Today, students created the models described in the summative activity posted in the spring break post. Tomorrow, groups will record the results of the changes to their system and analyze their results. By the end of the week (or Monday for period 2 students who I won't see tomorrow), students will create posters to present their results to the class. Small posters and printed pictures can be brought in starting tomorrow, and should be in no later than Thursday.
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I hope everyone has a wonderful break! Don't forget that there are 4 short probes on discoveryeducation.com that will be due the Friday of the week we return (4/3/15). The username is the same one that you use to login during benchmark testing and the password for everyone is welcome1. When we return from break, we will begin working on the IB summative project for the unit on Earth's Systems. In this project students will demonstrate their understanding of our statement of inquiry - Interactions between Earth's systems help to maintain environmental balance, and are understood through the use of models. The IB objectives that you will be evaluated on will be: Criterion B i: Outline an appropriate problem or research question to be tested by a scientific investigation ii: Outline a testable prediction using scientific reasoning Criterion C i: Present collected and transformed data ii. Interpret data and outline results using scientific reasoning Students will accomplish this with the attached activity
The materials listed are just suggestions. Over break, I am asking that each small group think about what materials they will want to use, and begin to gather them to bring in on Monday. If you think you need something that we might already have in the science lab, email me to ask.
Today, all classes finished and presented their atmosphere brochures, and completed the lesson 1 review. Tomorrow's quiz will be on Chapter 4, lesson 1. Use yesterday's questions as well as those posted below to help you study.
1. the main component of Earth’s ancient atmosphere 2. the gas produced by organisms that use photosynthesis 3. is beneficial higher in the atmosphere but is a pollutant down below 4. makes up about 78 percent of today’s atmosphere 5. liquids produced by the burning of fossil fuels 6. where weather phenomena occur 7. the atmospheric layer below the mesosphere 8. reflects AM radio waves 9. displays of colored light 10. atmospheric layer farthest from Earth’s surface 11. always decreases with altitude 12. sometimes decreases with altitude A. exosphere B. auroras C. air pressure D. acids E. temperature F. water vapor G. nitrogen H. ionosphere I. oxygen J. troposphere K. ozone L. stratosphere You can also watch the BrainPOP on Earth's Atmosphere https://www.brainpop.com/science/earthsystem/earthsatmosphere/ (username: facc Password: facc33330) Last week, we began Chapter 4 on Earth's atmosphere. Vocabulary for this chapter includes the following: Lesson 1:
Lesson 2:
Lesson 3
Lesson 4
Tomorrow, students will be working on the attached project. Tuesday, there will be a quiz on lesson 1. Use the questions below to reinforce what we have learned in class.
1. Explain how Earth’s atmosphere developed.
2. List the major layers of Earth’s atmosphere beginning with the layer closest to Earth’s surface. 3. What is the ionosphere? Where is it located? 4. What causes air pressure? 5. Ozone is located in two places. Name those two places. What is ozone’s effect in each place? Use the following as your study guide outline for the test next Wednesday
1. Practice finding percent slope/ratios math 2. What is the difference between and alpine glacier and an ice sheet? 3. What is the relationship between vegetation and erosion? 4. Explain how land use practices can affect erosion and mass wasting 5. What is the main force behind mass wasting? 6. What is the difference between structures created by erosion and deposition? Be able to identify examples. 7. Where is a talus found? 8. How does water cause weathering and erosion? 9. What are the agents of erosion? 10. How is sediment sorted? 11. What are destructive and constructive processes? 12. What is a depositional environment? 13. Study the information in you foldables, including stream stages, coastal and groundwater erosion, and be able to explain landforms created by water erosion, water deposition, wind erosion, and wind deposition. 14. What is rounding and how does it happen? 15. What ice sheets covered Earth long ago? 16. Study the glacial erosion picture in lesson 3, and know the difference between moraines, outwash, and till 17. How does a longshore current flow in relation to the shore? 18. How does wind cause weathering? (What about when ice mixes with air?) 19. Why do wind and water hold less sediment when they slow down? 20. Be able to explain the difference between poorly, moderately, and well sorted sediment. 21. How do erosion and deposition work together to form stalagmites and stalactites? Today, periods 1 and 4 finished Chapter 3, lesson 3 and worked on finding slope. There will be a test on chapter 3 next Wednesday.
Study Skills: Answer the following questions 1. The shaking from an earthquake can cause to occur on hillsides. 2. A hill with a(n) slope is most likely to experience mass wasting. 3. The erosion of an alpine glacier produces a(n) -shaped valley. 4. A pile of angular rocks and sediment from a rockfall is called . 5. Explain how vegetation helps prevent mass wasting of soil on a slope. 6. Contrast a rockfall and slump. 7. Describe how a moraine forms. 8. Differentiate the two types of glaciers. Today, period 4 learned about how glaciers contribute to erosion and deposition. Due to the A/B day schedule, periods 1 and 2 will have this lesson tomorrow.
Study Skills: Answer the following questions 1. What is a glacier? 2. Where do glaciers form? 3. How fast do alpine glaciers move, and in what direction do they travel? 4. Explain the difference between alpine glaciers and ice sheets. 5. Explain how glaciers erode Earth’s surface. Today, 1st and 4th period began learning about mass wasting and glaciers, while second period began the lesson on landforms shaped by erosion and deposition by water and wind.
Study Skills: Answer the questions below: 1. The three stages of a stream in the order they develop are stream, stream, and stream. 2. A(n) stream flows rapidly downhill in a mountainous area. 3. A(n) stream has reached gentler slopes. 4. A(n) stream flows through wide, open areas that have a gentle slope. 5. A meander is a(n) curve in a stream that occurs as a stream flows across flat land. 6. The rushing water of a young stream can cause a steep, valley. 7. A longshore current flows to the shoreline and erodes beaches. 8. Sea caves, sea stacks, and sea arches are formed when waves erode rocks along the shore. 9. Acidic groundwater can dissolve underground limestone and form a(n) . 10. A(n) is a large deposit of sediment that forms where a stream enters a large body of water. 11. is the grinding away of rock or other surfaces as particles carried by wind, water, or ice scrape against them. 12. A crumbly, windblown deposit of silt and clay is called a(n) . 13. A windblown deposit of sand is called a(n) . |
Syllabus
Lab Contract
Online Book Registration InstructionsTo access the online book for the FIRST TIME, open the attached pdf (titled redemption code 6th grade) and follow the instructions to register. After you register WRITE DOWN YOUR USERNAME AND PASSWORD in your agenda. YOU WILL ONLY NEED TO USE THE CODE IN THE PDF THE FIRST TIME TO REGISTER. Every time after that, just go onto www.connected.mcgraw-hill.com and sign in using the username and password that you wrote down after registering.
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