Welcome to our 2017-2018 Science Class Website!
Here is where you will find all of our assignments including links and notebook set-up information such as activity title, focus question(s), and LOS (Language of Science). Daily information will be added to the bottom of the page. Please scroll down to identify the latest info. |
Quick message to parents and students: A few years back I received my Masters in Education with a focus in Educational Technology in the Classroom. Some of my technology beliefs in regards to education are presented in this blog that I put together below. Please take a look at the link:
Technology in the Classroom Another important idea for discussion is Cyber Safety and Appropriate Use of Technology, Internet, and Social Media. Please review the following slide show in regards to Cyber Safety with your child. Cyber Safety Awareness |
Week 1 - August 28-September 1
August 28 - First Day of School!
- Science Squares intro activity
- We will be covering the classroom logistics and students will receive a small packet to get signed. Packet includes: Additional Information (Syllabus Contract) - 15 points
All About You (Student information) - 15 points
Technology Contract - 15 points
- ALL 3 are DUE by TUESDAY, SEPT. 5th for full credit.
August 28 - First Day of School!
- Science Squares intro activity
- We will be covering the classroom logistics and students will receive a small packet to get signed. Packet includes: Additional Information (Syllabus Contract) - 15 points
All About You (Student information) - 15 points
Technology Contract - 15 points
- ALL 3 are DUE by TUESDAY, SEPT. 5th for full credit.
August 29-31 - Science Safety
- The focus of the next three days is Lab Safety and Technology in the classroom. We will discuss the important laboratory safety rules/norms along with safety equipment in the classroom and students will practice some of the technology routines by creating a safety poster using "Keynote" on the iPads.
Day 1 (Tuesday): Safety Top 20 (Safety Contract) - Get signed and return by Sept. 5th - 15 points
"How to Follow Safety Rules worksheet" - Complete and return by Sept. 5th - 10 points
* Students will also receive science notebooks and personal folders
Day 2 (Wednesday): Create Safety Posters using "Keynote." You will draw a random rule from a hat and create an entertaining poster using only 1 slide on keynote. You can add pictures and other features to get your message across to the viewer. You only have one class period to create your original design.
- Completion of the poster = 20 points with a possible extra credit of 5 points to the best posters.
- In addition to working on posters, I will bring each group back to practice the procedure of lighting a Bunsen Burner.
Day 3 (Thursday): We will get into groups with other students who selected the SAME rule as you and discuss the process of creating the poster and the features added to each design. Students will select the "best" poster to present to the class. 5 extra credit points for the best poster, but you must overcome any presentation fears to receive the extra credit : )
- The focus of the next three days is Lab Safety and Technology in the classroom. We will discuss the important laboratory safety rules/norms along with safety equipment in the classroom and students will practice some of the technology routines by creating a safety poster using "Keynote" on the iPads.
Day 1 (Tuesday): Safety Top 20 (Safety Contract) - Get signed and return by Sept. 5th - 15 points
"How to Follow Safety Rules worksheet" - Complete and return by Sept. 5th - 10 points
* Students will also receive science notebooks and personal folders
Day 2 (Wednesday): Create Safety Posters using "Keynote." You will draw a random rule from a hat and create an entertaining poster using only 1 slide on keynote. You can add pictures and other features to get your message across to the viewer. You only have one class period to create your original design.
- Completion of the poster = 20 points with a possible extra credit of 5 points to the best posters.
- In addition to working on posters, I will bring each group back to practice the procedure of lighting a Bunsen Burner.
Day 3 (Thursday): We will get into groups with other students who selected the SAME rule as you and discuss the process of creating the poster and the features added to each design. Students will select the "best" poster to present to the class. 5 extra credit points for the best poster, but you must overcome any presentation fears to receive the extra credit : )
September 1 - TED TALKS WEB SUMMARY
TED Talks is an open forum for people with influence to speak their message. Today you will visit the TED TALKS WEBSITE and select a presentation of your choice. There a so many choices so do not settle for one that isn't fully interesting to you. The focus of this assignment is to practice pulling key information from a primary source and document the message in a thorough summary. Hopefully you learn something new along the way. Below you will find a link to the website and to the handout.
Directions: Complete at least 1 TED TALKS summary and turn in your work before you leave as evidence of your participation today. Be sure to complete the Work Cited portion on the back of the handout for full credit. For extra credit, complete a second TED TALKS topic with notes, thorough summary, and work cited. You may turn in your paper on Tuesday (Sept. 5) only if you plan on doing the extra credit.
Links: TED TALKS WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by the teacher in class
TED Talks is an open forum for people with influence to speak their message. Today you will visit the TED TALKS WEBSITE and select a presentation of your choice. There a so many choices so do not settle for one that isn't fully interesting to you. The focus of this assignment is to practice pulling key information from a primary source and document the message in a thorough summary. Hopefully you learn something new along the way. Below you will find a link to the website and to the handout.
Directions: Complete at least 1 TED TALKS summary and turn in your work before you leave as evidence of your participation today. Be sure to complete the Work Cited portion on the back of the handout for full credit. For extra credit, complete a second TED TALKS topic with notes, thorough summary, and work cited. You may turn in your paper on Tuesday (Sept. 5) only if you plan on doing the extra credit.
Links: TED TALKS WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by the teacher in class
Week 2 - September 5-8
September 5 & 6 - Multiple Intelligence - Which type of smarts are you?
Introduction: Studies show that people learn in a variety of ways and it is important for the teacher to be aware of their student's preferences. Additionally, it is equally important to aware of your own needs to give yourself the best chance to learn and be successful. Please take a moment to get familiar with the concept of Multiple Intelligence theory by reading the following article (link below).
Article Link: "What are Multiple Intelligences and how do they affect learning?" by Eve Herndon
For this activity, you will take a short test in 8 categories. Once completed, you will tally up your scores and analyze which types of intelligence best define you. This activity requires you to take a personal assessment about your learning preferences, create a " BAR GRAPH" using color and straight lines, and answering the follow up questions about your top two selected intelligence.
* You are to complete Part 1 in class on Friday. Part 2 & 3 will be completed on Tuesday next week. Below are specific instructions and links to the necessary documents. When you have finished the entire document, keep it safe in your science folder in the bin.
Part 1 - Your assignment is to take the "Multiple Intelligence Test and Graph" provided by Mr. Bridges and complete the "Analysis of Results" based on your top two "intelligence" categories. View the following documents to get insight on your top 2 choices. The information in the link(s) will guide you about each specific intelligence and will help you complete the analysis.
Interpersonal Intrapersonal Kinesthetic Linguistic
Logical Musical Naturalistic Spatial
Part 2 - Compare your results with another version of a Multiple Intelligence test. Take the online assessment and compare the two results to see if there were any patterns or trends in the data. Take the test at:
http://www.edutopia.org/multiple-intelligences-assessment
Once completed, WRITE your score (percentages) under the appropriate bar on your bar graph you created from the paper test. This will document the comparison from two different tests with similar intentions.
