Prentice Hall Science Study Guide Power Point
5/22 (Tuesday) Eclipses & Observing the Solar System Skills: Explain what causes solar and lunar eclipses. Explain how the heliocentric and geocentric models of the solar system differ. Explain how the observation and view of scientists such as Kepler and Copernicus contributed to the current understanding of the solar system. Identify and explain the two factors that keep planets in their orbits. Activities: Check workbook p. 225-229 (3rd) & p.
225-228 (4th - 6th) Finish notes Ch. 19 on eclipses. 20 on Observing the Solar System posted on. 2/23 (Friday) Tides Skills: Explain the monthly tide cycles. Describe how people use the energy of tides. Assessment: Check p.
Free Science Study Guide
156 (1-8) in workbook Notes with Powerpoint on monthly tides and energy from tides Venn diagram on spring and neap tides HW: p. 157-158 (9-15) Quiz on Monday over tides and waves. Study your notes for 13.1 Waves and 13.2 Tides 5th period and Acc. Content - by Tuesday.
You need to have your title/cover page, purpose, and hypothesis in your notebooks for your science fair project to be looked. 2/5 (Monday) Wastewater Skill: Describe how water is distributed after treated. Describe how wastewater is treated. Assessment: Clean-up Review - The clean up went great but it was cold!!!
Thanks to all students and parents who contributed to the cause and also came out and helped pick up trash. Prentice Hall Video on Ch.12 - Positive Bacteria Water to Drink Powerpoint with notes AC and 5th period - Science Fair comic book 4th and 6th period - Scientific Method DVD HW: p. 142-144 (14-24) posted on. 1/25 (Thursday) Water Underground Skills: Describe a spring. Explain what an aquifer is and how people obtain water from an aquifer. Assessment: Check p. 136 (9-17) WB Check 11.3 WS Science Seekers - Safe Water HW: Study 11.3 notes Quiz tomorrow Finish fresh water centers for those who have not turned in their packet (counts as a mini-project grade).
I will be giving out the information to those students who need articles for literacy center and to those that need science seekers information sheets. 1/24 (Wednesday) Water Underground Skills: Describe springs. Explain what an aquifer is and how people obtain water from an aquifer.
Assessments: Check p. 135 (1-8) & 11.3 Notes Compare Notes with Water Underground Notes on Powerpoint DEAR/Fresh Water Centers HW: p. 136-137 (9-17) 11.3 Review Worksheet Quiz on Friday over 11.3 Water Underground Test on Tuesday over Ch. 11 Fresh Water. The test will cover p. 360-363 on water distribution and water cycle, 376 on icebergs, and p. 378-381 on water underground.
Study guide with notes on this chapter will be turned in on Tuesday also. 10/17 (Tuesday) Advanced Content - Earthquakes Skill: Explain what can be done to reduce earthquake hazards to buildings and to people. Assessment: -Yesterday, the students started building a structure using mini-marshmallows and toothpicks. The structure had to be 25 cm high and withstand the 'shaker' table (cardboard box with marbles and cardboard) for 10 seconds to receive an A. Students finished the project today although some of the projects over night did not sustain the room conditions and fell.
The shaker table test was given to the structures and two of the structures did very well and are still standing.Gave tests back. Students who made below an 80 need to get the tests signed by parents. HW: None posted on. 9/26 (Tuesday) Earth's Crust in Motion Skill: Describe how stress forces affect rock. Describe the types of faults, why faults form, and where they occur. Describe how movement along faults changes Earth's surface. Assessment: 'Why Worry' video (1 minute) Earthquake Powerpoint with questions, activities, and vocabulary Earthquake 101 Powerpoint by USGS.
Playdough activity on the types of stresses. Reviewed the three types of faults. Slideshow on Yellowstone & Grand Tetons trip of 2006. Discussed low and high friction.
Mountain Building Formations. Slideshow on Grand Canyon trip of 2005. HW: WS 5.1 posted on. 9/21 (Thursday) Test & DEAR Skill: List the characteristics of Earth's crust, mantle, and core. Explain how heat is transferred.
Identify what causes convection currents. Describe convection currents in Earth's mantle. Describe the theory of continental drift. List the evidence used by Alfred Wegener to form his theory and explain why other scientists rejected it.
Describe the process of sea-floor spreading. List the evidence for sea-floor spreading. Explain the process of subduction. Explain the theory of plate tectonics. Describe the three types of plate boundaries. Assessment: Hand in study guide with the attachments Test on Ch.
4 DEAR HW: none posted on. 9/20 (Wednesday) Review Ch. 4 Skill: List the characteristics of Earth's crust, mantle, and core. Explain how heat is transferred. Identify what causes convection currents. Describe convection currents in Earth's mantle.
