8th Grade Science

Thursday, June 4

Thank you to my 8th Grade Science Students.

Thank you for taking this ride of science with me and your class this year.

It was just a different year all around. New teachers teaching 8th grade science. We had smaller classes- that was certainly different. You were at the top of the MS, that was different. It may have felt different having 8th grade classes in different halls, now that more teachers were teaching multiple levels. And of course, everything was different about the 3rd Trimester, with Online Learning.

I was – and am- grateful for the opportunity to teach you science in 8th grade. That was so much fun, working on the different concepts in 8th Grade Science, and trying out some new investigations and experiments. It was also fun because you were flexible, and you tried things out and you earned along the way. It was continually a challenge to develop the best STEM Engineering lessons, so you would be prepared for high school science. It is so exciting and such a rewarding feeling to know – you learned a LOT! You will be ready for high school science!

I know, I know, this last Tri may have left you wondering if you are ready, if you will be up for all that HS Science will throw at you. You are ready! You are! We may have missed a few details in the concepts this 3rd Tri – but you studied and learned and your level of effort will pay off in Physical Science, Chemistry, Biology, Physics…. You can do this!

I was so glad to get to know you better this year. For some of you – this was the 2nd year in a row that we learned together. Some of you – this was the 1st year you had me for science. Because we had smaller classes – I was able to talk with you and listen to you more. That was my privilege.

It was always exciting to see you students as you were learning, and to hear your ideas. That made my days interesting and teaching was fun. Thank you for your kindnesses, your efforts, your respect and just for being you.

I know that you will achieve so much in the years to come! I hope you enjoy your summer and I am hoping and wishing for all the best for you with high school. I think you are wonderful and amazing. Love you.

Ms. Kelly

Wednesday, June 3

1st: Ok Science Fans – last reminders…..

IF you have not yet done so, ……… please complete the

3rd Tri 8th Grade Online Learning Feedback Google.Forms!

This was shared with you on Google Classroom last week and this week.

2nd: Don’t forget to show up Thursday for the “Reverse Parade” – Thursday, June 4 from 6:00 – 7:00.

AMS Staff will be in the front of the school so parents can drive through the loop and back out.

Last: I will be sharing some of my favorite Science sites with you…

So each day this week, you will be directed to either a video I have made for students, or a super-fantastic interactive science websites. Choose one each day to explore and have a fun science adventure!

Check Out the Museums of the World Virtual Tours!

Just. WOW! You have the opportunity to learn from so many different museums and their collections!

One of my favorite museums on this list is organized by time:

British Museum, London

This iconic museum located in the heart of London allows virtual visitors to tour the Great Court and discover the ancient Rosetta Stone and Egyptian mummies. You can also find hundreds of artifacts on the museum’s virtual tour.

Have fun exploring! You are welcome!

Tuesday, June 2

1st!

IF you have not yet done so, ……… please complete the

3rd Tri 8th Grade Online Learning Feedback Google.Forms!

This was shared with you on Google Classroom last week and this week.

2nd: Please plan on – Thursday evening: Campus Drive-Through to say Congrats and Kick Off to Summer (all school buildings are holding)

3rd: I will be sharing some of my favorite Science sites with you…

So one of my favorite organizations, which is all about education, cleaning and care for the planet, by providing youth with tools to meet environmental challenges is:

Earth Echo International EarthEcho Int'l on Twitter: "Happy holidays from Philippe Cousteau ...

1. Their organization is described as,

“EarthEcho International’s mission is to inspire young people worldwide to act now for a sustainable future. … founded in 2000 by siblings Philippe and Alexandra Cousteau in honor of their father Philippe Cousteau Sr., son of the legendary explorer Jacques Yves Cousteau. Philippe Sr.’s belief in “a world where every single child can breathe fresh air, drink clean water, and walk on green grass under a blue sky” serves as our vision to this day.

Our approach is simple; EarthEcho’s 21st century tools and interactive resources equip youth to identify and solve environmental challenges starting in their own communities.”

2. Their 3 Goals:

A. Facilitate environmental preservation and protection

B. Amplify Youth Leadership

C. Train Teachers and Educate Students

4. They hold a Water Challenge each year

5. Check out their STEM Explore! Ed.Resources!

6. Amazing Virtual Career Connections!

and SO.Much.More!

Monday, June 1

1st!

IF you have not yet done so, ……… please complete the

3rd Tri 8th Grade Online Learning Feedback Google.Forms!

2nd: I will be sharing some of my favorite Science sites with you…

3rd: Did you watch the launch and/or the docking of SPACE-X this weekend? was postponed to this Saturday! This is such awesome science! Woah! WoW!

launch:

NASA and SpaceX launch historic Falcon 9 flight with U.S. crew

docking:
SpaceX Crew Dragon chalks up picture-perfect space station docking

(the above is a great summary but then goes into the news – just stick with the first 2 minutes)

NASA SpaceX Crew Dragon Docks with International Space Station

(this clip – you can hear the astronauts talk on the ISS)

4th: Please plan on – Thursday evening: Campus Drive-Through to say Congrats and Kick Off to Summer (all school buildings are holding)

Friday, May 29!!! Wow!

Hi 8th Grade, short post today! Are you ready!?!

1st: Please complete the 3rd Tri 7th Grade Online Learning Feedback Google.Forms!

This is your assignment for the week!

2nd: If you wish to share your Water Cycle activity- a Google.Slides was shared with you, to paste photos and describe your project !

3rd: Something exciting for the weekend: SPACE-X launch was postponed to this Saturday! This is such awesome science!

How to watch SpaceX’s historic Demo-2 astronaut launch live Saturday

Woah! WoW! NASA and SpaceX launch historic Falcon 9 flight with U.S. crew

WooHoo! We had lift-off ! The astronauts will connect and dock with the International Space Station Sunday!

4th: Look at Thursday’s Post for any details you would like for any of the above!

Have a fantastic weekend!

Thursday, May 28

Learning Targets

Can I identify the positives and negatives of online science this last trimester?
Can I explain how my participation helped me to learn more about the science concepts?

Science Connections at Home:

A. Hello, 8th Grade! I will hold Open Office Hours today for 8th grade for those of you that have questions or just wish to pop on and say hello – at 1:15-2:30pm.

B. – “Thank you to those of you that have completing the 3rd Trimester 8th Grade Online Learning Feedback Assignment.” If you have not completed this, it is easy and you will be able to do this in 15-20 minutes. See below…

C. If you did not complete your solar cooker last week – focusing on…

How does a solar cooker work?
How do the angles of the solar cooker “walls” relate to the angle of the Sun in the sky, heating the Earth?
How would your solar cooker wall angles change if you were building this in mid-summer?

YOU should complete last week’s activity BEFORE starting this week’s lesson. Did you record your barometer readings 3 times last week?

You sure had some great sunny days during the last 5 days to run trials on your Solar Cooker!

D. 3rd Trimester 8th Grade Online Learning Feedback Assignment

Teachers have been asked to direct our students to complete a short assignment this week, to provide us with your thoughts regarding this online learning during our 3rd Trimester at home. This is a good idea, it will give us information to help us to be come better teachers. You know, that is why I always have my students complete an evaluation at the end of the year. I always think that my students ideas about what we did in science is the most valuable information.

This assignment – – this is the required assignment for the week. I assigned this Tuesday, 5/26, on Google.Classroom, on Google.Forms. I would like you to think about this, think about what we did for the TRI, and the methods I used, and the lessons and activities you participated in for online Science this Third Trimester. You may ask your parents for their ideas as well. I will read each of these, and I am grateful for your feedback.

E. ***As far as the Challenge / Optional Water Cycle Notes and Activity …

IF you have EXTRA time and IF you WANT to demonstrate your understanding about the steps and actions of the Water cycle with a STEM Engineering activity – I have shared this with you as a Google.Slides. But this is a Challenge activity – and is not required.
I just don’t want to let you down, especially if you were looking for a science activity this week. So, I am providing you with one to round out this unit on Weather and the Atmosphere. 🙂
You could really do some terrific demos with this!

Wednesday, May 27

Learning Targets

Can I identify the positives and negatives of online science this last trimester?
Can I explain how my participation helped me to learn more about the science concepts?

Science Connections at Home:

Hello, 8th Grade! How are you on this middle-of-the -week Wednesday?! This post is very much like yesterday’s post.

FIRST: If you did not complete your solar cooker last week:

Learning Targets:

How does a solar cooker work?
How do the angles of the solar cooker “walls” relate to the angle of the Sun in the sky, heating the Earth?
How would your solar cooker wall angles change if you were building this in mid-summer?

YOU should complete last week’s activity BEFORE starting this week’s lesson. Did you record your barometer readings 3 times last week?

You sure had some great sunny days during the last 5 days to run trials on your Solar Cooker!

Once you have completed last week’s activity:

3rd Trimester

8th Grade Online Learning Feedback Assignment

***As far as the Water Cycle notes and Activity that I was going to move on with….

IF you have EXTRA time and IF you WANT to learn more about the water cycle with an activity – I will post this later today. But it is only a Challenge activity – and will not be required. I just don’t want to let you down and if you were looking for a science activity this week- I am providing you with one to round out this unit on Weather and the Atmosphere.

Tuesday, May 26

Learning Targets

Can I identify the positives and negatives of online science this last trimester?
Can I explain how my participation helped me to learn more about the science concepts?

Science Connections at Home:

Hello, 8th Grade, how are you? I hope you had a nice weekend. I have been thinking of you and hoping you are all doing well.

FIRST: If you did not complete your solar cooker last week:

Learning Targets:

1. How does a solar cooker work?

2. How do the angles of the solar cooker “walls” relate to the angle of the Sun in the sky, heating the Earth?

3. How would your solar cooker wall angles change if you were building this in mid-summer?

YOU should complete last week’s activity BEFORE starting this week’s lesson. Did you record your barometer readings 3 times last week?

If you have completed last week’s activity:

So- you know that I was planning on you wrapping up your Weather and Atmosphere unit this week.

However – teachers have been asked to direct our students to complete a short assignment this week, to provide us with your thoughts regarding this online learning during our 3rd Trimester at home. This is a good idea, it will give us information to help us to be come better teachers. You know, that is why I always have my students complete an evaluation at the end of the year. I always think that my students ideas about what we did in science is the most valuable information.

This assignment – – this is the required assignment for the week. I will assign this on Google.Classroom, on a Google.Forms. I would like you to think about this, think about what we did for the TRI, and the methods I used, and the lessons and activities you participated in for online Science this Third Trimester. You may ask your parents for their ideas as well. I will read each of these, and I am grateful for your feedback.

***As far as the Water Cycle notes and activity that I was going to move on with….

IF you have EXTRA time and IF you WANT to learn more about the water cycle with an activity – I will post this tomorrow. But it is only a Challenge activity – and will not be required. I just don’t want to let you down and if you were looking for a science activity this week- I will provide you with one.

Friday, May 22

NGSS

MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

DCIs ESS2.C: The Roles of Water in Earth’s Surface Processes

**Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

**Global movements of water and its changes in form are propelled by sunlight and gravity.

SEP: ***Developing and Using Models

CCCs: ***Energy and Matter

Learning Targets:

1. Can you evaluate the data you have from your barometer to determine if it was accurately measuring local air pressure?

2. How does water affect the weather as it cycles through the Earth’s systems?

Science Connections at Home

1. Barometer Check!! Don’t forget this! Did the air pressure on your barometer change today? Check and record the reading for the day.

Then, check the actual air pressure reading for our area. Is your barometer accurately moving up or down, correlating with the actual reading? If your barometer is not accurate, learn from this. Still record your readings, and look up and record the actual readings…. but this is ok! Just try to determine what is / is not working.

We will update the Google.slides for barometers by the beginning of next week.

2. If you have not yet completed your Solar Cooker assignment, and have not yet added your design to the Google.Slides presentation, please do this first. Hopefully you were able to run trials Wednesday or Thursday in the sunshiny weather. It looks like it will be cloudy today. Saturday will be partly sunny if you an extra day for trials.

**********************************************************************************

3. What do you recall from past learning with the Water Cycle?

Today – you can start your learning on the Water Cycle. I would start your Graphic Organizer set of notes that depict different Stages of the Water Cycle as it relates to weather. You can draw this out and label this or find a diagram online – paste it onto a Google.Slides and label it.

Then you can define these concepts on a second page if you drew this or define these on a slide.

You should finish this next week- it will be the assignment of the week, It is up to you if you would like to start this today (and get ahead.)

Precipitation Transpiration Evaporation Humidity Groundwater

Water Table Dew; Dew Point Crystallization Cloud Formation

Condensation Wetlands RunOff Solar Energy

Gravity Glaciers Polar Ice Caps

Have a nice Memorial Day Weekend!

