Dear Students:
This is the last week before the Second Quarter ends. It has been a quarter with a lot of work, marvelous projects and infinite activities.
Now that we have come to the end of the second quarter, it is a good time to look back at your progress. An ongoing goal for teachers should be to develop a constant process of evaluation to improve student skills. I am asking you to identify areas of improvement and areas you need to work on throughout the rest of the year. Then use the questions below to guide your thoughts.
• What areas/ skills did you focus on this quarter?
• Did you show improvement in these areas/ skills?
• What can you do to continue to improve in Science?
• What is your strength in Science class?
• How can you use your strength to help you in other areas?
We've worked tirelessly to not only teach skills and objectives, but establish relationships. Reflection is the mirror into which we can be honest with ourselves, with our triumphs and defeats and continually strive to be truly outstanding.
This week will still be full of activities and deadlines. Your Alternative Energy Resources’ Project should be ready by Tuesday, December 14, as well as your Work Pack. Your Test on Chapter 11 is Wednesday, December 15. Finally your diagrams are due Thursday, December 16.
It has been a pleasure working with you, a group of talented and energized individuals. I look forward to continue in this learning journey in our Second Semester.
Enjoy the Holidays!!!!
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. Students will study basic principles of Earth Science and will continue to use science tools, expand and build on their knowledge base, and work on their ability to comprehend science reading and to write clearly and coherently in the context of science.
Friday, December 10, 2010
Friday, December 3, 2010
December 6-10
Dear Students:
This week we will continue to learn fascinating facts about Fossil fuels and Alternative Energy Resources. You will explore the different options that could be used instead of fossil fuels. We continue to work in our project as well as in the differentiated methods to present this topic.
Important dates to keep in mind:
December 14 Work pack Due
December 14 Project Due
December 15 Test chapter 11
Please make sure your binder is kept organized and that your textbook is covered.
Project Guidelines:
In order to create an "Alternative Energy Resource" poster for your class, you will need to select an energy resource that is not commonly used (no fossil fuels) and then seek information about the resource you select using books, magazine articles, web resources, encyclopedias, et cetera. This pathfinder will guide you to the materials that will help you to become knowledgeable about the energy resource you chose and prepare you to design and create a poster or a model or an essay displaying the information you learn.
http://gms.goshenschools.org/departments/media/energy.html#Websites
You will then use this poster to educate your classmates. Be thoughtful as you look through information and organize your thoughts well.
Books will be wonderful resources for your project. Because you will want very up-to-date information, you will want to first look for resources published after 2000. Even then, you will find that some information found in a book published in 2001 will be out-of-date already. It is important for you to access a variety of resources with a variety of publication dates. With a research topic like this, you will find electronic resources to be very useful. Online databases and websites can provide you with the most current information available. The resources available in this pathfinder were selected because they are current, informative, and reputable. This list does not include all the good resources available, but it will lead you to a good variety of information and diverse sources that will help you produce a quality project.
As you begin, it is good to understand the purpose of exploring alternative energy resources. Alternative energy resources are "derived from nontraditional sources or sources that are renewable and do not deplete finite mineral resources. The majority of countries are heavily dependent on fossil fuels as sources of energy, but with the decline in reserves and contribution made to the enhanced greenhouse effect by releases of carbon dioxide from fossil fuel combustion, alternative energy sources are being increasingly used and developed. Examples include wind power, solar power, wave and tidal power, biomass energy , geothermal power, and hydroelectric power. World primary energy sources include only about 7% from renewable sources, most of which is hydroelectric." With 93% of our energy coming from non-renewable resources, it is important for us to look at renewable resources to protect and prepare for our future energy needs.
(Smith, Jacqueline. "alternative energy." The Dictionary of Weather and Climate. New York: Facts on File, Inc., 2001. Facts On File, Inc. Science Online ..)
ALTERNATIVE ENERGY RESOURCES
This week we will continue to learn fascinating facts about Fossil fuels and Alternative Energy Resources. You will explore the different options that could be used instead of fossil fuels. We continue to work in our project as well as in the differentiated methods to present this topic.
Important dates to keep in mind:
December 14 Work pack Due
December 14 Project Due
December 15 Test chapter 11
Please make sure your binder is kept organized and that your textbook is covered.
Project Guidelines:
In order to create an "Alternative Energy Resource" poster for your class, you will need to select an energy resource that is not commonly used (no fossil fuels) and then seek information about the resource you select using books, magazine articles, web resources, encyclopedias, et cetera. This pathfinder will guide you to the materials that will help you to become knowledgeable about the energy resource you chose and prepare you to design and create a poster or a model or an essay displaying the information you learn.
http://gms.goshenschools.org/departments/media/energy.html#Websites
You will then use this poster to educate your classmates. Be thoughtful as you look through information and organize your thoughts well.
Books will be wonderful resources for your project. Because you will want very up-to-date information, you will want to first look for resources published after 2000. Even then, you will find that some information found in a book published in 2001 will be out-of-date already. It is important for you to access a variety of resources with a variety of publication dates. With a research topic like this, you will find electronic resources to be very useful. Online databases and websites can provide you with the most current information available. The resources available in this pathfinder were selected because they are current, informative, and reputable. This list does not include all the good resources available, but it will lead you to a good variety of information and diverse sources that will help you produce a quality project.
As you begin, it is good to understand the purpose of exploring alternative energy resources. Alternative energy resources are "derived from nontraditional sources or sources that are renewable and do not deplete finite mineral resources. The majority of countries are heavily dependent on fossil fuels as sources of energy, but with the decline in reserves and contribution made to the enhanced greenhouse effect by releases of carbon dioxide from fossil fuel combustion, alternative energy sources are being increasingly used and developed. Examples include wind power, solar power, wave and tidal power, biomass energy , geothermal power, and hydroelectric power. World primary energy sources include only about 7% from renewable sources, most of which is hydroelectric." With 93% of our energy coming from non-renewable resources, it is important for us to look at renewable resources to protect and prepare for our future energy needs.
(Smith, Jacqueline. "alternative energy." The Dictionary of Weather and Climate. New York: Facts on File, Inc., 2001. Facts On File, Inc. Science Online .
ALTERNATIVE ENERGY RESOURCES
Tuesday, November 30, 2010
November 29- December 03
Dear Student:
This week we are going to begin a new Chapter. We will begin to explore the alternative energy resources that are so important to conserve our environment.
Energy conservation refers to efforts made to reduce energy consumption. Energy conservation can be achieved through increased efficient energy use, in conjunction with decreased energy consumption and/or reduced consumption from conventional energy sources.
These are some of the alternative energy resources we will be studying:
Solar Energy for heating water, generating electricity and concentrating solar energy to create fuel for your vehicles.
Biomass Energy Discover ways to use corn, corn stalks, wheat, pine cones, twigs,bark....to generate fuel to heat your home or drive your vehicle. The technology has been around for over 100 years. Basically, anything that decomposes or burns can be used to generate energy for your home or car
Wind Energy Another of the more popular alternative energy resources. Though not a reliable resource for every household, it is a viable option, depending on your location. Learn about the advantages and disadvantages of wind energy and see if it will be an asset for your energy needs.
Hydrogen You will see that this is my favorite. The must abundant element in the universe is Hydrogen. H2O. Ever think about driving your car on pure water? Apparently, it has been done.
Fossil Fuels
Reading Preview
Key Concepts
• How do fuels provide energy?
• What are the three major fossil fuels?
• Why are fossil fuels considered nonrenewable resources?