Describe the theory of continental drift. List the evidence used by Alfred Wegener to form his theory and explain why other scientists rejected it. Describe the process of sea-floor spreading. List the evidence for sea-floor spreading. Explain the process of subduction.
Explain the theory of plate tectonics. Describe the three types of plate boundaries. Assessment: Check p. 52 Go over study guide Review game for test using quiztrons. Check out this site: Remember to fill out a slip for the reading chain when you read 150 pages.
Please tell your parents about this exciting idea! The chains are starting to get long. HW: Study for test Get your study guide with the attachments together(on the white board). You can get it together tomorrow if you have not already in class. Get a signature from your parents on your study guide for an extra 5 points on your test.
8/24 (Thursday) Plate Tectonics Objective: Earth's interior - list the characteristics of Earth's crust, mantle, and core. Assessment: Finish what, how, and why questions p. Show basalt and granite for the crust Mantle will be done on the promethean board Peanut M&Ms for the Earth and it's layers. Workbooks passed out to students HW: 4.1 Earth's Interior worksheet Accelerated Content HW: 1) 4.1 Earth's Interior worksheet 2) In journal, draw, label, and color a cross-section of the Earth with the layers. 3)Prepare an oral presentation regarding one of the layers.
8/21 (Monday) Geology Pre-Test -Safety Rules study guide -Geology Pre-test HW: Science Rules Person due or safety quiz tomorrow. Science Rules Guy/Gal The science rules person represents a safe scientist. With the template of the science person, decorate and color the person with a minimum of five (5) different kinds of materials. Also, write a minimum of five (5) different safety rules that would go with the materials that you have selected.
A key or legend can be used for the rules but is not required. Scoring: Minimum of five different rules (25) Minimum of five different materials (25) Neat and colorful (25) Creative (25) Total (100) Please turn in this rubric with your science person. 8/16 DEAR & Syllabus -Checked agendas and took up letters to Mrs. For two weeks, we are not counting off for homework that is turned in late. Please check your agendas for your homework assignments. Several students did not have their homework today.DEAR - Drop Everything And Read for 30 minutes. All students must read 25 books before May 2007.
Davis has challenged herself to read 25 books this year.Syllabus - went over information.Finished up learning styles and getting to know each other.4th period - went into the theater for most of the time to listen to Dr. Tyson about some rules such as homework, dress code, behavior etc. He will be giving away an iPod to the student that reads the most books at the end of the year.
HW: Get syllabus signed. 8/15 Introductions, Rules, Learning Syles Mrs. Davis shook everyone's hands and students told one thing about themselves. Then, students had to introduce themselves by saying 'Hello, my name is. And shaking their hands and finding out questions such as 'Do you like broccoli?'
Next, we went over the supplies that will be needed. One green notbook 4 dividers 2 composition books (advance content class) notebook paper Rules of the classroom Learning style survey - visual, auditory, or tactile HW: Letter to Mrs.
Davis First paragraph - Why I like (or don't like) science. Second paragraph - About you Needs to be written in a letter style with paragraphs having five to seven sentences each. 5/22 (Monday) Review for Plate Tectonics Important Information for this week: Bring in CDs and books for science. I will start collecting them on Tuesday. No backpacks on Friday.
No lunch bags only paper bags for lunch. No papers will be going home on Friday. Yearbooks will be given out and signed on Friday. Yearbooks will be the only thing going home on Friday. Skills: Review the standards for plate tectonics Assessent: Prentice Hall video Review game Study guide for Ch. 4 Plate Tectonics HW: Study for last test on Tuesday (tomorrow) posted on.
5/15 (Monday) Ch. 4 Earth's Interior Week's Events: Volunteer Brunch 10-12 Monday Reading Recognition Tuesday Field Day for 6th grade Thursday For field day, students need to wear the team color shirt, sunglasses, sunscreen, and hats. Bring towels, blanket, or low chair to sit on, lots to drink. We would like to have students bring in coolers so that we can have them placed at the different areas during the day. Skill: List the characteristics of Earth's crust, mantle, and core.
Assessment Earth's Crust Video with 5 facts Read p. Before reading, students will rewrite the headings as how, what, or why questions. As they read, look for answers to these questions. 41-43 (1-16) posted on. 4/26 (Wednesday) Metamorphic Rocks Skill: Describe the conditions under which metamorphic rocks form. Identify the ways in which geologists classify metamorphic rocks. Assessment: Discover Activity - How Do the Grain Patterns of Gneiss and Granite Compare?