Thursday, May 21

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-4 Develop a model to generate iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
DCI: ESS2.D Weather and Climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all which can affect oceanic and atmospheric flow patterns.
ETS1.B A solution needs to be tested and then modified on the basis of the test results, in order to improve it.
ETS1.C The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
SEP:
***Analyzing and Interpreting Data
***Developing and Using Models
**Planning and Carrying Out Investigations
CCCs: ***Cause and Effect
***Systems and systems Models
Learning Targets:

How does a solar cooker work?
Determine which constraints and criteria you will need to employ in order to build a solar cooker or solar oven.
Can you build a simple solar cooker or solar oven?

Science Connections at Home

1. Barometer Check!! Don’t forget this! Did the air pressure on your barometer change today? Check and record the reading for the day.

We will check our barometers this week 1 more times- it depends on how many readings you have already taken. We will update the Google.slides for barometers by the beginning of next week.

2. Solar Cooking Challenge!

Did you build your model yesterday? Did you test it yesterday or will you test it today? You should simply refer to yesterday’s post – with the instructions and questions. Today’s lesson – activity is just like yesterday. Things to remember:

You will need to paste onto a Google.Slides:

* Photo (or 2) of your solar cooker

*Photo / evidence of melted / cooked food item (did it work?)

*Record your data- label the melted, cooked items (even if it did not cook); note the time you recorded; if you made any changes label these. You do not need a great deal of writing. Note angles of the solar cookers walls! Even if you do not have a protractor home – you can estimate 45°, 90°, 135°….

*One person asked – “Can we just post a picture from a solar cooker online?” Answer:No, – because this would just be another person’s work. Online photos are easily searchable.

Have fun with this! I am excited for your results!

Wednesday, May 20

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-4 Develop a model to generate iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
DCI: ESS2.D Weather and Climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all which can affect oceanic and atmospheric flow patterns.
ETS1.B A solution needs to be tested and then modified on the basis of the test results, in order to improve it.
ETS1.C The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
SEP:
***Analyzing and Interpreting Data
***Developing and Using Models
**Planning and Carrying Out Investigations
CCCs: ***Cause and Effect
***Systems and systems Models
Learning Targets:

How does a solar cooker work?
Determine which constraints and criteria you will need to employ in order to build a solar cooker or solar oven.
Can you build a simple solar cooker or solar oven?

Science Connections at Home

1. Barometer Check!! Don’t forget this! Did the air pressure on your barometer change today? Check and record the reading for the day.

We will check our barometers this week 1-2 more times- it depends on how many readings you have already taken.

If you need a weather site for the actual readings:

https://www.localconditions.com/weather-allendale-michigan/49401/

2. Solar Cooking Challenge!!

a. Refer to the websites from Tuesday. Which one did you want to refer to build your solar cooker? If you were considering more than one model, narrow it down. Think of your constraints and criteria…. Here are some questions / C & C / I would have:

How much time will you have to melt or cook some kind of food?
Which food item will you use?
How large is this food item?
How many trials will you run?
Does the food have to be melted into a puddle or just change its shape?
How many materials do you have to build this?
When will the Sun be shining today? tomorrow?
Where will you place your solar cooker?

b. Gather materials, and build your solar cooker.

Remember – as I stated Tuesday —>IF You Do Not Have Materials—– I will be at the MS Wednesday afternoon, handing out locker content boxes with other teachers 1-3pm. If you email me, and you need something for your model – email me today or by Wed. 9am (10am?) and I will do my best to bring what you need. You know I have a lot of materials in my back closet and in my room! Just ask.

c. Maybe you will want to build this today and run trials tomorrow. This is fine – but I say run trials when you have sunshine! (This is Michigan! :0) )

d. Normally, students would measure the temperature as they tested their solar ovens / solar cookers. Your measurements will most likely need to be the time it takes for something to “melt” or “cook.” Determine the food item(s) you will use.

e. I will share the directions for your assignment this week on a Google.Slides. The directions/ questions relate to this Solar Cooker Model.

Have Fun! I am excited to see your photos and results!

Tuesday, May 19

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
DCI: ESS2.D Weather and Climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all which can affect oceanic and atmospheric flow patterns.
SEP: **Asking Questions and Defining Problems
***Analyzing and Interpreting Data
***Developing and Using Models
CCCs:
***Systems and systems Models
Learning Target:

1. What are the criteria and constraints involved in designing and developing solar cookers – both for student designs and for solar cookers used in homes and businesses?

Science Connections at Home

Hello, 8th Grade! How are you? I am so excited for this week for you (really!) Really! I have always liked teaching about solar cooking and having my students learn about this! Solar cooking is a very important concept and we need to promote it more in areas that do not have access to electricity and / or natural gas. It does not produce soot the way that inside burning of wood and other types of fuel do, and it is there for the using on clear days. I also really enjoy seeing the solar cookers that students create – and yes they have worked (some have not), and students have learned from both the working models and those that did not produce enough heat.

So Heeeeeeeeerrrrrrreeeee we go!

Barometer Check!! Don’t forget this! Did the air pressure on your barometer change today? Check and record the reading for the day.

We will check our barometers this week a few times.

If you need a weather site for the actual readings:

https://www.localconditions.com/weather-allendale-michigan/49401/

2. Read Unit 1, Lesson 3, Section 6. Identify the criteria and constraints in the reading – examples. This is a short reading, but important for our work this week.!

3. Next – check out examples of solar cookers, and identify the criteria and constraints utilized in the designs and the development of the solar cookers shown and discussed. In other words – start to get some ideas of a model that you wish to replicate – or think about different materials you have in your home that you can use to build one of these models.

***IF You Do Not Have Materials—– I will be at the MS Wednesday afternoon, handing out locker content boxes with other teachers 1-3pm. If you email me, and you need something for your model – email me today or by Wed. 9am and I will do my best to bring what you need. You know I have a lot of materials in my back closet and in my room! Just ask.

***You may work with a partner – you and a partner can talk (via phone, chat, text – however is easiest, and share a Google.docs – showing both of your work. Think about this!

It will be so much fun. We should have good sun tomorrow afternoon and Thursday. Don’t worry about the temperature outside. One year, my students made these and many models worked – and it was only 7.5º – 10ºC in the morning! (You can figure what that temp is in degrees Fahrenheit).

Solar Cookers International

Solar Cooking- National Geographic

Go Sun

Top Solar Cookers – Infographic, Go Sun

PBS – Making Solar Cookers

How to Make a Solar Oven Education.com

Instructables Hot Dog Cooker / Solar Oven

There are many more student-made designs – if you wish to search, go ahead. I would search education + Solar Cookers + Model + students —–> something like that. But I do have some good links above for you! Have fun searching. We make & test these tomorrow (and Thursday – if you need time).

Monday, May 18

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

DCI: ESS2.D Weather and Climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all which can affect oceanic and atmospheric flow patterns.

SEP ***Asking Questions and Defining Problems ***Developing and Using Models

CCC Systems and Systems Models

Learning Targets:

1. Describe how the weather is influenced by the Sun.

2. Why does the Sun’s energy heat the Earth unevenly?

Science Connections at Home

Hi 8th Grade!

Yes – I am posting a little later this morning – sorry, crazy start to my morning.

First – Wow, the first posts of barometers look good. Let’s go, now, the rest of you terrific students! You can do this. Complete those barometers! This should be a fun learning activity and not a hard set of questions for you all.

Second – we are starting this rainy week focusing on the Sun. When you look at TCi, Unit 1, Lesson 3- about half of this information – you learned in 7th grade (Environmental Science) and you learned about the Seasons in 8th Science Astronomy. BUT WAIT! There are some great take-aways from this Lesson / Sections!

Today, please read Unit 1, Lesson 3, Sections Intro., and sections 1-4.

Section 6 – Cooking with Solar Energy – you will be doing this – creating and building a solar cooker this week! Really! My students have done this in the past- sometimes in 7th grade, associated with the Environmental unit, and Clean Energy unit, and also students created this with our Weather Unit. So there you have it. Read these sections carefully, and think about how these concepts are addressed; it will help you to design an effective solar cooker.

For those who want to think about the rain today… I Wish It Would Rain Down – Phil Collins and Eric Clapton …total classic. We will have the SUN later this week, and I will have a song for those of you just waiting for those warm sunny rays to warm you up!

Friday, May 15

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
DCI: ETS1.B A solution needs to be tested and then modified on the basis of the test results, in order to improve it.
ETS1.C The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
SEP:
**Analyzing and Interpreting Data
**Developing and Using Models
**Planning and Carrying Out Investigations
CCCs: **Cause and Effect
**Systems and systems Models
Learning Targets:

How does a Barometer work?
Determine which barometer model you will be able to make to demonstrate and measure air pressure changes.
Can you build a simple barometer?

Science Connections at Home

Hello, 8th Grade! Welcome to the middle of May!

Today’s lesson – and this week’s assignment – is just a continuation of Tuesday and Wednesday’s activity: Did you build your barometer? Because that is what you will need to show on the Google.Slides I will share with you.

This is what the directions will state on the Google Slides:

Refer to your barometer model that you put together (Tuesday and Wednesday’s post).

2. Paste a picture of your barometer model and the scale with the model (may be 2 pictures).

3. Check the reading for the day. Has it changed since you built it Wednesday? If not – do you think your design needs adjusting? You will need to read your barometer next week.

4. What is the barometer supposed to measure? If the pointing device is “up”- what does this mean? If the pointing device is “down,” what does this mean? (this may be noted on your scale, or you might have a key.) You should answer this on your slide or on your scale!

5. Copy and paste your data table on the slide with your barometer. If you need to use a second slide – go ahead, just make sure your name and hour is on the top of both slides.

6. Check the actual air pressure reading for our area. You may refer to a site below or check on a weather/ meteorology site of your choice (like a local weather station). Record the data.

https://www.localconditions.com/weather-allendale-michigan/49401/

https://www.weatherbug.com/weather-forecast/now/allendale-mi-49401

Have a nice weekend!

Thursday, May 14

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

ESS2.D Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

SEP Developing and Using Models

CCC Systems and Systems Models

Learning Targets:

1. Describe and define – What is the role of Convection Cells – especially for winds and breezes at the beach?

2. Can you explain how engineers developed a safe design for hang gliders?

Science Connections at Home

Hi, 8th Grade!

How did you like making your barometer models? You do not have to worry about checking and recording the data today….

1st – Google.MEET for 8th grade – Monday 11:00am-12:00noon

My office Hours Google.MEET Thursday (today) 1:30 – 2:30pm

So – as you are learning about thermals and updrafts and wind patterns,… what follows below is one of my favorite ways to show evidence of these! I think it is so interesting and exciting! I don’t think you will forget this, either!

First – for background and the science concepts: Read TCi Unit 2, Lesson 4, Section 5-6

Second: Check out these HangGliders!! Oh my! This is amazing! How many of you would like to do this? I would stick to flying kites- which I really do like to do at the beach. But I think that watching Hang Gliders – that is breathtaking!

a. Hang Gliding Over Sleeping Bear Dunes

b. Paragliding Empire Bluffs– from the para-gliders’ perspective

c. Make an Origami Hang Glider – Surfing Paper Models on Waves of Air

d. Microsoft Glider Riding Thermals You will like this if you like model airplanes!

e. Golden Eagle Riding Thermals – such a master of riding the wind!

Wednesday, May 13

NGSS

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ETS1-4 Develop a model to generate iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
DCI: ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns
ETS1.B A solution needs to be tested and then modified on the basis of the test results, in order to improve it.
ETS1.C The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
SEP:
***Analyzing and Interpreting Data
***Developing and Using Models
**Planning and Carrying Out Investigations
CCCs: ***Cause and Effect
***Systems and systems Models

Learning Targets:

How does a Barometer work?
Determine which barometer model you will be able to make to demonstrate and measure air pressure changes.
Can you build a simple barometer?

Science Connections at Home:

So I am so excited for you! Today, you will build a barometer! Are you ready?

1. Did you find a specific website or link or video from Tuesday’s post that you chose to follow to build a barometer? {If not – get to it!}

2. Gather materials, and build your barometer.

a. Take pictures – of the materials before – and of your finished barometer!

b. Place it somewhere – where it will not be bumped. Each of the “How to” videos explain this.

3. When you finish putting this together – create a scale for measuring air pressure differences- just as it was shown. You KNOW that data should be measurable! So create your scale with numbers – or you can measure this each time you check the air pressure. Make sure at least one of your photos show this scale – clearly.

4. Create a data table to record your your daily results. You might choose to make this online or draw this out.

5. Friday – you will post your photos and data table on a Google.Slides.

(you will be able to choose to read your barometer and check the air pressure data for some of the days in the next 2 weeks)

HAVE FUN!

