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7th Science Rocks!


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Thursday, April 27

Daily Objectives:

1.  Weather and Climate- Global patterns of atmospheric and oceanic movement influence weather and climate.
2.  Describe how different weather occurs due to the constant motion of the atmosphere from the energy of the sun reaching the surface of the Earth.
3.  Identify what causes surface currents and explain how surface currents affect climate
4.  Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation, infiltration, surface runoff, groundwater and absorption occur within the cycle.
E.ES.M.7 / E.ES.07.12  /  E.ES.07.13  /  E.ES.07.42
Today in Class:
1.  Review and revise: Air Masses and Fronts  (Did you need to make up this worksheet?)
2.  Check the “Percent of Earth’s Water” – Pie Graphs.  If you did not yet receive a score – you will tomorrow.
3.  Four-Square Notes: Compare and Contrast: Lakes vs. Ponds, Rivers vs Streams.  Back side:  Wetlands (Marshes, Swamps, Bogs, “edges”)
Homework:  Study and review…. the Unit Assessment is moved to next Tuesday.

 


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Wednesday, April 26

Daily Objectives:

1.  Weather and Climate- Global patterns of atmospheric and oceanic movement influence weather and climate.
2.  Describe how different weather occurs due to the constant motion of the atmosphere from the energy of the sun reaching the surface of the Earth.
3.  Identify what causes surface currents and explain how surface currents affect climate
4.  Analyze a set of bar graphs and interpret the information that is contained in these bars.  Create a pie graph (set of pie graphs) that illustrates and matches the data on  the bar graphs.
E.ES.M.7 / E.ES.07.12  /  E.ES.07.13  /  E.ES.07.42  /

 

Today in Class:

  1.  Refer to the bar graphs below to create 2 pie graphs to illustrate the:   a.  percent of freshwater to salt water   and      b.  location / type of freshwater     { See the bar graph set below.}

2.  Notes:  Ocean Surface Currents, Coriolis Effect, Gulf Stream, El Niño , and La Niña  (my notes will be updated right after this! 🙂

3.  Coriolis Effect diagrams were graded….

 

Image result for bar graphs water in world

Homework:  Study!!!  Study your diagrams (notes, book).  Try to explain or teach these to a parent or someone who is not in 7th Grade Science!    Diagrams include:  Water Cycle, Watersheds,  Layers of the Atmosphere Graph, Fronts and Air Masses, Solar Energy Reaching the Earth (pp. 92 & 94); Convection Currents…

Ducks OverBoard– MakeUp Questions:

1.  Besides the ducks and First Years’ toys, there are many other types of pullutants that end up being ingested by sea animals.  What are some of these other dangerous pollutants?

2.  Mr. Ebbesmeyer found some of the ducks as he was beachcombing in Seattle, WA.  Where are some of the other locations that people have found these plastic ducks and turtles?

3.  What is the Great Pacific Garbage Patch and approximately how large was it (at the time that this article was written)?  

4.  The largest gyre is the North Pacific __________________ Gyre.  It is located between Japan and ____________________.

5.  Look at the diagram below.  Why do the people in Hawaii continually have to clean up the plastic trash pieces from their beaches?  Use the concepts in the article to help to explain.

North Pacific Ocean convergence zone

http://www.mnn.com/earth-matters/translating-uncle-sam/stories/what-is-the-great-pacific-ocean-garbage-patch

 

 

 


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Tuesday, April 25

Daily Objectives:

1.  Describe weather conditions associated with frontal boundaries (cold, warm, stationary, and occluded) and the movement of major air masses and the jet stream across North America, using a weather map.
2. Describe how different weather occurs due to the constant motion of the atmosphere from the energy of the sun reaching the surface of the Earth.
3. Explain how the temperature of the oceans affects the different climates on Earth because water in the oceans holds a large amount of heat
4. Describe the relationship between the warming of the atmosphere of the Earth by the sun and convection within the atmosphere and oceans.
5. Describe how warming of the Earth by the sun produce winds and ocean currents.
 E.ES.07.12 / E.ES.07.13  / E.ES.07.72 /  E.ES/07.73 / E.ES.07.74
Today in Class:
1.  Correct and discuss the Ducks Overboard worksheet (5-7th hours)
2.  You and a partner read pages  90-93; 94; 101; 103-105.  Then you should have completed the labels for how much sunlight was absorbed, scattered, reflected, and radiated.  We talked about this and how the total amount of sunlight does NOT reach the surface of the Earth.
3.  Paper airplanes:  you were a pilot and had to make a logical guess  as to how you would “aim your plane” if you were flying from the north or south poles to Hawaii (a place on the Equator).
4.  Next you watched two videos about the Coriolis Effect and how this effects wind patterns – among other things in our atmosphere.
( I have also included an extra video).
Homework:  Draw a diagram of the Coriolis Effect.  Draw this into your notes.   Make sure to write a caption and / or label the diagram.

 


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Monday, April 24

Daily Objectives:

1. Describe how the warming of the atmosphere by the Sun produces winds and ocean currents and weather

2. Identify what causes surface currents and explain how surface currents affect climate

2. Explain the problems of pollutants in the ocean and how they are affected by Earth’s surface currents and Gyre

3. Explain of the temperature of the oceans affects the different climates on Earth because the oceans hold a large amount of heat

4. Describe a relationship between the warming of the atmosphere of the Earth by the Sun and convection currents in the oceans and the atmosphere

5. Human activities have changed the land, oceans and atmosphere of the Earth, resulting in reduction of the number and variety of wild plants and animals, sometimes causing the extinction of species

6.  Explain how human activities (urban development, farming, etc) changed the surface of the Earth and affect the survival of organisms
E.ES.M.4  /  E.ES.07.41 /E.ES.07.12 / E.ES.07.13 / E.ES.07.42 / E.ES.07.81 / E.ES.07.82 /
Today in Class:
1.  Students reviewed for 5 minutes to start class.
2.  We corrected and discussed “Ducks Overboard.”  You should have completed the majority of this last week before the field trip.
3.  Quiz #2: Water Cycle, Weather, and Atmosphere
Homework: 
1.  Review and check for completeness…….
a.  Un-Wanted Invasive Species Posters
b.  GCC: Global Climate Graphic Organizer
c.   All diagrams from this unit  – should be complete!


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Friday, April 21

Daily Objectives:

1.  Human activities have changed the land, oceans and atmosphere of the Earth, resulting in reduction of the number and variety of wild plants and animals, sometimes causing the extinction of species
2.  Explain how human activities (urban development, farming, etc) changed the surface of the Earth and affect the survival of organisms
E.ES.M.4

INVASIVE SPECIES FIELD TRIP

1.  In School Activities:

a.  Wanted Posters: to be completed in school today— 

  https://magic.piktochart.com/output/9810740-invasive-species-wanted-poster

http://msue.anr.msu.edu/news/alpena_youth_explore_impacts_of_invasive_rusty_crayfish_within_their_local   (scroll down to see this one)

Invasive Species Lists:

West Michigan Conservation Network, MSU \

https://www.stewardshipnetwork.org/west-michigan-conservation-network

 Midwest Invasive Species Network:

http://msue.anr.msu.edu/resources/midwest_invasive_species_information_network

 Minnesota Sea Grant http://www.seagrant.umn.edu/ais/

 

b.   Write a letter to a local florist about Oriental Bittersweet

c.  Use  photos from the park and use these to create either:

1.  movie,  2. slide show    3.brochure

To educate the public/ community about Invasive species

d..  Use your Sketch – Field Drawings at the park to create a poster, a brochure,

To educate the public/ community about Invasive species

Eastmanville Bayou:

The class visited the Eastmanville Bayou of the Grand River, near the intersection of 68th Ave and Leonard St NW.

This is our park – we have partnered with Ottawa County and adopted this park to improve the park and take responsibility for part of its care.

Students revisited the information about the invasive species, vectors, the water cycle, native species, completed soil testing …. this was a great day!

Students pulled Garlic Mustard and Dames Rocket!  Wow!  Super Effort!

 

HOMEWORK:  STUDY & REVIEW!  Quiz #2 Monday…. 