Key Terms
• fuel
• energy transformation
• combustion
• fossil fuel
• Hydrocarbon
• petroleum
• refinery
• petrochemical
Section 2 Renewable Sources of Energy
Reading Preview
Key Concepts
• What forms of energy does the sun provide?
• What are some renewable sources of energy?
Key Terms
• solar energy
• hydroelectric power
• biomass fuel
• gasohol
• geothermal energy
Section 3 Nuclear Energy
Reading Preview
Key Concepts
• What happens during a nuclear fission reaction?
• How does a nuclear power plant produce electricity?
• How does a nuclear fusion reaction occur?
Key Terms
• nucleus
• nuclear fission
• reactor vessel
• fuel rod
• control rod
• meltdown
• nuclear fusion
Section 4 Energy Conservation
Reading Preview
Key Concept
• What are two ways to preserve our current energy sources?
Key Terms
• efficiency
• insulation
• energy conservation
This week we are going to begin a new Chapter. We will begin to explore the alternative energy resources that are so important to conserve our environment.
Energy conservation refers to efforts made to reduce energy consumption. Energy conservation can be achieved through increased efficient energy use, in conjunction with decreased energy consumption and/or reduced consumption from conventional energy sources.
These are some of the alternative energy resources we will be studying:
Solar Energy for heating water, generating electricity and concentrating solar energy to create fuel for your vehicles.
Biomass Energy Discover ways to use corn, corn stalks, wheat, pine cones, twigs,bark....to generate fuel to heat your home or drive your vehicle. The technology has been around for over 100 years. Basically, anything that decomposes or burns can be used to generate energy for your home or car
Wind Energy Another of the more popular alternative energy resources. Though not a reliable resource for every household, it is a viable option, depending on your location. Learn about the advantages and disadvantages of wind energy and see if it will be an asset for your energy needs.
Hydrogen You will see that this is my favorite. The must abundant element in the universe is Hydrogen. H2O. Ever think about driving your car on pure water? Apparently, it has been done.
Fossil Fuels
Reading Preview
Key Concepts
• How do fuels provide energy?
• What are the three major fossil fuels?
• Why are fossil fuels considered nonrenewable resources?
Key Terms
• fuel
• energy transformation
• combustion
• fossil fuel
• Hydrocarbon
• petroleum
• refinery
• petrochemical
Section 2 Renewable Sources of Energy
Reading Preview
Key Concepts
• What forms of energy does the sun provide?
• What are some renewable sources of energy?
Key Terms
• solar energy
• hydroelectric power
• biomass fuel
• gasohol
• geothermal energy
Section 3 Nuclear Energy
Reading Preview
Key Concepts
• What happens during a nuclear fission reaction?
• How does a nuclear power plant produce electricity?
• How does a nuclear fusion reaction occur?
Key Terms
• nucleus
• nuclear fission
• reactor vessel
• fuel rod
• control rod
• meltdown
• nuclear fusion
Section 4 Energy Conservation
Reading Preview
Key Concept
• What are two ways to preserve our current energy sources?
Key Terms
• efficiency
• insulation
• energy conservation
Tuesday, November 23, 2010
Christmas Baskets
November 23, 2009
Dear Parents (Nursery – 12th):
As another holiday season nears, many of us will enjoy our time with loved ones and celebrate the joyous memories of the past year. As we give thanks for the blessings and gifts in our lives, we also have an opportunity to appreciate those people who make the American School outstanding, but who rarely get the recognition they deserve.
On behalf of all American Schools students, we would like to extend our gratitude to the maintenance workers, the bus drivers, the nannies and their families by preparing food baskets for them as gifts at Christmas. Students in each grade level are asked to contribute the following items:
Nursery Bar Soap
7th grade Ketchup
Pre-Kinder Detergent
8th grade Beans
Kinder Toilet paper
9th grade Cooking Oil
1st grade Rice
10th grade Maseca
2nd grade Pasta
11th grade Soup
3rd grade Sugar
12th grade Oatmeal
4th grade Tomato Paste
5th grade Cereal
6th grade Flour
Thank you for participating in this event, and for involving your children in the charitable activities of the American School. Please send the item with your child to his homeroom teacher (Pre School and Elementary School) and to their Class Advisors (MS / HS) before Friday, December 10. We hope that we can foster in all students a spirit of generosity and compassion which will, in the end, make our world a better place.
Sincerely,
Claudia Pereira
Elcenora Martínez
Ricardo Belgrave
Maria Francisca Motz
Dear Parents (Nursery – 12th):
As another holiday season nears, many of us will enjoy our time with loved ones and celebrate the joyous memories of the past year. As we give thanks for the blessings and gifts in our lives, we also have an opportunity to appreciate those people who make the American School outstanding, but who rarely get the recognition they deserve.
On behalf of all American Schools students, we would like to extend our gratitude to the maintenance workers, the bus drivers, the nannies and their families by preparing food baskets for them as gifts at Christmas. Students in each grade level are asked to contribute the following items:
Nursery Bar Soap
7th grade Ketchup
Pre-Kinder Detergent
8th grade Beans
Kinder Toilet paper
9th grade Cooking Oil
1st grade Rice
10th grade Maseca
2nd grade Pasta
11th grade Soup
3rd grade Sugar
12th grade Oatmeal
4th grade Tomato Paste
5th grade Cereal
6th grade Flour
Thank you for participating in this event, and for involving your children in the charitable activities of the American School. Please send the item with your child to his homeroom teacher (Pre School and Elementary School) and to their Class Advisors (MS / HS) before Friday, December 10. We hope that we can foster in all students a spirit of generosity and compassion which will, in the end, make our world a better place.
Sincerely,
Claudia Pereira
Elcenora Martínez
Ricardo Belgrave
Maria Francisca Motz
Friday, November 19, 2010
November 22-24
Dear Students:
We will be attending school for three days this week; nevertheless, these will be some very busy days. Our test is scheduled for Tuesday. Your work pack to Chapter 10 should be finished by that same day. Your project is due Wednesday, Don’t forget to turn in your rubric with your project and be creative!!!!!
Please refer to the following web site to help you clarify concepts for your test:
http://serc.carleton.edu/NAGTWorkshops/time/visualizations/geotime.html
Our Traditional Thanksgiving Luncheon will take place Wednesday, November 24. We will be enjoying a delicious meal catered by Gourmet Grill. If you have not paid for it yet, make sure you do so before Wednesday.
Remember, like Bryan Tracy once said:
“Develop an attitude of gratitude, and give thanks for everything that happens to you, knowing that every step forward is a step toward achieving something bigger and better than your current situation.”
We will be attending school for three days this week; nevertheless, these will be some very busy days. Our test is scheduled for Tuesday. Your work pack to Chapter 10 should be finished by that same day. Your project is due Wednesday, Don’t forget to turn in your rubric with your project and be creative!!!!!
Please refer to the following web site to help you clarify concepts for your test:
http://serc.carleton.edu/NAGTWorkshops/time/visualizations/geotime.html
Our Traditional Thanksgiving Luncheon will take place Wednesday, November 24. We will be enjoying a delicious meal catered by Gourmet Grill. If you have not paid for it yet, make sure you do so before Wednesday.
Remember, like Bryan Tracy once said:
“Develop an attitude of gratitude, and give thanks for everything that happens to you, knowing that every step forward is a step toward achieving something bigger and better than your current situation.”
Friday, November 12, 2010
November 15-19
November 15-19
Important Dates to keep in mind.