If you have time, dig deeper about the different intelligence categories by doing some research on your own. You can get started here:
http://www.edutopia.org/your-multiple-intelligences
Part 3 - Once completed, trim down your documents and put them in your science notebook on pages 6 - 7 with your graph facing up on page 7 and your analysis attached to page 6.
Go to your BIG IDEAS page in your notebook (page 4). On the first line, make a heading that says:
1. MULTIPLE INTELLIGENCE. Below it answer the following questions in COMPLETE SENTENCES:
1. After taking the online M.I. quiz and the paper quiz, do you see any similarities in the results? explain?
2. Do you agree with the results of the two quizzes? explain
3. What did you learn and what did you think of this activity?
When completed, call Mr. B over to view your work. Then log on to BrainPOP and go to the GAME-UP tab (at the bottom of the page). Select a game to engage in.
September 5 & 6 - Multiple Intelligence - Which type of smarts are you?
Introduction: Studies show that people learn in a variety of ways and it is important for the teacher to be aware of their student's preferences. Additionally, it is equally important to aware of your own needs to give yourself the best chance to learn and be successful. Please take a moment to get familiar with the concept of Multiple Intelligence theory by reading the following article (link below).
Article Link: "What are Multiple Intelligences and how do they affect learning?" by Eve Herndon
For this activity, you will take a short test in 8 categories. Once completed, you will tally up your scores and analyze which types of intelligence best define you. This activity requires you to take a personal assessment about your learning preferences, create a " BAR GRAPH" using color and straight lines, and answering the follow up questions about your top two selected intelligence.
* You are to complete Part 1 in class on Friday. Part 2 & 3 will be completed on Tuesday next week. Below are specific instructions and links to the necessary documents. When you have finished the entire document, keep it safe in your science folder in the bin.
Part 1 - Your assignment is to take the "Multiple Intelligence Test and Graph" provided by Mr. Bridges and complete the "Analysis of Results" based on your top two "intelligence" categories. View the following documents to get insight on your top 2 choices. The information in the link(s) will guide you about each specific intelligence and will help you complete the analysis.
Interpersonal Intrapersonal Kinesthetic Linguistic
Logical Musical Naturalistic Spatial
Part 2 - Compare your results with another version of a Multiple Intelligence test. Take the online assessment and compare the two results to see if there were any patterns or trends in the data. Take the test at:
http://www.edutopia.org/multiple-intelligences-assessment
Once completed, WRITE your score (percentages) under the appropriate bar on your bar graph you created from the paper test. This will document the comparison from two different tests with similar intentions.
If you have time, dig deeper about the different intelligence categories by doing some research on your own. You can get started here:
http://www.edutopia.org/your-multiple-intelligences
Part 3 - Once completed, trim down your documents and put them in your science notebook on pages 6 - 7 with your graph facing up on page 7 and your analysis attached to page 6.
Go to your BIG IDEAS page in your notebook (page 4). On the first line, make a heading that says:
1. MULTIPLE INTELLIGENCE. Below it answer the following questions in COMPLETE SENTENCES:
1. After taking the online M.I. quiz and the paper quiz, do you see any similarities in the results? explain?
2. Do you agree with the results of the two quizzes? explain
3. What did you learn and what did you think of this activity?
When completed, call Mr. B over to view your work. Then log on to BrainPOP and go to the GAME-UP tab (at the bottom of the page). Select a game to engage in.
September 7 & 8 - Metric System and Lab Tools (Notebook Pages 8-9)
Focus ? - How is the Metric System converted?
What purpose does the Metric System serve for the scientific community?
- Research: Class discussion and Brain Pop videos: Customary vs. Metric and Metric Units
- Length Lab: Metric Measurement Lab focusing on accuracy and metric unit conversion
- Lab Tools: Focus is on the purpose and safety issues of lab equipment
Focus ? - How is the Metric System converted?
What purpose does the Metric System serve for the scientific community?
- Research: Class discussion and Brain Pop videos: Customary vs. Metric and Metric Units
- Length Lab: Metric Measurement Lab focusing on accuracy and metric unit conversion
- Lab Tools: Focus is on the purpose and safety issues of lab equipment
WEEK 3 - September 11 - 15
September 11-12: Add Index to the back of your science notebook
Finish/Discuss Metric Length Lab and put on pages 8 and 9. Take Brain POP Quiz: Metric Units (10 points - quiz)
Complete parts A - D of Liquid Volume Lab.
Complete aSeptember 13-14: Liquid Volume notes and Lab Set-up
nalysis for homework.
September 15: Check Liquid Volume Lab and put in science NB pgs. 10 - 11.
Brain POP Quiz: Precision and Accuracy. (10 points - quiz)
Homework: Liquid Volume and Water Displacement Practice
DUE Monday, Sept. 18 (20 points - HW)
Week 4 - September 18-22
September 18 - 21 - Metric Lab Challenge
- Review Volume Homework - Put on page 10 in NB
- the focus of the next few days is obtaining accuracy from precise measurement techniques. Students will complete 2 different labs and compete with their lab partner against the other pair at their table. The two labs focus on measuring 1) Solid Volume 2) Mass and will be assessed at the end of Tuesday for accuracy. Team closest to the actual value will win the point. Team with the most points wins the crown!
Part 1: Complete both labs over two class periods
Solid Volume Lab
Beam Balance Mass Lab
Part 2: Review actual measurements and compare scores to determine the table champs. Compare for ultimate Class Champion too. Set-up notebook pages 12 - 15 and put both labs in notebook accordingly.
September 22: The Heating Curve
- LOS: Boiling Point
- Focus ?: What happens to the temperature and particles movement when continuous heat is added to matter?
- Notebook set-up (notebook pages 16-17)
- Temperature Lab
Week 5 - September 25-29
September 25-26,28: The Heating Curve (continued)
-Big Idea # 2: Metric Conversions
- Complete Lab and data collection from 4 liquids
- Graphing and Analysis of your teams results
- Heating Curve/Cooling Curve Graphic Organizer
September 27: Interactive Reader Packet: Organizing & Analyzing Data and Physical Properties Packet (59 points total - Classwork) DUE Friday, Sept. 29
- Directions: Read the material and answer the questions in the margin. Be sure to provide evidence for your answers by annotating the text in order
to receive full credit.
September 29 : Characteristic Properties (Notebook pages 18-19)
- LOS: Property, Physical Property, Chemical Property,and
Characteristic Property, Density
- Focus ?: How do scientists identify unknown matter?
- Characteristic Properties Lab
Week 6 - October 2-6
October 2 - 3
- Finish Lab and Identify the 11 unknown samples using the "Table of Properties for Known Substance"
- Answer Analysis questions 1 - 3
- Put Lab on notebook page 19, data table facing up!
- Discuss and complete "Comparative Density Model" (top of pg 18)
- HOMEWORK: "Characteristic Properties" DUE OCT 4. (10 points-HW)
October 4
- Turn in HW. Tape to page 18
- Big Idea #3: The Heating Curve - Complete and add to page 4
- Density Notes - bottom of page 18
- Review next lab activity. Discussion: What is your density?
