science


“The truth may be puzzling. It may take some work to grapple with. It may be counterintuitive. It may contradict deeply held prejudices. It may not be consonant with what we desperately want to be true. But our preferences do not determine what's true." ―Carl Sagan

An online resource for Mr. Clarke's science students

Mon/Tue, June 14-15

  1. First, we'll wrap up the last 30-40 minutes of Anthropocene, then have a conversation about it.

  2. Then, I'll ask you to complete a short survey about your attitudes towards science. I will email this to you.

  3. If you didn't finish it on Thursday/Friday last week, please...

    • Complete the Grade 8 Science Post-Test. You will find a link to this in your email. This is a survey that tells me what you have learned about Physical and Earth Science. This is the same survey you took at the beginning of the year. This does NOT count for a grade, but please try your best so I have good data to use in planning my teaching next year.

    • Complete the Post Test GEODE Assessment on learn.concord.org. You may use the first half of this class to work on it, but if you do not finish, please do so before the end of the day.

  4. If you have done all of the above, please use this time to do a binder clean-out! Recycle anything paper and cardboard, please.

  5. If you haven't already done so, please VOTE for a book in the final round of the June Jubilation book bracket!

Fri, June 10

Here's your to-do list for today:

  1. Complete the Grade 8 Science Post-Test. You will find a link to this in your email. This is a survey that tells me what you have learned about Physical and Earth Science. This is the same survey you took at the beginning of the year. This does NOT count for a grade, but please try your best so I have good data to use in planning my teaching next year.

  2. Before the end of the day, complete the Post Test GEODE Assessment on learn.concord.org. You may use the first half of this class to work on it, but if you do not finish, please do so before the end of the day.

  3. If you have already completed the post test, please use this time to:

    • Do a binder clean-out! Recycle anything paper and cardboard, please.

    • Complete the Seismic Waves and/or Rock Cycle modules

  4. If you haven't already done so, please VOTE for a book in the June Jubilation book bracket!

  5. On Monday, we'll wrap up the last 30-40 minutes of Anthropocene, have one final discussion, and call it a year!

Thu, June 10

  • Due by the end of the week: Post Test GEODE Assessment on learn.concord.org. You may use the first half of this class to work on it, but if you do not finish, please do so before the weekend.

  • If you have already completed the post test, please use this time to:

    1. Do a binder clean-out!

    2. Complete the Seismic Waves and/or Rock Cycle modules!

  • During the second half of class, I have an ungraded assessment to give you. This is a survey that tells me what you have learned about Physical and Earth Science. This is the same survey you took at the beginning of the year. This does NOT count for a grade, but please try your best so I have good data to use in my planning my teaching next year.

  • On Monday, we'll wrap up the last 30-40 minutes of Anthropocene, have one final discussion, and call it year!

Wed, June 9

  • Due by the end of the week: Post Test GEODE Assessment on learn.concord.org. There will be 40 minutes of class time set aside for this on June 10/11 (Thurs/Fri) this week.

  • Today in class we'll be watching the next 20 minutes of Anthropocene. As you watch, take notes on what you notice and what it makes you think about. We'll watch the last 30 minutes on Monday/Tuesday next week.

Mon/Tue, June 7-8

  • Due by the end of the week: Post Test GEODE Assessment on learn.concord.org. There will be 40 minutes of class time set aside for this on June 10/11 (Thurs/Fri) this week.

  • Today in class, which is shortened because of the early dismissal, we'll be watching the first half of a documentary film about the Anthropocene epoch. We'll watch the second half together on Wednesday and next Monday.


Thu/Fri, June 3-4

  • At this point, if you still have not managed to complete Modules #26-30, you should STOP working on those and prioritize completing Modules #31-34, with the goal of completing them before the end of class next Mon/Tues (June 7th/8th).

  • If you've finished Activities 1-4 on learn.concord.org (Modules #31-34 on Canvas) please watch the screen recording I shared with you at the end of Module #34. The video walks through the simulations in the GEODE modules and answers to the questions, so you can use it to revise or add detail to your answers.

  • Remember, the last thing you're doing for Science this year is taking the "Post Test GEODE Assessment" on learn.concord.org, and this is an open-notes assessment that you can take any time (at home or in class) between now and the end of the day on June 9th June 11.

  • If you're budgeting time, keep in mind that we will be using about ½ of class time on Monday/Tuesday to complete a survey. You'll have the rest of class time on Mon/Tue + Wed to finish any remaining work.

Tue/Wed, June 1-2

First ½ of class time today:

  • On your iPad, please go to learn.concord.org and open up Activity 1 of the Plate Tectonic Module. Today we'll review Activities 1-2 as a class. You may also wish to open your GEODE summary chart in Google Docs.

Last ½ of class time today:

  • Use remaining time to continue work on Canvas Modules ("Earthquakes" or "Rock Cycle" modules) OR review your work on the GEODE modules.

  • Before the end of the day on June 9th: Complete the "Post Test GEODE Assessment" on learn.concord.org. It's open-notes, so use your summary chart and the GEODE modules themselves as a reference if it's helpful.

Thu/Fri, May 27-28

Today, if you're "on pace," you should use today's class time to complete Module #35 (GEODE Activity 5). At the end of class, if you have not yet finished the GEODE modules, you should consider assigning yourself some homework over the weekend!

If you find yourself well ahead of pace, you may begin the "Using Seismographs to Locate Earthquakes" module and then the "Rock Cycle" modules. See me for paper handouts that you'll need for these.

Wednesday, May 26

Today, if you're "on pace," you should be starting Module #34, with the goal of finishing it before class on Thu/Fri May 27th/28th.

If you find yourself well ahead of pace, you may begin the "Using Seismographs to Locate Earthquakes" module. See me for a paper handout.

Looking ahead, aim to complete...

  • Module #35 before the end of class on Thu/Fri May 27th/28th.

Mon/Tue, May 24-25

Today, if you're "on pace," you should be starting Module #33, with the goal of finishing it before class on Wednesday May 26th.

If you find yourself well ahead of pace, you may begin the "Using Seismographs to Locate Earthquakes" module. See me for a paper handout.

Looking ahead, aim to complete...

  • Module #34 before your Thu/Fri May 27th/28th class.