November 17 Early Dismissal 1:00 pm
November 23 Test Chapter 10
November 23 Work Pack Due
November 24 Project Due
Check these web sites for support:
Earthtrips - A Virtual Journey into Earth's History
http://www.priweb.org/ed/earthtrips/earthtrips.html
Geological Time Online Edition
http://pubs.usgs.gov/gip/geotime/contents.html
Tour of Geologic Time
http://www.ucmp.berkeley.edu/exhibits/geologictime.php
Timeform
http://www.ucmp.berkeley.edu/help/timeform.html
Dear Students:
This week we will continue to learn about Geologic Time, Fossils and Changes over Time. We will start to work on our project: “Geologic Timescale”. Make sure you work on your work pack on a daily basis and review the material covered in class.
I will be giving you the rubric Monday, November 15 so you analyze it before beginning your project. Make sure you read through it and plan your project based on the requirements listed. BE CREATIVE!!!!
Important Dates to keep in mind.
November 17 Early Dismissal 1:00 pm
November 23 Test Chapter 10
November 23 Work Pack Due
November 24 Project Due
Check these web sites for support:
Earthtrips - A Virtual Journey into Earth's History
http://www.priweb.org/ed/earthtrips/earthtrips.html
Geological Time Online Edition
http://pubs.usgs.gov/gip/geotime/contents.html
Tour of Geologic Time
http://www.ucmp.berkeley.edu/exhibits/geologictime.php
Timeform
http://www.ucmp.berkeley.edu/help/timeform.html
Dear Students:
This week we will continue to learn about Geologic Time, Fossils and Changes over Time. We will start to work on our project: “Geologic Timescale”. Make sure you work on your work pack on a daily basis and review the material covered in class.
I will be giving you the rubric Monday, November 15 so you analyze it before beginning your project. Make sure you read through it and plan your project based on the requirements listed. BE CREATIVE!!!!
Monday, November 8, 2010
Friday, November 5, 2010
November 8-12
Dear Students:
This week you will have your test on Chapter 7 Volcanoes. We will also be starting the content to Chapter 10: A Trip through Geologic Time.
This chapter will take you on a journey through geologic time. You will learn how fossils reveal the history of life on Earth. To guide you on your journey, review the first two sections we will be introducing this week.
Section 1 Fossils
Key Concepts
• How do fossils form?
• What are the different kinds of fossils?
• What does the fossil record tell about organisms and environments of the past?
Key Terms
• fossil
• sedimentary rock
• mold
• cast
• petrified fossil
• carbon film
• trace fossil
• paleontologist
• scientific theory
• evolution
• extinct
Section 2 The Relative Age of Rocks
Reading Preview
Key Concepts
• What is the law of superposition?
• How do geologists determine the relative age of rocks?
• How are index fossils useful to geologists?
Key Terms
• relative age
• absolute age
• law of superposition
• extrusion
• intrusion
• fault
• unconformity
• index fossil
Important dates to keep in mind
November 10 Key Terms Chapter 10 Due
November 17 Project Due. Geologic Timeline
November 24 Chapter Test
Project Preview
Students will:
1. Investigate and research the geologic time periods and explore the basis by which they are defined.
2. Comprehend how fossils help us broaden our understanding of the past.
3. Collect information on the animals, plants, and environment of the time periods.
4. Improve their skills in using the Internet to research topics.
5. Create a travel brochure, poster, trifold or any other publication to depict what life was like during the time periods.
This week you will have your test on Chapter 7 Volcanoes. We will also be starting the content to Chapter 10: A Trip through Geologic Time.
This chapter will take you on a journey through geologic time. You will learn how fossils reveal the history of life on Earth. To guide you on your journey, review the first two sections we will be introducing this week.
Section 1 Fossils
Key Concepts
• How do fossils form?
• What are the different kinds of fossils?
• What does the fossil record tell about organisms and environments of the past?
Key Terms
• fossil
• sedimentary rock
• mold
• cast
• petrified fossil
• carbon film
• trace fossil
• paleontologist
• scientific theory
• evolution
• extinct
Section 2 The Relative Age of Rocks
Reading Preview
Key Concepts
• What is the law of superposition?
• How do geologists determine the relative age of rocks?
• How are index fossils useful to geologists?
Key Terms
• relative age
• absolute age
• law of superposition
• extrusion
• intrusion
• fault
• unconformity
• index fossil
Important dates to keep in mind
November 10 Key Terms Chapter 10 Due
November 17 Project Due. Geologic Timeline
November 24 Chapter Test
Project Preview
Students will:
1. Investigate and research the geologic time periods and explore the basis by which they are defined.
2. Comprehend how fossils help us broaden our understanding of the past.
3. Collect information on the animals, plants, and environment of the time periods.
4. Improve their skills in using the Internet to research topics.
5. Create a travel brochure, poster, trifold or any other publication to depict what life was like during the time periods.
Thursday, November 4, 2010
Friday, October 29, 2010
November 1-5
November 1-5
Dear Students:
Your Volcano Project is due this Wednesday, November 3. Please review your rubric and make sure your mini-report is ready.
This week we will continue to learn and discuss about volcanoes. Your work pack for this chapter should be ready by Wednesday, November 3.
Don’t forget to start reviewing your key terms for these are the vocabulary terms you should be able to use fluently by the end of this chapter.
Your test will be next week. Reading the chapter completely as well as studying the chapter reviews is important.
Important Dates to keep in mind:
November 03 Project Due
November 03 Workpack Due
November 05 Carnival
Dear Students:
Your Volcano Project is due this Wednesday, November 3. Please review your rubric and make sure your mini-report is ready.
This week we will continue to learn and discuss about volcanoes. Your work pack for this chapter should be ready by Wednesday, November 3.
Don’t forget to start reviewing your key terms for these are the vocabulary terms you should be able to use fluently by the end of this chapter.
Your test will be next week. Reading the chapter completely as well as studying the chapter reviews is important.
Important Dates to keep in mind:
November 03 Project Due
November 03 Workpack Due
November 05 Carnival
School Picture Authorization Letter
Dear Parents/ Students:
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
Thank you for your attention to this matter.
Tegucigalpa D.C.
October 19, 2010
Dear Parents:
This year the school will renew the publication of newsletters, magazines, and will increase the amount of information presented on the school’s Web Page. Many of the pictures might include your children.
For example, our parent, Mr. Mark Wright currently donated a series of professional photographs he has taken over the school year of our campus, which includes students. However, we do not want to publish them in our Web’s home page without having our parents’ consent. PICTURES will NOT include students’ names.
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
For more information or any concerns don’t hesitate to contact Vicky Díaz at the Development Office, devo@amschool.org
Thank you.
Liliana F. Jenkins
Superintendent
Please refrain from including my son / daughter’s ____________________ picture in any school publication or Web page. My son / daughter is currently in Grade ________________.
_________________________________ ______________________________
Parent’s Name Signature
• The school respects completely parents’ decisions regarding the publication of pictures and will maintain this form confidential.
Tegucigalpa D.C.
19 de octubre de 2010
Estimados Padres de Familia:
Este año la Escuela renovará las publicaciones de periódicos, revistas e incrementará la cantidad de información presentada en la página Web de la Escuela. Muchas de las fotos pueda que incluyan a sus hijos.
Por ejemplo, nuestro padre de familia, el Sr. Mark Wright actualmente donó una serie de fotografías profesionales que ha tomado durante el año escolar en nuestro campus, las cuales incluyen estudiantes. Sin embargo, no queremos publicarlas en nuestra Página de inicio de nuestra Web sin tener el consentimiento de los padres. Las fotos NO incluirán el nombre de los alumnos.