October 5-6: Liquid Density (Notebook pages 20-21)
- Liquid Density Lab Part 1 and Part 2
- Complete research along with Part 1 Lab/Analysis (page 21)
- Big Idea #4 - Describing Matter
September 11-12: Add Index to the back of your science notebook
Finish/Discuss Metric Length Lab and put on pages 8 and 9. Take Brain POP Quiz: Metric Units (10 points - quiz)
Complete parts A - D of Liquid Volume Lab.
Complete aSeptember 13-14: Liquid Volume notes and Lab Set-up
nalysis for homework.
September 15: Check Liquid Volume Lab and put in science NB pgs. 10 - 11.
Brain POP Quiz: Precision and Accuracy. (10 points - quiz)
Homework: Liquid Volume and Water Displacement Practice
DUE Monday, Sept. 18 (20 points - HW)
Week 4 - September 18-22
September 18 - 21 - Metric Lab Challenge
- Review Volume Homework - Put on page 10 in NB
- the focus of the next few days is obtaining accuracy from precise measurement techniques. Students will complete 2 different labs and compete with their lab partner against the other pair at their table. The two labs focus on measuring 1) Solid Volume 2) Mass and will be assessed at the end of Tuesday for accuracy. Team closest to the actual value will win the point. Team with the most points wins the crown!
Part 1: Complete both labs over two class periods
Solid Volume Lab
Beam Balance Mass Lab
Part 2: Review actual measurements and compare scores to determine the table champs. Compare for ultimate Class Champion too. Set-up notebook pages 12 - 15 and put both labs in notebook accordingly.
September 22: The Heating Curve
- LOS: Boiling Point
- Focus ?: What happens to the temperature and particles movement when continuous heat is added to matter?
- Notebook set-up (notebook pages 16-17)
- Temperature Lab
Week 5 - September 25-29
September 25-26,28: The Heating Curve (continued)
-Big Idea # 2: Metric Conversions
- Complete Lab and data collection from 4 liquids
- Graphing and Analysis of your teams results
- Heating Curve/Cooling Curve Graphic Organizer
September 27: Interactive Reader Packet: Organizing & Analyzing Data and Physical Properties Packet (59 points total - Classwork) DUE Friday, Sept. 29
- Directions: Read the material and answer the questions in the margin. Be sure to provide evidence for your answers by annotating the text in order
to receive full credit.
September 29 : Characteristic Properties (Notebook pages 18-19)
- LOS: Property, Physical Property, Chemical Property,and
Characteristic Property, Density
- Focus ?: How do scientists identify unknown matter?
- Characteristic Properties Lab
Week 6 - October 2-6
October 2 - 3
- Finish Lab and Identify the 11 unknown samples using the "Table of Properties for Known Substance"
- Answer Analysis questions 1 - 3
- Put Lab on notebook page 19, data table facing up!
- Discuss and complete "Comparative Density Model" (top of pg 18)
- HOMEWORK: "Characteristic Properties" DUE OCT 4. (10 points-HW)
October 4
- Turn in HW. Tape to page 18
- Big Idea #3: The Heating Curve - Complete and add to page 4
- Density Notes - bottom of page 18
- Review next lab activity. Discussion: What is your density?
October 5-6: Liquid Density (Notebook pages 20-21)
- Liquid Density Lab Part 1 and Part 2
- Complete research along with Part 1 Lab/Analysis (page 21)
- Big Idea #4 - Describing Matter
Week 7 - October 9-13
October 9 - Liquid Density Part 2 (page 20)
- Set-up Notebook (title, focus question, etc... on page 21)
- Complete the Density Column with your entire team
- Begin with your observations & predictions of each type of liquid matter
- Next, develop a plan with your team, write out your teams procedures
- Once approved, complete/create your liquid column according to plan!
October 10 - Finish Part 2
- Density Practice
October 11
October 12 - Exam Review/Study Guide - Due Tuesday, Test Day
October 13 - Unit 1 Notebook Check and it is Friday the 13th... (Muuuuaaaahahahahaa, Friday the 13th)
October 9 - Liquid Density Part 2 (page 20)
- Set-up Notebook (title, focus question, etc... on page 21)
- Complete the Density Column with your entire team
- Begin with your observations & predictions of each type of liquid matter
- Next, develop a plan with your team, write out your teams procedures
- Once approved, complete/create your liquid column according to plan!
October 10 - Finish Part 2
- Density Practice
October 11
October 12 - Exam Review/Study Guide - Due Tuesday, Test Day
October 13 - Unit 1 Notebook Check and it is Friday the 13th... (Muuuuaaaahahahahaa, Friday the 13th)
January 25 - Buoyancy: What Floats your Boat?
Go to page 59 in your notebook and set-up the Following:
Go to page 59 in your notebook and set-up the Following:
Title: The Buoyant Force
Date: Today's Date
LOS: Buoyant Force, Positive Buoyancy, Negative Buoy., and Neutral Buoy.
Focus Question: What is buoyant force and how can it be measured?
Evidence: Cornell Notes and Brain POP "Buoyancy" video/activities
Complete the following tasks:
1. Cornell Notes - Using the information from the BLUE Holt Textbook, complete the provided Cornell Notes and BIG IDEA # 6 (on page 27)
2. Sign on to www.Brainpop.com BRAIN POP Login: deportola Password: thanksasb
View the Brain Pop video "BUOYANCY" and complete the following:
a) Graphic Organizer about density and buoyant force (provided)
b) Graded Quiz - Share your score with Mr. Bridges
c) Challenge - Take the "GRADED CHALLENGE" and record your answers on the worksheet (worksheet).
d) "Order it" and "Describe it" activities (worksheet).
e) Lucia the "Unsinkable" case study (worksheet).
Date: Today's Date
LOS: Buoyant Force, Positive Buoyancy, Negative Buoy., and Neutral Buoy.
Focus Question: What is buoyant force and how can it be measured?
Evidence: Cornell Notes and Brain POP "Buoyancy" video/activities
Complete the following tasks:
1. Cornell Notes - Using the information from the BLUE Holt Textbook, complete the provided Cornell Notes and BIG IDEA # 6 (on page 27)
2. Sign on to www.Brainpop.com BRAIN POP Login: deportola Password: thanksasb
View the Brain Pop video "BUOYANCY" and complete the following:
a) Graphic Organizer about density and buoyant force (provided)
b) Graded Quiz - Share your score with Mr. Bridges
c) Challenge - Take the "GRADED CHALLENGE" and record your answers on the worksheet (worksheet).
d) "Order it" and "Describe it" activities (worksheet).
e) Lucia the "Unsinkable" case study (worksheet).
February 1-2 Random Force Diagrams - Notebook pg 63
Today we will be drawing random force diagrams to document the combined forces acting on all of the objects in each "Interaction." Below you will find some images of interactions that have many forces acting within the scene. Your job is to draw the interaction (to the best of your ability) and identify all of the forces by adding FORCE VECTORS with labels in the appropriate locations of your drawings.
Image # 1 - The High Five |
Let's look at this example above first
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Image #2 - The Peck
Image #3 - The Hunt
Image # 4 - Human Error - PICK YOUR FAVORITE
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BONUS - Draw each interaction (kidding...) Watch the footage and pick out all of the simple machines and forces involved as your watch. Pretty amazing stuff.