 

 

 

 


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Thursday, April 20

Daily Objectives:

1.  Identify causes of  surface currents and explain how surface currents affect climate
2.  Describe the origins of pollution in the hydrosphere, (car exhaust, solid waste, acid rain, and natural sources), and how pollution impacts habitats, climatic change, threatens or endangers species.
3.  Explain the problems of pollutants in the ocean and how they are affected by Earth’s surface currents and Gyre
4. Identify what causes surface currents and explain how surface currents affect climate
E.ES.07.12  /  E.ES.07.13  /  E.ES.07.42  /  E.ES.07.81  /

 

Today in Class:

1. Complete Graphic Organizer: Global Climate Change

2. Questions / Plans about Field Trip / & group assignments

3. Partner Read: Ducks Overboard! articles….
Read & evaluate articles /websites,  using the Reading Strategy: Write-Ins, WS

“Ducks Overboard! What happens to goods lost at sea?”
http://edition.cnn.com/2013/10/09/business/goods-lost-at-sea/

Garbage Patch MNN
http://www.mnn.com/earth-matters/translating-uncle-sam/stories/what-is-the-great-pacific-ocean-garbage-patch

Lost at sea: On the trail of Moby-Duck

http://www.independent.co.uk/environment/nature/lost-at-sea-on-the-trail-of-moby-duck-2226788.html
3.  Analyze the key details and info:

a. What is a Gyre?
b. What did these ducks (and other toys) teach scientists?
c. What is a “garbage patch” in the ocean?
d. How many garbage patches exist?
3.  Sketch a map of the major gyres (with arrows for directions) on back of the WS

4.  Review – Mr. Fowler and I reviewed the concepts from this unit —- quiz #2 is moved to Monday, April 23.

Homework:  Did you complete your Global Climate Change graphic organizer?  Most students did complete this (you started this yesterday in class, then you should have completed 15-20 minutes time put into this for HW – and then you were given another 30 minutes during class to work on this.

Field Trip Notes:  

1.  Wear Long pants, closed-toe shoes, long sleeve shirt (a jacket or hoodie would be good for cooler temperatures).  NO sandals, NO shorts allowed.

2.  Bring a backpack if you want to carry a water bottle, a clip board, pencils, something hard to write on,…

3.  Make sure to listen to your chaperone and follow directions given by Ottawa County personnel, adult volunteers, and teachers.

4.  Report to your 5th Hour Class in the morning (unless your parent is a chaperone and you were told today that your schedule is changed).

 

 

 

 

 


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Wednesday, April 19

Daily Objectives:

1.  Weather and Climate- Global patterns of atmospheric and oceanic movement influence weather and climate.
2.  Describe how different weather occurs due to the constant motion of the atmosphere from the energy of the sun reaching the surface of the Earth.
3.  Identify what causes surface currents and explain how surface currents affect climate
4.  Describe the origins of pollution in the hydrosphere, (car exhaust, solid waste, acid rain, and natural sources), and how pollution impacts habitats, climatic change, threatens or endangers species.
5.  Explain the problems of pollutants in the ocean and how they are affected by Earth’s surface currents and Gyre
E.ES.M.7  / E.ES.07.12  /  E.ES.07.13  /  E.ES.07.42  /  E.ES.07.81  /   E.ES.07.82

 

Today in Class:

1.I reviewed materials needed for the Field Trip Friday (comfortable walking shoes- no sandals!, long pants, long sleeve shirts,…. dress for the weather.  We will be outside for 2+ hours.

2.  Groups reviewed their demos and models created to explain the standards / benchmarks from yesterday’s Action Plan Notes.  You should have shared ideas, and explained and discussed your models and demos.

3.   Notes – Weather and Climate – combined with the data from yesterday’s action plan notes:

4.  You started a 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

Climate Change Explained – based on an article in the NY Times  2015

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

More notes are on the “Notes for the Unit” page on this site.

 

Homework:  Continue your work on the GCC graphic organizer 15-20 minutes tonight.

Yes, you have a quiz Thursday (1st -4th hours– but it is short and is a good measure if you are comfortable and familiar with concepts from this unit including:

Water Cycle & components. Watersheds, Climate vs Weather (compare / contrast), Air Masses & Fronts