Por favor imprima y complete este formato si usted no desea que la foto de su hijo(a) sea utilizada en ninguna publicación de la Escuela. El formato deberá ser regresado a la Secretaria del Principal de su área a más tardar el viernes 22 de octubre de 2010.
Para más información o cualquier pregunta no dude en contactar a Vicky Díaz en la oficina del Departamento de Desarrollo, devo@amschool.org
Muchas Gracias.
Liliana F. Jenkins
Superintendente
Por favor abstenerse de incluir la foto de mi hijo /hija ____________________ de cualquier publicación de la escuela o en la Página Web. Mi hijo /hija cursa actualmente el __________Grado.
_________________________________ ______________________________
Nombre del Padre Firma
• La escuela respeta completamente las decisiones de los padres en consideración a la publicación de fotos y mantendrá este formato en confidencialidad.
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
Thank you for your attention to this matter.
Tegucigalpa D.C.
October 19, 2010
Dear Parents:
This year the school will renew the publication of newsletters, magazines, and will increase the amount of information presented on the school’s Web Page. Many of the pictures might include your children.
For example, our parent, Mr. Mark Wright currently donated a series of professional photographs he has taken over the school year of our campus, which includes students. However, we do not want to publish them in our Web’s home page without having our parents’ consent. PICTURES will NOT include students’ names.
Please print and complete this form if you do not want your child’s picture to be posted on any school publication. The form must be returned to your area Principal’s Secretary no later than Friday November 5, 2010.
For more information or any concerns don’t hesitate to contact Vicky Díaz at the Development Office, devo@amschool.org
Thank you.
Liliana F. Jenkins
Superintendent
Please refrain from including my son / daughter’s ____________________ picture in any school publication or Web page. My son / daughter is currently in Grade ________________.
_________________________________ ______________________________
Parent’s Name Signature
• The school respects completely parents’ decisions regarding the publication of pictures and will maintain this form confidential.
Tegucigalpa D.C.
19 de octubre de 2010
Estimados Padres de Familia:
Este año la Escuela renovará las publicaciones de periódicos, revistas e incrementará la cantidad de información presentada en la página Web de la Escuela. Muchas de las fotos pueda que incluyan a sus hijos.
Por ejemplo, nuestro padre de familia, el Sr. Mark Wright actualmente donó una serie de fotografías profesionales que ha tomado durante el año escolar en nuestro campus, las cuales incluyen estudiantes. Sin embargo, no queremos publicarlas en nuestra Página de inicio de nuestra Web sin tener el consentimiento de los padres. Las fotos NO incluirán el nombre de los alumnos.
Por favor imprima y complete este formato si usted no desea que la foto de su hijo(a) sea utilizada en ninguna publicación de la Escuela. El formato deberá ser regresado a la Secretaria del Principal de su área a más tardar el viernes 22 de octubre de 2010.
Para más información o cualquier pregunta no dude en contactar a Vicky Díaz en la oficina del Departamento de Desarrollo, devo@amschool.org
Muchas Gracias.
Liliana F. Jenkins
Superintendente
Por favor abstenerse de incluir la foto de mi hijo /hija ____________________ de cualquier publicación de la escuela o en la Página Web. Mi hijo /hija cursa actualmente el __________Grado.
_________________________________ ______________________________
Nombre del Padre Firma
• La escuela respeta completamente las decisiones de los padres en consideración a la publicación de fotos y mantendrá este formato en confidencialidad.
Thursday, October 28, 2010
Wednesday, October 27, 2010
Friday, October 22, 2010
October 25-29
We are starting a new Chapter: Volcanoes.
The eruptions of a volcano can be dangerous. Yet volcanoes and people have been closely connected throughout history. People often live near volcanoes because of the benefits they offer, from rich soil, to minerals, to hot springs. In this chapter, you will investigate how volcanoes have affected the people living in a volcanic region ans a wide variety of interesting topics related to Volcanoes
Section1
Key Concepts
• Where are most of Earth’s volcanoes found?
• How do hot spot volcanoes form?
Key Terms
• volcano
• magma
• lava
• Ring of Fire
• island arc
• hot spot
Section 2
Key Concepts
• Why is it helpful to know the physical and chemical properties of a substance?
• What causes some liquids to flow more easily than others?
• What factors determine the viscosity of magma?
Key Terms
• element
• compound
• physical property
• chemical property
• viscosity
• silica
• pahoehoe
• aa
Section 3
Key Concepts
• What happens when a volcano erupts?
• What are the two types of volcanic eruptions?
• What are a volcano’s stages of activity?
Key Terms
• magma chamber
• pipe
• vent
• lava flow
• crater
• pyroclastic flow
• dormant
• extinct
Section 4
Key Concepts
• What landforms do lava and ash create?
• How does magma that hardens beneath the surface create landforms?
• What other distinctive features occur in volcanic areas?
Key Terms
• shield volcano
• cinder cone
• composite volcano
• caldera
• volcanic neck
• dike
• sill
• batholith
• geothermal activity
• geyser
Important dates to keep in mind:
• October 25: Holiday
• October 27: Key Terms Due
• October 29: Band Presentation
• November 3: Project and Work Pack DueVolcano Project
Project Description: You will be researching a volcano. Using this information, you will build a model of your volcano and write a brief report of your findings.
Volcano Model:
1. Construct a model of volcano including any defining features of the volcano including craters and lakes.
2. Incorporate features of the surrounding area such as cities, oceans, forests, etc. into the model.
- Possible materials may include clay, Styrofoam, paint, plaster, paper, etc.
3. Attach a picture of the volcano to your model.
4. Attach a note card to your volcano following the model below:
Name of Volcano
Elevation (Height)
Age of Volcano: Country:
Date of Last Eruption: Nearest City:
Type of Volcano: (Cinder, Composite, Shield, Lava Plateau, Caldera, etc)
Three Interesting Facts: (complete sentences)
Student(s) Name(s):
Science Period: Date:
Volcano Mini Report
1. Type a brief report (1 page minimum) describing your volcano.
- Include name, date, period, volcano name, country
- Describe the benefits the volcano serves the surrounding town/area
- Describe the history of the volcano’s eruptions (how often)
- Describe the most famous eruption from this volcano and its effects
- Describe what measures the local population can take if there is a major eruption in the future
2. Helpful websites: http://www.volcano.und.nodak.edu/ and http://www.volcano.und.nodak.edu/vwdocs/glossary.htm
3. References – You must use at least two sources other than your textbook. You must cite sources correctly.
Online Bibliography Formatting Sources:
http://www.easybib.com
http://www.noodletools.com
Volcano Project Rubric
________ (30) Volcano Model
______ (10) Model resembles volcano
______ (5) Picture attached
______ (10) Features of surrounding area shown
______ (5) Creativity
_______ (23) Note Card
______ (14) Name of Volcano, Elevation, Age,
Date of Eruption, Country, City, Type of Volcano
_______ (6) Three interesting facts
_______ (3) Name(s), Date, Period
______ (40) Mini Report
_______ (5) Name, Date, Period, Volcano Name, Country
_______ (10) Benefits of the surrounding town/area
_______ (5) Eruption history
_______ (10) Famous eruption description and effects
_______ (10) Precautions for future eruptions
______ (7) References
_______ (2) At least 2 Sources
_______ (5) Proper information and formatting
______ (100) Total
Make sure you have everything included!!
The eruptions of a volcano can be dangerous. Yet volcanoes and people have been closely connected throughout history. People often live near volcanoes because of the benefits they offer, from rich soil, to minerals, to hot springs. In this chapter, you will investigate how volcanoes have affected the people living in a volcanic region ans a wide variety of interesting topics related to Volcanoes
Section1
Key Concepts
• Where are most of Earth’s volcanoes found?