***You may choose to check the actual air pressure for the day

(Don’t check it until a few hours after you have built this)—

How to Check the actual air pressure reading for our area.

https://www.localconditions.com/weather-allendale-michigan/49401/

https://www.weatherbug.com/weather-forecast/now/allendale-mi-49401

Tuesday, May 12

NGSS

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
DCI: ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns
SEP: ***Analyzing and Interpreting Data
***Developing and Using Models
CCCs: ***Cause and Effect
***Systems and systems Models
Learning Targets:
Describe and define – (8th Science level): What is wind and what makes it blow?

Science Connections at Home:

Hi 8th Grade:

First of all: Thank you for your hard work and efforts as you are trying to follow the science activities and lessons on this Blog. I am proud of you and I think you are fantastic for putting forth a great effort!

3rd: Today we complete our reading that you started yesterday. : Read TCi UNit 2, Lesson 4, Sections 3 – 4.

2. Reading Strategy : Interpret – draw – study the graphs on

*Figure 4.3A

*Explain the Beaufort Scale: can you write a few notes as to what the Beaufort Scale illustrates and measures?

Next: Your Assignment / Activity this week is to build and learn about a simple barometer! Today – after your reading, check out these sites. listen -watch the first minute… and look for a model that uses materials you have around the home. If you need a balloon – I could even meet students at a drop off point ? But they don’t all need balloons. And those that need a straw- if you have a reusable straw- that could work. You do not need to build it today- just look for one model to put together.

1. How to Build Your Own Barometer – science explanation

2. How to Make a Weather Barometer

3. How to Make a Barometer at Home (5-6th gr. student-led)

4. Build Your Own Weather Station Part 2 – A Barometer

5. Make A Barometer with a Garden Hose – this is more for information and detailson a larger scale

6. Bottle Barometer – 1 or 2L Bottle

7. The history of the barometer (and how it works) – Asaf Bar-Yosef TEDed

8. Bill Nye Atmospheric Pressure – this is for fun and information

Monday, May 11

NGSS

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
DCI: ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns
SEP: ***Analyzing and Interpreting Data
***Developing and Using Models
CCCs: ***Cause and Effect
***Systems and systems Models
Learning Targets:
Describe and define – (8th Science level): What is wind and what makes it blow?

Science Connections at Home:

Hi 8th Grade:

First of all: Nice work on your Google Slides Thermal Energy Graphic Organizers and Weather vs Climate Venn Diagrams.

2nd – we skip TCi – Lesson 3 – – as this was all completed and studied in 7th Grade Science

3rd: Today is a reading day: Read TCi UNit 2, Lesson 4, Sections Intro,1-2-3

Reading Strategy : Interpret – draw – study the graphs on

Figure 4.1A
Figure 4.1B
Figure 4.3

You will be able to complete section 3 tomorrow.

Then later this week, you are going to build and learn about a simple barometer, reading the weather and the wind patterns and “thermals.” We have some very cool hang gliding examples and activities also!

Speaking of weather, it should be warming up later this week, Hooray!

Have a nice Monday 🙂

Friday, May 8

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

ESS2.D Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

SEP Developing and Using Models

CCC Systems and Systems Models

Learning Targets

1. Can you differentiate between Climate and Weather?

2. How does molecular movement cause temperature change all over the planet?

3. Can you differentiate between conduction, convection & radiation?

Science Connections at Home:

Hi there, 8th Grade ! This post is mostly the same as Thursday.

1. You should have Read: TCi Unit 1, Less 1 Sect. 4: Explain the difference between Climate and Weather ( this is a review – 7th Grade Environmental Science)

2. Create a Venn Diagram or a T-Chart – and explain these differences and similarities. After you finish this, paste this onto a Google.Slides I shared with you.

3. Read and review: TCi Unit 1, Lesson 2, Sections 1-2-3-4 (We learned about heat transfer earlier this year. This reading also includes Chemistry concepts from 7th Science – Changes of State and Molecular Motion. You might wonder – why are we reading review information? – The Weather unit contains many of concepts that incorporate prior learning.

4. Create a graphic organizer showing Conduction, Convection and Radiation – and paste this onto the Google.Slides that was shared with you.

***CHALLENGE Activity: Choose a planet in our solar system and identify its’

a. Key weather patterns

b. atmospheric layers

You may refer to a website or link of your own choice or pages in TCi (Unit 1, Section 1 (“Weather Watching on Other Planets.”– pp. 14-17).

Thursday, May 7

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

SEP Developing and Using Models

CCC Systems and Systems Models

Learning Targets:

1. Can you differentiate between Climate and Weather?

2. How does molecular movement cause temperature change all over the planet?

3. Can you differentiate between conduction, convection & radiation?

Science Connections at Home:

Hi there, 8th Grade ! Hope you are happy to see the sunshine! Most days, when I am working on my lessons and grading, I sit by my back window. I get outside as much as I can otherwise. I hope you get some good time outside as well.

1. Today, Read: TCi Unit 1, Less 1 Sect. 4: Explain the difference between Climate and Weather ( this is a review – 7th Grade Environmental Science)

Create a Venn Diagram or a T-Chart – and explain these differences and similarities. After you finish this, paste this onto a Google.Slides I will share with you by Friday.

2. Begin reading (finish by Friday): Read and review: TCi Unit 1, Lesson 2, Sections 1-2-3-4 (This is a longer section- but we learned about heat transfer earlier this year It also includes Chemistry concepts from 7th Science – Changes of State and Molecular Motion. You might wonder – why are we reading review information- the Weather unit contains many of concepts that incorporate prior learning.

Create a graphic organizer showing Conduction, Convection and Radiation – and paste this onto the Google.Slides that will be shared with you by Friday.

3. Today: Google.MEET: Office Hours; and questions at 2:00-3:15pm today for 8th Grade

CHALLENGE Activity: Choose a planet in our solar system and identify its’

a. Key weather patterns

b. atmospheric layers

You may refer to a website or link of your own choice or pages in TCi (Unit 1, Section 1 (“Weather Watching on Other Planets.”– pp. 14-17).

Wednesday, May 6

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

SEP Developing and Using Models

CCC Systems and Systems Models

Learning Targets:

1. Can you explain why there are layers in the Earth’s atmosphere?

2. What are the key characteristics of the Earth’s atmosphere?

Science Connections at Home:

Hi there, 8th Grade Amazing Atmosphere-ists!

First – I am grading your Astronomy Assessments. Some of you still need to complete these.

2nd: today is about Earth’s Atmosphere:

1. Read TCi Weather and Climate text Unit 1 Lesson 1, Section 3

2. Reading Strategy: Diagram or Sketch notes

a. Draw a diagram of the Layers of the Atmosphere. This is one of the coolest diagrams in science, I think. Maybe you would like to do this in chalk on your driveway – and take a photo? Or draw in your notes? It might be 2 pages in height?

Here are the directions:

b. Label each layer

c. Note distance / thickness of each layer (km)

d. Identify key characteristics in each layer – which objects are present in each layer?

–You may refer to the text diagram (but this is not to scale).

You may also refer to these links (or another one you choose – scientific link):

UCAR Layers of the Earth’s Atmosphere

Layers of the Earth’s Atmosphere

I will add more later today…. have fun with this!

Tuesday, May 5

NGSS

MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

SEP Developing and Using Models

CCC Systems and Systems Models

Learning Targets:

Explain why the atmosphere is important.
Can you identify the key features of the atmosphere?

Science Connections at Home

1. Today -Let’s start out by reading TCi Weather and Climate text: Unit 1 Lesson 1, Sect. Intro, 1 & 2….. If you have a hard time getting on this TCi text, please email me right away!

Now remember: I do not collect these daily assignments, (teachers assign ONE assignment per week that students DO need to complete)- but for those of you who are completing these, you are learning! I am excited for you! And you are performing well on the assessments. It is ok if you feel like you are not understanding all of this material… this is challenging learning online. You are still improving and LEARNING!

Reading Strategy: Answer questions with answering questions below…

2. Review the 4 Spheres of the Earth (- you first learned this in 6th grade science)

a. What is a short but clear definition of each “sphere” of the Earth? For instance, the Hydrosphere = all of the Earth’s waters

b. What are some examples of materials, substances, types of matter in each sphere? Example: in the Hydrosphere = ex. 1 is water vapor in the air)

3. What are the gaseous components of our atmosphere?

a. This is a review of 7th Grade Chemistry unit: – name the elements, compounds, mixtures in the atmosphere. Name them, write their chemical symbol Example: Helium – He

b. Math Connections- Create a Pie Chart illustrating % of each gas

Example – Helium- “Earth’s atmosphere is only about 5 parts per million, or 0.0005% , He.” –-Live Science Helium

Here is a science fun set of facts, related to helium and the atmosphere. The Pixar’s Movie UP! – and its physics, a student project! Have a nice Tuesday! Miss you!

Monday, May 4

NGSS

MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
Scale, Proportion and Quantity
Systems and Systems Models
SEPs:
Developing and Using Models
Scientific Knowledge Assumes and Order and Consistency in Natural Systems

Learning Targets:

Can you identify examples of concepts in the Astronomy Unit that illustrate key ideas about space and our knowledge of celestial objects?
Can you analyze and evaluate information about celestial bodies in space and their relationship with the Earth?

Science Connections at Home:

Astronomy Assessment 2020 – was shared with you Friday on Google. Classroom. If you chose to wait and complete this today — take your time and finish this please! It is due today.

For those few who completed this Friday (when it was assigned) – you have an open day today! Hooray for you.

Tomorrow we begin Weather, the Water Cycle, and the Atmosphere. I think you are going to really have fun with this unit and learn a lot !

Friday, May 1

NGSS

MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
Scale, Proportion and Quantity
Systems and Systems Models
SEPs:
Developing and Using Models
Scientific Knowledge Assumes and Order and Consistency in Natural Systems

Learning Targets:

Can you identify examples of concepts in the Astronomy Unit that illustrate key ideas about space and our knowledge of celestial objects?
Can you analyze and evaluate information about celestial bodies in space and their relationship with the Earth?

Science Connections at Home:

Astronomy Assessment 2020 – has been shared with you on Google. Classroom.

Good Luck. 🙂 Get this done today and then have a great weekend!

Thursday, April 30!

NGSS

MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
Scale, Proportion and Quantity
Systems and Systems Models
SEPs:
Developing and Using Models
Scientific Knowledge Assumes and Order and Consistency in Natural Systems

Learning Targets:

Can you identify examples of concepts in the Astronomy Unit that illustrate key ideas about space and our knowledge of celestial objects?
Will you ask review questions about this unit?

_______________

OK! Astronomy Review Concepts – from the Astronomy Unit

—-> All concepts will be listed on 8th Science Notes for the Unit – page on Kelly Blog (will post after this !)

—> Practice questions – you should check questions from our TCi readings / Interactive Notes questions

—> Google.MEET: review and questions — I will be online and will invite students from 1:00- 2:30pm today for 8th Grade

Wednesday, April 29

NGSS

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ETS1-3 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze and interpret data in determine scale properties of objects in the solar system
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
- Scale, Proportion and Quantity
- Systems and Systems Models
SEPs:
- Developing and Using Models
- Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets:

1. Describe the value of NASA and other countries’ space programs sending spacecraft to the Sun, Mars, asteroids and Outer Planets

Science Connections at Home

Astronomy Unit Assessment will be this Friday…… just want to give you this heads up. Make sure you have completed your astronomical work by then.

Hello 8th Grade astronomers! Today – your SPACE MISSION has two tasks: learn about asteroids and technology that we have used to explore space! Get on your Space Suots, because here we go!!

1. First: read about asteroids: Unit 2, Lesson 6, Sect. 6

2. Now – You may choose: investigate the spacecraft and telescopes used to study and observe celestial objects

Students choose from one of the 3 groups of technology used to study Space:

Telescopes on Earth

Hubble Space Telescopes

Pioneer Spacecraft

Voyager Spacecraft

Helios Spacecraft

NEAR Shoemaker Spacecraft

Choose to Note:

Which spatial body(s) did this technology study?

Which year(s) was it active?

Most interesting contribution of this technology?

Challenge Moon Journal —> Stop and share! Email Ms. Kelly and we can share these and recognize your work you have undertaken. And….. stamp awards will be sent (postal mail) afterwards!

Tuesday, April 28

NGSS

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ETS1-3 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze and interpret data in determine scale properties of objects in the solar system
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
- Scale, Proportion and Quantity
- Systems and Systems Models
SEPs:
- Developing and Using Models
- Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets:

1. Differentiate between the Terrestrial Planets and the Gas Giant Planets. Why do they have these nicknames? Where are they located?

2. Can you describe key characteristics of one of the planets? Which traits make it unique and interesting to you?

Science Connections at Home

Astronomy Unit Assessment will be this Friday…… just want to give you this heads up. Make sure you have completed your astronomical work by then.