  • Module #35 before the end of class on Thu/Fri May 27th/28th.

Thu/Fri, May 20-21

Today, if you're "on pace," you should have started Module #32, with the goal of finishing during class on Mon/Tues May 24th/25th.

If you find yourself well ahead of pace, please complete the "Deepest Place on Earth" or "The Earth's Core" in the "Extension Activities" Module.

Looking ahead, aim to complete...

  • Module #33 before your Wed May 26th class.

  • Module #34 before your Thu/Fri May 27th/28th class.

  • Module #35 before the end of class on Thu/Fri May 27th/28th.

Mon/Tue, May 17-18

Today, if you're "on pace," you should have started Module #32, with the goal of finishing by the end of class this Thu/Fri May 20th/21st.

If you find yourself well ahead of pace, please complete the "Deepest Place on Earth" or "The Earth's Core" in the "Extension Activities" Module.

Looking ahead, aim to complete...

  • Module #32 before the end of class on Thu/Fri May 20th/21st

  • Module #33 before the end of class on Mon/Tue May 24th/25th

  • Module #34 before the end of class on Wed May 26th

  • Module #35 before the end of class on Thu/Fri May 27th/28th

Thu/Fri, May 13-14

Today, if you're "on pace," you should be working on Module #31, with the goal of using the last 10 minutes of class to begin Module #32.

See revised timeline above, which takes into account MCAS interruptions!

Looking ahead, aim to complete...

  • Module #32 before next Wednesday's ½ day.

  • Module #33 before the end of class on Thu/Fri May 20th/21st

  • Module #34 before the end of class on Mon/Tue May 24th/25th

  • Module #35 before class on Wed May 26th

Mon/Tue, May 10-11

Today, if you're "on pace," you should be finishing up Modules #30 before the start of your Thu/Fri, May 13/14 class.

Thu/Fri, May 6-7

Today, if you're "on pace," you should be finishing up Modules #29 and #30, with the goal of finishing Module #30 by the end of your May 10-11 class.

Mon/Tue, May 3-4

Today, if you're "on pace," you should be starting Module #30 with the goal of finishing it before the end of your Mon/Tue, May 10-11 class.

Thu/Fri, April 29-30

Today, if you're "on pace," you should be working on Module #29 with the goal of finishing it before the end of your Mon/Tue, May 3/4 class.

Mon/Tue, April 26-27

Today, if you're "on pace," you should be starting Module #28 with the goal of finishing it before the end of your Thu/Fri, April 29-30 class.

Thu/Fri, April 15-16

Today, if you're "on pace," you should be starting Module #27 with the goal of finishing it before the end of your Mon/Tue, April 26/27 class.

Mon/Tue, April 12-13

Today, if you're "on pace," you should be working on Module #26 with the goal of finishing it before the end of your Thu/Fri, April 15th/16th class.

Upcoming Assessment:

As you wrap up your Climate Projects, I wanted to let you know how and when I will be assessing your individual understanding of the factors that influence climate. Please plan on taking an individual assessment in-person between April 9th and 13th. See the attached slide for the date that is specific to your Period/Cohort.

I know these dates seem a long ways off, but I'm trying not to overlap with ① holidays, ② your other teachers' assessments, and ③ my own scheduled 2nd dose of the vaccine, which I'm assuming may knock me out for a day.

The attached slide also outlines the learning objectives that you should have mastered in the process of completing your Climate Project as a group. These are the learning objectives that will be covered on the individual assessment, and you'll be given the opportunity to explain/model them using words and pictures. This will be on on-paper assessment.

Climate Factors Individual Assessment

Week 25: MAR 15-26

OBJECTIVES:

  • Differentiate between weather and climate
  • Investigate the factors that shape the climate of specific locations around the globe.
  • Given cities at the same latitude, determine what other factors make the climate of each location unique.

AGENDA :

  • Climate Project Launch (slideshow)

  • Climate Project Overview Document (contains project requirements and list of your city pair choices)

  • Rubrics:

    1. Individual

    2. Group

  • Climate Project Groups

  • Documents on Google Classroom:

    1. #25.1 Climate Project Resources links to THIS agenda. This material is here for your reference, and does not need to be turned in.

    2. #25.2 Climate Factors Summary Sheet - My Notes is YOUR individual copy for recording notes. (Every student must submit their own.) This assignment was initially misnumbered, so your copy of the document may start with #24.4.

    3. #25.3 Individual Graphing Activity (Every student must submit their own.)

    4. #25.4 Climate Project Group Slideshow

You have a total of 6 hours 20 minutes of class time to collaborate synchronously on this project, and our last day to work on it in class over Zoom in breakout rooms is Friday, March 26th.

Your group's finished slideshow and your individual assignments (#24.4 and #24.5 are due by the end of the day on Tuesday, March 30th

Week 24, Part 1 : MAR 11-12

OBJECTIVES:

  • Describe the factors that influence ocean circulation
  • Describe the influence of ocean circulation on the transfer of heat on Earth's surface

AGENDA :

  • Class Notes on Ocean Circulation using #24.1 Nearpod

  • #24.2 Ocean Circulation in the North Atlantic (due before our March 17th class)

Week 23, Part 2 : MAR 8-9

OBJECTIVES:

  • Describe the common types of air masses
  • Describe the weather fronts that occur when air masses meet/interact

AGENDA :

Week 23, Part 1 : MAR 4-5

OBJECTIVES:

  • Describe the common types of air masses
  • Describe the weather fronts that occur when air masses meet/interact

AGENDA :

Week 22 : FEB 25 - MAR 3

OBJECTIVES:

  • Describe the processes by which water vapor enters and leaves the atmosphere.
  • Explain how the continual evaporation and condensation of water in the atmosphere forms clouds
  • Explain the relationships between air temperature, dew point, and relative humidity
  • Vocabulary: water cycle, evaporation, condensation, dew point, humidity, relative humidity, saturated, precipitation

AGENDA :

  • In-Person:

    • #22.i1 Quiz — Weather #1

    • #22.i2 Generation Genius: The Water Cycle

    • #22.i3 Reading: Humidity

    • Please begin work on your remote assignments if you finish all of the above before class ends!