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Unit Introduction - Viewing the Cosmos: How Far is Far?
Presentation provided by Guest Speaker Mike Chasin, Astro-photographer Below are two links and a video (right) for this activity/discussion 1. Presentation PDF 2. Big Idea # 1: Viewing the Cosmos |
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Activity 1 - the Sun Becomes Black
Focus ? - What is the relationship between the Sun, the Earth, and our Moon?
- Notebook pages 72 - 73
- Objective: Students will take in an understand of relative distances in our immediate solar system and develop an understanding of the perspective relationship between the Sun, Earth, and Moon. The phenomena discussed and compared are the 2015 (total) Solar Eclipse as seen from Varanasi, India and 2017 (total) Solar Eclipse as seen from Madras,Oregon.
Below is a copy of the notes:
Part 1 (Page 73)
Part 2 (Page 72)
Focus ? - What is the relationship between the Sun, the Earth, and our Moon?
- Notebook pages 72 - 73
- Objective: Students will take in an understand of relative distances in our immediate solar system and develop an understanding of the perspective relationship between the Sun, Earth, and Moon. The phenomena discussed and compared are the 2015 (total) Solar Eclipse as seen from Varanasi, India and 2017 (total) Solar Eclipse as seen from Madras,Oregon.
Below is a copy of the notes:
Part 1 (Page 73)
Part 2 (Page 72)
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Activity 2 - The Birth of the Earth 3/5/2018
FOCUS ? - What types of natural evidence supports the process by which the Earth formed and developed? (page 75)
Directions: As you watch the video "How the Earth Formed" please document the evidence embedded in video. There are about 9 different ideas included. Use the provided graphic organizer to take your notes.
Click here for the "Video Worksheet"
FOCUS ? - What types of natural evidence supports the process by which the Earth formed and developed? (page 75)
Directions: As you watch the video "How the Earth Formed" please document the evidence embedded in video. There are about 9 different ideas included. Use the provided graphic organizer to take your notes.
Click here for the "Video Worksheet"
Wow Factor in full force!!! - Size of All Things from the largest to the smallest.
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Follow-Up activity: On page 74
Write a poem or song/rap that uses the video evidence as its content. Your creative piece should be at least a half page long (15 lines/stanzas/bars). Collaborative pieces must have individual contributions that meet the stated guidelines. Link: Types of Poems Extra Credit Options: 1. Perform your "creative piece" for the class. Performance must be of your writing that fits the guidelines of the assignment. (15 points) 2. Draw and color an illustration that goes with your writing. Illustration must be complete and done with color and with effort. (10 points) |
Activity 3 - A Solar System is Born (notebook pages 76-77)
Focus Question: What types of interactions MUST occur in order to form a solar system like ours?
LOS: Solar System, Nebula, Solar Nebula, Planetesimals, Orbit, Period of Rotation, Period of Revolution, Astronomical Unit, Gravity, Law of Universal Gravitation (Be sure to add to your index)
Objective: Students will investigate and record information to help identify the natural processes that formed our solar system. Key academic vocabulary will be addressed to aid in future discussion and further understanding of other similar formations with in our galaxy.
Activity Links: "A Solar System is Born" Cornell notes (attach to page 76-77)
Holt Physical Science Textbook (pdf) (if you don't have your textbook)
Last, Write a summary of events that were identified in your notes. Add 1 additional follow-up question at the bottom (with a question mark!) that relates to the solar system and its formation. Label it BIG IDEA # 2: Building a Solar System (page 69)
Focus Question: What types of interactions MUST occur in order to form a solar system like ours?
LOS: Solar System, Nebula, Solar Nebula, Planetesimals, Orbit, Period of Rotation, Period of Revolution, Astronomical Unit, Gravity, Law of Universal Gravitation (Be sure to add to your index)
Objective: Students will investigate and record information to help identify the natural processes that formed our solar system. Key academic vocabulary will be addressed to aid in future discussion and further understanding of other similar formations with in our galaxy.
Activity Links: "A Solar System is Born" Cornell notes (attach to page 76-77)
Holt Physical Science Textbook (pdf) (if you don't have your textbook)
Last, Write a summary of events that were identified in your notes. Add 1 additional follow-up question at the bottom (with a question mark!) that relates to the solar system and its formation. Label it BIG IDEA # 2: Building a Solar System (page 69)
Activity 4 - Our Planets (notebook pages 78-79)
Focus Question: What are the similarities and differences between the major planets in the Solar System?
1. Notebook Set-up on page 79
- Set-up your notebook with the title, date, focus question, and LOS
(Terrestrial Planets, Gas-Giant Planets).
- Add "Evidence" - Planet Comparisons Graphic Organizer
2. Complete the "Planets Graphic Organizer" by viewing a variety of sources including but not limited to: 3D Solar System Chromebook Apps, Holt Textbook pg. 450, Brain Pop videos on each planet, Bright Star Astronomy (planet facts), NASA Solar System Overview, or other credible websites approved by Mr. B.
3. Watch the "Solar System" Brain Pop video and complete the activity/quiz handout (tape on pg. 78 so it can flip) Share your score with Mr. Bridges for a GRADE. The log in and password are listed below:
deportola
thanksasb
4. Homework: "Our Solar System" worksheet.
** Color solar system for extra credit.
This is DUE by Friday, March 16th. No Late work accepted.
5. Watch the videos below or play "Fly to Mars" on BrainPOP Game-up
Video: Real life Star Wars - CNN Report - Yikes!
- Set-up your notebook with the title, date, focus question, and LOS
(Terrestrial Planets, Gas-Giant Planets).
- Add "Evidence" - Planet Comparisons Graphic Organizer
2. Complete the "Planets Graphic Organizer" by viewing a variety of sources including but not limited to: 3D Solar System Chromebook Apps, Holt Textbook pg. 450, Brain Pop videos on each planet, Bright Star Astronomy (planet facts), NASA Solar System Overview, or other credible websites approved by Mr. B.
3. Watch the "Solar System" Brain Pop video and complete the activity/quiz handout (tape on pg. 78 so it can flip) Share your score with Mr. Bridges for a GRADE. The log in and password are listed below:
deportola
thanksasb
4. Homework: "Our Solar System" worksheet.
** Color solar system for extra credit.
This is DUE by Friday, March 16th. No Late work accepted.
5. Watch the videos below or play "Fly to Mars" on BrainPOP Game-up
Video: Real life Star Wars - CNN Report - Yikes!
First get the inside scoop above.
Second, follow Starman's trip to Mars! |
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Activity 5 - Other Celestial Objects in our S.S. March 14-15
(Notebook pages 80 - 81)
Focus Questions: What are some defining regions within our Solar System?
How does the composition of each region relate to their locations within the S.S.?
1. Set-up your notebook with the title, date, focus question, and LOS (Comet, Asteroid, Meteor, Asteroid Belt, Kuiper Belt, Oort Cloud). Add these words to your index and update your table of contents.
2. "Evidence" - Objects and Regions of the S.S.