Hello 8th Grade Astronomers! Today, let’s head for the Planets!

1st: -Choose to Read Terrestrial Planets: TCi, Unit 2: Lesson 6, Section 2.

2nd: Choose to TCi, Gas Giant Planets, Lesson 7, Sect Intro, Section 2

3rd: Choose one of the planets from the readings above and note which characteristics and traits you find fascinating! List in your notebook, or you may type this out on your own Google.docs with a photo or draw a sketch to make it more interesting for yourself!

Challenge: Moon Journal – Last Day!!!
If you choose to do this – you may add your notes, photos, a Google.Slides show to be shared with the 3rd and 7th hour classes or just with Ms. Kelly via email Wednesday
Moon Journal? Are you completing this? How many days have you done this so far?
What Phase is the Moon in? (yes, today is cloudy)!
Check this and note the angle that you see the Moon in the sky at a specific time (you can use those protractor tools for this). Note the date, time and location
in the sky, and angle.
Check posted Moon websites

Monday, April 27

NGSS

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ETS1-3 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze and interpret data in determine scale properties of objects in the solar system
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
- Scale, Proportion and Quantity
- Systems and Systems Models
SEPs:
- Developing and Using Models
- Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets:

Can you evaluate models-to-scale of the planets in the Solar system, illustrating distances from each planet to one another and the planets distance to the Sun?
Can you demonstrate understanding of the organization of the Solar System?

Science Connections at Home

Hello 8th Grade Astronomers!

1. I have to say that those of you who posted your scale models of the solar system – these are so cool and I love seeing your creativity!! Wow, these look great! You are awesome!

[Some of you need to pick up the pace, and get moving on these!! ]

2. So the next step – let’s look at the different models of the solar system! I have been using QuizzIzz and it is a fun way to practice (or I can give real quizzes and assessments – but I like this for fun and learning). You can take these questions and check your answers.

I would like you to take this quiz: Solar System StemScopes which encompasses general knowledge of the solar system… you should know most of this without reading all of the chapters on the solar system….

and this 2nd quiz – really revolves around (see how I worked that term in there!) organization of the Solar System: Models of the Solar System–

After, then note one topic in either quiz that you want to know more about (or need to learn more about). Re-read the DCI standard and aim for a concept that falls into this umbrella of a standard:

DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

I will also be available for review and questions at 1:00 until 2:30pm today on Google.MEET.

Friday, April 24

NGSS

MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
- Scale, Proportion and Quantity
- Systems and Systems Models
SEPs:
- Developing and Using Models
- Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets:

Can you make a model-to-scale of the planets in the Solar system, illustrating distances from each planet to one another and the planets distance to the Sun?
Do you understand why many pictures and diagrams of the solar system are not accurate and not -to-scale?

Science Connections at Home

Hello 8th Grade Astronomers!

1. Today, you are to complete your scale model of the solar system that you started yesterday. You are to share all work from this model on the Google.Slides show – Scale Models of the Solar System.

a. You may use the chart I am sharing with you to help you with the scale (no, you don’t have to use meters! ) You can do this in centimeters, and make it a smaller model! In fact, I would encourage you use whichever metric measurements and use whichever materials make it easy for you.

b. You are to take a photo of your completed model and paste it onto a slide – Google.Slides -Scale Models of the Solar System.

c. Make sure to note your scale of the distances – and also if you referred to a specific website or link , please also post this!

d. What materials will you use for the planets? A chalk mark. seeds, basketball, ping pong ball? Cut out papers? You should note what you used on your slide as well.

2. If you need ideas, refer to the example links from Thursday’s post!

This should be very interesting and I cannot wait to see your scale models.!

Thursday, April 23

NGSS

MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts:
- Scale, Proportion and Quantity
- Systems and Systems Models
SEPs:
- Developing and Using Models
- Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets:

Can you make a model-to-scale of the planets in the Solar system, illustrating distances from each planet to one another and the planets distance to the Sun?

Science Connections at Home

1. Hi there 8th Grade! Today you are to try out one of my favorite math/science activities with Astronomy! You already seen different scale models of the planets in the solar system – as you have read, and checked out different websites; some of the models of the planets in the solar system have not been in a true scale model.

Now you will be constructing your own model of the solar system with their own distances to scale at home. In the past, students have constructed a scale model in the parking lot – using chalk and the trundle wheel to measure out distances. And students used Frisbees to mark the planet’s locations, or also drew them with chalk.

Students have also created a scale model in the classroom – on a wall, using tape to make the planets, or in the hallway of the school.

The point is – you can do this! You can create a model at home – on a driveway, a floor of a room,… on 4 papers taped together, graph paper,.. What will you use to represent the planets? Beads? Bird seed? Fruits? Frisbees? A combination? It is your choice how you will do it, but want you to create a true-scale model of our solar system.

2. You may refer to Unit 2, Lesson 5, Sec. 6 (pp. 79-81) and other scale model examples online. (see below).

3. Today – just determine HW you will create a scale model of the solar system and what you will use. Check out websites, but keep thinking smaller units, like millimeters and centimeters. Or create a scale, like 1,000,000km = 1 Space Unit.

4. Tomorrow I will have a worksheet for you to answer a dew questions about your model and you will take a picture of this as completed, and then post it on a Google.slides.

Example Links for Models of the Solar System

This Solar System Online Calculator can make this activity fun and help you with the math.

You may refer to another scale model, like this Colorado Scale-Model Solar System that a town did with their streets and buildings!

You can refer to this Red Nickel Scale Model from NASA – but instead of feet – do this in centimeters!

To Scale: Model of the Solar System Film in Nevada’s Blackrock Desert

If you use this NASA Solar System Scale Model– check pages 9-11 for set-up. That night help you:

EARTH DAY! Wednesday, April 22

MS-ESS-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
MS-EtS1-1 Define the criteria constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
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.
SEP:
Constructing Explanations and Designing Solutions
Asking Questions and Defining Problems
Analyzing and Interpreting Data
Scientific Knowledge is Based on Empirical Evidence:
CCC:
Cause and Effect
Influence of Science Engineering and Technology on Society and the Natural World
Patterns
Learning Targets:

Can I recognize environmentally-friendly actions that scientists, non-profit organizations, teachers, students, “green” research groups take to achieve sustainable results?
Can I identify actions that counter-act negative human impacts on the Earth and its inhabitants?
What are the benefits of interacting with nature? Can I take some time to get outside and celebrate the nature outside my house?

Science Connections at Home:

Hello 8th Grade and Happy Earth Day!

Earth Day – what does this mean and how does it apply to our lives (Local, Regional & Global)

One thing you can do: Get Outside! Check #3 – Learning Goals: “What are the benefits of interacting with nature? Can I take some time to get outside and celebrate the nature outside my house?”

Seriously, the more people connect with the Earth, the plants, the animals, the dirt, the water, the wind,….. the more likely those people are to take care of those same things.

Write some things (living or non-living) that you care about in your outside surroundings…. and name a way you can make a positive action that we can take that would impact some of those things you care about.

What CAN We Do to make a Positive Impact?

2. One option —- Watch The Earth Day Special 1990 : (this is the full hour and a half special) If you are a TV- Movie buff and you would like to watch a show about Earth Day – I have shown parts of this Earth Day Special to my students since 1990 (yes I have it on a video-cassette, at school – because in the 1990’s I could not watch it online with my students! You will notice that some of the ideas and understandings about taking care of the Earth might vary from 2020’s ideas – but this hits home. Our Home, Mother Earth. Learn something new from this!

3. Learning Target #3: Can I recognize environmentally-friendly actions that scientists, non-profit organizations, teachers, students, “green” research groups take to achieve sustainable results? Go ahead, check out a group named above or Google one of your own. Just look into what they are doing to help the Planet, and how do you IDENTIFY with them and their actions? Yes there are many groups — just check 1 -2 out….no pressure here…

4. Challenge Activity this Week: If you choose….

Student partner or determine individually a Environmental / Sustainability Organization or non-profit that they would like to learn about and an action that they can take to make a positive difference environmentally

a. Research named groups on Blog or others

b. Determine the main goal and action plan of this group

c. What is one key action step this organization has take that makes a sustainable difference in the world today

c. List the group, a picture that represents the organization and notes one main goal and one key action step on a Google.Slides

2. Students take 1 action to make a difference in their own environment and have someone take a photo of them with their action!

Some Environmentally Friendly Groups I Identify With, Belong To and Believe In Their Goals….

The Nature Conservancy

The Nature Conservancy Michigan

Mission Blue

The Great Ocean CleanUp The Ocean CleanUp

The Sierra Club

iNaturalist (we participated in this challenge last fall, remember?)

National Geographic

Natural Resources Defense Council

National Parks Conservation Association

West Michigan Environmental Action Council

West Michigan Trails & Greenways

Michigan Alliance for Environmental and Outdoor Education

The Land Conservancy of West Michigan

The Earth Day Network

Michigan Dept. of Environment, Great Lakes and Energy

Tuesday, April 21

NGSS

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts: Scale, Proportion and Quantity
SEPs: Developing and Using Models.

Science Connections at Home

1. Today -Read TCi, Unit 2, Lesson 5, Sections 3-4-5.

a. Planets, Moons, Asteroids & Comets

b. Create a solar system diagram as you read and place objects in our solar system – labelling them with a short explanation if needed – if you read about a structure in the solar system that you were unfamilar with.

2. Research a comet! Check the comets named below and note it’s orbit – year(s) it flew or will fly by Earth, and name 1-2 other special facts about this comet. These are lists from 2 sites….

Screen Shot 2020-04-21 at 7.07.13 AM

Comets and Asteroids –

1. Halley’s Comet

2. Shoemaker Levy-9

3. Hyakutake

4. Hale Bopp

5. Comet Borrelly

6. Comet Encke

7. Tempel-Tuttel

8. Comet Wild 2

9. Comet Tempel 1

10. Churyumov-Gerasimenko

Moon Journal?

Are you completing this? How many days have you done this so far?
What Phase is the Moon in?
Check this and note the angle that you see the Moon in the sky at a specific time (you can use those protractor tools for this). Note the date, time and location in the sky, and angle.
Check posted Moon websites

Monday, April 20

NGSS

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts: Scale, Proportion and Quantity
SEPs: Developing and Using Models.

1. 1. Today -Read TCi, Unit 2, Lesson 5, Sections 3-4-5.

a. Planets, Moons, Asteroids & Comets

2. Research a comet! Check the comets named on the Blog post today and note it’s orbit – year(s) it flew or will fly by Earth, and any other special facts about this comet

Moon Journal? Are you completing this? How many days have you done this so far?

What Phase is the Moon in? (yes, today is cloudy)!

Check this and note the angle that you see the Moon in the sky at a specific time (you can use those protractor tools for this). Note the date, time and location

in the sky, and angle.

. Check posted Moon websites

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
DCI: ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Crosscutting Concepts: Scale, Proportion and Quantity
SEPs: Developing and Using Models.

Science Connections at Home:

Today- sorry about the later post –

we are switching gears and learning about the role of gravity in the solar system, gravity’s role within the galaxies of the universe.

I know how some of you are so very interested in the solar system and the planets and the magnificence of the Milky Way Galaxy ….

Well, let’s rev up this rocket engine – because we are about to explore!

Today – start reading TCi, Unit 2, Lesson 5, Sections Intro 1 and 2.

Have you ever swung a ball around your head as the person is doing in Figure 5.2, p. 75? We used to do this in class. What do you think we would do to prove that the ball would travel straight forward if it was not “trapped” by the attachment to the person’s hand? Think about that today!

Friday, April 17

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
SEP:
***Developing and Using Models
CCCs:
***Patterns Patterns can be used to identify cause-and-effect relationships.
***Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets

Can you explain how eclipses are caused?
What happens when Eclipses occur?
What is the difference between a Lunar Eclipse and a Solar Eclipse?

Science Connections at Home

Hello, 8th Grade Astronomers! It is Friday and all you need to do is wrap up Thursday’s lesson and submit it!

Yes- Star Wars is my all-time-favorite movie!!!!

Seriously, 8th grade- this is what you need to do:

1. Complete your modeling of solar and lunar eclipse (see Thursday). You may choose to be in your photos or you could even place the spheres on a table (and be out of the photos). Don’t forget to use the string or meter stick to show the line of the light. You should set this up to just look like what you understand how these eclipses look. Don’t just copy another student’s work – if your design does not resemble a different design.

2. Paste your photos on the Google.slides show – I will share with you on Google.Classroom.

3. Type your answers to the questions asked about Eclipses (Thursday’s post) in the Google.docs shared with you on Google.Classroom. You will need to copy that document and then type your name and answers in. Please highlight your answers on your document; it will be easier to grade. Then share the document back with me!