Students will sketch and describe the textures of granite, gneiss, shale, slate, sandstone, and quartzite on the worksheet (attached). 90-92 and answer the four questions on the back of the worksheet. In the workbook, answer the questions on pages 36-38. DEAR - Read for 30 minutes HW: Finish classwork posted on. 4/25 (Tuesday) Sedimentary Rocks Event Tonight: Film Festival - Tickets still available Pre-party - 6:30 only for students who created the movies, few teachers, few pre-party helpers Film Festival starts at 7:30 - Dress is formal Skill: List and describe the three major types of sedimentary rocks Assessment: Check p.
32-34 (16-31) on Sedimentary Rocks Rock Absorber Lab - Day 2 Students weigh the sandstone and shale rocks to conclude which rocks absorb water. Observe organic and chemical types - coal, limestone, gypsum Read p. 85-86 with notes on organic and chemical types and the uses of sedimentary rocks.
3/17 (Friday) Star Systems, Galaxies, and History of the Universe Block party later on the day. Skill: Describe a star system. Identify and describe three types of galaxies. Explain the big bang theory of how the universe was formed. Describe how the solar system was formed. Assessment: Finish video of Understanding the Universe Quiz on video together as a class (it was very hard) Worksheet on 21.5 History of the Universe Big Bang Theory timeline p.
743 Review of section 21.4 & 21.5 p. 746 (5, 10, 15) Quiz on Monday over the two sections HW: Finish classwork and study for quiz posted on. 2/6 (Monday) Tides, Rockets, & Satellites Skill: Identify the cause of the tides. Explain how rockets travel in space.
List the uses for satellites, space stations, and the Space Shuttle. Assessment: Moon Log with moon phases; moon rise and set Check p. 229 (10-17) in workbook Read p. 654 with 19.2 notes Read p.
655-658 on Rockets and Satellites Discover Activity: How Do Rockets Work? Students will rewrite the headings in the section as how, why, or what questions. As they read, look for answers to those questions.
230 (18-24) in workbook and worksheet 19.2. 1/31 (Tuesday) Phases, Eclipses, and Tides Skill: Describe the causes of the moon's phases. Assessment: Just for fun! Chinese calendar link Check p. 226-227 (9-16) Reasons for the Seasons Lab Students will receive a moon log and record the moon phases daily.
We will keep record of the moon for the first few days together until they are familiar with the site. Students will also highlight the days that they see the moon. 646-647 on the Phases of the Moon. As students read, write a sentence to describe what causes each of the following: phases, solar eclipses, lunar eclipses, tides in the following chart. 227-228 (1-3) in workbook posted on.
1/18 (Wednesday) Ocean Water Chemistry Skill: Identify the gas content and temperature of ocean water and describe how ocean conditions change with depth. Assessment: Check p. 158-159 (1-4) and Worksheet of Composition of Ocean Water DEAR Read p.
441-443 Students made a water column with paper flaps. Don't forget the ice cream lab on Friday. I mainly need half and half, ziplock bags, rock salt and old newspaper!
I mentioned today in class about a movie called the 'Abyss' and they wanted me to put it on the blog. I mentioned this because we are studying the ocean and the depth, temperature and pressure.
Great movie but rated PG-13. 159-160 (5-14) posted on. 12/16 (Friday) Tides Skills: Explain the daily and monthly tide cycles. Describe how people use the energy of tides.
Assessment: Check p. 155 (13-21) & p.
156 (1-4) Read p. 436-438 Questions and answers of daily and monthly tides. Who uses tide tables? What energy comes from tides? 157-158 (5-15) Most completed this in class.
The test on 13.1 Waves and 13.2 Tides will be on Tuesday, Dec. On Wednesday and Thursday, students will be watching October Skies and we will have snacks during this time. We will also be attending the Chorus Concert and the Block Party during these last two days. Students will also have the opportunity to make up any missed assignments from being absent. 12/15 (Thursday) Wave Action & Tides Skills: Identify the effects of waves on beaches and coastlines. Explain what causes tides. Assessment: Check p.
154-155 in workbook (8-15) Read p. 432-433 on How waves affect the shore and reducing beach erosion. Take the section headings and turn them into questions.
Then answer the questions with answers. Engage/Explore - Tides Tides streaming video (5 minutes) Read p. 434-435 What causes tides?
Make an ouline about tides using the headings. 155 (13-21) & p. 156 (1-4) posted on. 12/13 (Tuesday) Fresh Water Resources & Ocean Motions - Waves Skills: Describe sources of drinking water and how it is treated and distributed. Explain what happens to wastewater. Describe conditions that can result in a water shortage and list sources of fresh water for the future. Explain how water can be conserved.