  • Remote:

    • #22.r1 WC Textbook pages 14-15: Condensation, Dew Point, and Relative Humidity

    • #22.r2 Nearpod: Relative Humidity

    • #22.r3 Relative Humidity Demonstration

    • #22.r4 Gizmo: Relative Humidity and Dew Point

Due Dates: Please complete these assignments before our 1/2 Day Remote Class on Wednesday, March 3.

Week 21 (continued): FEB 22-23

OBJECTIVES:

  • Describe where and in what features is water found on Earth
  • Describe how water cycles through Earth's systems
  • Vocabulary: water cycle, evaporation, transpiration, condensation, precipitation, watershed, aquifer, well

AGENDA :

  • Together as a class: Class Notes: The Hydrosphere

  • Independently:

    • Periods 1, 3 & 4 should complete #21.2 through #21.6 before Friday's class.

    • Period 6 should complete #21.2 through #21.6 before Thursday's class.

  • Note: #21.7 provides a list of learning objectives that will be covered on the quiz that you will take during your next in-person class (between Thursday 2/25 and Tuesday, 3/2.

Week 21: FEB 11-12

OBJECTIVES:

  • Describe where and in what features is water found on Earth
  • Describe how water cycles through Earth's systems
  • Vocabulary: water cycle, evaporation, transpiration, condensation, precipitation, watershed, aquifer, well

AGENDA :

  • #21.1 Class Notes: Global Winds

  • Demonstration: Where is Earth's Water?

  • #21.2 Gizmo: The Water Cycle. (If you finish, please go back into the activity to view the correct answers and check your work.)

  • #21.3 ES Textbook: The Water Cycle & Distribution of Earth’s Water

  • If Time: #21.4 Class Notes: The Hydrosphere

We will continue working on these assignments in class on the Monday/Tuesday after February Vacation, and you are not expected to work on them over the break.

Week 20, Part 3: FEB 10 (½ Day Remote)

OBJECTIVES:

  • Use models and analyze information to predict the stability and change caused by unequal heating of Earth’s atmosphere by the sun.
  • Identify and describe evidence that wind results from differences in air pressure from unequal heating of the atmosphere.
  • Vocabulary: wind, sea breeze, land breeze, atmosphere, air pressure

AGENDA :

Good morning! Please do the following as I take attendance.

  1. Get out your "Not Your Usual Pop!" Lab handout, and turn to the back page where there are some blank diagrams. We'll be drawing on these together today to summarize everything we've learned about wind, temperature, air density, and atmospheric pressure today.*

    • * If you don't have these accessible on paper, I did attach these same diagrams as a PDF to an announcement this morning. You could import them into Notability to draw on, but it will probably be easiest to draw on them on paper... which is why I gave them to you on paper!

  2. Go to http://www.EdPuzzle.com and click on your "Team M" classroom (not your usual Science classroom). We'll be doing a "live" EdPuzzle together here.

  3. (Optional) If you have them, since we'll be marking up the local winds diagrams on paper, you might want to get out some different colored pens/pencils (i.e., red and blue for warm and cold).

Due before class at the end of the week (Thurs or Fri):

  • #20.6 Earth's Atmosphere: Reading and Questions (before Thursday or Friday, whenever you have class at the end of the week)

Week 20, Part 2: FEB 8-9

OBJECTIVES:

  • Use models and analyze information to predict the stability and change caused by unequal heating of Earth’s atmosphere by the sun.
  • Identify and describe evidence that wind results from differences in air pressure from unequal heating of the atmosphere.
  • Identify and synthesize data to construct an explanation of the structure and layers of Earth’s atmosphere the composition and characteristics of each layer in Earth’s atmosphere.
  • Vocabulary: wind, sea breeze, land breeze, atmosphere, air pressure, altitude

AGENDA :

  1. In-Person:

    • #20.1 Class Notes: Air Pressure

  2. Remote:

    • #20.2 WC Textbook pages 75-80: Local and Global Wind Patterns

  3. Both:

    • Before Wednesday:

      • #20.3 Earth: The Biography - The Atmosphere (part 2 of 2 - last 35 minutes)

      • #20.4 "Where the Wild Wind Blows" Reading and Questions

      • #20.5 Edpuzzles: Global Winds & The Coriolis Effect

    • Before class at the end of the week (Thurs or Fri):

      • #20.6 Earth's Atmosphere: Reading and Questions (before Thursday or Friday, whenever you have class at the end of the week)

Week 20, Part 1: FEB 5-6

OBJECTIVES:

  • Use models and analyze information to predict the stability and change caused by unequal heating of Earth’s atmosphere by the sun.
  • Identify and describe evidence that wind results from differences in air pressure from unequal heating of the atmosphere.
  • Identify and synthesize data to construct an explanation of the structure and layers of Earth’s atmosphere the composition and characteristics of each layer in Earth’s atmosphere.
  • Vocabulary: wind, sea breeze, land breeze, atmosphere, air pressure, altitude

AGENDA :

  1. In-Person:

    • #20.1 Class Notes: Air Pressure

    • #20.3 Earth: The Biography - The Atmosphere (part 2 of 2 - last 35 minutes)

  2. Remote:

    • #20.2 WC Textbook pages 75-80: Local and Global Wind Patterns

    • #20.3 Earth: The Biography - The Atmosphere (part 2 of 2 - last 35 minutes)

Due Dates: Please finish watching #20.3 before next week's 1/2 day remote class on Wednesday.

Week 19, Part 3: FEB 3 Remote ½ Day

NOTE:

On Wednesday, Feb. 3, I again will not be with you on Zoom, but I will see you on Thursday or Friday, depending on your cohort!

OBJECTIVES:

  • Identify and synthesize data to construct an explanation of the structure and layers of Earth’s atmosphere the composition and characteristics of each layer in Earth’s atmosphere.
  • Vocabulary: atmosphere, air pressure, altitude

AGENDA :

  1. #19.5 Layers of the Atmosphere Interactivity (due end of day Wednesday)

    • This was assigned last Thursday, but please finish it before the end of the the day if you haven't already done so!