Directions: Day 1
Part 1: Small Bodies: Complete the 4 part handout on "comets, asteroids, meteors, and regions such as the Asteroid Belt and Kuiper Belt/Oort Cloud." To complete both sides of the handout, read the Holt Text pages 471-474 or online textbook pages 500-506 and watch both Brain Pop videos "Asteroids" and "Comets" as primary resources. Click Here for another explanation of comets along with a brief history (courtesy of the star garden).
Check this out before moving on (click below)
Amazing tour of our Moon (in 4K) courtesy of NASA's Lunar Recon. Orbiter (LRO)
Part 2: They say that if you were born on a Full Moon you will be rich and successful one day! Just kidding... only hard work brings success. For this activity I want you to identify the phases of the moon, starting with your birthday moon. Visit the Old Farmers Almanac for Kids and completing the "Birth Moon" activity to investigate the moon phases on and around your birthday. On the website, scroll to the bottom to change the date to match your birthday month. Use the Almanac's information to complete the activity. When completed, check out this website for more info on your Birthday Moon - LINK: Moon Giant.
Day 2
Part 3: The Moon. View "Bill Nye: The Moon" video and complete the video worksheet. To access the video, simply search "Bill Nye - the Moon" in the google search bar and play it. Complete the worksheet as you view. Headphones required and are available to borrow.
Part 4: Lastly, complete the "phases of the moon" half sheet by answering the questions and shading in the Moon's shadow and highlight/color the moons reflection as viewed from you on Earth during each of the 8 phases. Lastly, add correct labels to each phase using the following word bank: Waxing Gibbous or Waxing Cresent, Waning Gibbous or Waning Cresent, Full Moon, First Quarter, Last Quarter and New Moon.
(Notebook pages 80 - 81)
Focus Questions: What are some defining regions within our Solar System?
How does the composition of each region relate to their locations within the S.S.?
1. Set-up your notebook with the title, date, focus question, and LOS (Comet, Asteroid, Meteor, Asteroid Belt, Kuiper Belt, Oort Cloud). Add these words to your index and update your table of contents.
2. "Evidence" - Objects and Regions of the S.S.
Directions: Day 1
Part 1: Small Bodies: Complete the 4 part handout on "comets, asteroids, meteors, and regions such as the Asteroid Belt and Kuiper Belt/Oort Cloud." To complete both sides of the handout, read the Holt Text pages 471-474 or online textbook pages 500-506 and watch both Brain Pop videos "Asteroids" and "Comets" as primary resources. Click Here for another explanation of comets along with a brief history (courtesy of the star garden).
Check this out before moving on (click below)
Amazing tour of our Moon (in 4K) courtesy of NASA's Lunar Recon. Orbiter (LRO)
Part 2: They say that if you were born on a Full Moon you will be rich and successful one day! Just kidding... only hard work brings success. For this activity I want you to identify the phases of the moon, starting with your birthday moon. Visit the Old Farmers Almanac for Kids and completing the "Birth Moon" activity to investigate the moon phases on and around your birthday. On the website, scroll to the bottom to change the date to match your birthday month. Use the Almanac's information to complete the activity. When completed, check out this website for more info on your Birthday Moon - LINK: Moon Giant.
Day 2
Part 3: The Moon. View "Bill Nye: The Moon" video and complete the video worksheet. To access the video, simply search "Bill Nye - the Moon" in the google search bar and play it. Complete the worksheet as you view. Headphones required and are available to borrow.
Part 4: Lastly, complete the "phases of the moon" half sheet by answering the questions and shading in the Moon's shadow and highlight/color the moons reflection as viewed from you on Earth during each of the 8 phases. Lastly, add correct labels to each phase using the following word bank: Waxing Gibbous or Waxing Cresent, Waning Gibbous or Waning Cresent, Full Moon, First Quarter, Last Quarter and New Moon.
Activity 6 - Natural Satellites
(Notebook pages 82-83) March 19-20
Focus Question: What are the physical and chemical properties of _______________, my chosen moon?
Above: A sample of some of the moons in our Solar System.
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Purpose: Identify a moon and conduct research to aid in your 3-D Model Project. Get to know your moon!
Step 1: Set up your notebook. Add the title, date, focus question and "Evidence: 3-D Moon Project Notes" Step 2: Pick a Moon to investigate. Use some resources below to help identify a moon along with gathering information about your chosen moon. |
Resources: Use your 3D Solar System Simulator App, NASA (Moons in our Solar System), or other respectable Astronomy sources. Be sure to note your resources so you can revisit them later. Moon Project Directions.
Step 3: Divide page 83 into 4 equal boxes. You will record your findings in each box based on each label. Use the description below to guide your specific research. Use the visual to set up your notebook correctly.
Step 3: Divide page 83 into 4 equal boxes. You will record your findings in each box based on each label. Use the description below to guide your specific research. Use the visual to set up your notebook correctly.
Box 1: Location (provide details about the planet it belongs to, distance from the planet, other moons orbiting with it, etc...)
Box 2: Measurements (provide details about the moon's size, orbit, rotation and revolution, gravity, density, speed, temperature, distance...) Box 3: Composition (provide details about what it is made of in regards to its core, mantle, surface, and atmosphere) Box 4: Interesting Facts/Details (Provide at least 3-5 unique or interesting facts about the moon. May be based on information stated already, but stands out as unique compared to what we are used to) |
Step 4: Set up page 82. Use the same four square set-up.
Box 5: Possibilities of Life already or potential colonization by humans? - (provide details about what may exist currently or the potential of humans living on it) Box 6: Comparison to our Moon (Luna). - (Provide a basis of comparison of your chosen moon to our moon, Luna. This will allow you and others to create a comparative understanding of your moon. Maybe compare size, structure, orbit, and other notable features compared to Luna). Box 7: Colored model/drawing of the Moon. (If you see different images of your moon, choose the more frequent/popular visual to model). Box 8: Interesting Surface Features. (Provide surface details such as craters, mountains, volcanoes, cracks, water, canyons, weather, etc... ) |
Step 5: If finished early, your next task is to open GOOGLE DOCS or SLIDES and create an Information PLACARD to be displayed on your "3D Moon Model." View your project directions for the project and design a neat, creative, and organized placard that includes the required information. Google Slides might be better. Create a slide or two that can be used as your placard. A nice bold design with easy to read text would be recommended.
Your last task would be to write a 1-2 page (5 solid paragraph) essay about what it would take for humans to live on or colonize your moon based on the moons composition, temp, atmosphere, etc... Ideas to consider: Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...? Think about all of the things that are necessary to sustain life on Earth and identify how you could overcome meet those needs on your moon. Does the moon provide resources or would we have to create or bring our own? Use research, evidence, and logic to back up your claim.
Your last task would be to write a 1-2 page (5 solid paragraph) essay about what it would take for humans to live on or colonize your moon based on the moons composition, temp, atmosphere, etc... Ideas to consider: Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...? Think about all of the things that are necessary to sustain life on Earth and identify how you could overcome meet those needs on your moon. Does the moon provide resources or would we have to create or bring our own? Use research, evidence, and logic to back up your claim.