Describe how waves form. Assessment: New seats Check 12.1 worksheet,12.2 worksheet, vocabulary, p. 12 HW: Read p. 428-430 and answer workbook p. 153-154 (1-7) posted on. 11/28 (Monday) Water Underground Skills: Explain what an aquifer is and how people obtain water from an aquifer. Assessment: Progress Reports will be given out tomorrow.
Science Study Sheets
The server was down and no reports were able to be printed. Sorry for the delay. 136-137 in workbook (9-17). Re-read together as a class and discuss p. Draw, label, and color the figure 12 on p. 381 on groundwater and how it is pumped up through wells.
On the drawing, define aquifer, springs, recharge, and artesian well. Study guide for Ch. Students will complete the study guide from 1-15.
HW: Finish study guide through #15. 11/4 (Friday) Floods Skill: Identify the causes of flooding. Explain how the dangers of floods can be reduced. Assessment: Check p. 207 (10-17) Engage/Explore activity: What do you think is the difference between a flood watch and a flood warning? Discover Activity: What causes floods?
579-582 on floods and fill in the flood flow chart with the what to do and what not to do chart. Download the chart: flow chart What To Do/What Not To Do chart Discovery Channel on Understanding Weather with questions. 208-209 (1-8) and read p. 10/27 (Thursday) Masses & Fronts Skills: Identify the major types of air masses that affect the weather in North America. Name and Describe the main types of fronts. Define cyclones and anticyclones.
Assessment: -Pass back tests -Demonstration: How Do Fluids of Different Densities Behave? -As students read the section again, students will fill in the Ch. 17.1 Power Notes Outline (reading tip).Using the US map, draw the different masses that effect North America. HW: Tests that received a failing grade must be signed by parent. 204-205 (6-16) workbook posted on.
10/20 (Thursday) Clouds & Precipitation Skills: Review the three major cloud types, types of precipitation, and how precipitation is measured. Assessment: -Check p. 202 in workbood -Students will complete the review and reinforcement worksheets.Students will have a quiz on Friday over Ch. Change!!!Students will work on study guide on Friday for test on Tuesday. Study guide will be due on Monday to check before the test and handed in on Tuesday. Study quizzes from the chapter sections.
HW: Finished worksheets, quiz tomorrow. 10/18 (Tuesday) Precipitation Skill: Identify the main types of precipitation Describe how precipitation is measured and ways that it might be controlled. Assessment: Engage/Explore Activity 'It's raining cats and dogs'. Lab - How Can You Make Hail? - Discover Activity p.
551- while students will share a sentence describing how each type of precipitation forms. Finish reading section p. 553-554 on how to measure precipitation. Homework: Answer questions in workbook p. 200-201 posted on. 10/10 (Monday) Water in the Atmosphere Skills: Describe how relaive humidity is measured Explain how clouds form Describe the main types of clouds Assessment: -Students wrote the definition of cloud on a 3x5 card in their own words and then we discussed their definitions. They will change this definition as we read this section.Discover Activity: How Does Fog Form?
Demonstration by teacher.Quick glance at the section -Memorized the water cycle song by the tune of Oh, My Darlin'! Evaporation, Condensation, Precipitation, on my mind This is the water cycle and it happens all the time! -Students defined the key terms: evaporation, humidity, relative humidity, psychrometer, condensation, dew point, cumulus, stratus, cirrus.Answered questions in the workbook p.
Homework: Finish classwork posted on. 10/4 (Tuesday) Winds Objective: Students will make a book demonstrating the major winds and their definitions. Assessment: Check 16.
3 vocabulary and definitions Video streaming on jet streams and trade winds Students will read, define, and illustrate the major wind components. Cover - Wind with student's name on outside 1st page (behind cover) What Causes Winds? All winds are caused by diffences in air pressure. Draw a picture of a high and low pressure system. 2nd page Measuring Wind Wind direction = drawing of wind vane Wind speed = drawing of anemometer Definition of wind-chill factor 3rd page Local winds Definition of local winds.
Drawings of sea breeze and land breeze with labels. 4th page Monsoons Definition of monsoon. Drawings of summer monsoon and winter monsoon of Asia. Homework: We will check p. 194-195 in workbook tomorrow. Bring a book for DEAR. 10/3 (Monday) Winds Objective: How is wind measured?
Activities & Assessments: -All papers were pass back and grades have been updated. Students were given progress reports if they have a C, D, or F. No name papers on project papers were claimed. A few students had not done their career project and they have until Friday to get the information turned in.Students built a wind vane. Build a Wind Vane Here's how to build your own wind vane Use scissors to cut out a pointer and a slightly larger tail fin from construction paper.