• How do hot spot volcanoes form?
Key Terms
• volcano
• magma
• lava
• Ring of Fire
• island arc
• hot spot
Section 2
Key Concepts
• Why is it helpful to know the physical and chemical properties of a substance?
• What causes some liquids to flow more easily than others?
• What factors determine the viscosity of magma?
Key Terms
• element
• compound
• physical property
• chemical property
• viscosity
• silica
• pahoehoe
• aa
Section 3
Key Concepts
• What happens when a volcano erupts?
• What are the two types of volcanic eruptions?
• What are a volcano’s stages of activity?
Key Terms
• magma chamber
• pipe
• vent
• lava flow
• crater
• pyroclastic flow
• dormant
• extinct
Section 4
Key Concepts
• What landforms do lava and ash create?
• How does magma that hardens beneath the surface create landforms?
• What other distinctive features occur in volcanic areas?
Key Terms
• shield volcano
• cinder cone
• composite volcano
• caldera
• volcanic neck
• dike
• sill
• batholith
• geothermal activity
• geyser
Important dates to keep in mind:
• October 25: Holiday
• October 27: Key Terms Due
• October 29: Band Presentation
• November 3: Project and Work Pack DueVolcano Project
Project Description: You will be researching a volcano. Using this information, you will build a model of your volcano and write a brief report of your findings.
Volcano Model:
1. Construct a model of volcano including any defining features of the volcano including craters and lakes.
2. Incorporate features of the surrounding area such as cities, oceans, forests, etc. into the model.
- Possible materials may include clay, Styrofoam, paint, plaster, paper, etc.
3. Attach a picture of the volcano to your model.
4. Attach a note card to your volcano following the model below:
Name of Volcano
Elevation (Height)
Age of Volcano: Country:
Date of Last Eruption: Nearest City:
Type of Volcano: (Cinder, Composite, Shield, Lava Plateau, Caldera, etc)
Three Interesting Facts: (complete sentences)
Student(s) Name(s):
Science Period: Date:
Volcano Mini Report
1. Type a brief report (1 page minimum) describing your volcano.
- Include name, date, period, volcano name, country
- Describe the benefits the volcano serves the surrounding town/area
- Describe the history of the volcano’s eruptions (how often)
- Describe the most famous eruption from this volcano and its effects
- Describe what measures the local population can take if there is a major eruption in the future
2. Helpful websites: http://www.volcano.und.nodak.edu/ and http://www.volcano.und.nodak.edu/vwdocs/glossary.htm
3. References – You must use at least two sources other than your textbook. You must cite sources correctly.
Online Bibliography Formatting Sources:
http://www.easybib.com
http://www.noodletools.com
Volcano Project Rubric
________ (30) Volcano Model
______ (10) Model resembles volcano
______ (5) Picture attached
______ (10) Features of surrounding area shown
______ (5) Creativity
_______ (23) Note Card
______ (14) Name of Volcano, Elevation, Age,
Date of Eruption, Country, City, Type of Volcano
_______ (6) Three interesting facts
_______ (3) Name(s), Date, Period
______ (40) Mini Report
_______ (5) Name, Date, Period, Volcano Name, Country
_______ (10) Benefits of the surrounding town/area
_______ (5) Eruption history
_______ (10) Famous eruption description and effects
_______ (10) Precautions for future eruptions
______ (7) References
_______ (2) At least 2 Sources
_______ (5) Proper information and formatting
______ (100) Total
Make sure you have everything included!!
Friday, October 15, 2010
October 18-22
Dear Students:
The Earthquake Walkthrough was a clear success. I must congratulate you for the effort placed and the quality of your work. We will continue to use the Oral Presentation rubric for future projects and will continue to learn how to communicate our Scientific findings.
Please don't forget that our Science Test for chapter 6 will take place Wednesday, October 20. As you prepare for it, make sure you read the chapter and then study details with the help of your work pack and key terms.
Your final grade for the First Quarter is already posted in Power School. There is always a chance for improvement!!!!
Intelligence without ambition is a bird without wings.
Salvador Dali
Important Dates to keep in mind:
Late Start 9:30: October 19
Chapter Test: October 20
AASCA Tournament: October 20-23
The Earthquake Walkthrough was a clear success. I must congratulate you for the effort placed and the quality of your work. We will continue to use the Oral Presentation rubric for future projects and will continue to learn how to communicate our Scientific findings.
Please don't forget that our Science Test for chapter 6 will take place Wednesday, October 20. As you prepare for it, make sure you read the chapter and then study details with the help of your work pack and key terms.
Your final grade for the First Quarter is already posted in Power School. There is always a chance for improvement!!!!
Intelligence without ambition is a bird without wings.
Salvador Dali
Important Dates to keep in mind:
Late Start 9:30: October 19
Chapter Test: October 20
AASCA Tournament: October 20-23
Friday, October 8, 2010
October 11-15
Dear Students:
This week you will be turning in your Project on Earthquakes. The due date is Wednesday October 13. Please make sure you go over your Rubrics. Two rubrics are being used to grade your Project: one for Oral Presentation and one for your board. These projects will be displayed in the Middle School hallway Friday October 15. It’s a good opportunity for others to learn from your work, so do your best!!!
Important Dates to keep in mind:
October 11: Holiday
October 13: Earthquake Project Due
October 15: Work pack Due
October 14: End of the 1st Quarter
October 20: Test Ch 06 Earthquakes
We will continue to work on this Chapter during class and to get ready for our test next week. Please check the following link for animations for Earthquakes, terms and concepts, as well as seismology fundamentals.
http://earthquake.usgs.gov/learn/topics/search.php?sendLevelID=9
This week you will be turning in your Project on Earthquakes. The due date is Wednesday October 13. Please make sure you go over your Rubrics. Two rubrics are being used to grade your Project: one for Oral Presentation and one for your board. These projects will be displayed in the Middle School hallway Friday October 15. It’s a good opportunity for others to learn from your work, so do your best!!!
Important Dates to keep in mind:
October 11: Holiday
October 13: Earthquake Project Due
October 15: Work pack Due
October 14: End of the 1st Quarter
October 20: Test Ch 06 Earthquakes
We will continue to work on this Chapter during class and to get ready for our test next week. Please check the following link for animations for Earthquakes, terms and concepts, as well as seismology fundamentals.
http://earthquake.usgs.gov/learn/topics/search.php?sendLevelID=9
Friday, October 1, 2010
October 4-8
October 4-8
Dear Students:
This week we will continue learning about Earthquakes. It is evident that there is so much to learn from the world around us and the incredible forces of nature. Some important dates to keep in mind are:
October 6: Key Terms Chapter 6
October 13: Project/ Earthquakes (Details Below)
October 20: Test Chapter 6
Helpful HINT:
Have you ever seen your most important tasks being put off until later and then later and later, while you are getting busy with many not so important activities? Did you hope that you may have more time and better mood in the future to start the task and do it properly? Does an approaching deadline mean a crisis for you?
What is it?
A basic definition of procrastination is putting off the things that you should be doing now. This happens with all of us time after time.
Yet, what makes a big difference for your success is your ability to recognize procrastination reasons and expressions in their different forms, and to promptly take them under control, before this bad habit steals your opportunities, damages your grades and pride, you need to STOP IT!!!! Organize your time and make good use of opportunities.
Start working on your project NOW!!!
