Two weeks lefts in quarter three and then we venture into the last quarter for your 8^th grader before they are off to high school. Please check PowerSchool to ensure no work is missing and if so, arrange a time this week to see what may be done. Remember plans are subject to change but here is a look at the week.

Monday: Composition of the Stars and Expansion of the Universe Notes

Tuesday: Red Shift/Blue Shift Notes

Wednesday: Big Bang Theory

Thursday: Notes on the Big Bang

Friday: Wrap up the Week

 

8.ETS1.2 Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe.

8.ESS1.1 Research, analyze, and communicate that the universe began with a period of rapid expansion using evidence from the motion of galaxies and composition of stars.

8.ESS1.2 Explain the role of gravity in the formation of our sun and planets. Extend this explanation to address gravity’s effect on the motion of celestial objects in our solar system and Earth’s ocean tides.

 

1. Research the relationship between energy and mass and the conversion between them.
2. Describe the types of energy released by stars and where the energy comes from.
3. Identify the composition of a star based on the color of the light released from that star.
4. Create a demonstration of doppler shift and apply that demonstration to the movement of stars.
5. Research evidence of the expansion of the universe including doppler shift.
6. Create a presentation about the various technologies used to gather information about the universe.  Include what data they gathered that support theories about planets or expansion of the universe.
7. Outline the process of planet formation and the forces involved.
8. Create a model of the solar system including the forces of momentum and gravity
9. Discuss the reasons for tides and the alignment of the sun, Earth, and moon during spring and neap tides.

 

 

Yay for a day off here and there 😁.  Several students did not have their comic ready to turn in last Thursday on 2/14, the rubric is on Curve and students knew about it since last Friday. It is best to turn in for some credit rather than no credit.  Here is a look at what is happening in the class this week:

Monday: No School

Tuesday: quizzz review on cladograms, natural selection, artificial selection

Wednesday: Quiz

Thursday: Begin energy unit (this is another math heavy unit)

Friday: E= mc²

Standard(s) Addressed: (excluding quiz standards)

8.ETS1.2 Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe.

8.ESS1.1 Research, analyze, and communicate that the universe began with a period of rapid expansion using evidence from the motion of galaxies and composition of stars.

Learning Outcomes:

1.  Research the relationship between energy and mass and the conversion between them.

2. Describe the types of energy released by stars and where the energy comes from.

3. Identify the composition of a star based on the color of the light released from that star.

4. Create a demonstration of doppler shift and apply that demonstration to the movement of stars.

5. Research evidence of the expansion of the universe including doppler shift.

This week and next week are both shorter weeks for students. This Thursday students will be dismissed at 11:30 and do not return to school until Tuesday (2/19).  Students should review notes a little each night to continue to stay on top of content.

 

Monday (2/11) - Patterns of Evolution (Galapagos Finches) quick discussion, begin artificial selection

Tuesday (2/12) - Super Cows, say what?!?

Wednesday (2/13) - Notes on Artificial Selection

Thursday (2/14) - Happy Valentine's Day 1/2 day for students.

Friday (2/15) and Monday (2/18) - No School for students

 

 8.LS4.5 Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms.  

 

1. Research how scientists modify the traits of organisms (plants or animals) to produce offspring with more favorable characteristics.

2. Research an organism (plant or animal) that has been genetically modified to meet human needs or wants, including the process used to modify the organism.

*Engage in argument over ethical creation and use of bio-engineered organisms.                                         

This week holds lots of valuable information for your upcoming Freshman. Students will receive registration information packets through guidance this week.  Due to team/club pictures being taken Friday, our guidance was moved to Monday.  A tentative overview at the information students will receive is at the bottom of this post (I will attach the parent letter (printed on purple paper) they should have brought home last week on the weekly e-mail). Interims will be sent home Tuesday February 5th. Please continue to check Curve for study helps and resources.

 

Friday (2/8): Patterns of Evolution (Galapagos Finches)

*There is a high probability of a graded assignment on electromagnetism one day this week.

 

8.LS4.3 Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of species that lead to adaptation.

8.LS4.4 Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment.

 

6. Engage in argument whether natural selection leads to the evolution of species.                    

 

Links that may be helpful this week with content:

http://www.nhptv.org/natureworks/nwep1.htm  (Structural and Behavioral Adaptations)

https://www.khanacademy.org/science/biology/her/evolution-and-natural-selection/a/lines-of-evidence-for-evolution     (Evidence for Evolution, homologous structures, DDT mosquito)

 

February 6^th,  7^th, and 8^th   =Students will receive their registration cards and 4-year plans during Math guidance. .Each student will be given a folder containing all of their registration information and a checklist for parents.

February 14^th  =Parents will be able to schedule a meeting with guidance during parent/teacher conferences if they have any questions. 

February 19th  =Deadline for students to return all registration material

February 27^th, 28^th, and March 1^st   =Students will complete registration online during social studies guidance. 

Here is a look at the happenings in class this week. (Please remember that plans are subject to change)

Monday: Notes on Anatomical Structures and Similarities & all that fun stuff

Tuesday: Finalize notes Color Dem Bones Activity

Wednesday: Phenotypes notes (moth)

Thursday: Mid-quarter Test (this covers all information from Quarter One through now)

Friday: Guidance

I will try to post information as well to my website throughout the week.  If you do not receive Remind, please sign up to do so. There were some changes with Remind with Verizon, however, it looks like Verizon will still allow Remind to be used (information on Remind Website as of 1/25/19) but you can still sign up via e-mail to receive updates.  

Standard(s) Addressed:

8.LS4.2- Construct an explanation addressing the similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa.

8.LS4.3 Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of species that lead to adaptatio

8.LS4.4 Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment.

Learning Outcomes:

1. Compare structural elements of organisms to determine their relatedness. 
2. Construct and interpret cladograms or phylogenetic trees to determine common ancestry of modern-day organisms.
3. Compare embryonic features of mammals to determine relatedness to other kingdoms.
4. Construct an explanation with evidence of the common ancestries of modern organisms, including reasons for biodiversity.
5. Describe how favorable characteristics increase the likelihood of survival of organisms.
6. Explain how favorable phenotypes are more likely to be passed from parent to offspring than unfavorable phenotypes.
7. Describe the theory of natural selection using evidence from previous activities.
8. Discuss how changes in environment lead to phenotype changes in organisms.
9. Research anatomical similarities and differences in finches and unique species of the Galapagos Islands.     
10.  Engage in argument whether natural selection leads to the evolution of species.

Monday: No School

Tuesday: Closest relative of T-rex (vocab and intro to cladograms)

Wednesday: Cladogram guided notes and learning to create cladograms

Thursday: Notes on anatomical structure (morphology, etc)

Friday: Color Dem Bones Activity

 

 

1. Compare structural elements of organisms to determine their relatedness. 

2. Construct and interpret cladograms or phylogenetic trees to determine common ancestry of modern day organisms.

 

There will be a graded activity on motion maps, position v time, and velocity maps this week, accompanied by free body diagrams.