Make a slit 1 cm deep in each end of a soda straw. Slide the pointer and tail fin into place on the straw, securing them with small pieces of tape. Hold the straw on your finger to find the point at which it balances.
Carefully push a pin through the balance point and into the eraser of a pencil. Move the wind vane back and forth to make sure it can spin freely. Observing: How can you use your wind vane to tell the direction of the wind?
Wind book - Students will be making a book on the major winds with definitions and drawings. Students put the book together in class and homework is to decorate the front of the book. 9/29 (Thursday) Winds Skills: What causes winds?
What measures winds? Assessemt: -Demonstration: Which Way Does the Wind Turn? Do this activity with a partner. Think of the ball as a model of Earth and the marker as representing wind.
Using heavy-duty tape, attach a pencil to a large smooth ball so that you can spin the ball from the top without touching it. One partner should hold the pencil.
Slowly turn the ball counterclockwise when seen from above. While the ball is turning, the second partner should use a marker to try to draw a straight line from the “North Pole” to the “equator” of the ball. What shape does the line form? Think It Over -Watch Bill Nye 'Winds' while answering questions -Behavior Reward posted on. 9/16 (Friday) Energy from the Sun Skills: -Compare and contrast between infrared and ultraviolet waves -Draw a model of the electromagnetic spectrum -Describe what the green effect is and what factors are causing global warming Assessment: -Check vocabulary words from two column notes.Hands-on activity using prisms with flashlights, sunlight, and room lights going over the longest waves and colors of the spectrum.On the back of two column notes, students will draw a picture of the electromagnetic spectrum with infrared and ultraviolet waves.Checked Section 16.1 workbook pages p. 189-191 and took a grade.Watched a short video about greenhouse effect from video streaming. Review the following website for an animated look at the greenhouse effect.
Homework: Progress reports were given out and need to be signed. Please return on Monday. 9/9 (Friday) Atmosphere Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts.
(For example: El Nino’s effect on weather) Objective: Gave out CD letters, books, questions about the book online Checked p. 185-187 in workbook and took a grade Applied notes of the atmosphere to the Free Form Map Homework: Layers of the atmosphere worksheet due Monday Study Guide for test due Tuesday Test on Ch.
15 on Wednesday over sections 1, 3, 4. 9/8 (Thurday) Atmosphere Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather) Objective: -Checked p.
184 in workbook -Identified specific details of the different layers of the atmosphere that you might see in each layer using a graphic organizer.Applied those notes of the atmosphere to a free form map with cooperative groups of 2-4. Homework: Finish p.
9/7 (Wednesday) Atmosphere GPS: Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather) Activities and Objectives: -I have a substitute today because of some dentist work on my mouth.Check scientific method worksheet for accuracy and take up.Students will finish reading p. 512-514 and answering questions in the workbook p. Then, students will read p.
515-520 while answering questions in the workbook p.DEAR (Drop Everything and Read) Students must have a novel. Students will receive a DEAR Grade today. Rubric for DEAR: 100 - Has a book and is reading 90 - Has to borrow a book Subtract 10 points every time that you have to remind students to read. At the third reminder, a green bill will be taken from that student.
HW: Finish workbook pages. Test next Tuesday on Ch. Sections 1, 3, & 4 posted on. 9/6 (Tuesday) Weather - Pressure GPS: Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather) Objectives and Activities: Issue information on the book online, CD's, and books.
Read and discuss section Ch. 509-511 regarding pressure and barometers with workbook p. HW: Complete Scientific Method worksheet using notes and workbook pages for answers.
Check out the online book if a computer is available for your usage. 8/31-9/2 Mass and Volume GPS: -Read and analog and digital meters on intruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities.Read 25 books. Objective: -Complete mass & volume labs.
Discussed the difference between weight and mass.Discuss upcoming Yellowstone trip.Turn in career projects. 8/31 Wednesday -Discussed Yellowstone Trip. Showed pictures of students at the Grand Canyon with Grand Classroom. Passed out brochures to students.Completed practice balance worksheet and balance lab with paper clips, pennies, and weighing something that they chose and learned how to zero a balance.Does air have mass?
Lab - Students weighed balloons that were deflated and then inflated. This helped answer the question, does air have mass? -Silent read. HW: Career Project due on Thursday 9/1 - Thursday -Students turned in Career Projects and discussed what they liked or disliked about some of the earth science careers.Finished mass lab.Compared volume and mass.Compared finding volume of a regular object-objects with straight sides (length x width x height) vs.