If you completed your eclipse work yesterday – this should be a piece of cake (or a walk in the Milky Way!)

Have a nice weekend!

Thursday, April 16

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
SEP:
***Developing and Using Models
CCCs:
***Patterns Patterns can be used to identify cause-and-effect relationships.
***Scientific Knowledge Assumes and order and Consistency in Natural Systems

Learning Targets

Can you explain how eclipses are caused?
What happens when Eclipses occur?
What is the difference between a Lunar Eclipse and a Solar Eclipse?

Science Connections at Home

Hello, 8th Grade Astronomers! Today you are going to model a lunar and a solar eclipse! This is a long post – because it contains directions, links and questions. Read through this 1st!

1st: It will be helpful if you have your Sketch Notes – Eclipse Notes that you have taken in the past few days. I would suggest that as you follow directions and read the questions below – you may want to answer these as you move through the activity. These same questions will be part of an online worksheet that I release later today (due tomorrow).

2nd: Materials needed for your model- eclipse set-ups:

a light source (phone, flashlight, lamp) (Sun)
2 spheres (Moon and Earth) basketball, softball, baseball, … (if you do not have any of these – just cut out 2 round circles, 1 larger, 1 smaller from paper)
a ruler, meterstick, measuring tape, string… (something that can act as a long “line” – to note how light travels)

3rd: This is your Design Set-Up, your choice: you need to model what happens during a Lunar Eclipse and then a Solar Eclipse. [The actual modeling doesn’t take long – but it should help you to understand what is happening and to answer questions].

Position the spheres for the Lunar Eclipse 1st. Pay attention to how the light travels in a line. Even if it is hard to see the shadow on the Earth- if you use a meterstick – or string- you can view how the light will travel.
Have someone take a picture of you with your setup.
Position the spheres for the Solar Eclipse next. Pay attention to how the light travels in a line. Even if it is hard to see the shadow on the Earth- if you use a meterstick – or string- you can view how the light will travel.
Have someone take a picture of you with your setup. (you will share the pictures on a Google.docs tomorrow)

4th: Eclipses – References If you need something else to refer to- to answer questions or in determining the set-up of your “eclipses” – there are Eclipse websites and video clip links below that are fantastic! You might want to check these out before modeling an eclipse. They are short and terrific sites/ video clips.

Video: PBS Solar Eclipses Astronomer Scientist – easy and clear explanation how solar eclipses occur – very good diagram

NASA Space Place Lunar and Solar Eclipses great explanations and diagrams

Super Blue Blood Moon over NASA-JPL (Time Lapse) short clip -excellent to see how the Moon changes in appearance during a Lunar Eclipse

Experience the 2019 Eclipse – Flyer advertising the eclipse and great explanations how to look at a solar eclipse

Eclipse 2017: Through the Eyes of NASA This is a long video full coverage of the Solar Eclipse 2017 – but check out the solar images from a special telescope in Oregon from this minute in the video

5th: Questions to Consider as You Model Lunar & Solar Eclipses:

If you answer these today as you model the eclipses- then you will have an easy day tomorrow typing them out on the online worksheet

1. Lunar Eclipse: does the distance between your Earth and Moon change how the eclipse would be seen?

2. Lunar Eclipse: What happens to the Earth’s shadow on the Moon, if you move the Moon further away?

3. Solar and Lunar Eclipse:. Explain Penumbra. Explain Umbra.

4. What is the Corona of the Sun? When is it possible to see this from Earth? Which eclipse?

5. Some people travel far to be present for the Total Solar Eclipse experience. What does this mean?

6. Name 2 dates – Solar Eclipse viewed from Earth as the Total Eclipse of the Sun. Name specific places on Earth that experienced this.

7. Solar Eclipse: How is it possible – that the Moon, which is _________ times smaller than the Sun, appears to fully “cover up’ the Sun during this event?

8. Lunar Eclipse: Why does the Moon appear reddish during this event?

9. Lunar Eclipse: Why don’t we have a Lunar Eclipse every month?

10. Solar Eclipse: The last time one occurred on Earth – I was able to see a Partial Solar Eclipse (while in Michigan). What did I see then?

11. Solar Eclipse: any time I was able to see this event – name 1-2 methods to enable the viewer to look at the Sun’s changes safely.

Wednesday, April 15

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
SEP:
***Developing and Using Models
CCCs:
***Patterns Patterns can be used to identify cause-and-effect relationships.
***Scientific Knowledge Assumes and order and Consistency in Natural Systems
Learning Targets

What is the role of the Sun, Earth and Moon in lunar and solar eclipses?
Can you differentiate between lunar and solar eclipses?
Why are Total Solar Eclipses so much less common than other eclipses?

Science Connections at Home

Hi there, Junior Astronomers! Today, would like to present you with some “astronomical” opportunities – because quite a few of you have told me how much you love studying the Moon and Planets and Stars….

a. If you would like to join an Astronomy club or Night Skies Network – there are some in this area…their events (gathering events ) may be postponed now, but this would be a good time to join and make some connections! Let me know if you check it out and what you think!

b. Check out our night skies on Stellarium Web! This site asks for your location – and if you agree (ask your parents) – it will show you realistic night sky view!

c. In the Sky.org – guide to the night sky – this one- you can change your location and observation point of view, locate specific stars… check it out!

d. One more – go to a Sky Map in the Your Sky– an interactive planetarium on the web. If you search for a nearby city (I typed in Grand Rapids) – you will be able to see labeled constellations

HAVE FUN!!!

1. Alright! Let’s get back into our Eclipse Research! First of all, what happened Monday, August 21, 2017 ?! Why is this such an exciting date in Astronomy News?

2. Complete your TCi Reading today and make sure to use Sketch Notes as your reading strategy- Unit 1, Lesson 4, Section 3: Solar Eclipses.

3. Make sure to refer to the learning targets from Tuesday and today. Can you answer these questions? You might want to check the questions in the text from the reading as well.

4. Tomorrow – you will have the opportunity to participate in an eclipse modeling activity! Woo Hoo! It will be helpful to have read this information and have completed sketch notes about Eclipses. I will also share (tomorrow afternoon) an Eclipse worksheet that will be due at the end of the day Friday.

Tuesday, April 14

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1.B: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
SEP:
***Developing and Using Models
CCCs:
***Patterns Patterns can be used to identify cause-and-effect relationships.
***Scientific Knowledge Assumes and order and Consistency in Natural Systems
Learning Targets:

Can you explain how eclipses are caused?
What is the role of the Sun, Earth and Moon in lunar and solar eclipses?
Can you differentiate between lunar and solar eclipses?

Science Connections at Home:

Hi 8th Grade! Hope your Tuesday is starting out well. All I can say is Brrrrrrrrrr. I do not enjoy the miniature “snowball” snowflakes that are coming down as I type.

Today is a reading and Sketch Note day. We are entering into the Zone…….

the Eclipse Zone!

Students read TCi Unit 1, Lesson 4 – Sect: Intro, Sections 1 and 2

2. As you read – it would be helpful to complete Sketch Notes – for your Reading Strategy

3. You may refer to the eclipse – diagrams and draw these referring to the text . You might also choose an online diagram(s) to check and help you to understand.

This reading lesson will be continued tomorrow…..

4. Are you completing a Moon Journal? If so…. this Challenge activity will have a fantastic prize —- a Moon postal stamp (I Know, I know, !!!!) inside a card from me. Wowowowwow! 1969: First Moon Landing Sheet of 24 Forever Postage Stamps image 0

Monday, April 13

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
DCI: ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.
SEP: ***Analyzing and Interpreting Data ***Developing and Using Models
CCCs: ***Patterns Patterns can be used to identify cause-and-effect relationships.
Scale, Proportion, and Quantity
Systems and System Models Models can be used to represent systems and their interactions.

Learning Targets:

Can you explain the relationship between the moon and the Sun and the Earth – and how their motions affect one another?
Can I contribute and . Share meaningful discussion regarding using Chemistry concepts and assignments?
Can I ask Questions regarding past assignments and activities?

Science Connections at Home:

Hey There, 8th Grade!

Let’s Try To Zoom Meet today at 1:00pm…. if you have questions, email me prior to 12:45pm.

This was shared with you on your Google.Classroom, you should have received and email.

I am using this online Zoom meeting to connect, check in with each other, time for you to ask questions and review. Copy and paste the meeting password when you are asked for the password.

Topic: 8th Science Meet

Time: Apr 13 1:00 PM – 1:45pm

If you just want to show up, say hello, ask questions – this is your time to do this!

2. Moon Journal? Are you completing this? How many days have you done this so far?

What Phase is the Moon in? (yes, today is cloudy)!

Check this and note the angle that you see the Moon in the sky at a specific time (you can use those protractor tools for this). Note the date, time and location

in the sky, and angle.

. Check posted Moon websites

3. I will be emailing you individually today with some grades for assignments that you have completed online. Yes, I know these are listed as CRedit / No CRedit – but7 I told you I would share the points with you individually just so you would have a measurement of your performance.

Friday, April 10

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
DCI: ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.
SEP: ***Analyzing and Interpreting Data ***Developing and Using Models
CCCs: ***Patterns Patterns can be used to identify cause-and-effect relationships.
Scale, Proportion, and Quantity
Systems and System Models Models can be used to represent systems and their interactions.

Learning Targets:

Can you explain the relationship between the moon and the Sun and the Earth – and how their motions affect one another?
Can you explain the reasoning for the ocean tides on the Earth, and the role the Moon plays in the cause of ocean tides?

Science Connections at Home

Hi there, 8th Grade! As I stated yesterday, I will not be assigning any new assignments or activities today.

***If you have not yet completed your Ocean Tides and the Moon online worksheet, please do this today. If you have questions, definitely look at the posts from this week.

Please read the announcements below:

Announcement 1: All of the teachers have been directed (by Mr. Plain and the Superintendent, Dr. Cooper to change all the 3rd Trimester grades to NC (No Credit) or CR (Credit). If you complete an assignment – you receive a CR. If you did not complete an assignment at all – you receive a NC. For all of the new assignments – I will tell you what your point grade or letter grade would be if I was assigning points – in an individual email. I will send an email for last week’s online assignment, and the online assignment work -this weekend. I just did not want you to be surprised if you saw this grade change.

Announcement 2: We will have online virtual conferencing times Monday, April 13th. I will send you an email reminder about that and post about it Monday (early morning post). I am planning on 1pm for 8th grade. You may join if you have questions or would just like to meet and talk.

Announcement 3: Happy Easter! Have a nice weekend! I hope you have some time to get outside and walk or look at the the new buds and the flowers popping up and listen to the sounds of birds and frogs. All the sounds of new life! It is all so amazing, and so are YOU!

Thursday, April 9

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
DCI: ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.
SEP: ***Analyzing and Interpreting Data ***Developing and Using Models
CCCs: ***Patterns Patterns can be used to identify cause-and-effect relationships.
Scale, Proportion, and Quantity
Systems and System Models Models can be used to represent systems and their interactions.

Learning Targets:

Can you explain the relationship between the moon and the Sun and the Earth – and how their motions affect one another?
Can you explain the reasoning for the ocean tides on the Earth, and the role the Moon plays in the cause of ocean tides?

Science Connections at Home

Hi there, 8th Grade! Today – is basically a continuation of Wednesday’s post and assignment. I was thinking, tomorrow is the Friday before Easter, and I am not going to assign any work for that Friday – other than if you need more time to complete this Ocean Tides and the Moon worksheet.
Are you keeping your Moon Journal? Last night was a Full Moon, but due to the clouds – you probably did not see this huge moon. You can still record the data for the Moon phase – and any day/ night that you cannot see the moon – and cannot record the angle or location in the sky – you can just mark that as a “Cloudy Sky.” If you are not clear on this Moon Journal, and you would like to do this, look back to Monday’s post.
I am moving our online virtual conferencing time to Monday, April 13th – at 1pm. I will send you an email reminder about that and post about it Friday and Monday.
Please make sure you have posted a coastal city, on the “Ocean Tides Moon Locations” Google.Spreadsheet, and recorded a high and a low tide for 4/7 or 4/8. This was shared with you on April 7. The students that shared their data early/ on time also received the worksheet early.
Once you have completed the Ocean Tides and Moon worksheet (and you prepared for it first!) then you are done for the week’s tasks. :). I will post a reminder note about all of this tomorrow – but not much else.

Happy Easter! I am thinking of you and wishing all good things for you and you are in my thoughts and in my heart.

Wednesday, April 8

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
DCI: ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.
SEP: ***Analyzing and Interpreting Data ***Developing and Using Models
CCCs: ***Patterns Patterns can be used to identify cause-and-effect relationships.
Scale, Proportion, and Quantity
Systems and System Models Models can be used to represent systems and their interactions.