  2. #19.6 Earth: The Biography - The Atmosphere (part 1 of 2 - first 25 minutes) (due before your next class on Thursday or Friday)

    • During our ½ Day class, please watch the first 25 minutes of this excellent film on EdPuzzle, which documents the composition, “structure,” and origin of the atmosphere. I have shared it with you as an assignment. Please watch it before your next class, when we’ll finish the last 35 minutes.

Week 19, Part 2: FEB 1 & 2

OBJECTIVES:

  • Use models and analyze information to predict the stability and change caused by unequal heating of Earth’s atmosphere by the sun.
  • Identify and describe evidence that wind results from differences in air pressure from unequal heating of the atmosphere.
  • Identify and synthesize data to construct an explanation of the structure and layers of Earth’s atmosphere the composition and characteristics of each layer in Earth’s atmosphere.
  • Vocabulary: wind, sea breeze, land breeze, atmosphere, air pressure, altitude

AGENDA :

  1. #19.3 Experiment: Not your Usual Pop!

  2. #19.4 Using a Vacuum Pump to Understand Air Pressure

  3. #19.5 Layers of the Atmosphere Interactivity

Please refer to the due dates listed for your class on Google Classroom.

Week 19, Part 1: JAN 28 & 29

OBJECTIVES:

  • Use models and analyze information to predict the stability and change caused by unequal heating of Earth’s atmosphere by the sun.
  • Analyze relationships to describe how winds that blow over short distances and affect local weather are called local winds.
  • Identify and describe evidence that wind results from differences in air pressure from unequal heating of the atmosphere.
  • Identify and synthesize data to construct an explanation of the structure and layers of Earth’s atmosphere the composition and characteristics of each layer in Earth’s atmosphere.
  • Vocabulary: wind, sea breeze, land breeze, atmosphere, air pressure, altitude

AGENDA :

  1. First 35 minutes: Both cohorts together on Zoom

    • #19.1 Whole class review of the Specific Heat Lab and Coastal Winds and Clouds Gizmo

    • #19.2 WC Textbook pages 4-7 & 10: The Atmosphere, Air Pressure, and Winds

    • If time, begin #19.5 Layers of the Atmosphere Interactivity.. (There will be more time set aside to work on this in class next Monday/Tuesday.)

  2. 10 minute outdoor mask break and cold weather experiment!

  3. Last 35 minutes: Cohorts A and B have different assignments

    • In-Person Cohort: #19.3 Experiment: Not your Usual Pop!

    • Remote Cohort: #19.4 Using a Vacuum Pump to Understand Air Pressure

DUE DATES: Complete #19.1 and #19.2 before Monday, Feb. 1st; Complete #19.3 through #19.5 before Wednesday, Feb. 3rd.

Week 18: JAN 27 Remote 1/2 Day

AGENDA:

  • Check your email if you haven't already done so!

  • Complete assignment #18.r4, which should be available a few minutes before class would normally start.

  • That's it!

DUE DATES: #18.r4 is due before the end of the day today (Jan 27th).

Week 18: JAN 21-27 Remote

OBJECTIVES:

  • Identify and describe evidence that wind results from
    • Differences in air pressure from unequal heating of the atmosphere
  • Cite textual evidence to support how
    • unequal heating affects wind and weather conditions.
  • Analyze relationships to describe how
    • Winds that blow over short distances and affect local weather are called local winds.
    • Winds that occur over large areas and move around the globe are called global winds.
  • Vocabulary: wind, sea breeze, land breeze

AGENDA:

  • #18.r1 Check your work on #17.r2 Earth-Sun Relationships Reading Summary

  • #18.r2 Gizmo: Coastal Winds and Clouds

  • #18.r3 WC Textbook Pages: Patterns of Circulation in the Atmosphere, Part 1

DUE DATES: Please complete your in-person assignments before next Wednesday's 1/2 day

Week 18: JAN 21-27 In-Person

OBJECTIVES:

  • Identify and describe evidence that energy moves through Earth’s atmosphere by radiation, conduction, and convection
  • Cite textual evidence to support how energy from the sun is either absorbed or reflected by the different levels of the atmosphere.
  • Analyze relationships to describe how the greenhouse effect traps and absorbs gases in the atmosphere
  • Vocabulary: electromagnetic wave, greenhouse effect, thermal energy, convection, conduction, radiation
  • Identify and describe evidence that wind results from
    • Differences in air pressure from unequal heating of the atmosphere
  • Cite textual evidence to support how
    • unequal heating affects wind and weather conditions.
  • Analyze relationships to describe how
    • Winds that blow over short distances and affect local weather are called local winds.
    • Vocabulary: wind, sea breeze, land breeze

AGENDA:

  • #18.i2 Investigation: Specific Heat of Land and Water

  • #18.i1 Class Notes: Intro to Earth's Systems / Energy in Earth's Atmosphere.

    • We'll review as much from last week's readings as we have time for in class, but please plan on using the Nearpod link shared on this material to review the rest on your own, making corrections in your textbook as necessary.

DUE DATES: Please complete your in-person assignments before next Wednesday's 1/2 day

Week 17: JAN 14-20 In-Person

OBJECTIVES:

  • Analyze and interpret data to describe evidence that Earth has four major subsystems, or spheres, that cycle matter and energy and shape Earth's surface: atmosphere, geosphere, hydrosphere, and the biosphere.
  • Construct explanations using reasoning to predict similar patterns by recognizing that the Earth system
    • involves flows of matter and energy through different components
    • has two main sources of energy: heat from the sun and heat from Earth's interior
  • Develop and use models to demonstrate how a system returns information about itself, and that information results in change.
  • Vocabulary: atmosphere, geosphere, hydrosphere, cryosphere, biosphere, energy

AGENDA:

  • Write your name, cohort, and teacher's name on the inside cover of your new (yes, another!) Earth Systems textbook. (This textbook, which we'll refer to as your "ES Text" for brevity, can be left at home until further notice, but you'll need it for #17.3 this week.)

  • #17.i1 Quiz - Heat Transfer

  • Please take a moment to look over #17.i2 Weather and Climate Learning Objectives and Vocabulary.

  • #17.i3 ES Textbook Pages: Matter and Energy in Earth's Systems

  • #17.i4 Atmospheric Inquiry

  • If you finish your in-person assignments before the end of class, great! You're welcome to get a head start on the remote assignments for this week.