An irregular object-rocks, marbles, pennies, bolt nuts(displacement method). Demonstration of building a density column using different fluids. We are learning about mass and volume so that they may be able to understand density and that the layers of the atmosphere have different densities.Practiced finding volume on paper graduated cylinder. Read how to find the volume of an irregular object by displacement and practiced exercises.
HW: Finish volume worksheet 9/2, Friday -Volume lab - Students used water, graduated cylinder, and different irregular objects to find volume.Watched the Ch. 15 video from Prentice Hall.1st period answered the workbook pages and read section 15.3 in the book. HW: None due to no book. Students are being registered on-line and should be able to access it by next week. Books and CD's will also be issued next week. 8/30 Measuring mass, length, volume, and density GPS: S6CS1.4 Read and analog and digital meters on intruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities. Objective: Measure mass with a balance and length with a metric ruler Classwork: Properties of Matter Video with worksheet as a guide.
Measure worksheet using the rulers with metric scale. Teacher will have to go over the ruler pointing out the basic principles of the ruler pointing out the mm and cm. If time, finish the balance lab with the lab report. Homework: Career Project due Thursday posted on. 8/26 Air Pressure Assignments Objectives: -List some of the properties of air.What are some characteristics of pressure? Classwork: -Check syllabus for signature -Clarify questions on www.kiwicareers.govt.nz/ -Finish p.
178 questions on the Atmosphere -Watch Bill Nye video on 'Pressure' and answered questions 1. What is pressure? What makes holograms float? What is an area that does not have pressure called? Pressure is a force that pushes in all directions at once. Pressure is what makes holograms float.
An area without pressure is called a vacuum. Balance mini-lesson with worksheet HW-Get syllabus signed if you did not have it on Friday Career Project, Finish Balance WS posted on. 8/12 Activities & Homework On Friday, we went over the materials needed for class, sticker program, took up the student information sheet, students presented safety skits, students took a pledge by raising their right hand and signing a safety contract by the county, and students started their homework (listed below). Materials that will be required for the class: #2 pencils Notebook paper 1 1/2 inch green notebook dividers 2 mead marble composition books (one for reflective writing and one for a science project) We will be putting the notebooks together on Monday, 8/15. Sticker Program - In my room, I have a large candy jar. When students earn 10 stickers by being the first prepared for the day and not wasting anytime or bringing items in needed for class, or doing something nice for someone such as helping them to pick-up books that have been dropped, then they get to have something from the candy jar or pick a mystery envelope which might have a +5 on a test, +10 on homework, etc.
If you can donate items such as snicker bars or any snack size candy bars, I and the kids would deeply appreciate it. Safety - Groups took one safety rule and demonstrated it. They were very creative and we had lots of fun with this. Students also said a pledge to be safe and signed the contract. My fourth period went to the theater for most of the time to listen to Dr. Tyson about some rules such as homework, dress code, behavior etc.
This period did not present the skits or receive the contract. I will catch this group up shortly. Homework: 1)Get safety contract signed. 2)Write a letter to Mrs. First paragraph is about whether you like or dislike science, give specific reasons. Second paragraph is about yourself and your life. Have a great weekend.
Simple Machines - March 21-25 Our next unit will be on work and simple machines. We will be doing several labs with this chapter. The homework that is for this unit are a few worksheets and workbook pages in Chapter 12. The activities that we will doing in class is a Bill Nye video on Simple Machines with a true/false quiz and a Science Court CD-Rom with questions from the CD. The six types of simple machines are a wedge, inclined plane, screw, wheel and axle, screw, and levers.
We will be reading p. 374-389 and doing corresponding workbook pages for homework. During levers, we will understand the different classes of levers (1,2,3).
This chapter should take us about 6 days. Then we will be on to Energy, Ch. Measurement Sept. 13-17 We will be finishing up the mass labs on Monday with the bubble gum, paper clips, pennies, beaker, and something of their choice. We will also determine the mass of bags of sugar, rice, raisins, and beans. Tuesday, we will start with demonstration and practicing on how to read a graduated cylinder.
Then we will measure the volume of regular and irregular shaped objects. Homework on volume will be to finish worksheets and p. 9 in workbook problems 6-9. We will also watch a short film of mass, volume, weight, and density. Wednesday and Thursday will be used for lab and exercises using mass/volume. The week will end with metric conversions. A test on measurement will be the early part of next week, Tuesday or Wednesday.
Measurement Sept. 10 Monday is Labor Day Holiday! This week we will: Pre-test on measurement Discuss Lab Equipment Preview Measurement Video that goes with the book Start measuring length with rulers using millimeters, centimeters, and meters Receive the CD-Rom Letter for the book Activity: Are You A Square with meter sticks and signing our names to what category we measure.