Learning Targets:

Can you explain the relationship between the moon and the Sun and the Earth – and how their motions affect one another?
Can you explain the reasoning for the ocean tides on the Earth, and the role the Moon plays in the cause of ocean tides?

Science Connections at Home

Happy Full Moon Wednesday! (well, it was a terrific full Moon last night, did you check? Are you keeping a Moon Journal, as I suggested on Monday? It was HUGE last night – and very clear (when I looked up at the night sky)!

Here is a short video explanation of What Makes a “SuperMoon”

Screen Shot 2020-04-08 at 9.54.18 AM

2. Yesterday – some of you already chose a location – coastal city on an ocean. Nice work! [- No – we are not looking for a city on the “coast of Lake Michigan – yes, I had that question!]. If you did not do this yet, then that is your next task, to choose a location and then observe and record the High and Low Tide at that location using an online tool – Tidal Charts/ Graphs.

a. You should then record this data on our 8th Grade spreadsheet, “Ocean Tides and the Moon.”

b. When we have our data – then you should compare data from different locations.

c. Because I don’t want the students who complete this work on time to have to wait: If we do not have at least 20 locations by 1pm today – I will share a separate worksheet with more locations – with the students who have completed this task – so those students can move on to the worksheet as described below.

b. Now, you are ready to answer questions on “Ocean Tides and the Moon” worksheet — I will share this with you on Google.classroom. My intent is to make this activity fun and interesting, (not stressful). You should Follow directions and answer questions on a guided worksheet. You will turn this in to me for our weekly activity (to complete) Friday.

c. As you are working and learning about tides, you should write 1-2 questions about ocean tides for class discussion. Write these on your Ocean Tides and the Moon WS.

Here is clip of wonderful ocean waves to get you started!

Tuesday, April 7

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
DCI: ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.
SEP: ***Analyzing and Interpreting Data ***Developing and Using Models
CCCs: ***Patterns Patterns can be used to identify cause-and-effect relationships.
Scale, Proportion, and Quantity
Systems and System Models Models can be used to represent systems and their interactions.

Learning Targets:

Can you explain the relationship between the moon and the Sun and the Earth – and how their motions affect one another?
Can you explain the reasoning for the ocean tides on the Earth, and the role the Moon plays in the cause of ocean tides?

Science Connections at Home

1. Hey there, you Space Scientists! We are moving on to the next topic in Astronomy_ the Moon’s Effect on Our Ocean Tides! This is such cool information! I think you are going to really like this lesson / activity!

Check out these quick clips to start you out:

Bay of Fundy – touristy- science facts

Bay of Fundy time lapse quick – this makes tides easy to picture

Wierd Science – Bay of Fundy Check this out! Great Science! Also contains explanation of seiches (Lake MI and Lake Superior have these!) and tidal water power ! So excellent!

2. Now – please read about Tides: TCi Unit 1, Lesson 3 – Sect: Reading Further – “The Changing Tides” (pp. 48-51)

3. Participate in a fun interactive website – NOAA “Predicting the Tides” Please read and answer the questions online. The website has Q & A’s – so you can check your understanding.

4. Last – you can do this – or do this tomorrow!

So what I would like you to do is choose a city that is a”ocean beach town,” on the oceanic coast. It might be a place you have visited – or would love to go to. It can be in the US, or n some other country, on their coast. Next, Google Tidal Charts/ Graphs from your specific coastal city. You will get a result like this:

US Harbors – Cedar Key, FL (this is one of my favorite places!)

You can choose to use that same platform (US Harbors) or if you are looking at a place outside of our country, you will need to Google a different site.

a. observe and review information about tides in that area

b. I will Share a Google.spreadsheet with you- please report your coastal city’s tidal data on this document. I will include some examples for you to follow. This document is called: “Ocean Tides and the Moon;” students will note a location, the High Tide and a Low Tide.

Have Fun Exploring Tides today!!!

Monday, April 6

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
SEP: Developing and Using Models
CCCs: ***Patterns ***Scientific Knowledge Assumes an Order – Consistency in Natural Systems

Learning Targets: 1. Demonstrate understanding of the concepts in the Astronomy in the unit thus far: Moon Phases, Seasons, Movements of the Sun – Earth-Moon and the relationships between these patterns of movements. 2. Be able to explain these concepts – relating them to common everyday occurrences.

Science Connections at Home

Hi 8th Grade Students…. How are you on this fine Monday? I hope you are all safe and healthy. I am doing ok!

Updates…. Please read carefully – thanks!

1. Grades: so there have been a few modifications to the one assignment that you need to complete each week. Teachers received and email stating we need to just put in a “Credit / No Credit” grade for the assignments that you complete and turn in. I still need to record the actual points (like in a paper grade book, or on a Google.sheets). I will use the actual grades and the Credit scores for final grades this year, but that is not something you need to worry about- as long as you just keep up with the classwork and do your best, participating and doing your best.

However, I know you, and many of you wish to know your actual grades on assignments. I also want you to know that if you did not do well – which topics to re-study- if you choose. Because when it really comes down to it – we are doing this online school so you can learn, and be prepared for HS Science. I wish for you to have a purpose as a student to be the very best student you can be in science!!! I will communicate with you as to what your points scores on the assignments are and if you need help, I will do that too!

2. As far as the online activities and learning worksheets – that are not required to be turned in – sometimes we will have follow-up conversations about these – sometimes we will make comments on our Google.Slides assignments, and sometimes I will just post the answers. Students have already been emailing me questions about these – which is great, as well! I do not grade these. This is with the direction from our administrators at Allendale. We all understand that you are learning how to navigate online school – just as the teachers are.

2. So – to follow up on the – Google.online worksheet –Astronomy- Online Worksheet 4/3/20

Only 1/2 of the students completed this so far. That means that a good amount of you students still should finish this today. I did tell you that today was another workday for this assignment; you may your time, but please try. We are using these online required assignments to check in with you and make sure that everyone is checking in, participating on online work. We know a few students do not have internet. But the rest of you need to do your best on these required weekly assignments. It also helps the teachers to know what you do not understand. It should be finished today.

3. What Phase is the Moon in? Make a Moon Journal!

Check this and note: The Moon Phase, the Time (day? night?); The Date; the Angle that you see the Moon in the sky (at a same time each day when it is clear); and the location in the sky (NW, SW, due East, SE,…).

a. you will be recording this for a few weeks whenever it is clear

b. you can use those protractor tools for this

You May Choose to refer to these sites for your Moon Calendar:

Moon Calculator.org (this is So Very COOL!)
MoonRise and MoonSet Time and Date

This angle – Ecliptic is pictured here as someone measures from the horizon to Venus – but you are looking to measure the angle to the Moon’s position in the sky: THE SOLAR SYSTEM

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

4. Lastly: Those of you that completed the crater experiment – make sure to post your results!

Friday, April 3

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
SEP: Developing and Using Models
CCCs:
***Patterns
***Scientific Knowledge Assumes an Order – Consistency in Natural Systems
Learning Targets:1. Can you demonstrate understanding of key concepts to explain the relationship between the Earth Sun and Moon and how their motions affect one another?2. Provide reasoning to explain why the Earth has seasons.

Science Connections at Home

Hello and Happy Friday!

How did your Moon Craters activity go? I have to apologize, I had shared the Google.slides doc with all of you (Wed) and it was on editing mode. I didi not realize I must have changed it yesterday afternoon to “view only” mode. So please – if you completed this and have photos – please share.

Right Now I am online with Google Hangouts with 3rd and then 7th hour.

I will not post the Online Astronomy Worksheet later this afternoon – after we review and make contact using Hangouts.

Well, that went ok! It was nice to “talk” with some of you. We will see if we can change up the method with communication next week. Maybe a Google..video conference or ZoomConference. Although I was told that a lot of you sleep in – so maybe the next one will be in the afternoon?

Today, I will share an online

Thursday, April 2

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
SEP: Developing and Using Models
CCCs:
***Patterns
***Scientific Knowledge Assumes an Order – Consistency in Natural Systems
Learning Targets:
1. Can you explain the reasoning for craters on the Moon? How did they form?
2. Why are their so many on the Moon? Are there many craters on the Earth?

Science Connections at Home

Hi there, 8th Science! I would like you to continue your work – you may have started this yesterday or you may have waited until today – it was a later post in the day.

This is So ExCiTiNg! Well, this is exciting for me to see what your demos will show.

If you cannot perform this demo – I am definitely NOT asking you to go to the store–then watch the video a few times, or do a Google.search to watch someone else who had video’d this kind of action.

I know I told you a earlier this year that this was one of the cool demos that the students did. They actually came up with some different ways for the “meteors” to collide with the “Moon.” Some groups dropped rocks from a ladders (onto big flour piles), some had a collision with the Moon as it was in orbit, (yes, two students had to be involved for that), and some lobbed their meteor at the target of the moon.

Anyhow – you choose if you will run this experiment. But if you do, have someone take a picture as it happens, and /or take a picture of your “Moon Surface” afterwards.

Directions – they start out like yesterday:

1st: Watch this demo:

Why NASA Needs a New Logo | Space

Jet Propulsion Laboratory, California Institute of Technology

“Whip Up a Moon-Like Crater!”

2nd: Students may choose to replicate this experiment or watch the experiment and learn from the video representation.

3. Students choose to complete a CER – Claim Evidence Reasoning paper for this experiment as they demonstrate this or view the video. You may do this in your notebook or on lined paper or you may type it. If you do type it – you can share it with me and I will provide feedback. But this is NOT for a grade. However- if you complete this experiment – then you will be better prepared for the Google.Forms worksheet tomorrow. and of course – you will learn more 🙂

4. Students utilize science concepts from this unit and that are stated in the short video clip to write their Claim and Reasoning Statements

5. Students may post before and after photos or video clips on a class Google.slides and label key structures and formations (on their Moon surface). I shared this with you yesterday on Google.Classroom. Each student takes a slide and shares their results, as directed on the slideshow. It is ok for 3rd and 7th hour students to share their work together. (I have done this with the 7th grade classes and it worked out great!)

6. Students may choose to submit their CER paper for the Moon Crater experiment. [Again I will state: this is NOT for a grade. However- if you complete this experiment – then you will be better prepared for the Google.Forms worksheet tomorrow. That will be graded… and of course – you will learn more 🙂 ]

7. We will talk and share tomorrow. Tomorrow I will invite you to a Google.Hangout session. This is where we write questions and answers regarding the concepts we have learned in the last few weeks in science.

Read this carefully please. How many of you have done Google.Hangouts? I have done this with other teacher friends that do not live nearby when we wanted to have an online discussion. I am going to try this with you tomorrow with each class group. I will invite each class group by your gmail. You just need to click on the link when you are invited and then we can write each other back and forth. You can ask questions and either I or another student can answer them. Each student in the entire class can participate and read each others’ Q & A’s.

I am holding specific times for specific classes. Check the time for your class below and the review topics are listed below. 30 minute sessions… Friday, April 3

3rd Hour: 10:00am
7th Hour: 10:45am

Wednesday, April 1

NGSS

MS-PS3-5 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object
PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
SEP: ***Developing and Using Models ***Analyzing and Interpreting Data
CCCs: ***Patterns ***Scale, Proportion, and Quantity ***Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science Connections at Home

Ok you terrific 8th grade science students —– this is one of the most fun – and messy activities. But it is so worthwhile to complete, and it demonstrates some of the answers from yesterday’s questions.

1st: Watch this demo: Free Nasa Symbol, Download Free Clip Art, Free Clip Art on Clipart ...

Jet Propulsion Laboratory, California Institute of Technology

“Whip Up a Moon-Like Crater!”

2nd: If you choose to replicate this experiment:

a. Gather materials:

I understand that baking supplies can be expensive and not something your parents want you to use. So use a couple scoops of dirt for the dark substance. You can choose to use baby powder or flour or some kind of white powder substance that no one is using at home. Grind up light colored sidewalk chalk by rolling it with a rolling pin in a plastic bag… be creative.

b. You should plan on doing this outside. (your parents will thank you!)

c. Watch the video and write the key words in your notes and write their definitions. So when you complete this – you speak about the results with correct science words.

d. Run multiple trials. Small rocks- smaller impactors to Larger rocks – larger impactors. Or drop the same rock from different heights. What happens? What is the difference in the craters that form?

e. Take pictures, before /after.

f. I will share a Google.slides with your classes, and anyone who wants to paste their results on the slides you can do so.

g. I know I posted this later in the day. If you choose to do this, complete it today or tomorrow — we can talk about this Friday!

Tuesday, March 31

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
SEP: Developing and Using Models
CCCs: ***Patterns ***Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science Connections at Home

Good Morning – 8th Science!

