Lesson Plans April 24th to April 28th Mrs. Moore Earth Science

Monday - Wednesday All Classes

Thursday - Period 2, 4, and 9

Friday - Period 3, 5, and 10

Monday - ISA Testing

Tuesday - Celebration of doing excellent work on our ISA!!

Wednesday - Overview of next unit with pretest.  Atmosphere activity. IF you have markers or colored pencils you will need them today.  I will have some to borrow if necessary. Homework is to complete the questions with the visual made in class. Due at the next class.

Thursday/ Friday - Start Atmosphere section of our unit. Students will discover and dance the three reasons we have wind. We will name and label the three world wind patterns and the identify the presence of the jet streams.   We will simulate the makeup of the air.  Students will create models to demonstrate high and low pressure as well as cold and warm air. Homework will be to answer questions on the three demonstration at the end of class. One demonstration will be the implosion of a can and the second will be the pinhole in a bottle that only leaks when the lid is off. The last demonstration will be the egg in the bottle trick- both the push in and the push out version. Homework will be on skyward and is due by Monday morning.

Lesson Plans April 17th to April 21st Mrs. Moore Earth Science

Monday - Friday  All classes everyday!!

All material will be worked on together in class.  Students who are absent can complete the work and email me a screenshot of the final page.  

Monday -Start with a short 4 question Physical science practice test from Varsity tutors, located on my Earth Science web page at the bottom of the first page. Second we will work together on practice tests; https://www.nationsreportcard.gov/science_2009/ict_tasks.asp  Bottling Honey and http://wa.portal.airast.org/training-tests/ Washington practice test.  Homework is to write a procedure to the hypothesis “The smaller the sediment size the slower the water will pass through the material.”  Make sure to use amounts and unit labels as well as clearly identify the controls and the independent manipulated variable.  Please be very detailed. This will be due on Thursday, no late assignments will be accepted.

Tuesday - Planning a Park - https://www.nationsreportcard.gov/science_2009/ict_tasks.asp

Wednesday -  New York paper practice test  85 questions- We will complete on paper in class. The web page is for absent students. http://www.nysedregents.org/grade8/science/616/ils62016-test.pdf. Absent students will need to review the material and write the answers to the questions and turned in within 24 hours of returning to school.

Thursday- Finish New York test and complete Playground Soil. https://www.nationsreportcard.gov/science_2009/ict_tasks.asp   I will collect homework from Monday.

We will discuss the good and not so good procedures that were written for our hypothesis. No late work on this assignment will be accepted.  (Only fair since we will be going over answers in class.)If you are absent please note that you have 3 days to complete the assignment that should take about 15 minutes, please turn in the assignment no later than 24 hours after you return to school.

Friday - Sample test question from NGSS on paper completed in groups in class. Finish with Kahoot quiz.

Work this week is to prepare/review for the Illinois Science Assessment.  I am also working in the topic of soil as much as I can to go along with our current NGSS material. The 2016 ISA test was based on 57% physical science which was taught in the 6th grade. Therefore I felt it necessary to review with the students not only computer procedures of the test but physical science content as well.  

*Testing information https://www.isbe.net/Documents/ISA_101.pdf

The ISA testing date is April 24th and 25th.  All students are required to take the test.        

Lesson Plans April 3rd to April 6th Mrs. Moore Earth Science

Monday and Wednesday - period 2,4,9

Tuesday and Thursday - period  3,5,10

Day 1- finish up water erosion solution and graph for periods 2,4,9.  Start wind lab - What causes the most wind erosion?  We will write a lab sheet; hypothesis, procedures, data table, and conclusion statement. Students will be responsible to graph results. We will continue on to a permeability lab. Scores will be given for lab sheet and graph of data. Both are worth 5 points each. Students will be given a packet of material to complete as homework for the week. The material can also be found on my web page.  

Day 2 - Finish up wind lab and permeability lab.  Students will have time in class to work on their worksheet packet.  Before students leave the class they will be asked to complete a skyward quiz. Students can attempt the quiz early and ask for a redo if necessary.  The quiz will be final on Friday April 7th.

Homework over spring break - Hapara assignment - my student dashboard.com

Students need to take or find pictures to illustrate the weathering and erosion slide presentation.  Worth 10 points This will be due when the students return to school on April17th. Please no late work.

Lesson Plans March 20th to March 31st Mrs. Moore Earth Science

Monday - All Classes March 20th

Tuesday-Wednesday period 2,4, and 9

Thursday- Friday period 3,5,and 10

Monday - Tuesday period 2,4, and 9

Wednesday - SIP day

Thursday-Friday period 3,5, and 10

Unit Weathering, Erosion, and Deposition

Monday - All classes. Start with a skyward assignment on Weathering. In our partnered groups students will  make a hypothesis about weathering chalk “ What weathers chalk more?” (surface area, acidity, agitation, and temperature of water)  Students are looking to answer the question of “what affects the rate of weathering?”  (Climate) This is the experiments we did not get to do last week.   We will write the experimental procedures out and then complete the experiments. We will graph our results and write a conclusion statement. The purpose of this activity is to clarify experimental procedures using the topic of weathering. Specifically we will identify the independent manipulated variable, the dependent variable, and constants/controls of an experiment. Students will organize the results of all the experiments and determine the effectiveness of the our variables on the rate of weathering.  We will also look at design of experiments to make sure they are equal, reliable, and valid.