Earthquake Project Ideas
1) Earthquake prediction
Investigate and find out if anyone has a consistent successful way to predict earthquakes. If not, why were they not successful? Come up with your own idea for predicting earthquakes, and test it. Explain why it did or did not work.
2) Earthquake myths
Examine earthquake myths and interview people about these myths to find out what they think. What would be the best way to get rid of myths? Is there any group of people who tend to believe myths more? Older people? Younger people? Other groups?
3) Seismic waves
What types of seismic waves are there? What do they look like on a seismogram (recording)? What effects do different kinds of waves have on different kinds of buildings?
4) World-wide earthquake hazards
Which areas around the world are most vulnerable to earthquakes and why? What are the major problems dealing with earthquakes in different areas?
5) Earthquake preparedness
Find the most effective ways to prepare for an earthquake. Test the effectiveness of different types of earthquake brackets and straps, etc. Determine the safest places to be inside the house, outside, in car, etc. Prepare on earthquake plan for your family, class, school.
6) Earthquake risks
Investigate the current earthquake risks in your area. If there are none currently, have there ever been earthquakes there in the past? Why, and why aren't there any now?
7) Plate tectonic model
Build a model that simulates plate motions and their effects.
8) Tsunamis
Demonstrate how a tsunami is created.
9) Plate tectonics
Cut a world map along the plate boundaries, and try to fit the pieces back together like they were millions of years ago. Observe how each piece has moved to its current position.
10) Fault models
Make models of different kinds of faults and investigate the tectonic setting of each (where are these types of faults generally found?).
11) Earthquake-proof buildings
Try to design a building that can withstand an earthquake. What works? What doesn't work? Why?
12) Seismograph
Make a seismograph.
13) Monitoring earthquakes
Monitor earthquakes locally, regionally, or globally, and plot them on a map.
14) Locating an earthquake
Show how earthquakes are located. Create a fictional story about an earthquake and write a news story with a map showing the epicenter.
15) Stress & strain
Make a model to show how stress and strain affect different materials (wood, silly putty, etc.)
16) Earthquakes & volcanoes
Investigate how earthquakes and volcanoes are related.
17) Magnitude & intensity
Show the difference between magnitude and intensity. What controls the magnitude of an earthquake? What affects the shaking intensity?
18) Earthquakes on other planets
Do earthquakes occur on other planets? Which ones? Why or why not?
19) San Andreas Fault
Learn about the different segments of the San Andreas Fault. Demonstrate how each segment behaves differently and why.
20) Other ideas to brainstorm
Interior of the earth, earthquakes & roads, earthquakes & buildings, earthquakes and the Eastern US, "Ring of Fire".
Your project will be presented October 13 in a self standing poster board.
Board Rubric
Project Name:___________________________________________
Student(s):________________________________________
Objectives Outstanding Work Acceptable Work Needs Some Work Needs Lots of Work
1. Shows knowledge of the Scientific Method 4 - Can explain all 6 parts of an experimental science project; and justify conclusion. 3 - Can explain at least 5 parts of an experimental science project with understanding 2 - Can explain most parts of an experimental science project with the help of the display board. 1 - Tries to answer questions (posed by judge) and/or has some steps missing.
2. Shows enthusiasm and interest in the project 4 - Student eager to tell all about the project. 3 - Student is pleasant and willing to share information. 2 - Student tells about the project only when asked a question. 1 - Student answers some of the about the project.
3. Speaks knowledgeably about the project 4 - Student able to share many details about the project through the scientific process. 3 - Student shows an understanding of the project. 2 - Students knows about the project and offers minimal explanation. 1 - Student can answer some questions when asked.
4. Written document clearly demonstrates use of research, experimentation and analysis skills 4 - Booklet has Cover, Table of Contents, Research Data, Experiment Data, Bibliography. 3- Booklet has Cover, Table of Contents, Research Data and some of the Experiment Data. 2 - Booklet has Cover, Some Research, Some Data. 1- Booklet is minimal or does not exist.
5. Presents data on a board that is well organized and visually appealing. 4 - Board shows data in a organized, neat manner, complete with charts, tables and pictures that are labeled. 3 - Board is neat and attractive and has limited charts, tables and pictures. 2 - Board list major headings of the scientific process and some data. 1 - Board list major headings of the scientific process and limited data.
Dear Students:
This week we will continue learning about Earthquakes. It is evident that there is so much to learn from the world around us and the incredible forces of nature. Some important dates to keep in mind are:
October 6: Key Terms Chapter 6
October 13: Project/ Earthquakes (Details Below)
October 20: Test Chapter 6
Helpful HINT:
Have you ever seen your most important tasks being put off until later and then later and later, while you are getting busy with many not so important activities? Did you hope that you may have more time and better mood in the future to start the task and do it properly? Does an approaching deadline mean a crisis for you?
What is it?
A basic definition of procrastination is putting off the things that you should be doing now. This happens with all of us time after time.
Yet, what makes a big difference for your success is your ability to recognize procrastination reasons and expressions in their different forms, and to promptly take them under control, before this bad habit steals your opportunities, damages your grades and pride, you need to STOP IT!!!! Organize your time and make good use of opportunities.
Start working on your project NOW!!!
Earthquake Project Ideas
1) Earthquake prediction
Investigate and find out if anyone has a consistent successful way to predict earthquakes. If not, why were they not successful? Come up with your own idea for predicting earthquakes, and test it. Explain why it did or did not work.
2) Earthquake myths
Examine earthquake myths and interview people about these myths to find out what they think. What would be the best way to get rid of myths? Is there any group of people who tend to believe myths more? Older people? Younger people? Other groups?
3) Seismic waves
What types of seismic waves are there? What do they look like on a seismogram (recording)? What effects do different kinds of waves have on different kinds of buildings?
4) World-wide earthquake hazards
Which areas around the world are most vulnerable to earthquakes and why? What are the major problems dealing with earthquakes in different areas?
5) Earthquake preparedness
Find the most effective ways to prepare for an earthquake. Test the effectiveness of different types of earthquake brackets and straps, etc. Determine the safest places to be inside the house, outside, in car, etc. Prepare on earthquake plan for your family, class, school.
6) Earthquake risks
Investigate the current earthquake risks in your area. If there are none currently, have there ever been earthquakes there in the past? Why, and why aren't there any now?
7) Plate tectonic model
Build a model that simulates plate motions and their effects.
8) Tsunamis
Demonstrate how a tsunami is created.
9) Plate tectonics
Cut a world map along the plate boundaries, and try to fit the pieces back together like they were millions of years ago. Observe how each piece has moved to its current position.
10) Fault models
Make models of different kinds of faults and investigate the tectonic setting of each (where are these types of faults generally found?).
11) Earthquake-proof buildings
Try to design a building that can withstand an earthquake. What works? What doesn't work? Why?
12) Seismograph
Make a seismograph.
13) Monitoring earthquakes
Monitor earthquakes locally, regionally, or globally, and plot them on a map.
14) Locating an earthquake
Show how earthquakes are located. Create a fictional story about an earthquake and write a news story with a map showing the epicenter.
15) Stress & strain
Make a model to show how stress and strain affect different materials (wood, silly putty, etc.)
16) Earthquakes & volcanoes
Investigate how earthquakes and volcanoes are related.
17) Magnitude & intensity
Show the difference between magnitude and intensity. What controls the magnitude of an earthquake? What affects the shaking intensity?
18) Earthquakes on other planets
Do earthquakes occur on other planets? Which ones? Why or why not?
19) San Andreas Fault
Learn about the different segments of the San Andreas Fault. Demonstrate how each segment behaves differently and why.