Are you ready to answer some of the questions about the Moon? Answer these in your science notebook. You do not have to turn these answers in to me or share with me today, but if you complete these questions, you will be better prepared to demonstrate your understanding of the NGSS Standards (did you read those above?) for the week. earth rising over lunar horizon in two images, the original and the smoother, restored version Earthrise

NASA EarthRise 1966 – NASA/Ames Research Center/Lunar Orbiter Image Recovery Project

NASA EarthRise “Apollo 8, the first manned mission to the moon, entered lunar orbit on Christmas Eve, Dec. 24, 1968”

What is EarthRise? What does this mean, and why could the astronauts only see part of the Earth from the Moon? (use your science concepts that you have focused on in the reading)!
What is a Lunar Orbit? Explain what this means.
Eimmart A Crater

How did craters on the Moon form?

4. What is so special about the Eimmart Crater above?

5. Do we have craters on the Earth like those on the Moon? If so, where? If not – why not?

Space Shuttle Challenger on January 28,1986, seven craters on the eastern rim of the Apollo basin

6. What is the reasoning behind the names of the craters in the above photo? NASA Four Sides of the Moon

7. Why are there 4 images of the Moon in the above composite photo?

8. What are the bright spots or bright areas on the moon? Why do we see these bright areas?

Have fun exploring the Moon, you wonderful 8th Grade Space Explorers! Try to answer these questions and learn about the Moon today! Gear up for a fun investigation about the Moon tomorrow!

Monday, March 30

8th Students:

If you have not been reading this Blog and have not been participating in the learning activities until today…. please read this message (it is also on our Google.classroom):

For the last 2 weeks, all of the work that I posted has been a choice. It has been a choice to learn, a choice to participate, a choice to take on challenges. But I also stated that I could not / would not grade these assignments. There was too much uncertainty, too much unknown about when we would go back to school, what the governor was asking of the public schools, …. However, Mr. Plain and Dr. Cooper, our Allendale Superintendent, have been communicating with the teachers, and with students and parents. They have been giving us directions, which are important to follow. Mr. Plain has encouraged you to take advantage of the learning opportunities.

So for all of the students who have been reading and following along – they have been choosing to learn Key Concepts. Kudos to them! If you have not been following along or trying to read or complete the investigations – that was your choice.

NOW! Today and this week, things are changing! These are GOOD changes.

First – the Seasons Sketch Notes, reading and Activity from last week and the Phases of the Moon reading and sketch notes: the students who were checking in and looking to learn Astronomy – these sketch notes would be completed now.

If you did not choose to participate and complete this- last week – this is where I would start if I were you. March 23-24-25 – readings, weblinks, and Sketch Notes: You should start out reading this week about seasons:

TCi Unit 1, Lesson 2, Sections 1-4

Bill Nye for fun with his Seasons explanation!

Why Do We Have Seasons? PBS (click on launch)

SEPUP Interactive site on Seasons.

If you need review – as to what Sketch Notes are —> scroll down to Thursday, March 19.

Second: Each week you will have an online assignment – think Google.docs – written like the surveys and quizzes you have taken with me. Also think photos of your work emailed to me or shared on a Google.Slides. I will assign one assignment that will be graded each week. I will post the assignment on Google.Classroom as well as describe it here on this Blog.

Please gmail me if you do not have capability to take a photo of a diagram or of an activity (you / your parents do not have access to a digital camera)

***For those students who have been following along and you have completed the reading – Remember those questions from Wednesday March 25? I will have questions very much like these (more written as Mult. Choice and/or Labels for diagrams and/or short answer questions…. for our assignment this week.

If you wish to do something extra and go above and beyond, you should really check out these websites and learn about the features of the Moon:

Institute of Physics Features of the Moon

NASA: The Earth’s Moon

All Students: We will be participating in an activity with Moon Craters and the Moon’s Tides later this week.

Check out the Moon – and look for the Stars of the Winter Circle (either by looking in the sky tonight or tomorrow or at this website! Can you Name the ‘bright stars” of the “Winter Circle” around the Moon?

I am aiming to make this online work fun and manageable. It is up to you to have a good effort and a positive attitude. We can do this! It has been a BLAST so far!

Friday, March 27

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
SEP: Developing and Using Models
CCCs: ***Patterns ***Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science Connections at Home

Hi 8th Science: Hope you have had a nice start you your day!

How did you do with the Seasons activity from yesterday? If you have any questions, you may email me. Maybe you do not like the question board? If you have another suggestion, please let me know.

Well today is about the Moon. Do you like learning about the Moon and the advances we have made with our Moon Missions – orbiting the Moon and landing on the Moon?

Here are a couple songs about the Moon, you can choose to work with these playing if you want… not sure if you like country music? I do! People often look at the Moon and its phases and features, and then write songs and poetry about it because it makes them think!

You’re Gonna Think I Hung the Moon Brantley Gilbert

Scotty McCreery Alison Krauss North Carolina Moon

I want you to think also about the Moon. Your choice today -if you can demonstrate understanding of the the Moon Phases… why these occur and the names for the phases, …. You may have learned about this before but it is definitely a key goal with NGSS in Earth Science for you.

1st – Check out TCi Unit 1, Lesson 3, Sections Intro, 1-4. These are pretty short sections. Pay special attention to section 4 and the diagrams in this section.

By the way….. a note here about the Sun-Earth-Moon model, pictured in section 3 on p. 42: Teachers were told many years ago (?20years ago at least) to not use this model because it is so inaccurate. It is misleading for students. I can tell you – it was a good model to show some things in the Sun-Earth-Moon relationship- but not others. Do you understand what is correct and what is incorrect?

2nd: Your reading strategy (if you are reading) is to draw the Moon Phase diagram, section 4, Figure 3.4B.

If you would like to see the Phase of the Moon in a different diagram, or with some other options and explanations, here are a few websites for you to check out:

StarChild NASA What Are the Phases of the Moon?

University of Iowa Dept of Physics and Astronomy: Moon Phases

MoonConnection.com Understanding Moon Phases

Have a nice Friday! I will be back with a post when approximately 23% of the Waxing Crescent Moon is visible! Really, check out this Lunar Calendar for March!

Thursday, March 26

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.
ESS1.B: Earth and the Solar System This model of the solar system can explain Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
SEP: Developing and Using Models
CCCs: ***Patterns ***Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science Connections at Home

Hi there! So you may have chosen to start this activity yesterday. Great effort, if you did! You are more prepared if you completed yesterday’s questions.

Now – here is your Mission, if you choose to accept it:

Activity 1: Challenge #1: Let’s Get This Model Done!

***I have shared this entire lesson with detailed instructions and questions on our Google.Classroom (yesterday and today)
A. Lesson Target: Can you model how the intensity of sunlight varies with the angle at which it strikes Earth’s surface?
1. Materials: You may choose to use a flashlight or other lamp. You can choose to use different spheres: basketball, softball, volleyball, soccer ball, playground kickball,…. The larger the sphere – the easier it is to see the effect of the tilt of the Earth and the sunlight on the Earth. How will you measure the tilt of the Earth? What will you use? Do you have graph paper? If not, you can always take a piece of lined paper and draw perpendicular lines on this. Tape the paper onto the ball.
(***IF you do not have access to a lamp, a flashlight, and/or a playground ball of some sort – you could Google this image or a similar activity like this. You may also talk to a friend who does have access to materials and work with them on a Zoom meeting or talking on the phone.)

2. Draw the shape of the “sunlight” (flashlight beam) on the “Earth” (volleyball, basketball) when the light is shown directly at the Earth, and the Earth is not tilted. Try to make the center of the light beam focus at the Equator of the Earth. If someone can partner with you, holding the light, then you will be able to trace the circle of the light as it appears on the ball (Earth). Also make note on the graph paper where the Equator is.
It will help to do this in a darkened room.
a. If the light is very spread out – then just draw the main circle of light that is on the ball
b. Count the number of squares in your graph paper that are circled.
c. Count the number of squares on the graph paper from the Equator to the top edge of the circle (this is the radius of a circle for the most part).
d. Does the intensity of the light change much from the center of the circle to the edge of the circle?
3. Draw the shape of the “sunlight” (flashlight beam) on the “Earth” (volleyball, basketball) when the light is shown directly at the Earth, and the Earth is tilted. Measure the tilt accurately (______༠ )! Try to make the center of the light beam focus at the Equator of the Earth. You will need someone to partner with you, holding the light, then you will be able to trace the beam of the light as it appears on the ball (Earth). Also make note on the graph paper where the Equator is.
a. It will help to do this in a darkened room.
b. If the light is very spread out – then just draw the main circle of light that is on the ball
c. Count the number of squares in your graph paper that are in the shape of the beam of light.
d. Count the number of squares on the graph paper from the Equator to the top edge of the shape of the beam.
e. What does the shape of the beam of light look like? Does the intensity of the light change much from the center of the light to the edge of the lighted shape? In other words, are the light rays from the flashlight or lamp more concentrated at the Equator or further away from the Equator?

3. Now —- new question and challenge to consider:
Can you explain why Earth receives only a small amount of the Sun’s energy?

Wednesday, March 25

(- tomorrow’s post will be back to early morning)

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

Science Connections At Home!

Once again! The Skies were clear last night! Which constellations did you see last night or this morning?

Next, let’s become more familiar with the use of the SEPUP Interactive site on Seasons. Some Questions I have for you based on yesterday’s website links:

What is the angle that Earth is tilted at?
What did you notice when you clicked on the Earth (SEPUP) into different places on it’s orbit? What change did you notice about the location of sunlight as it reaches Earth in different months?
IN which month is the distance furthest from the Sun? Are the average temperatures colder on Earth during this month?
In which month is the Earth closest to the Sun? Are the temperatures warmer during this month?
Explain why or why not – to your answers for #3 and 4.
Which of the 4 cities on this interactive link receives the most direct sunlight o average during an entire year? Why is this true?
During this month of March, does the Tropic of Cancer or the Tropic of Capricorn (latitudinal lines) receive the most direct Sunlight?
What is the average temperature ( ºC) of Anchorage Alaska during the months of January, March, July, and October?
Which city appears to cool and warm in opposition to Anchorage on this SEPUP map? Why would you expect this?
What happens to the January temperatures of Anchorage if you change the Earth’s tilt – to 0°C? Why?
Would Allendale, MI experience a temperature change (avg. temp. change) if the Earth was not tilted? Which season would be affected in the greatest amount?
Now! What explanation can you give for why the Earth has seasons?

Challenge #1: (#2 is for tomorrow!)

A. Can you model how the intensity of sunlight varies with the angle at which it strikes Earth’s surface?

1. You may choose to use a flashlight or other lamp. You can choose to use different spheres: basketball, softball, baseball, volleyball, soccer ball, playground kickball,…. The larger the sphere – the easier it is to see the effect of the tilt of the Earth and the sunlight on the Earth.

Tuesday, March 24

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

Science Connections at Home!

Hello, you wild 8th grade stars! (lol)

1. Ok, 1st question today, this picture above is a great image — and is accurate when you loo at this with the thoughts about how the light falls on the Earth in the different seasons. But what is incorrect about this model? Look at this and consider the entire picture…. if you want, you may answer on the Question Board / Challenge Question Google.docs I shared with you all.

2. Next, I like this interactive website on Seasons…. it is concise, accurate and easy to use. Check this out. What is one thing that this website makes clear to you that you did not understand from the reading yesterday? What is one thing that you appreciate about this site?

Why Do We Have Seasons? PBS (click on launch) I will also share this to our Google.Classroom.

3. This next site is nothing short of amazing!! You should check out the

SEPUP Interactive site on Seasons. (click on “interactive”). It shows the data for the month, the Earth’s tilt, and spread of Sun at different locations on the Earth (equator, Tropics, Poles,…) I will be asking you this tomorrow!

Have Fun! I will see you after another rotation of the Earth! Image result for earth rotation diagram

Universe Today: Earth’s Rotation

Monday, March 23

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

8th Grade!!! Did you see the clear sky the past few nights?!!! It was so clear. Of course you could see the Moon and the stars and Venus. It was awesome! But alas, I did not assign any work over the weekend…. maybe you looked up and thought about the constellations and the motions of the earth and the apparent motion of the stars and Moon?

Today is a reading day: Earth’s Seasons. This is a follow-up reading from Thursday and Friday’s Sketch Notes.

You should have already located many of the answers and diagrams to the questions and details your were asked to draw from last Thursday and Friday. Wednesday, you will be challenged with an activity that will build on these Sketch Notes, the websites (last week) and the readings.

Take your time, read, and if your notes need some build-up…. fill them in.

and watch Bill Nye for fun with his Seasons explanation!

Friday, March 20

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

Science Connections at Home

Hello on this Terrific Friday, 8th grade! How far did you get on with yesterday’s lesson?

I am going to encourage you to complete this set of Sketch Notes today.