March 21 - TED TALKS WEB SUMMARY - Astronomy Topics ONLY!!
Introduction:
TED Talks is an open forum for people with influence to speak their message. Today you will visit the TED TALKS WEBSITE and select a presentation that is ASTRONOMY RELATED. Once on the website, type "ASTRONOMY" in the search TED search bar. The focus of this assignment is to practice pulling key information from a primary source and document the message in a thorough summary. Hopefully you learn something new along the way. Below you will find a link to the website and to the handout.
Directions: Complete at least 1 TED TALKS (Astronomy Related) summary and turn in your work before you leave as evidence of your participation today. Be sure to complete the Work Cited portion on the back of the handout for full credit. For extra credit, complete a second TED TALKS topic with notes, thorough summary, and work cited. You may turn in your paper on Friday (March 23) only if you plan on doing the extra credit.
Links: TED TALKS WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by teacher
Introduction:
TED Talks is an open forum for people with influence to speak their message. Today you will visit the TED TALKS WEBSITE and select a presentation that is ASTRONOMY RELATED. Once on the website, type "ASTRONOMY" in the search TED search bar. The focus of this assignment is to practice pulling key information from a primary source and document the message in a thorough summary. Hopefully you learn something new along the way. Below you will find a link to the website and to the handout.
Directions: Complete at least 1 TED TALKS (Astronomy Related) summary and turn in your work before you leave as evidence of your participation today. Be sure to complete the Work Cited portion on the back of the handout for full credit. For extra credit, complete a second TED TALKS topic with notes, thorough summary, and work cited. You may turn in your paper on Friday (March 23) only if you plan on doing the extra credit.
Links: TED TALKS WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by teacher
Activity 7 - Life of the Stars - March 22-23
(notebook pages 84 -85)
Complete the following tasks below:
1) Set up your notebook on page 85. Update your table of contents and add the LOS words from the worksheet to your notebook and index.
2) Create your own Cornell Notes while viewing the slide show "Life Cycle of Stars"
3) Build on your understanding by viewing the Brain Pop video "Life Cycle of Stars" and completing the Brain POP Activity and take the "Graded Quiz." Put your answers on paper and share your score with Mr. Bridges on Friday, March 23. If you do not finish, we will have time on Friday to wrap it up.
4) View the Life Cycle of Stars - Visual and review the process
(notebook pages 84 -85)
Complete the following tasks below:
1) Set up your notebook on page 85. Update your table of contents and add the LOS words from the worksheet to your notebook and index.
2) Create your own Cornell Notes while viewing the slide show "Life Cycle of Stars"
3) Build on your understanding by viewing the Brain Pop video "Life Cycle of Stars" and completing the Brain POP Activity and take the "Graded Quiz." Put your answers on paper and share your score with Mr. Bridges on Friday, March 23. If you do not finish, we will have time on Friday to wrap it up.
4) View the Life Cycle of Stars - Visual and review the process
Monday, April 2nd Welcome back from your break!!
Today we will be viewing a video to spark the conversations about how fragile life is and hopefully help you write your essay about the habitability of your chosen MOON! There is a video document for your reflections (link below)
Video - Cosmos: A Space Time Odyssey: The Immortals (link is below)
Video 3-2-1 Worksheet (PDF link)
Today we will be viewing a video to spark the conversations about how fragile life is and hopefully help you write your essay about the habitability of your chosen MOON! There is a video document for your reflections (link below)
Video - Cosmos: A Space Time Odyssey: The Immortals (link is below)
Video 3-2-1 Worksheet (PDF link)
Activity 8: Classifying STARS (notebook pages 86 - 87) 4/3/18
Focus Question - What factors determine the classification of stars?
Follow the directions below to download and access the online textbook.
Step 1: Complete the guided Stars: Cornell Notes using the online Holt textbook. Access the Holt text by going to the "Class Connect" tab at the top of the page and selecting the 8th grade text PDF file. It will download in a few minutes while you set up your notebook.
Step 2: Set-up your notebook to include the title, date, focus question, and LOS: Spectrum (pg. 87), Absorption Spectrum (87), Apparent magnitude(86), Absolute Magnitude (86). (Add LOS to your index)
Add "Evidence" - Classifying Stars
Step 3: Using the online textbook, scroll to page 436 to get started. Complete each area of the guided notes. Fill in blanks and be sure to answer each question thoroughly.
Step 4: Go to your BIG IDEA page 70, put a Heading:
BIG IDEA 5: Classifying Stars
Write a summary of your notes to explain the techniques and information used by scientist to identify and classify stars.
Check out these two videos when you are finished...
Focus Question - What factors determine the classification of stars?
Follow the directions below to download and access the online textbook.
Step 1: Complete the guided Stars: Cornell Notes using the online Holt textbook. Access the Holt text by going to the "Class Connect" tab at the top of the page and selecting the 8th grade text PDF file. It will download in a few minutes while you set up your notebook.
Step 2: Set-up your notebook to include the title, date, focus question, and LOS: Spectrum (pg. 87), Absorption Spectrum (87), Apparent magnitude(86), Absolute Magnitude (86). (Add LOS to your index)
Add "Evidence" - Classifying Stars
Step 3: Using the online textbook, scroll to page 436 to get started. Complete each area of the guided notes. Fill in blanks and be sure to answer each question thoroughly.
Step 4: Go to your BIG IDEA page 70, put a Heading:
BIG IDEA 5: Classifying Stars
Write a summary of your notes to explain the techniques and information used by scientist to identify and classify stars.
Check out these two videos when you are finished...
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Activity 9: Putting Stars in their Place! (notebook pages 88 - 89) April 5, 2018
Focus Question - What is the purpose of the H.R. Diagram and what does it explain about stars?
Step 1: Set up page 89 with the focus question (above), Title, Today's Date,
and LOS: HR Diagram
- Add "Evidence" : Hertzsprung Russell Diagram
Step 2: Complete the Star Classification Lab using your knowledge about the factors that classify stars and some colored pencils. Allow Mr. B to set up the chart with the class before you begin. Once completed, trim and glue your created HR Diagram facing up on page 89. Label the top of page 88 "H.R. Analysis" and glue the Conclusions (page 2) down to page 88 in your notebook.
Step 3: Once completed, take the HR Diagram Quiz to check your understanding. Review your answers and retake the quiz until mastery (Perfection).
Focus Question - What is the purpose of the H.R. Diagram and what does it explain about stars?
Step 1: Set up page 89 with the focus question (above), Title, Today's Date,
and LOS: HR Diagram
- Add "Evidence" : Hertzsprung Russell Diagram
Step 2: Complete the Star Classification Lab using your knowledge about the factors that classify stars and some colored pencils. Allow Mr. B to set up the chart with the class before you begin. Once completed, trim and glue your created HR Diagram facing up on page 89. Label the top of page 88 "H.R. Analysis" and glue the Conclusions (page 2) down to page 88 in your notebook.
Step 3: Once completed, take the HR Diagram Quiz to check your understanding. Review your answers and retake the quiz until mastery (Perfection).