DUE DATES: Please complete your in-person assignments before your 2nd science class of this week (Jan 21st or 22nd).

Week 17: JAN 14-20 Remote

OBJECTIVES:

  • Identify and describe evidence that energy moves through Earth’s atmosphere by radiation, conduction, and convection
  • Cite textual evidence to support how energy from the sun is either absorbed or reflected by the different levels of the atmosphere.
  • Analyze relationships to describe how the greenhouse effect traps and absorbs gases in the atmosphere
  • Vocabulary: electromagnetic wave, greenhouse effect, thermal energy, convection, conduction, radiation

AGENDA:

  • #17.r1 Edpuzzles: The Reason for the Seasons

  • #17.r2 Earth-Sun Relationships Reading Summary

  • #17.r3 WC Textbook Pages: Energy in Earth's Atmosphere (We'll refer to your Cycles nfluencing Weather and Climate textbook simply as your "WC Text" for brevity.)

DUE DATES: Please complete your in-person assignments before your 2nd science class of this week (Jan 21st or 22nd).

Week 16: JAN 7-13 In-Person

OBJECTIVES:

  • Students will investigate what thermal radiation is, where it comes from and how it transfers.

  • Students will identify materials that absorb more thermal energy than they emit.


DO NOW:

AGENDA:

  • #16.i__

    • 1 Radiation Lab, AQ, and CER Planner

    • 2 Radiation Lab

DUE DATES: Please complete your in-person assignments by the dates listed on Google Classroom.

Week 16: JAN 7-13 Remote

OBJECTIVES:

  • Students will investigate what thermal radiation is, where it comes from and how it transfers.

  • Students will identify materials that absorb more thermal energy than they emit.

AGENDA:

  • #16.r__

    • 1 Radiation Review Questions

    • 2 Heat Transfer Summary Chart (Complete)

    • 3 Heat Transfer Practice

    • 4 Heat Transfer Image Sort

DUE DATES: Please complete your remote assignments by the end of the day next Tuesday (Jan 12th).

Week 15: JAN 4-5 (Remote & In-Person Together!)

OBJECTIVES:

  • Investigate what thermal radiation is, where it comes from and how it transfers.

  • Identify materials that absorb more thermal energy than they emit.


DO NOW: Follow the links on Classroom to #15.1 and #15.2. Please do these two assignments as soon as class begins while I take attendance.

AGENDA:

  • Together:

    • #15.1 Convection Check-In

    • #15.2 Camping Trip Probe.

    • If you finish the two agenda items above, you can do the first two steps of #15.5 below!

    • Lava lamp demo & convection review

    • #15.3 Class Notes: Thermal Radiation

  • Independent Work:

    • #15.4 Reading Notes: Radiation, Winds, Ocean Currents

    • #15.5 Gizmo: Heat Absorption

DUE DATES: Please complete #15.3 through #15.5 before Wednesday's ½ day remote class.

Week 14: DEC 21-22 (Remote & In-Person Together!)

OBJECTIVES:

  • Continue to investigate the formation of convection currents.

  • Predict the movement of a fluid based upon changes in density by heating and cooling.


DO NOW: Follow the link on Classroom to the #14.5 Convection Practice on Canvas. Please complete it and check your answers while attendance is being taken. If you finish early, please review the assignments that I've shared answer keys to in Classroom.

AGENDA:

  • What questions do you still have about...?

    • #13.2 (see #14.4 for answer keys)

    • #14.3 Convection Video & Reading Notes

    • #14.2 Convection Lab #1

  • #14.6 Convection Lab #2

  • 10-minute mask and screen-free break! 😷📵

  • #14.7 Convection Cells Gizmo

  • #14.8 Heat Transfer Summary Chart

DUE DATES: Please complete #14.6 before Wednesday's Remote Half-Day, and complete #14.7 and #14.8 before you leave for the Winter Break! Wednesday's half day will be a time that you can choose to either A) use 30 minutes to finish up these assignments or B) play a fun Kahoot! review game together with others who have already finished their work.

Week 14: DEC 17-18 (Remote & In-Person Together!)

OBJECTIVES:

  • Know in which direction heat transfers

  • Define (and describe examples of) convection

  • Explain how a convection current moves heat

  • Be able to apply knowledge of convection to real-life situations

AGENDA:

  • #14.1 Conduction Check-In — (5 question) check-in on Conduction. This will "count" only if you do well on it! Once you've submitted it, you should be able to view the correct answers.

If you finish the #14.1 check-in, please use #14.4 to review your answers to the #13.2 Conduction Reading & Notes assignment. Once everyone is at a good stopping-point, we'll move on with the agenda.

  • #14.2 Convection Lab #1 — A virtual experiment on EdPuzzle with a Google Doc data table for you to record your observations in

  • #14.3 Convection Video & Reading Notes — a 1-page reading with a note-taking template & 3 questions for you to complete)

  • #14.4 Check & Correct #13.2 — Answer keys for #13.2 are attached. If you can't edit your #13.2 Google Doc, you may need to make a copy. You may also simply take notes in your lab notebook on any questions that you missed.

DUE DATES: Please complete #14.1 through #14.4 before your next class next week.

Week 13: DEC 10-16

OBJECTIVES:

  • Define heat transfer and conduction,

  • Be able to apply knowledge of conduction to real-life situations

  • Know in which direction heat transfers

  • Define thermal conductor and thermal insulator and give examples of each

AGENDA:

  • [On your in-person day] #13.Q Week 13 Quiz — Temperature and Phase Changes

  • Use your in-person and remote class periods to complete the following assignments this week:

    • Due before Monday:

      • #13.2 Reading Notes: Heat Transfer & Conduction

      • #13.3 Class Notes: Heat Transfer & Conduction

    • Due before Wednesday:

      • #13.1 How does thermal energy move to heat your home?

      • #13.4 Virtual Experiments: Conductometer and Melting Ice

      • #13.5 Conduction Gizmo

NOTE: Dec 17-22, plan on a short (10 minute) check-in that will cover the learning objectives listed above.

Week 12 (continued): DEC 7-8 (Remote & In-Person Together!)

OBJECTIVES: Read/interpret heating/cooling curves in order to explain the effect that thermal energy has on the phase of matter of a substance.

