THE FINE PRINT
I WILL DO MY BEST TO MAINTAIN THIS SITE, POSTING AT THE BEGINNING OF THE WEEK AND THEN UPDATING AS THE WEEK PROGRESSES. AN * MEANS SOMETHING HAS CHANGED SINCE THE ORIGINAL POSTING.
GREEN SHEET
Week of 6/8-6/12
Monday 6/8:
Complete Table
Tuesday 6/9:
Complete Table
Wednesday 6/10:
Thursday 6/11:
Write a recommendation to the town council for an alternative energy source for our town.
INTRODUCTION
* Effective hook/lead sentence
* Clearly leads to thesis
* Clearly stated thesis
BODY
* Thesis supported with examples, quotes, and facts
* Author acknowledged opposing viewpoints
* Supporting details are specific and thorough
* Paragraphs are logically structured organized
* Word choice is strong, specific, emotional, and appropriate
* Ideas, paragraphs, and sentences are united with effective transitions
CONCLUSION
* Conclusion is effective, providing closure to topic
English Language Conventions
* Sentences sound natural, not choppy and awkward
* Sentence errors (run-ons, fragments) are avoided
* Grammar, usage, spelling, and punctuation is correct
Friday 6/12:
Writing!
Week of 6/1-6/5
Monday 6/1:
HOMEWORK SHEET
Tuesday 6/2:
WORKSHEET
Wednesday 6/3:
Thursday 6/4:
Friday 6/5:
Week of 5/25-5/29
Monday 5/25:
Memorial Day--- No School
Tuesday 5/26:
Continue on Text Book
Wednesday 5/27:
Final Day to Work on Text Book
Thursday 5/28:
Text Book Due--- you can turn it in electronically or on paper!
Complete an assessment for Project 2061 (AAAS). This is not a graded assessment but one to see when students across the US learn certain material and how well they have retained it.
Friday 5/29:
HEAT
ELECTRICAL LOAD
Week of 5/18-5/20
Monday 5/18:
Teacher's Domain Sites (to be added)
- Click on the link above
- Use the user name Student1 (you can use the names up to Student10)
- Use the password room234
- Under "my folders," click on Plate Tectonics
- Explore!
Tuesday 5/19:
When you look at a textbook, what do you see?
Headers
Organized Material
Bold, highlighted words
Special fact boxes
Images with captions
OUTLINE
CHAPTER 1: The Evolution of the Theory of Plate Tectonics
Pangaea
What is it?
What does it mean?
Who thought of this idea? Detail.
Pictures
Other theories of continental placement
Evidence of Plate Tectonics
Fossil evidence
Shapes of continents
Glacial evidence
Climate evidence
Rock Evidence
Pictures
Final Acceptance
Pictures
CHAPTER 2: Convergent Boundaries
Define
Hazards
Examples
Pictures
CHAPTER 3: Divergent Boundaries
Define
Hazards
Examples
Pictures
CHAPTER 4: Transform Boundaries
Define
Hazards
Examples
Pictures
CHAPTER 5: The Future of Earth
What will Earth look like in the future?
How will this affect humans and other organisms?
How will this affect the climate?
Wednesday 5/20:
Thursday 5/21:
AUGUSTA FIELD TRIP
Friday 5/22:
Week of 5/11-5/15
Monday 5/11:
Tuesday 5/12:
Trial #2: ICK
Intro to Plate Tectonics and Earthquakes
Wednesday 5/13:
NO CLASS
Thursday 5/14:
Trial #3: ICK
Plate Tectonics and Earthquakes
Friday 5/15:
Given that the ICK project is due Monday for all students, today will be a work day. Please use it wisely. See below for directions. Even if you are doing a third trial on Monday, the final paperwork (except trial 3) is due Monday.
ALL INFO Link! Use the rubric to help you write your paper--- every student has to turn a paper in.
FINAL SUBMISSION OF ICE CUBE KEEPER PROJECT--- DUE MONDAY FOR EVERYONE...