20) Other ideas to brainstorm
Interior of the earth, earthquakes & roads, earthquakes & buildings, earthquakes and the Eastern US, "Ring of Fire".
Your project will be presented October 13 in a self standing poster board.
Board Rubric
Project Name:___________________________________________
Student(s):________________________________________
Objectives Outstanding Work Acceptable Work Needs Some Work Needs Lots of Work
1. Shows knowledge of the Scientific Method 4 - Can explain all 6 parts of an experimental science project; and justify conclusion. 3 - Can explain at least 5 parts of an experimental science project with understanding 2 - Can explain most parts of an experimental science project with the help of the display board. 1 - Tries to answer questions (posed by judge) and/or has some steps missing.
2. Shows enthusiasm and interest in the project 4 - Student eager to tell all about the project. 3 - Student is pleasant and willing to share information. 2 - Student tells about the project only when asked a question. 1 - Student answers some of the about the project.
3. Speaks knowledgeably about the project 4 - Student able to share many details about the project through the scientific process. 3 - Student shows an understanding of the project. 2 - Students knows about the project and offers minimal explanation. 1 - Student can answer some questions when asked.
4. Written document clearly demonstrates use of research, experimentation and analysis skills 4 - Booklet has Cover, Table of Contents, Research Data, Experiment Data, Bibliography. 3- Booklet has Cover, Table of Contents, Research Data and some of the Experiment Data. 2 - Booklet has Cover, Some Research, Some Data. 1- Booklet is minimal or does not exist.
5. Presents data on a board that is well organized and visually appealing. 4 - Board shows data in a organized, neat manner, complete with charts, tables and pictures that are labeled. 3 - Board is neat and attractive and has limited charts, tables and pictures. 2 - Board list major headings of the scientific process and some data. 1 - Board list major headings of the scientific process and limited data.
Friday, September 24, 2010
September 27- October 1
Dear Students:
This week we will be having our Test on Ch 4, ROCKS. Please read the Chapter first and then use your section summaries to review. Your class notes and work pack are also useful and available for you to review.
Your Rock Cycle Project is due Tuesday, September 28. Don’t forget to have your rubric available that same day! This same day I will be checking your Chapter Key Terms.
This week we will begin Chapter 6, Earthquakes. Earthquakes remind us that we live on the moving pieces of Earth’s crust. They are proof that our planet is subject to great forces from within.
We will study:
• Forces in Earth’s Crust
• Earthquakes and Seismic Waves
• Monitoring Earthquakes
• Earthquake Safety
This week we will be having our Test on Ch 4, ROCKS. Please read the Chapter first and then use your section summaries to review. Your class notes and work pack are also useful and available for you to review.
Your Rock Cycle Project is due Tuesday, September 28. Don’t forget to have your rubric available that same day! This same day I will be checking your Chapter Key Terms.
This week we will begin Chapter 6, Earthquakes. Earthquakes remind us that we live on the moving pieces of Earth’s crust. They are proof that our planet is subject to great forces from within.
We will study:
• Forces in Earth’s Crust
• Earthquakes and Seismic Waves
• Monitoring Earthquakes
• Earthquake Safety
Tuesday, September 21, 2010
Rubric for Rock Cycle/ DUE September 28.
Rock Cycle Flow Map Rubric
Flow Map includes
• Sedimentary Rock (15 points)
Picture of sedimentary rock (5 points)
Step leading to sedimentary (5 points)
Step after sedimentary (5 points)
• Igneous Rock (15 points)
Picture of igneous rock (5 points)
Step leading to igneous (5 points)
Step after igneous (5 points)
• Metamorphic Rock (15 points)
Picture of metamorphic rock (5 points)
Step leading to metamorphic (5 points)
Step after metamorphic (5 points)
TITLE and bibliography (10 point)
Flow Map includes
• Sedimentary Rock (15 points)
Picture of sedimentary rock (5 points)
Step leading to sedimentary (5 points)
Step after sedimentary (5 points)
• Igneous Rock (15 points)
Picture of igneous rock (5 points)
Step leading to igneous (5 points)
Step after igneous (5 points)
• Metamorphic Rock (15 points)
Picture of metamorphic rock (5 points)
Step leading to metamorphic (5 points)
Step after metamorphic (5 points)
TITLE and bibliography (10 point)
Saturday, September 18, 2010
September 20/ Chapter 4/ ROCKS
Dear Students:
This week we will continue to work in Chapter 4: ROCKS!!!!!We will explore Sedimentary Rocks, Metamorphic rocks and the Rock Cycle. Our Chapter TEST will be Wednesday, september 29. We will carry out activities in class to get ready for it. Our multistation Lab Activity certainly was a big success. Slowly but surely we will continue to practice our lab skills as well as our class content. Your workpack should be ready by Wednesday, september 22. We will proceed to discuss it in class and to make sure that no questions are left unanswered. I will now list some of the goals you should meet as we approach the end of the chapter:
List the the characteristics used to identify ROCKS
Identify the three major groups of ROCKS
Identify the characteristics used to classify Igneous Rocks
Describe ways in which Igneous Rocks are used
Describe how Sedimentary Rocks form
List and describe three major groups of Sedimentary Rocks
Explain how sedimentary rocks are used
Describe the conditions under which metamorphic rocks form
Identify the ways in which geologists classify metamorphic rocks
Explain how metamorphic rocks are used
Describe the rock Cycle
Explain the role of the plate tectonics in the rock cycle
Don't forget to use the links provided in this BLOG to review your material in a daily basis, as well as the class notes.
Now lets take a look at some Effective HABITS
You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:
Take responsibility for yourself
Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources
Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important
Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals
Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges
Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance
First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation
Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center
Look to continually challenge yourself
This week we will continue to work in Chapter 4: ROCKS!!!!!We will explore Sedimentary Rocks, Metamorphic rocks and the Rock Cycle. Our Chapter TEST will be Wednesday, september 29. We will carry out activities in class to get ready for it. Our multistation Lab Activity certainly was a big success. Slowly but surely we will continue to practice our lab skills as well as our class content. Your workpack should be ready by Wednesday, september 22. We will proceed to discuss it in class and to make sure that no questions are left unanswered. I will now list some of the goals you should meet as we approach the end of the chapter:
List the the characteristics used to identify ROCKS
Identify the three major groups of ROCKS
Identify the characteristics used to classify Igneous Rocks
Describe ways in which Igneous Rocks are used
Describe how Sedimentary Rocks form
List and describe three major groups of Sedimentary Rocks
Explain how sedimentary rocks are used
Describe the conditions under which metamorphic rocks form
Identify the ways in which geologists classify metamorphic rocks
Explain how metamorphic rocks are used
Describe the rock Cycle
Explain the role of the plate tectonics in the rock cycle
Don't forget to use the links provided in this BLOG to review your material in a daily basis, as well as the class notes.
Now lets take a look at some Effective HABITS
You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:
Take responsibility for yourself
Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources
Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important
Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals
Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges
Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance
First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation
Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center
Look to continually challenge yourself
Wednesday, September 1, 2010
Tuesday, August 31, 2010
Study and Review Notes
Science Notes: Rocks and The Rock Cycle
Rocks are classified into 3 major groups
Igneous Rock
- forms when hot magma (or lava) cools and solidifies
- Magma is melted rock found below the Earth's crust
- Types of Igneous rock are:
•intrusive (cooled and hardened magma below the Earth's surface
•extrusive (rock that forms when lava - magma released during a volcanic eruption - cools on the surface)
- Magma can contain crystals, their size depending on how quickly or slowly the rock cools (large crystals form when the rock cools slowly)
- Investigation 5-B Forming Crystals p.362-363
Sedimentary Rock
- is formed from sediment (loose material - rock, minerals, plant and animal remains - that is layered and compacted together by the pressure of the material above it)
- stratification is the visible evidence of the layers
- cementation - some of the minerals that dissolve with the addition of water, makes a natural cement that glues the pieces of sediment together.