AGENDA:

  1. #12.5 Check & Correct #11.1, 12.3, and 12.4

  2. #12.6 Phase Change Practice

  3. #12.7 Make a review page for the Week 13 Quiz

DUE DATES: Please complete #12.5 through #12.7 before Wednesday's ½ day, which will be devoted to reviewing all things related to temperature and phase changes.

NOTE: Please plan on a slightly longer quiz during Week 13 (DEC 10-15) on your in-person day. The quiz will cover these learning objectives related to temperature, thermal energy, and phase changes.

Week 12: DEC 3-4 (Remote & In-Person Together!)

OBJECTIVES: Read/interpret heating/cooling curves in order to explain the effect that thermal energy has on the phase of matter of a substance.

DO NOW: Open kahoot.it in Safari so we can play a game together first. (You'll want to have Safari & Zoom set up in split screen if you're remote.)

AGENDA:

  1. Together (1st half of class): Kahoot! Review

  2. Mask break!

  3. Independent Work Time (2nd half of class)

    • #12.1 Check and correct #10.r2

    • #12.2 The Phases of Matter (more review questions)

    • #12.3 Boiling Point Lab Analysis Questions

    • #12.4 Reading a Heating/Cooling Curve

DUE DATES: Please complete #12.1 through #12.4 before our next class (either Monday or Tuesday, depending on your cohort).

NOTE: Please plan on a slightly longer quiz during Week 13 (DEC 10-15) on your in-person day. The quiz will cover these learning objectives related to temperature, thermal energy, and phase changes.

Week 11: DEC 1-2

AGENDA:

  1. Nearpod notes on Phase Changes (see material #11.2 on Classroom if you want to review today's nearpod).

  2. #11.1 Phases of Matter Reading and Notes

DUE DATES: Please complete #11.1 by the end of the day on Wednesday, 12/2

Week 10: NOV 19-24 Performance Expectation ➝ PS1-4 Thermal Energy and Particle Motion

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

  • Describe what happens to when a substance freezes and boils

Week 10: NOV 19-24 In-Person

AGENDA:

  1. #10.i1 Week 10 Check-In. When you're done, please give me any scrap paper that you wrote on, and you may begin #10.i2 below! Please don your headphones. 🎧😀

  2. #10.i2 Freezing Point Graph + Guidelines for Creating Line Graphs / Scatter Plots

  3. #10.i3 Freezing Point Lab Extension Questions

DUE DATES: Please complete this week's in-person assignments by the end of the day on Tuesday, November 24th.

Week 10: NOV 19-24 Remote

AGENDA:

  1. #10.r1 Boiling Point Lab

  2. #10.r2 The Phases of Matter (reading, markup, & questions)

DUE DATES: Please complete this week's remote assignments by the end of the day on Tuesday, November 24th.

NOTE: Your weekly check-in (during the first 10 mins of your in person class) for Nov 19-24 will have questions on Density (2 Qs), Measurement (2 Qs), and Thermal Energy & Particle Motion (3 Qs).

  • Density: Calculate density, and relate expansion/contraction to density

  • Measurement: measure precisely with estimated digits by reading a scale.

  • Thermal energy & particle motion: Compare and contrast the motion of arrangements of particles in...

    • solids, liquids, and gases

    • warm substances vs. cool substances

Week 9: NOV 18 Remote Agenda (Half-day)

AGENDA:

  1. Science Practice spotlight: Analyzing and Interpreting Data

  2. Demo & explore: Using Desmos to analyze some sample data and generate graphs

  3. If time remains: Work on CER

DUE DATES: Please complete your CER (#09.i3) by the due date specified on the assignment.

Week 9: NOV 12-18 Performance Expectation ➝ PS1-4 Thermal Energy and Particle Motion

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Week 9: NOV 12-17 In-Person

AGENDA:

  1. Short Quiz on Thermal Energy and Particle Motion. When you finish, please put it in the folder by the lost & found (near the door), then do the next item on the agenda!

  2. Label & stow your new lab safety glasses! DONE!

  3. #09.i1 Review Answer Keys for Week 7 & 8 Assignments.

  4. Temperature Demonstrations

  5. #09.i3 CER: Temperature and Volume

DUE DATES: Please complete your CER (#09.i3) by the due date specified on the assignment.

Week 9: NOV 12-17 Remote

AGENDA:

  1. #09.r1 The Particle Nature of Matter (video & quiz game)

  2. #09.r2 Brainpop: Temperature

  3. #09.r3 Factors that Affect Density

  4. #09.r4 Freezing Point Lab

DUE DATES: Please complete this week's remote assignments by the end of the day on Tuesday, November 17th.

NOTE: There will be a short quiz Nov 12-17 during your in-person class that covers the performance expectation and learning objectives listed below for this week (Nov 5-10).

Week 8: NOV 5-10 Performance Expectation ➝ PS1-4 Thermal Energy and Particle Motion

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Week 8: NOV 5-10 In-Person

OBJECTIVES:

  • When a substance is heated and cooled, what happens to it...

    • ...at the macro-level (in terms of its volume)?

    • ...at the micro-level (in terms of its particles)?

AGENDA:

  1. Nearpod: Heating & Cooling a Liquid

  2. #08.Quiz Measurement & Density 1

  3. #08.i1 Mini-Lab: Heating and Cooling Liquids

  4. When finished with lab, clean equipment with soap + water, then begin working on your analysis questions.

DUE DATES: Please complete #08.i1's Analysis Questions by the end of the day on Tuesday (Nov 10). You should feel free, also, to work on this week's remote assignments at any point... you dojn't

Week 8: NOV 5-10 Remote

OBJECTIVES:

  • Compare and contrast solids, liquids and gases...

    • At the macro-level, in terms of their volume and shape

    • At the micro-level, in terms of their particles' movement and attractions for one another

  • Describe how intermolecular forces (the attractions between particles) and the kinetic energy of the particles in a substance relate to phase changes like boiling, freezing, and melting

AGENDA:

  1. #08.r1 Matter & Energy Packet, pages 1-2, 4-8, & 10-11

  2. #08.r2 PhET Simulation: States of Matter

  3. #08.r3 States of Matter Edpuzzles (36 mins)

DUE DATES: Please complete this week's assignments (r1, r2, and r3) by the end of the day on Tuesday (Nov 10).