Part 1: THINKING QUESTIONS
Typed answers to the thinking questions researched on the Internet and correct bibliography for the sites used.
Part 2: OBSERVATIONS
Please include a table containing the following:
a. Time records for ice cube melting at room temperature (control)
b. Time records for ice cube melting in trial #1
c. Time records for ice cube melting in trial #2
d. Time records for ice cube melting in trial #3 (if applicable)
Part 3: SUMMARY
You must include a written summary of your process. This is at least two pages typed including the following:
a. Your reasons for using the materials you chose for your first Keeper and how effective the materials were (use data from your observations to support the claims.)
1. Why did you make your original Keeper the way you did? Why did you choose the materials you choose? Use scientific terminology: insulator, conduction, conduction, convection, radiation, thermal energy etc... to defend your choices. Use information from your research to support your reasoning.
2. How well did your Keeper work? How long did it last? Compare this to the "classroom" ice cube.
b. Your reasons for using the materials you chose for your revised insulator, what specific adjustments you made, and how effective the materials and adjustments were (use data from your observation to support the claims.)
1. What one variable did you change? Why did you change this variable? Did you use a new material? Why or why not? Use scientific terminology: insulator, conduction, conduction, convection, radiation, thermal energy etc...to defend your choices. Use information from your research to support your reasoning.
2. How well did your Keeper work? How long did it last? Compare this to the "classroom" ice cube and to your first Keeper.
c. Final adjustments to your insulator. This needs to be planned but not tested unless you are looking to exceed the standards.
1. What one variable would you change? Why did you change this variable? Would you use a new material? Why or why not? Use scientific terminology: insulator, conduction, conduction, convection, radiation, thermal energy etc...
Part 4: REFLECTION
Include a 1-2 paragraph reflection containing the following:
- What did you learn about how heat energy moves from place to place? Give specifics.
- What is the importance of constants in technological design? How did you demonstrate knowledge and understanding of the design process?
- What will you remember about this project?
Part 5: SCHEMATIC DIAGRAM
Include a schematic (blueprint) identifying materials and structure of your Ice Cube Keeper.
Week of 5/4-5/8
Monday 5/4:
ICK Research and Design Day
While working on you build keep the write-up portion in mind. You can begin this now to avoid lots of writing at the end.
SUMMARY
You must include a written summary of your process. This is at least two pages typed including the following:
a. Your reasons for using the materials you chose for your first Keeper and how effective the materials were (use data from your observations to support the claims.)
1. Why did you make your original Keeper the way you did? Why did you choose the materials you choose? Use scientific terminology: insulator, conduction, conduction, convection, radiation, thermal energy etc... to defend your choices. Use information from your research to support your reasoning. (CAN DO NOW!!!)
2. How well did your Keeper work? How long did it last? Compare this to the "classroom" ice cube.
b. Your reasons for using the materials you chose for your revised insulator, what specific adjustments you made, and how effective the materials and adjustments were (use data from your observation to support the claims.)
1. What one variable did you change? Why did you change this variable? Did you use a new material? Why or why not? Use scientific terminology: insulator, conduction, conduction, convection, radiation, thermal energy etc...to defend your choices. Use information from your research to support your reasoning.
2. How well did your Keeper work? How long did it last? Compare this to the "classroom" ice cube and to your first Keeper.
c. Final adjustments to your insulator. This needs to be planned but not tested unless you are looking to exceed the standards.
1. What one variable would you change? Why did you change this variable? Would you use a new material? Why or why not? Use scientific terminology: insulator, conduction, conduction, convection, radiation, thermal energy etc...
Tuesday 5/5:
ICK BUILD Day
Wednesday 5/6:
ICK Trial #1
Thursday 5/7:
Ice Shipping Game
Friday 5/8:
Week of 4/27-5/1
Monday 4/27:
Convection, Conduction, Radiation... Oh My!!!
NOTES...
Tuesday 4/28:
Examples
Wednesday 4/29:
In class today--- we have spent two days looking at examples of convection, conduction, and radiation. Today you will "put it all together."