Day 1-2 - Finish up our work on weathering if necessary.  

Students will design experiments to help solve the problem of stream erosion. Students will create solutions to test in class.  We will focus on slope, meanders, speed of water, and amount of water. Students will first identify the cause of the problem by collecting data from experiments in class.  Students will analyze the data and then design solutions to the leading problem(s).  Students will collect data and compare the results with other solutions in class in order to identify the best solution to our stream erosion problem.

Students will be scored on their  weathering lab sheet - 5 points

Students will be scored on their weathering data graphs - 5 points

Students will be scored on their water erosion lab sheet “finding the problem” - 5 points

Students will be scored on their water erosion lab sheet “ finding the problem” data graph - 5 points

Students will be scored on their water erosion solution lab sheet - 5 points

Students will be scored on their water erosion solution data graph - 5 points

Students will be scored on their Solutions analysis paper - 10 points

Day 3-4  Finish up any work left on water erosion.

Start our lab work on wind erosion!!!!  How can we reduce wind erosion? What causes the most wind erosion?  O the fun we are going to have in class!!!  Students are welcome to research the information before we get to work on it in class.

     

NGSS

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-ETS1-2.	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 data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4.	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-ESS2-2.

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales

Lesson Plans March 6th to March 10th Mrs. Moore Earth Science

Monday and Wednesday -  Period 2, 4, and 9

Tuesday and Thursday - Period 3,5, and 10

Day 1 - Discuss the question “what changes the Earth’s surface?”  We will discuss weathering and erosion - the breaking down and the movement of sediments around the planet.  Students will read through the visual notes of weathering on my web page. We will create experiments in class that will represent mechanical and chemical change that will model real life weathering.  We will spend 15 minutes in class working on terminology from a quizlet and then the remaining time we will look at pictures of different landforms and try to hypothesize how it was formed.  The three classes that did not have time to complete “shape it up” will spend time on this activity first.

Day 2 - Lab activity on acidity, surface area, temperature, and agitation.  Students will complete lab sheet and graph results looking to assess the validity and reliability of the experiments.  Students will use correct lab procedures, which includes correctly measuring liquids, reading scales, and collecting accurate data.  The students will have to analyze the data and write their own conclusion statement.  The end goal is to differentiate between mechanical and chemical weathering.

Lesson Plans March 6th to March 10th Mrs. Moore Earth Science

Monday- All classes

Tuesday/ Thursday Period 2,4, and 9

Wednesday/ Friday Period 3,5, and 10

Monday - Complete our last volcano experiment on temperature of magma and the explosively of the materials.  We will complete a data table on the front chalkboard to be used on the test. We will discuss the parts of a good experiment and how to make it valid and reliable.  Second we will review material for the plate tectonic, earthquake, and volcano test.

Day 1- Take test.  

Day 2 - Retake test to fix any incorrect questions. Students will be given 30 minutes. When finished the students will work through the http://www.kineticcity.com/mindgames/warper/ activity from my web page.  We will start a question board about how our Earth’s surface is changed by chemical and mechanical change.  We will look at wind, running water, gravity, and glaciers. Students will be ask to look at several photos and guess what caused the land formation and predict what it will look like in 100 years as well as 100,000 years.  Homework is to pick a landscape picture from one of the national parks listed on my web page and explain the surface formation.

Lesson Plans February 27th to March 3rd 2017 Mrs. Moore Earth Science

Monday/Tuesday - All classes

Wednesday Period 2,4, and 9

Thursday Period 3,5, and 10

Friday all classes

Monday/Tuesday - Watch Supervolcano while those that need to finish or retake the US Constitution test will work with Mr. Carpenter. Remember your volcano slides need to be turned in a.s.a.p

Wednesday/Thursday- Start with the picture of the volcano again and name the parts of the basic volcano on the sheet to turn in for a grade. Second we will discuss where volcano are found.  We will complete a virtual volcano internet activity together on our chromebooks. We will then take raw data and graph out both a shield and a cinder cone volcano.  Students will be able to graph basic data on a spreadsheet and analyze the material to identify the type of volcano by the magmatic tremor earthquake information.  Finally we will work on our volcano experiments.  The first experiment will look at structure of a volcano and the eruption result comparing a wide opening to a narrow opening. We will diagram what we think. We will write a hypothesis, procedure, and data table.  We will correctly collect data and read the results.  We will finish with a conclusion statement based on the data collected in class.  If time allows we will start on our experiment about magma content; more or less gas in the magma - what causes a bigger eruption and why?  We will also look at temperature and viscosity of magma!!!

Friday - Continue Volcano experiments.

**** Test on Plate Tectonics, Earthquakes, and Volcanoes next week!!  The test is over everything from the beginning of January till now!!  The test is a lot of reading charts, vocabulary, and identifying from pictures!!!  We will review the questions the day or two before the test. The test is multiple choice.