NOTE: The short quiz that on Measurement & Density that was going to be during your in-person class between October 29 - November 4 has been pushed back a week, until November 5-10. It will still cover the following learning objectives:

  • Make measurements of length and volume that include estimated digits.

  • Determining the volume of an object using LxWxH and by liquid displacement

  • Calculate the density of an object when given its mass and volume

  • Determine whether an object will float or sink in a given liquid, based on the object & liquid density

NOV 3 Remote Agenda (Half Day)

OBJECTIVES:

  1. Students will be able to explain, on the molecular level, that heating and cooling affect molecular motion.

AGENDA:

  • Period 6, Cohort B only — Complete #07.r3 Matter & Energy Reading/Markup before Wednesday's (Nov 4) class

  • All Other Periods — Molecules in Motion Nearpod & Experiment

DUE DATES:

  • Complete all assignments that start with #07.r and #07.i before the end of the day on Thursday.

OCT 29 - NOV 4 In-Person Agenda

TODAY'S FOCUS: Now that we know that all matter has mass and volume (and, therefore, density) how can we begin to develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

TODAY'S OBJECTIVES:

  • Compare and contrast matter and energy

  • Describe evidence for the kinetic-molecular theory of matter

  • Compare and contrast the solid, liquid, and gas phases of matter

TODAY'S AGENDA:

  1. Fun demos

  2. #07.i1 Gizmo: Phases of Water

OCT 29 - NOV 4 Remote Agenda

TODAY'S FOCUS: Density/buoyancy and states of matter

TODAY'S OBJECTIVES:

  • Further relate density to the tendency of an object to float or sink

  • Compare and contrast the solid, liquid, and gas phases of matter

TODAY'S AGENDA:

  1. #07.r1 Edpuzzles: Density and Buoyancy

  2. #07.r2 Intro. To States of Matter

OCT 28 Agenda

NOTE: During your next in-person class (October 29 - November 4) there will be a short quiz that will assess your ability to do the following

  • Make measurements of length and volume that include estimated digits.

  • Determining the volume of an object using LxWxH and by liquid displacement

  • Calculate the density of an object when given its mass and volume

  • Determine whether an object will float or sink in a given liquid, based on the object & liquid density

TODAY'S FOCUS: Making Precise Measurements and Calculating Density

TODAY'S OBJECTIVES:

  • Make precise measurements of length and volume

  • Determine the volume of an irregularly shaped object using the liquid displacement method

  • Use precise measurements of mass and volume to determine the density of an irregularly shaped object

  • Ask scientific questions about a natural phenomenon

TODAY'S AGENDA:

  1. Density Review

  2. Time in breakout rooms to finish last week's #06.r4 The Question Formulation Technique (related to the Railway Tank Car phenomenon you observed).

  3. Add your group's "3 most important" scientific questions (from the Question Formulation Technique worksheet) to the Padlet that I emailed you!

OCT 26-27 Agenda

NOTE: During your next in-person class (October 29 - November 4) there will be a short quiz that will assess your ability to do the following

  • Make measurements of length and volume that include estimated digits.

  • Determining the volume of an object using LxWxH and by liquid displacement

  • Calculate the density of an object when given its mass and volume

  • Determine whether an object will float or sink in a given liquid, based on the object & liquid density

TODAY'S FOCUS: Making Precise Measurements

TODAY'S OBJECTIVES:

  • Make precise measurements of length and volume

  • Determine the volume of an irregularly shaped object using the liquid displacement method

  • Use precise measurements of mass and volume to determine the density of an irregularly shaped object

TODAY'S AGENDA:

  1. Mindfulness Meditation

  2. #06.5 Check and correct your work from last week, using the red links to answer keys that have been added to each assignment's directions. No need to resubmit your work after checking/correcting, but do make a note of any questions you still have after reviewing the answer keys.

  3. Complete Challenges #06.6 through #06.9. The more you can complete before this Wednesday's half day, the more prepared you will be to ask questions about anything you're still unclear about!

DUE DATES: Before your next in-person class, complete #06.5 through #06.9. The more you can complete before this Wednesday's half day, the more prepared you will be to ask questions about anything you're still unclear about!

OCT 19-23 In-Person Agenda

FOCUS: Making Precise Measurements

OBJECTIVES:

  • Why is standardized measurement important? Measurement systems - esp. Metric/SI system.

  • Identify all measured digits and the estimated digit using different ruler scales.

AGENDA:

  1. #06.i1 Lab Safety Check-In

    • If you finish early, you may begin #06.r1 (CK-12 Reading) while you wait for others to finish the lab safety check-in

  2. #06.i2 Flocabulary: The Metric System

  3. #06.i3 Ruler Activity and Analysis Questions

    • After you've made your measurements using the 3 different rulers, jump ahead to do #06.i4 (below) FIRST before attempting the analysis questions that go along with the Ruler Activity.

  4. #06.i4 Recording Measurements with Estimated Digits

  5. If you finish today's in-class agenda before class ends, feel free to begin the agenda items on this week's remote agenda.

DUE DATES: Complete the assignments listed above by the end of the day on Friday (10/26)

OCT 19-23 Remote Agenda

FOCUS: Making Precise Measurements

OBJECTIVES:

  • Why is standardized measurement important? Measurement systems - esp. Metric/SI system.

  • Identify all measured digits and the estimated digit using different ruler scales.

AGENDA:

  1. #06.r1 CK-12 Reading: Appropriate Units for Metric Length Measurement

  2. #06.r2 Nearpod Notes: Recording Measurements


  3. #06.r3 Video: Precision, Accuracy, Measurement, and Significant Figures

DUE DATES: Complete the assignments listed above by the end of the day on Friday (10/26)

OCT 8-16 Agenda

This Week's Focus: Density and Measurement

OBJECTIVES: There is a list of this week's learning objectives on the first page of your blue Density and Measurement Packet, and learning objectives are listed in the directions for each of the assignments below.