1. Describe one example of each of the three types of energy transfer.
2. Draw a picture of the above example.
3. Draw a picture of the molecular makeup of the situation above! (iow... show what the the molecules are doing).
- Homework--- Choose at least 3 of the following situations and write your responses in complete sentences. Please use at least 1 of the three types of heat transfer in each response.
1. In the evening, snow falls on a cement sidewalk and on a black top playground. Which surface will melt the snow faster and why?
2. Two identical cups of hot cocoa are sitting on a table. One has a metal spoon in it and one does not. After five minutes, which cup is cooler?
3. When a person steps from a shower on a cold morning, why does the tile floor seem so much colder than the air?
4. On a hot summer day, should you close all of the blinds and curtains in your home or leave them open? Why?
5. Although you do not touch the flames, your chest feels warm while you are sitting in front of a fireplace. Why does your back still feel cold?
6. The outdoor temperature is 85F, and your friend comes to school in a dark blue outfit. Was this a smart clothing choice for today? Why or why not?
7. Why is your house warmer on the top floor and colder in the basement?
8. Your mom bakes a cake in a glass pan and you use a metal pan. How does heat transfer affect each pan?
9. Explain how the following situation occurs using conduction, convection, and radiation: A pot of water boils on a hot stove.
10. Explain how the following situation occurs using conduction, convection, and radiation: On a hot day, an ice cream cone in your hand falls on the sidewalk and immediately begins melting.
Thursday 4/30:
Ice Cube Keeper Project!!!
Friday 5/1:
Week of 4/13-4/17
Monday 4/13:
Electromagnetic Spectrum Investigation
Part 1:
Using the following website (multiple pages), complete the handout (both sides--- Part 1 and Part 2)
Read the page and then click along the top for specific information about each type of wave.
Part 2:
Take the "quick quiz" and record your initial and final scores.
Tuesday 4/14:
Wednesday 4/15:
Thursday 4/16:
Download the quiz,open in pages, double click in the boxes to answer, and turn it into the server when done. (period#,lastname,emsquiz)
Science Games
Friday 4/17:
Week of 4/6-4/10
Monday 4/6:
In PDF, please use annotate and notes to answer the questions and submit to the inbox tomorrow at the beginning of class.
Tuesday 4/7:
Review and practice
Rube Goldberg Project
- Solve a simple task (water a plant, turn on the TV, etc...)
- Create a "blueprint" on graph paper
- Number the energy transformations
- Write about transformations (numbers and typed)
- At least 10 energy transformations
- At least 4 different types of energy used
HW----STUDY?!?
*Wednesday 4/8:
- Work on Rube Goldberg Machine
*Thursday 4/9:
- QUIZ--- energy types and transfer including Little Ice Age Info
Friday 4/10:
- Work on Rube Goldberg Machine
- Due on Tuesday 4/14
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Exceeds A+ A A- |
Meets B+ B B- C+ C |
Partially Meets C- D+ D D- |
Does Not Meet F |
D3: Matter and Energy (x2) |
More than 10 energy transformations correct More than 4 different types of energy used correctly |
10 energy transformations correct 4 different types of energy used correctly |
7-9 energy transformations correct 3 different types of energy used correctly -or- 10/4 with some misconceptions |
Fewer than 7 energy transformations Fewer than 3 different types of energy used |
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A2: Models |
Student creates a drawing or 3-d model that clearly shows (numbered) energy transformations Final copy format Model is creative, realistic, solves simple task |
Student creates a drawing that shows (numbered) energy transformations Final copy format Model solves simple task |
Student attempts to create a drawing or 3-d model that shows energy transformations Model solves simple task |
Model is not attempted or is very weak |
Week of 3/30-4/3
Monday 3/30:
Notes Day
Tuesday 3/31:
MEEP PRESENTERS
Maine Energy Education Program
Wednesday 4/1:
- NO CLASS--- SUPER SHORT DAY!!!
Thursday 4/2:
Energy from the Sun
Friday 4/3:
The Little Ice Age Packet (Handed out in Class)
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