Friday, April 6, 2018
Today is a day to work on the "Habitability of (chosen Moon)" essay. Below is an explanation of the writing prompt. For Moon Project directions - click here. Remember, the project is due April 12th.
Write a 1-2 page (5 solid paragraph) essay about what it would take for humans to live on or colonize your moon based on the moons composition, temp, atmosphere, etc... Ideas to consider: Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...? Think about all of the things that are necessary to sustain life on Earth and identify how you could overcome meet those needs on your moon. Does the moon provide resources or would we have to create or bring our own? Use research, evidence, and logic to back up your claim.
Below is a video that can help spark your creative thoughts.
Today is a day to work on the "Habitability of (chosen Moon)" essay. Below is an explanation of the writing prompt. For Moon Project directions - click here. Remember, the project is due April 12th.
Write a 1-2 page (5 solid paragraph) essay about what it would take for humans to live on or colonize your moon based on the moons composition, temp, atmosphere, etc... Ideas to consider: Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...? Think about all of the things that are necessary to sustain life on Earth and identify how you could overcome meet those needs on your moon. Does the moon provide resources or would we have to create or bring our own? Use research, evidence, and logic to back up your claim.
Below is a video that can help spark your creative thoughts.
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Constellation Prezintation - April 9 - 13
What are Constellations? Constellations are groups of stars that form unique patterns in the night sky. These patterns can resemble mythological characters, people animals or objects, and have entertained mankind for much of recorded history. Most, if not all of the 88 officially recognized constellations were named by the ancient Greeks, and were created for a variety of reasons. Your task is to select a constellation, gather information pertaining to it, and create a presentation on Prezi explaining what you have learned.
What is Required? This project demonstrates the branch between science and history, helping you to gain understanding of how the night sky was mapped and developed by ancient civilizations. This presentation must be completed using the program Prezi (or Google Slides if you must) which can be downloaded as an app, or completed on the Prezi website. An account must be made before beginning your Prezi document. Prezi or Google Slides presentation must be shared with me by (TBD). Follow the in class directions to share your prezi with Mr. B.
Use this email ------> [email protected] <------
for sharing
Your presentation must include the following information related to your chosen constellation:
BIBLIOGRAPHY SLIDE: Students must write down the internet resources used, as they will need to create a bibliography. Add your sources to a separate slide at the end of your creation. Animations/videos are acceptable, but not required. NO TEXTING LANGUAGE ALLOWED!
**Use EasyBib.com for an efficient citation generator. Type or paste in the website you used, complete the missing information, generate the citation, paste into your presentation, repeat for all other sources.
Grading Your Project: This in-class project is worth a total of 80 points, and will be scored based on the rubric your teacher will give to you in the coming days. Partial credit will be given for late submissions turned in within two weeks of the original due date. Remember: this is an in-class assignment, so make sure to focus in class and not fall behind.
Resources to Help You Narrow Your Search and for Research:
http://www.seasky.org/constellations/constellations.html
https://www.wwu.edu/skywise/greekmyth.html
http://www.comfychair.org/~cmbell/myth/myth.html
http://www.tcoe.org/scicon/instructionalguide/constellations.pdf
http://www.gods-and-monsters.com/constellation-myths.html
http://www.theoi.com/greek-mythology/star-myths.html
https://stardate.org/nightsky/constellations
http://www.astronomytrek.com/constellations-2/
http://www.astro.wisc.edu/~dolan/constellations/constellations.html
http://www.constellation-guide.com/constellation-names/
https://greekgodsandgoddesses.net/myths/constellations/
http://www.astro.wisc.edu/~dolan/constellations/
http://www.space.com/15722-constellations.html
http://www.physics.csbsju.edu/astro/asp/constellation.faq.html
https://spaceplace.nasa.gov/starfinder2/en/
https://nasa.tumblr.com/post/150688852794/zodiac
https://www.thoughtco.com/constellations-pictures-gallery-4122769
http://www.astromax.org/con-page/con-88.htm
http://www.allthesky.com/constellations/const.html
Below is a "Stargazing" video for the curious. It is a documentary on amateur stargazers and telescopes.
What are Constellations? Constellations are groups of stars that form unique patterns in the night sky. These patterns can resemble mythological characters, people animals or objects, and have entertained mankind for much of recorded history. Most, if not all of the 88 officially recognized constellations were named by the ancient Greeks, and were created for a variety of reasons. Your task is to select a constellation, gather information pertaining to it, and create a presentation on Prezi explaining what you have learned.
What is Required? This project demonstrates the branch between science and history, helping you to gain understanding of how the night sky was mapped and developed by ancient civilizations. This presentation must be completed using the program Prezi (or Google Slides if you must) which can be downloaded as an app, or completed on the Prezi website. An account must be made before beginning your Prezi document. Prezi or Google Slides presentation must be shared with me by (TBD). Follow the in class directions to share your prezi with Mr. B.
Use this email ------> [email protected] <------
for sharing
Your presentation must include the following information related to your chosen constellation:
- The Greek name of selected constellation and what it means in English
- Reasons why constellations (in general) were created in the first place
- History behind selected constellation (i.e., mythological story)
- Pictures outlining the stars’ pattern in the sky, as well as a picture superimposed on top of the star pattern showing what your selected constellation is supposed to look like
- At what times of the year it is visible in our Northern Hemisphere or the Southern Hemisphere (not viewable to us) from start-finish
- Names of prominent stars, galaxies, nebulae, etc., that are part of your constellation
- What types of stars and galaxies are the ones listed above (ex., red giant, blue giant, spiral galaxy, etc.)
- Any other important or interesting information related to your constellation, including possible astrological meanings, if applicable.
BIBLIOGRAPHY SLIDE: Students must write down the internet resources used, as they will need to create a bibliography. Add your sources to a separate slide at the end of your creation. Animations/videos are acceptable, but not required. NO TEXTING LANGUAGE ALLOWED!
**Use EasyBib.com for an efficient citation generator. Type or paste in the website you used, complete the missing information, generate the citation, paste into your presentation, repeat for all other sources.
Grading Your Project: This in-class project is worth a total of 80 points, and will be scored based on the rubric your teacher will give to you in the coming days. Partial credit will be given for late submissions turned in within two weeks of the original due date. Remember: this is an in-class assignment, so make sure to focus in class and not fall behind.
Resources to Help You Narrow Your Search and for Research:
http://www.seasky.org/constellations/constellations.html
https://www.wwu.edu/skywise/greekmyth.html
http://www.comfychair.org/~cmbell/myth/myth.html
http://www.tcoe.org/scicon/instructionalguide/constellations.pdf
http://www.gods-and-monsters.com/constellation-myths.html
http://www.theoi.com/greek-mythology/star-myths.html
https://stardate.org/nightsky/constellations
http://www.astronomytrek.com/constellations-2/
http://www.astro.wisc.edu/~dolan/constellations/constellations.html
http://www.constellation-guide.com/constellation-names/
https://greekgodsandgoddesses.net/myths/constellations/
http://www.astro.wisc.edu/~dolan/constellations/
http://www.space.com/15722-constellations.html
http://www.physics.csbsju.edu/astro/asp/constellation.faq.html
https://spaceplace.nasa.gov/starfinder2/en/
https://nasa.tumblr.com/post/150688852794/zodiac
https://www.thoughtco.com/constellations-pictures-gallery-4122769
http://www.astromax.org/con-page/con-88.htm
http://www.allthesky.com/constellations/const.html
Below is a "Stargazing" video for the curious. It is a documentary on amateur stargazers and telescopes.