If you are looking for more…. you can start to read up on the Phases of the Moon…. this comes up next. I will fill in a website for the Moon’s Phases and TCi reading by Monday.

Some of you have been submitting Absent / Missing / Make-Up work today, good for you. I will put those grades in. But do not be surprised if you get a reminder email from me – for those of you that I have not yet received your work from Last Week! no excuses now.

I am thinking good thoughts for you and hoping you have a great Friday.

Happy Friday!!! Yes, Today’s Gonna Be a Good Day! Black-Eyed Peas

Thursday, March 19

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

Science Connections at Home

Good morning, 8th grade! How did you do with yesterday’s lesson?

Some of you have been submitting Absent / Missing / Make-Up work today, good for you. I will put those grades in.

You might be wondering – when will be use those Quadrants, and why do I not have any more activities for you to try using these with the night sky? Well, two reasons right now:

1) Some students are still making these and
2) It is just too cloudy for using these.

Of course, this weekend’s forecast is for clear nights! We will wait and the weather will open up for us eventually.

What are we going to do today? We have some drawings, Sketch Notes – to try out. For those of you who do not know or forgot what Sketch Notes are,… they are simply notes in which you do a lot of sketches or drawings to represent the concepts. Here is an example of States of Matter (Chemistry) Sketch Notes – below:

Screen Shot 2020-03-19 at 11.41.56 AM Notice there are still word-descriptions and definitions, but much of the explanation is done with sketches and diagrams.

What can you draw and learn about today? Two things…

The Sunlight as it hits the Earth, showing how the tilt of the Earth affects how direct the Sun’s rays are on the Earth:

a. One diagram of the Sun/Earth as our Northern Hemisphere receives the Sunlight in our Winter

b. One diagram of the Sun/ Earth as our Northern Hemisphere receives the Sunlight in our Summer

*Make sure to include things like:

-angle of sunlight at our latitude and/or angle of the Earth’s tilt

-rays of sunlight shown with arrows

– seasons labeled, hemispheres labels

-when are the “soltices” identify these and name them – dates they occur

You may refer to:

TCi Text, Unit 1, Section 1

All About That Tilt, Sun and Seasons, NASA

Cosmos – The Sun and Seasons SAO Encyclopedia of Astronomy

NOAA Nat’l Weather Service: The Seasons, the Equinox, and the Solstices

***This might take you some time. If you choose to do this, I would try to complete this by Friday. I will post diagrams relating to this on my Notes for 8th Science on this Blog – later Friday.

Check This Out: Today’s Challenge is one everyone should know, but many adults do not understand this. So let’s see if you do – as you read and complete sketch notes: Why is Michigan so much hotter in the Summer? Explain using concepts from these notes. Post on the Question Board I shared with you earlier in the week. [I have cleared earlier answers from earlier questions.]

Wednesday, March 18

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

Science Connections at Home

Good morning, 8th grade! I know I am posting this later in the morning — I am still figuring out my schedule, with both you and 7th grade.

7th hour Science – Your Natural Resources Infographics were all graded and posted today (minus 1 – 2persons – I will contact you so you may turn in the work you did not have done last week).

3rd Hour Science- I will be emailing most of you and asking for your Infographics to grade. I will tell you what to do in the email, so I can view your Infographic.

OK! Activity and learning for the day!

Today – this is all about apparent motion. Questions follow to answer and draw a map / diagram for these answers. In your diagram – make your house the center of the “map.” Draw N, S E W in the correct quadrants. You know this! Now, answer these questions by either observing the day / night sky… You might need a couple of days to check on this. or if it is cloudy (I know, I have seen the forecast) you can refer to these diagrams below and their websites are listed.

Solar Panels for your Home Southern Current —> Solar Energy Companies have to pay close attention to the angle of the Sun in the sky.

1. Where does the Sun appear to rise relative to your house?

2. Where does the Sun appear to set?

3. Where in the sky does the Sun appear at it’s highest point? (You could use those Quadrants that we made last Friday- for the angle from the horizon— or you could look at the data below – because Allendale is a little south – latitude of Minneapolis).

4. Why do I keep stating “appear” to set?

5. In Michigan- on which day does the Sun appear highest in the sky? Why is it so? Is it the same date for Australia?

arizona.edu.naturalscience101

The sun tracks in the temperate latitudes of the northern hemisphere, in winter.

NASA The Ecliptic Path of the Sun; Stargazers

Sun path diagrams are a way of showing the path that you would see the sun follow during the day. We’ll look at how the sun’s path changes during the course of the year.

Tomorrow, we will map the location of the Moon at different times in the Northern Hemisphere!

Check This Out: I have cousins who live in Lancaster, Southern California. How has this community and those around it taken advantage of solar energy? Don’t simply tell me that they have solar panels. It is a much larger operation than simply solar panels on the homes and businesses. State your Answer on the Question Board!

3/17 Question: What is the object that is in the Western sky, super bright? It appears after sunset and hangs directly west 9-11pm? Answer: the planet, Venus.

Tuesday, March 17

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

Science Connections at Home

Good morning, 8th grade!

A. Today, I would like to talk about assignments from the past week or so that are in the 3rd Trimester Grades. I will not be asking for NEW assignments – but I want to take care of some of the work from the past week – to make sure your grades match up with what you have completed. This is as directed from our Administration.

Infographics: I graded most of your Infographics – but class was short last Friday . I will email those students – that I would like to see these to double-check your grades. I will put up your grades on these directly after posting.
Resource Round-Up: If you were absent or did not complete this (or wish to make this up) I will re-send this to you later today, so you can complete this. That is one expectation that you will need to fulfill this week.
Common Resources Used at home —-> this was an assignment last week, and many of you either did not understand to look for the resources (you just listed items) or you did not have the list completed/with you.

a. If you performed well ( 8-9-or 10 points) on this – please re-submit your list as a Google.docs, and share this with me. I would like this completed and submitted by Wednesday.

b. If you did not complete this, were absent, or did not score well, please re-do this assignment by once again- looking around your home and outside for 10 resources you are using or could be using. For example: a plastic ruler —–> resource is petroleum. Try not to repeat the exact same resource. Check Monday March 2 and Wednesday March 4 posts for any extra instructions.

B. IF it is clear tonight and IF you are awake at 9 pm or after – look up at the stars and not where the location of a particular constellation is (like the Big Dipper) at 9pm, then at 9:30pm. If you are not awake when the stars come out – you could also do this in the morning hours if you are up early!

C. However, there are also some websites that show the Northern Hemisphere at night. We will begin tomorrow with this! Can you locate a good link?

Check this out: Answers from March 16th questions: Two of my favorite constellations: Orion and Canis Major. They are located high in the Southern Sky, South, Southwest about 9:30-10:00pm. Orion is the Hunter, and Canis Major is his faithful Dog. The brightest star – in the eye or shoulder of Canis Major is Sirius.

Tonight’s Check This Out: What is the object that is in the Western sky, super bright? It appears after sunset and hangs directly west 9-11pm?

I will start a Question Board directly after this and share it with you. Let’s see who is first to respond. I will keep track of first correct answers/points for Check This Out and when we return to school – we will see who has the most points for prizes like … juice of your choice or Fair Trade and Organic Chocolates or a Cliff Bars – something like this? I’ll take suggestions! Anyone who answers first correct = 5 points, all other answers submitted afterwards = 1 pt.

Monday, March 16:

Afternoon- March 16

Hi Again, you wonderful students!

So I waited because many parents and teachers had questions for our administrators about what teachers and students should and could do these days when we are out of the building. I wanted to have very clear directives from them and be able to communicate it to you:

After reading emails and letters that Came from Mr. Plain and Dr. Cooper – here are the details:

As far as assignments:

1. Students are not required to turn in assignments. But teachers can still provide learning activities. That is highly encouraged for the teachers to do. I will be doing this. Parents have a choice of asking you to complete work, or assignments, or tasks at home. Teachers can provide learning opportunities. I will try to share some of the most interesting and fun learning that I can with you. I will share one kind of activity or website per day.

2. Dr. Cooper and Mr. Plain also stated that we could post suggested links or websites, that would have intrinsic educational value for our students. This work could enrich the curriculum we have taught. It is up to the students if they go to the websites or check out learning videos or do fun activities that are related to learning. Students can be enriched by whatever activities we provide. The materials can be connected to our curriculum (presented as a review, a supplement, or an extension of topics covered).

3. This time is NOT like a Snow Day or Vacation- Mr. Plain wanted us to communicate that to you.

4. If you have missing work, or you were absent and you missed a lab (like Making the Quadrant activity last Friday)- I will provide you optional methods for completing these and turning them in online. Expect to get an email from me by the middle of the week – if you were absent or if you have missing work. This way – no one will be behind! You are expected to complete missing work and absent work that is part of the 3rd Trimester- and I will help you to get this done.

5. I will still share a Question Board (Google.docs) with the Classes, so if you wish to comment or ask questions about the learning, the websites, the videos or activities you see or do – then you may do so. These will be shared with the class, so each student can see other student comments and questions.

Alright, I think that about covers it. Please share with your parents. I will start tomorrow – posting as stated above.

I am thinking about you and sending positive thoughts your way. You are all very important to me and I hope you have a nice afternoon.

Check this out: Here are two of my favorite constellations: Orion and Canis Major. These appear in our night skies around 9pm. Can you see these when you look up? What are they supposed to represent and in which quadrant of the sky do they appear? What is the name of the brightest star in Canis Major?

March 16 – Morning Post:

I will update this Blog later than 8 am today as previously stated.

District expectations have been changed with this “Break, ” and I want to make sure what I post is in line with what teachers are expected to do.

Thank you, 8th Grade. 🙂

Friday, March 13

NGSS

Learning Objectives

After this activity, students should be able to:

Explain the advancement of navigational techniques based on historical contributions.
Invent a simple device to read latitude.
Describe the interactions of objects in the universe.
Explain how the measurement of angles and altitudes is used in engineering.

Today in Class:

Well – this was a different kind of Friday the 13th. I had to post later due to working on my room after school….

First – I let you know that I will be posting each morning – each weekday for the next 3 weeks. I will plan on posting by 8am, you can plan on this. I will give you directions and an explanation for the lesson each morning and if you need an worksheet or I need to share a document with you, then I will direct you to go to Google.Classroom.

I do expect you to work with me on this journey with Astronomy! I will try to keep it very interesting and help you understand and apply these concepts This way – you will continue learning and be ready when we get back into school.

Second: After this, we started our Navigation by the Stars Activity.

I will post the papers from this lab on Google. Classroom later today- if you were not in school Friday, need to make your quadrant or if you wish to read the engineering activity over.

Star Trails – Around the North Star, Polaris

A photograph of an observatory at night with the star trails in the night sky; they look like rings of concentric circles.

Thursday, March 12

NGSS

MS-ESS1-1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

DCI: ESS1: Earth’s Place in the Universe Patterns of apparent motion of the Sun, the Moon and the stars in the sky can be observed, described, predicted and explained with models.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

DCIs ESS2.A: Earth’s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials

ESS3.A: Natural Resources These resources are distributed unevenly around the planet as a result of past geologic processes and are the result of past and current geoscience processes.

ESS3.C: Human Impacts on Earth Systems Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

Influence of Engineering, Technology, and Science on Society and the Natural World The uses of technologies are driven by people’s needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

SEPs Analyzing and Interpreting Data: Analyze and interpret data to provide evidence for phenomena.

Asking Questions and Defining Problems: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

CCC’s Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Energy and Matter: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter

Today in Class:

Lesson Targets:

a. Students are able to contrast renewable and non-renewable resources and can also state a variety of examples of each.
b. Students gain a better understanding of resource availability and are able to state realistic reasons for the question: Why are there different natural resources in different parts of Earth?

3rd Hour: You needed to catch up a bit to 7th Hour (see March 11).

3rd hour students evaluated themselves using the rubric for the infographic- Natural Resources.

2. Next you switched places with other students – now the tables were turned, and they evaluated your Natural Resources Infographic – with a brand-new rubric.

3. Now this is where 7th Hour started their classwork (3rd Hour also followed this): you watched 3 video shorts (see below) and then you made a T-Chart. On the left side – you wrote what you saw, what you observed, apparent motion. On the right side, you wrote what you thought was really happening (involving the Moon, Earth, Stars, Sun). This is another introduction to Celestial Motion.

Video 1 Tropical Beach

Video 2 Winter Mountains

Video 3 Night Sky

4. 7th Hour – you had time to start your reading homework. I asked you to read and follow along with the Interactive Notes packet. You did not have to complete the notes packet out – just look at the questions as your read each section.

5. I started grading your Natural Resources Infographics. I will complete grading these tomorrow.

Homework/ Assignment:

Read Unit 1 Lesson 1 Sect. Intro 1,2,3

You took out thr text and started your reading

Wednesday, March 11

NGSS

MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.