Activity: Metric Scavenger Hunt Then we will familarize ourself with the Triple Beam Balances Read p. 24-25 in text on mass vs. Weight Practice with balance worksheet Activity: Determine the mass/weight of paper clips, pennies, beakers, and something of their choice.
Just for fun: Student will predict if bubble gum will weigh more or less after chewing for several minutes. Students will weigh gum before and then chew, then weigh, then throw away! Students will answer the questions on p. 9 (1-5) of the workbook on mass.
Then Friday, DEAR time - we love this. We will be posting in the hall all of the books that students have read over the summer and at school. The will have another activity of mass - Volumes of Fun - estimating and weighing raisings, beans, shelled peanuts, sand, and jelly beans. Then finish up the week with volume. Next week we will study volume, density, and metric conversions.
More Scientific Method Aug. 3 This past week, we finished up the pie graphs using M & M's. Then we moved on to Life Savers and did some 'radio reading' with the history of Life Savers. Students received stickers if they answered the questions that students posed correctly.
Then students predicted the colors, flavors, grams, and calories that are in Life Savers. Then we opened up the packs counted and organized, then, of course, ate to test the flavors. We analyzed the data with the entire class and then graphed and summarized our findings. Lots of fun and work!
Wednesday, we quizzed on our knowledge of the scientific method. The class made up a sentence to go with the order of the method.
Principal - Purpose Ralph - Research Had - Hypothesis Every - Experiment Apple - Analyze Consumed - Conclusion Most of the students wrote the acronym on their paper as soon as they received their quiz. Most students did very well with this strategy. Thursday, we watched Science Court on Statistics with an interactive CD-Rom on the big screen with a laptop and LCD projector. Then students were given a study guide to do for the test. Homework was to get a parent signature for an extra 2 points on their test and to finish study guide for the test. Friday, students took the test and had DEAR time. Students also were to register on-line for the book.
Students also had to write a summary of Scientific Method with an idea of their own for a science fair project. For some links for a science fair project, see science fair projects. Scientific Method Aug.
27 (I had to edit this post, I originally said Mar 23-that's what a 5 and 2 year old will make you do when you are posting) We will be starting in the book and in the workbook this week. Reading and discussing p. 13 and doing the workbook pages that correspond to those pages. We will also take a few notes that support those pages. Tuesday, we will be doing a penny lab.
We will predict how many drops of water fit on a penny and the variables that affect those drops. Wednesday, we will be discussing predicting/hypothesis and finishing the introduction chapter. Then, we will start on making line, bar, and pie graphs on Wednesay and Thursday.
The pie graphs will be constructed by using M & M's and their percentages compared to the pack. Friday, we will be wrapping up with Controls/Results and Conclusions then starting a Life Savers Lab that bring all of the steps together. Next, week we will review, have a quiz on Tuesday, and test on Wednesday.
Title: Prentice Hall EARTH SCIENCE 1 Prentice Hall EARTH SCIENCE. Tarbuck Lutgens? 2 Chapter 24 Studying the Sun 3 24.1 The Study of Light? Electromagnetic radiation includes gamma rays, X-rays, ultraviolet light, visible light, infrared radiation, microwaves, and radio waves.? The electromagnetic spectrum is the arrangement of electromagnetic radiation according to wavelength. 4 Electromagnetic Spectrum 5 24.1 The Study of Light?
Nature of Light In some instances light behaves like waves, and in others, like particles. In the wave sense, light can be thought of as swells in the ocean. This motion is characterized by a property known as wavelength, which is the distance from one wave crest to the next.? Photons A photon is a small packet of light energy.
6 24.1 The Study of Light? Spectroscopy is the study of the properties of light that depend on wavelength.? Continuous Spectrum A continuous spectrum is an uninterrupted band of light emitted by an incandescent solid, liquid, or gas under pressure.
7 24.1 The Study of Light? Absorption Spectrum An absorption spectrum is a continuous spectrum produced when white light passes through a cool gas under low pressure. The gas absorbs selected wavelengths of light, and the spectrum looks like it has dark lines superimposed. 8 24.1 The Study of Light?
Emission Spectrum An emission spectrum is a series of bright lines of particular wavelengths produced by a hot gas under low pressure. When the spectrum of a star is studied, the spectral lines act as fingerprints. These lines identify the elements present and thus the stars chemical composition. 9 Formation of Spectra 10 24.1 The Study of Light?
The Doppler effect is the apparent change in frequency of electromagnetic or sound waves caused by the relative motions of the source and the observer.? In astronomy, the Doppler effect is used to determine whether a star or other body in space is moving away from or toward Earth.
