Good evening- I wanted to give a quick shout out to students overall on our TC ESS2.4 that was taken today.  The averages across the board were higher than in the past. With that said, there were also more study sheets completed as well.  It is hard to believe that we are almost ½ way into quarter two.  The quarter and semester one will end before we know it.  

Here is a look at the week:

Monday (11/4): TC ESS2.4, research on fossil fuels and natural resources, and ESS2.5/ESS3.2 learning activities due.  

Tuesday: Begin standard ESS3.1 (natural resources), study sheet handed out

Wednesday: Notes on ESS3.1

Thursday: More discussion on ESS3.1

Friday: ESS3.1 Study sheet due,  begin PS2.1 (Electromagnetism)

Looking further ahead:

Monday (11/11): No School (thank you to those who serve and have served our country)

Tuesday: TC ESS3.1 (Natural resources) and continue PS2.1

The mid-quarter test will most likely be Friday 11/15 (this covers all standards covered thus far)

Standard Addressed:

8.ESS3.1 Interpret data to explain that Earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes. 

8.PS2.1 Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. 

Happy Fall! Report cards went home on Friday.  Please feel free to contact me if needed.

Feel inclined to donate to making classroom seating more comfortable….follow the link below if you would like to contribute.  Savvy Seating for Science and Stem Students

Here is a look at the week:

Monday (10/28): ESS3.2 and ESS2.5 activity, ESS2.4 study sheet handed out (attached if needed)

Tuesday: TC ESS2.5/ESS3.2, begin ESS2.4 notes

Wednesday: ESS2.4 notes completed

Thursday: ESS2.4 study sheet due

Friday: TC ESS2.4

Standard(s) Addressed:

8.ESS2.5 Construct a scientific explanation using data that explains that the gradual processes of plate tectonics accounting for A) the distribution of fossils on different continents, B) the occurrence of earthquakes, and C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches).

8.ESS3.2 Collect data, map, and describe patterns in the locations of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hotspots.

8.ESS2.4 Gather and evaluate evidence that energy form the earth’s interior drives convection cycles within the asthenosphere which create change in the lithosphere including plate movements, plate boundaries, and seafloor spreading.

Learning Targets:

1. Define plate tectonic theory and draw a picture of what occurs in Earth’s interior to cause plate tectonic movement.
2. Identify evidence for plate tectonic theory.
3. Describe Earth’s magnetic field.
4. Define hotspot and give an example of one.
5. Construct an explanation about the distribution of fossils on different continents.
6. Construct an explanation about how earthquakes occur and how volcanoes occur.
7. Identify and explain the three types of plate boundaries, including geological formations that may be present at each boundary.
8. Construct an explanation how geological features on continents and the ocean floor support the idea of plate tectonics.
9. Interpret data using past earthquake and volcanic activity to determine the locations of plate boundaries.
10. Based on geological features and events, determine if a plate boundary exists, the type of plate boundary that exists in a location, and engineering precautions that should be taken in an area.
11. Define and describe convection currents.
12. Describe the consistency of the Earth’s asthenosphere, and the evidence scientist use to support this.
13. Identify the three main sources of Earth’s internal heat.
14. Construct an explanation of why Earth’s asthenosphere moves in convection currents.
15. Construct an explanation of how Earth’s asthenosphere affects the lithosphere.
16. Evaluate evidence that includes fossil distribution, rock distribution, mountain formation, sea-floor magnetism, and the continent’s shapes to support or reject that the Earth’s lithosphere is moving.
17. Evaluate evidence from earthquake data and knowledge of Earth’s internal heat to support or reject that the asthenosphere is in motion.
18. Construct an explanation of plate tectonic theory and the role of the asthenosphere by comparing Earth’s structure to other rocky planets or the moon.

Red Ribbon week is this week. The guidance newsletter is attached concerning red ribbon week.

Monday- “Winners Don’t Do Drugs!”- Wear your favorite sports team shirt, jersey, or outfit. 

Tuesday- “Character Counts in Everything you do!” Dress as your favorite cartoon character.

Wednesday- “Show Good Character for being Drug Free!” Dress as your favorite Disney character.

Thursday- “We’re in this Journey Together! ” Dress as a twin with a classmate.
Friday-“United we stand against drugs!” Wear your favorite Tie Dye outfit.

Welcome back. Hopefully everyone had a wonderful fall break. Quarter two will wrap up part of the Earth Science unit and move into the Physical Science disciplines.  We have received positive feedback on the study sheets so will continue to do our best to provide those. Likewise, we have noticed that students who complete the study sheets independently and then check answers are showing gains on many of the assignments, thus, we will continue to require the study sheets to be completed before the target concepts for an opportunity for a retake.  

Here is a quick look at the week (plans are subject to change):

Monday: Exploratory Station activity

Tuesday: Begin notes on ESS2.5 (evidence for plate tectonics)

Wednesday: Notes and discussion on ESS2.5

Thursday: Wrap up on ESS2.5 and begin ESS2.4

Friday: ESS2.5 Study sheets due, notes on ESS2.4

Standards Addressed:

8.ESS2.5 Construct a scientific explanation using data that explains the gradual processes of plate tectonics accounting for A) the distribution of fossils on different continents, B) the occurrence of earthquakes, and C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches).

8.ESS2.4 Gather and evaluate evidence that energy form the earth’s interior drives convection cycles within the asthenosphere which create change in the lithosphere including plate movements, plate boundaries, and seafloor spreading.

Learning Outcomes:

1. Earth’s liquid, moving, iron core creates Earth’s magnetic field. As new rock forms at divergent plate boundaries, iron crystals in the newly formed rock orient themselves to Earth’s magnetic field. Observing changes in the orientation of the iron crystals in the rocks is evidence of seafloor spreading.
2. Conduct experiments to illustrate the results of plate tectonics.
3. Using evidence from the experiments, explain the types of plate boundaries that result in earthquakes, mountains, volcanoes, faults, and trenches.
4. Plot the locations of past Earthquakes on a map to discover the pattern that most earthquakes occur along coasts. (This can include the ring of fire) Tectonic theory explains this pattern.
5. Identify the source of heat within earth’s core.
6. Describe the effects of earth’s inner heat on the mantle (asthenosphere). The circular motion of the cycling asthenosphere drags the plates that make up Earth’s floating lithospheres.
7. Explain plate movement, plate boundaries, and sea floor spreading as a result of convection in earth’s mantle.  The floating plates are moved together or apart at boundaries. Where plates move apart, liquid rock from earth’s interior reaches the surface, and solidifies.