organizer on Climate Change – noting 5 “bubbles” to describe GCC, and you should have referred to the websites/videos below:

Bill Nye 2014/ 2015  

https://www.youtube.com/watch?v=3v-w8Cyfoq8

https://www.youtube.com/watch?v=EtW2rrLHs08

https://www.youtube.com/watch?v=b6CPsGanO_U   What If All the Ice Melted on Earth

Global Warming – A video by NASA   https://www.youtube.com/watch?v=ab6jV4VBWZE

Natural Causes of Climate Change – NASA

http://www.ces.fau.edu/nasa/module-4/causes-2.php

Bubble 1:  Atmosphere:  

Carbon Dioxide and Methane, Water Vapor: Greenhouse Gases

Bubble 2:  Fossil Fuels Rising Graph  compared to Warming of Atmosphere

Choose 1 or 2 that makes sense to you, rough draft graph

Bubble 3:  Oceans

Effect of Warming on Oceans

Bubble 4:  Oceans 2

Sea Level Rising, Causes

Bubble 5: Warming

Climate Change- Climate Warming results

Bubble 6: Define

Define & Describe Global Climate Change


Leave a comment

Wednesday, May 16

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

DCI
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
SEP
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
CCC
Cause and Effect
Relationships

Secondary Benchmarks :
1. Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation, infiltration, surface runoff and groundwater occur within the cycle.

2. Identify and differentiate between different water environments

3. Analyze the flow of water between the components of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater

4. Apply the concepts that describe a Water Cycle, types of water systems, and water environments to the actual environment surrounding AMS.

5. Generate scientific questions based on field observations.

 

Today in Class:

1.  We went outside to complete the Macro-Observation of a Wetland.  You were in one of four groups: Weather and Slope; Speed of the Water; Sevey Drain Measurements; or Biosphere.

2.  We were outside for most of the class period.  After all groups completed their tasks, then we met on the bridge in front of the school and discussed wetlands importance, human impact to the area and you took notes on these concepts on  your worksheet pages.   

 

Today for Homework:  Make sure to complete your experimental trials and/or your  working model for your Sustainability Project this week.  All data should be complete by next week Tuesday.   


Leave a comment

Tuesday, May 15

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 

DCI
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

SEP
Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC
Cause and Effect
Relationships

 

Today in Class: _

  1.  You were placed / chose groups for the MacroObservation of a Wetland – class tomorrow.  The four groups are: Weather, Measurements of the Sevey Drain, Speed of the Stream, Biosphere.    You and your group decided which tools and materials you would need; you also decided which jobs each member of the group would have.

2.  Next, I checked your Maps of your locations of your experiments OR the diagrams of your experiments.  Remember these directions from May 9:

#7, side three of your packet.
a Map   –   of  a park,  or a building, or streets,….
a Diagram   —   showing the progression on your experiment, or showing the work explaining your experiment
a Design   —- of your working model, with labels
This was a concern because some of you did not have this completed, and it also indicated that you and your teammate do NOT have your experiment started.  Remember, you have no other homework EXCEPT to work on this project.  
3.  You and your partner had about 25 minutes to discuss and determine which scientific concepts you would write  and define and describe —-> #8 in your Action Plan of the Sustainability packet.  I told you that the terms “sustainability,” “environmental science,”  ‘biosphere,” and “human impact” do not need to be defined because ALL PROJECTS should revolve around these concepts.  ALL.PROJECTS. 
Choose scientific concepts that help you to explain your data and help you to explain your environmental problem and solution.
Homework / Take Away Task:  Many of you have sports and band tonight.  Maybe this is a day off from your HW associated with your projects.  However, if you still have not started your project experiment or working model, you need to get going on this and make sure that you complete it on time.