11 The Doppler Effect 12 24.2 Tools for Studying Space? A refracting telescope is a telescope that uses a lens to bend or refract light.? Focus The most important lens in a refracting telescope, the objective lens, produces an image by bending light from a distant object so that the light converges at an area called the focus (focus central point). 13 Keck Telescope 14 Simple Refracting Telescope 15 24.2 Tools for Studying Space?
Chromatic Aberration A chromatic aberration is the property of a lens whereby light of different colors is focused at different places. 16 24.2 Tools for Studying Space? A reflecting telescope is a telescope that reflects light off a concave mirror, focusing the image in front of the mirror.?
Advantages of Reflecting Telescopes Most large optical telescopes are reflectors. Light does not pass through a mirror, so the glass for a reflecting telescope does not have to be of optical quality. 17 Viewing Methods with Reflecting Telescopes 18 24.2 Tools for Studying Space? Properties of Optical Telescopes Both refracting and reflecting telescopes have three properties that aid astronomers in their work 1.
Light-gathering power 2. Resolving power 3. Magnifying power 19 24.2 Tools for Studying Space? Radio Telescopes A radio telescope is a telescope designed to make observations in radio wavelengths. A radio telescope focuses the incoming radio waves on an antenna, which, just like a radio antenna, absorbs and transmits these waves to an amplifier. 20 Radio Telescopes 21 24.2 Tools for Studying Space? Advantages of Radio Telescopes Radio telescopes are much less affected by turbulence in the atmosphere, clouds, and the weather.
No protective dome is required, which reduces the cost of construction. Radio telescopes can see through interstellar dust clouds that obscure visible wavelengths. 22 24.2 Tools for Studying Space? Space telescopes orbit above Earths atmosphere and thus produce clearer images than Earth-based telescopes.? Hubble Space Telescope The first space telescope, built by NASA, was the Hubble Space Telescope. Hubble was put into orbit around Earth in April 1990.
23 Hubble Space Telescope 24 24.2 Tools for Studying Space? Other Space Telescopes To study X-rays, NASA uses the Chandra X-Ray Observatory. This space telescope was launched in 1999. Another space telescope, the Compton Gamma-Ray Observatory, was used to study both visible light and gamma rays. In 2011, NASA plans to launch the James Webb Space Telescope to study infrared radiation. 25 Images of the Milky Way Galaxy 26 24.3 The Sun?
Because the sun is made of gas, no sharp boundaries exist between its various layers. Keeping this in mind, we can divide the sun into four parts the solar interior the visible surface, or photosphere and two atmospheric layers, the chromosphere and corona. 27 24.3 The Sun?
Photosphere The photosphere is the region of the sun that radiates energy to space, or the visible surface of the sun. It consists of a layer of incandescent gas less than 500 kilometers thick. It exhibits a grainy texture made up of many small, bright markings, called granules, produced by convection. Most of the elements found on Earth also occur on the sun. Its temperature averages approximately 6000 K (10,000ºF). 28 Structure of the Sun 29 24.3 The Sun? Chromosphere The chromosphere is the first layer of the solar atmosphere found directly above the photosphere.
It is a relatively thin, hot layer of incandescent gases a few thousand kilometers thick. Its top contains numerous spicules, which are narrow jets of rising material. 30 Chromosphere 31 24.3 The Sun? Corona The corona is the outer, weak layer of the solar atmosphere. The temperature at the top of the corona exceeds 1 million K.
Solar wind is a stream of protons and electrons ejected at high speed from the solar corona. 32 24.3 The Sun? Sunspots A sunspot is a dark spot on the sun that is cool in contrast to the surrounding photosphere. Sunspots appear dark because of their temperature, which is about 1500 K less than that of the surrounding solar surface. 33 Sunspots 34 24.3 The Sun?
Prominences Prominences are huge cloudlike structures consisting of chromospheric gases. Prominences are ionized gases trapped by magnetic fields that extend from regions of intense solar activity. 35 Solar Prominence 36 24.3 The Sun?
Solar Flares Solar flares are brief outbursts that normally last about an hour and appear as a sudden brightening of the region above a sunspot cluster. During their existence, solar flares release enormous amounts of energy, much of it in the form of ultraviolet, radio, and X-ray radiation. Auroras, the result of solar flares, are bright displays of ever-changing light caused by solar radiation interacting with the upper atmosphere in the region of the poles. 37 Aurora Borealis 38 24.3 The Sun? Nuclear Fusion Nuclear fusion is the way that the sun produces energy. This reaction converts four hydrogen nuclei into the nucleus of a helium atom, releasing a tremendous amount of energy. During nuclear fusion, energy is released because some matter is actually converted to energy.
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