Activity 10 - Galaxies, Black Holes, and the Big Bang Theory (not the show..however, that is a great show...)
April 16 and 18 (Notebook pages 90 - 91)
Focus Questions: How and where do black holes form?
How are galaxies classified and how can a galaxy's motion be observed?
Set up your notebook (pg. 91) with the Title, Focus Question, LOS, and Date
Add LOS - Big Bang Theory, Irregular Galaxy, Spiral Galaxy, Elliptical Galaxy
(add) Evidence: 1) What is a black hole? 2) B.P. Galaxies 3) Big Bang videos
Directions: Complete the tasks listed below:
1) Read the article: "Black Holes Swarm the Milky Way Heart" from space.com
2) Watch this video "What's Inside a Black Hole?" and complete the provided Cornell Notes. This document will be taped on page 91.
April 16 and 18 (Notebook pages 90 - 91)
Focus Questions: How and where do black holes form?
How are galaxies classified and how can a galaxy's motion be observed?
Set up your notebook (pg. 91) with the Title, Focus Question, LOS, and Date
Add LOS - Big Bang Theory, Irregular Galaxy, Spiral Galaxy, Elliptical Galaxy
(add) Evidence: 1) What is a black hole? 2) B.P. Galaxies 3) Big Bang videos
Directions: Complete the tasks listed below:
1) Read the article: "Black Holes Swarm the Milky Way Heart" from space.com
2) Watch this video "What's Inside a Black Hole?" and complete the provided Cornell Notes. This document will be taped on page 91.
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3) Watch the Brain Pop video "Galaxies" and complete the provided graphic organizers. Take the graded quiz and share the score with Mr. Bridges and record it on your paper. This will be taped on pg. 90.
4) Watch one of the two videos below (or both) and answer the following questions in your notebook at the bottom of page 90. Answer should provide a thorough explanation and be in complete sentences.
Question 1: What is the scientific theory called the "Big Bang" ?
- Explain what the theory is all about....
Question 2: What is the main piece of evidence that supports the "Big Bang"
as a possible source of the entire Universe?
- Identify and explain the evidence that supports it...
Video 1: Basic overview of the "Big Bang" theory Video 2: More in depth explanation of the "Big Bang"
4) Watch one of the two videos below (or both) and answer the following questions in your notebook at the bottom of page 90. Answer should provide a thorough explanation and be in complete sentences.
Question 1: What is the scientific theory called the "Big Bang" ?
- Explain what the theory is all about....
Question 2: What is the main piece of evidence that supports the "Big Bang"
as a possible source of the entire Universe?
- Identify and explain the evidence that supports it...
Video 1: Basic overview of the "Big Bang" theory Video 2: More in depth explanation of the "Big Bang"
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Activity 11: Our Yellow Dwarf - April 19
Focus Questions - How do scientists describe the layers of our star?
Through what process does a star's energy come from?
Purpose: Investigate the structure and layers of the Sun. Understanding the Sun allows scientists to prepare people and technology for the temperamental energy provided by this massive ball of fire.
Class Notes below. Click Here for Structure of the Sun Diagram - PDF
Focus Questions - How do scientists describe the layers of our star?
Through what process does a star's energy come from?
Purpose: Investigate the structure and layers of the Sun. Understanding the Sun allows scientists to prepare people and technology for the temperamental energy provided by this massive ball of fire.
Class Notes below. Click Here for Structure of the Sun Diagram - PDF
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Take a quick break to view the effects of the SUN's solar emissions on our Earth's atmosphere and magnetic field.
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Unit 3 Review Material and Information - April 20
Important dates:
Unit 3 Review Material
Important dates:
- Unit Exam - Wednesday, April 25th
- Unit 3 Notebook Check - Thursday April 26th
- 235 points (classwork) total, 11 Activities, 91 total LOS words in index
Unit 3 Review Material
- Unit 3 Notebook Review - Due on Wednesday - Exam Day - 30 points
- Formation of the Solar System and Planets Practice Quiz
- Other Objects in the Solar System Practice Quiz
- HR Diagram Practice Quiz
- Sun's Structure Practice Quiz
- Review Quiz
- Kahoots (will play in class)
Activity 1: Identifying Elements - May the 4th be with you
Notebook pages 98-99
Focus Questions: What do the numbers and letters mean in a chemical equation? How do you write a balanced chemical equation?
Handout: LOS Scramble (cut and add to your notes)
Notes: Document Link (pages 99 and 98)
Notebook pages 98-99
Focus Questions: What do the numbers and letters mean in a chemical equation? How do you write a balanced chemical equation?
Handout: LOS Scramble (cut and add to your notes)
Notes: Document Link (pages 99 and 98)
Activity 2: Atomic Structure and the P.T.E. 5/10/18
Notebook Pages 100-101
Focus Question: Watch the Slide Show (link below) to view the presentation and to set up you notebook.
LOS: Atomic Number, Atomic Mass, Proton, Neutron,
Electron
Evidence - Atomic Basics and the P.T.E.
Purpose: This activity is all about figuring out the relationship between each element block's information on the Periodic Table and the shape/structure of an atom.
1) Open up this slide show about Atoms and the Periodic Table. Get a copy of the "Structure of an Atom" table.
2) Follow the prompts of the slide show to set-up your notebook on page 101. Add the title, focus question, date...
**LINK TO CLASS NOTES - ACTIVITY 2 NOTES (page 101)**
3) View the slide presentation. Be sure to add the LOS and "Rules" for making sense of an Element Block on the Periodic Table to your notebook on page 101. Also complete the "Structure of an Atom" table (provided). Be sure to highlight Proton, Neutron, and Electron on the paper.
4) Complete the rest of the Atomic Basics Worksheet (in class handout)
Notebook Pages 100-101
Focus Question: Watch the Slide Show (link below) to view the presentation and to set up you notebook.
LOS: Atomic Number, Atomic Mass, Proton, Neutron,
Electron
Evidence - Atomic Basics and the P.T.E.
Purpose: This activity is all about figuring out the relationship between each element block's information on the Periodic Table and the shape/structure of an atom.
1) Open up this slide show about Atoms and the Periodic Table. Get a copy of the "Structure of an Atom" table.
2) Follow the prompts of the slide show to set-up your notebook on page 101. Add the title, focus question, date...
**LINK TO CLASS NOTES - ACTIVITY 2 NOTES (page 101)**
3) View the slide presentation. Be sure to add the LOS and "Rules" for making sense of an Element Block on the Periodic Table to your notebook on page 101. Also complete the "Structure of an Atom" table (provided). Be sure to highlight Proton, Neutron, and Electron on the paper.
4) Complete the rest of the Atomic Basics Worksheet (in class handout)