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Exceptional Science (Period 5)

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Q2W2 (10/28-11/1)

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.

#1 Monday activity 10/28

Background or Phenomenon:

Natural disasters are part of our life on Earth. We watch the skies for storms and listen for thunder. But are there other ways to predict natural hazards?

Some disasters are caused by tectonic activity. Convection currents in the Earth’s mantle slowly move molten rock that has been heated by the core up towards the crust. As this magma travels towards the cooler crust it loses heat and becomes more dense, falling back towards the core to start the cycle over again. The circular motion of these convection currents creates many natural hazards on the surface of the Earth due to the movement of tectonic plates.

 
 
Once steps 1-13 are completed...on the same sheet of paper, complete the station lab activity.  For the "Watch it", use the video on my website to watch (put your earbuds in). 

Q2W1 (10/21-10/25)

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. With the exceptional class, there are no FIT's or retakes as students should have a sound understanding of expectations and rigor after being acclimated in quarter one.  I am confident that they will continue to shine.

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.

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

(https://www.donorschoose.org/project/savvy-seating-for-science-and-stem-stude/4509481/)

Research link options for 10/21

Safari should be used.
If the website does not open, do the following:
under the Safari,click on preferences,scroll over to the website icon, scroll to the bottom of the columns on the left to where it says plug ins.  Adobe flash player should be marked and make sure it is on for websites, including the bottom where it says "when visiting other websites".
 
or follow this tiny url:
 

Fri 10/11 Webquest

A) Click on the following links.
B) Answer the questions on notebook paper (you do not have to write the question if it is restated in your answer- see example in link 1, under item 1)
C) Turn in your work to your teacher.
 
---Item 1: What is diastrophism?
Diastrophism is
---Item 2: What are some examples of disastrophism/tectonism?
 
---Item 3: Describe the concept of tectonics. (What is it?) 
---Item 4: What kind of questions might a tectonic scientist try to answer?
 
---Item 5: What are three examples of tectonic landforms?
---Item 6: What forces shape/cause tectonic landforms?
 
---Item 7: What is an aquifer?
---Item 8: What is the difference (contrast) between porosity and permeability in underground rock formations?
---Item 9: Find the table about sediments located about half-way down the article. Based upon its porosity and permeability, which kind of underground sediment would most likely contain an aquifer and why?
 
---Item 10: Find the section titled "Water is on and in the Earth."
What percentage of Earth's total water is saline, and how much surface water and ground water did we use in the United States in 2010?
---Item 11: Find the table beneath the "Where is Earth's Water Located?" section. What is the volume (in kilometers) of the amount of fresh groundwater on Earth, and what percentage of Earth's total water does
this fresh groundwater comprise?
---Item 12: (Use the same table from item 8) Compute and record the difference (subtract) between the percentage of frozen freshwater found in glaciers etc. and the percentage of freshwater found in the ground. 
 
---Item 13: Scroll down to find the section titled "Groundwater."  How does rainwater move down into the Earth to be stored as groundwater?
---Item 14: (Continue with the "Groundwater." section) What two key features in rock formations determine how much water the ground can receive and store? 
 
---Item 15: (2nd paragraph) What is the main source of oil and gas?
---Item 16: (2nd paragraph) Explain how tectonic plate processes effect the formation of oil and gas.
---Item 17: (last paragraph) Describe several other ways that tectonic plate processes are connected to oil and gas deposits.
 
---Item 18: What is one connection between tectonic plate movement and the locations of oil and natural gas deposits?
 
---Task: Write five facts from this article.
 
---Task: Write five facts from this video.
 
---Task: Write five facts from this article.
 
--Task: Write five facts from this article.
 
---Task: Write five facts from this article.
 
---Task: Write five facts from this article.
 
---Task: Write five facts from this slide show.
 
---Task: Write five facts from this article.
 
---Task: Write five facts from this article.
 
---Task: Write five facts from this video.

Q1W8 (9/30-10/04) and Q1W9 (10/7-10/11)

We are down to the last two weeks of quarter one. Students should have a very good idea of assessment types and the practice of positive behaviors that lead to success.  Students will need to continue to review notes, bell work, videos created, and classroom activities for a few minutes each night. These quick reviews can have a powerful impact on performance. Students should also complete study sheets before the graded target concept (mini quiz) in order to utilize the opportunity for a retake, along with the specified learning activities for that standard by the teacher given deadline.

Here is a look at the next two weeks (as always, subject to change):

Monday 9/30: Notes on ESS2.3 (rock cycle) continued

Tuesday 10/1: Finalize rock cycle

Wednesday: Begin ESS2.2 (Earth’s structure and seismic waves) Activity, Study guide ESS2.3 (rock cycle) due

Thursday: TC ESS2.3 and learning activities for ESS2.1 retake due

Friday (10/4): Finalize notes on ESS2.2

Q1W9

Monday (10/7): ESS2.2 (Earth’s structure) Study guide/sheet due

Tuesday: ESS2.2 TC, begin review for quartet test

Wednesday (10/9): Review for quartet test (this is cumulative and covers all content covered thus far this year)

Thursday: Quarter Test

Friday: Quarter Wrap up

Fall Break is October 14-18….

Standard(s) Addressed:

Standard 8.ESS2.3  Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.

Standard 8.ESS2.2 Evaluate data collected from a seismograph to create a model of Earth’s structure.

Learning Targets:

  1. Describe the processes that create igneous, sedimentary, and metamorphic rock.
  2. Represent the rock cycle in a diagram
  3. Define crystallization, compaction and cementation, lithification, erosion and deposition, and sediments.
  4. Describe the locations were igneous, sedimentary, and metamorphic rock are found.
  5. Describe the relationships of plate boundaries and the locations of where igneous, sedimentary, and metamorphic rock are found and the processes involved in their creation.
  6. Using topographic maps and maps of plate boundaries infer where different types of rocks will most likely be found using scientific explanations.
 
  1. Recognize that the Earth has 4 distinct layers.
  2. Explain how evidence from seismographs supports the theory that Earth has 4 layers.
  3. Students should know that earthquakes produce two different waves visible on seismographs: pressure waves (P-waves) and shear waves (S-waves) and describe the differences between them.