Your Assignment, due by the end of the day on Friday., 10/16 is to complete your blue packet*

* You can skip page 14, comparing Mass and Weight

On Google Classroom, I've broken this down into bite-sized chunks, which you can see in more detail in your Classwork tab. Those chunks are:

  1. #04.1 Measurement Practice

  2. #04.2 Gizmo: Measuring Volume

  3. #04.3 Edpuzzle: Density

  4. #04.4 Density Reading and Questions

  5. #04.5 Gizmos: “Density” and “Slice and Dice”

  6. #04.6 Density Practice

(If it's helpful to have some incremental deadlines, I would recommend trying to complete #1 and 2 by the end of this week, and complete #3 and 4 before next Thursday.)

I will add answer keys to each assignment's directions as we progress through the week.

As you can see, I'm trying something different, and posting the entire week's sequence of activities I'd like you to engage with to learn about Density and Measurement. I want you to have the flexibility to work on them at any point this week — whether you're in class or remote — without having to wait for the day that you have remote or in-person science class. We'll have lab supplies available in the room so that you can do some hands-on experimentation of your own using graduated cylinders, rulers, and electronic balances. My hope is that freeing you up from daily deadlines will afford you the opportunity to use class time to get help with what you need when you need it, so that by October 14th you feel that you have a solid grasp of the learning objectives listed on the first page of your blue "Density and Measurement" packet. I welcome your feedback about how this approach works for you, and you can let me know by answering this question on Google Classroom.

OCT 7 Remote Agenda (Half Day)

OBJECTIVES:

  1. Check over your work from assignments that we've completed recently!

  2. Define length, mass, and volume

  3. Describe how to measure the volume of an object, regardless of its shape

AGENDA:

  1. #03h1 Slide Deck: Measuring Length, Mass & Volume

  2. #03h2 Half-day Weekly Wrap-Up

DUE DATES:

  • Before the start of your next in-person class ➝ finish #03h1 by viewing, listening to, and taking notes (in your lab notebook) on the slides about "Measuring Length, Mass & Volume"

OCT 1-6 In-Person Agenda

OBJECTIVES:

  1. Sharpen observation skills, introduce the concept of scientific measurement.

  2. Describe some tools/equipment that scientists use and why is it important to use the correct tools.

DO NOW: Go to GoFormative.com so that we can review Part 1 of yesterday's General Lab Safety Overview. I will change the assignment so that you can edit your responses.

AGENDA:

  1. Distribute Density and Measurement Packets

  2. Class review of #010 General Lab Safety Overview, Part 1

  3. What is DATA?

  4. #03i3 (A familiar experiment)

  5. #03i4 Common Laboratory Equipment

DUE DATES:

  • By the end of the day on Tuesday 10/6 ➝ Complete #03i3 and #03i4

OCT 1-6 Remote Agenda

OBJECTIVES:

  1. Sharpen observation skills, introduce the concept of scientific measurement.

AGENDA:

  1. #03r1 General Lab Safety Overview - Video Recap, Part 2

  2. #03r2 Review the learning objectives and vocab for our unit on Matter, Measurement, and Density

  3. #03r3 Measurement Reading

DUE DATES:

  • By the end of the day on Tuesday 10/6 ➝ Complete #03r1 through #03r3

SEP 30 Remote Agenda (Half Day)

OBJECTIVES:

  1. Brainstorm ways in which we use measurements in everyday life

  2. Describe basic lab safety rules

DO NOW: Open the Nearpod app and enter the code shown on your teacher's screen, then contribute to the board.

REMOTE AGENDA:

  1. Two Truths and a Lie, continued.

  2. Measurements in everyday life

  3. Log into GoFormative.com

  4. Complete #010 - General Lab Safety practices, Part 1 of 2

DUE DATES:

  • By next class ➝ Complete #010

SEP 29 Agenda (Period 6 only)

OBJECTIVES:

  1. Differentiate between physical and chemical changes of matter

  2. Identify evidence of a chemical change

REMOTE AGENDA:

  1. Two Truths and a Lie, continued.

  2. Things we learned from our first time using your eText

  3. #008 BrainPop - Property Changes

  4. #009 - Chemical Changes Gizmo

DUE DATES:

  • By tomorrow (9/30) → Finish through #009

SEP 24 & 25 Agenda

OBJECTIVES:

  1. Learn how to access your electronic textbook (eText)

  2. Describe and classify matter

REMOTE AGENDA:

  1. Two Truths and a Lie, continued.

  2. Results from #005 (yesterday's 12:38 experiment!)

  3. Review answers to yesterday’s Exit Slip

  4. #006 Set up your eTextbook account

  5. Use remaining class time to work on #007 Describing and Classifying Matter

DUE DATES:

  • Before next Wednesday (9/30) → Finish through #007

SEP 23 Agenda (Half Day)

OBJECTIVE: Explain the cause of the seasons, and conduct an experiment that uses the angle of sunlight to determine your latitude.

REMOTE AGENDA

  • DO NOW: Finish writing your 2 Truths & 1 Lie!

  • What in the world???

  • Two Truths and a Lie

  • ID’ing adults’ misconceptions about the causes of seasons

  • Prove that the Earth is Round at 12:38 PM today!

  • If Time: Review answers to yesterday’s Exit Slip

DUE DATES

  • Today → #001 through #003

  • Before weekend → #004 Seasons in 3D Gizmo

  • (OPTIONAL) Do #005 outside today at 12:38 PM!

SEP 21 & 22 Agenda

OBJECTIVE: Describe how the Earth's tilt causes places on Earth to experience different intensities of sunlight at different times of year, leading to temperature changes that result in seasons.

REMOTE AGENDA

① Attendance

② Flocabulary - Seasons

③ How your work is organized in Classroom

④ Assignments due: #001, #002, and #003

⑤ How to access assignments on Canvas

⑥ Do #002 in your own Breakout Room

⑦ Take a 10 minute break at any point before class ends

⑧ Do #003 in your own Breakout Room


Welcome, fellow scientists!

I'm so excited to get to know you all this year, and for all that we're going to learn about the natural world together. Use this site as a starting point for finding all of the important resources and links you'll need for class this year.

SEP 17 & 18 Agenda

  1. Attendance & Logistics

  2. Zoom Do's and Don'ts

  3. Observations & Inferences about your science teacher

  4. 8th Grade Science Expectations, Materials, & FAQs

  5. Wildfires & earth.nullschool.net