Types of sedimentary rock include:
•shale (formed from fine clay or mud)
•sandstone (sand, made of quartz)
•conglomerate (pebbles and small stones cemented together)
•limestone (organic sedimentary rock, containing fossils - plant and animal remains)
Metamorphic Rock
This type of rock has changed its form from what it was originally. It is formed below the Earth's surface by extreme pressure and heat
- the parent rock will become another type of rock depending on how much pressure and heat is used to change it
- example: shale ---» slate ---» schist
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
another visual
Rocks are constantly changing. The Rock Cycle does not have a set order as they are weathered, consolidated, buried, melted and solidified
Techniques for Identifying Rocks
- appearance
- type of mineral/s present (viewed through a microscope)
Sediment and Soil
Some sediment becomes soil
- soil formation is determined by climate, type of rock present, amount of water, organic material, air spaces, living organisms in the soil.
- decaying material in the soil is called compost, when mixed with other matter, it becomes the dark-coloured portion of the soil called humus
- humus is rich in nitrogen, phosphorus, sulphur and potassium, which dissolve in water, making the soil fertile (supplying nutrients for plant growth)
Soil Profiles
Soil forms slowly over time.
It has been classified into layers, giving it a soil profile.
- topsoil (dark rich soil containing humus and small grains of rock
- subsoil (lighter in colour with little or no humus - contains minerals that have been leached from the topsoil) Leaching is the removal of materials in the soil that can be dissolved in water.
- the bottom layer contains partly weathered rock and minerals leached from above and closely resembles the parent rock below it.
Applications
- Igneous derived from Latin ignis, meaning fire
- Building and road construction, pulp and paper and ornamentation uses limestone (which is easily cut and shaped) and sandstone (which is easily mined)
- Space rocks land on the surface from Meteorites - which are highly magnetic and similar to earth rocks
- Granirex (made from granite) is a building material that is only 1cm thick. Find out more at http://www.granirex.com/
Also: this link provides details about the residential and commercial use of this product
http://www.cdkstone.com.au/granirex/gprodspc.htm
Rocks are classified into 3 major groups
Igneous Rock
- forms when hot magma (or lava) cools and solidifies
- Magma is melted rock found below the Earth's crust
- Types of Igneous rock are:
•intrusive (cooled and hardened magma below the Earth's surface
•extrusive (rock that forms when lava - magma released during a volcanic eruption - cools on the surface)
- Magma can contain crystals, their size depending on how quickly or slowly the rock cools (large crystals form when the rock cools slowly)
- Investigation 5-B Forming Crystals p.362-363
Sedimentary Rock
- is formed from sediment (loose material - rock, minerals, plant and animal remains - that is layered and compacted together by the pressure of the material above it)
- stratification is the visible evidence of the layers
- cementation - some of the minerals that dissolve with the addition of water, makes a natural cement that glues the pieces of sediment together.
Types of sedimentary rock include:
•shale (formed from fine clay or mud)
•sandstone (sand, made of quartz)
•conglomerate (pebbles and small stones cemented together)
•limestone (organic sedimentary rock, containing fossils - plant and animal remains)
Metamorphic Rock
This type of rock has changed its form from what it was originally. It is formed below the Earth's surface by extreme pressure and heat
- the parent rock will become another type of rock depending on how much pressure and heat is used to change it
- example: shale ---» slate ---» schist
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
another visual
Rocks are constantly changing. The Rock Cycle does not have a set order as they are weathered, consolidated, buried, melted and solidified
Techniques for Identifying Rocks
- appearance
- type of mineral/s present (viewed through a microscope)
Sediment and Soil
Some sediment becomes soil
- soil formation is determined by climate, type of rock present, amount of water, organic material, air spaces, living organisms in the soil.
- decaying material in the soil is called compost, when mixed with other matter, it becomes the dark-coloured portion of the soil called humus
- humus is rich in nitrogen, phosphorus, sulphur and potassium, which dissolve in water, making the soil fertile (supplying nutrients for plant growth)
Soil Profiles
Soil forms slowly over time.
It has been classified into layers, giving it a soil profile.
- topsoil (dark rich soil containing humus and small grains of rock
- subsoil (lighter in colour with little or no humus - contains minerals that have been leached from the topsoil) Leaching is the removal of materials in the soil that can be dissolved in water.
- the bottom layer contains partly weathered rock and minerals leached from above and closely resembles the parent rock below it.
Applications
- Igneous derived from Latin ignis, meaning fire
- Building and road construction, pulp and paper and ornamentation uses limestone (which is easily cut and shaped) and sandstone (which is easily mined)
- Space rocks land on the surface from Meteorites - which are highly magnetic and similar to earth rocks
- Granirex (made from granite) is a building material that is only 1cm thick. Find out more at http://www.granirex.com/
Also: this link provides details about the residential and commercial use of this product
http://www.cdkstone.com.au/granirex/gprodspc.htm
Study and Review Notes
Science Notes: Minerals
Rocks contain naturally occuring, non-living minerals. Most minerals are rare and can be elements (pure substances) or compounds (combinations of pure substances). Minerals are not only found in rocks, but they are also found in your body.
Moh's Hardness Scale
- Friedrich Mohs developed a scale with 10 values of 'hardness' in 1812
- Diamond is the hardest and talc is the softest (check the table to find out how hard common objects, like your fingernail)
Crystals
- Crystals are the building blocks of minerals. They occur naturally, having straight edges, flat sides and straight angles.
- There are 6 different crystal types: cubic, tetragonal, hexagonal, orthohombic, monoclinic and triclinic.
Identification of Minerals
The properties that can be used to identify minerals are:
- Lustre: this refers to the 'shininess' of the mineral (how light is reflected off the surface)
- Colour: colour can vary even within the same mineral, like corundum (it can be white, blue or red), depending on what other elements are present.
- Streak: a streak is the color, of the powdered form, of the mineral. (it can be made by scratching a porcelain tile)
- Cleavage and Fracture: is the way a mineral breaks apart. If it breaks along smooth, flat surfaces or planes, it has cleavage. If it breaks with rough or jagged edges, it has fracture.
- Transparency: it can be transparent (see through), translucent (shadowy), opaque (non-see through).
Applications
- Iron and pyrite help the blood carry oxygen
- Kidneys produce crystals, called kidney stones
- Calcium and dolomite help regulate water in body cells
- Diamonds are used in surgery, razor blades, computers, dentistry, oil drilling and a glass-cutter's wheel has diamonds embedded in it.
Rocks contain naturally occuring, non-living minerals. Most minerals are rare and can be elements (pure substances) or compounds (combinations of pure substances). Minerals are not only found in rocks, but they are also found in your body.
Moh's Hardness Scale
- Friedrich Mohs developed a scale with 10 values of 'hardness' in 1812
- Diamond is the hardest and talc is the softest (check the table to find out how hard common objects, like your fingernail)
Crystals
- Crystals are the building blocks of minerals. They occur naturally, having straight edges, flat sides and straight angles.
- There are 6 different crystal types: cubic, tetragonal, hexagonal, orthohombic, monoclinic and triclinic.
Identification of Minerals
The properties that can be used to identify minerals are:
- Lustre: this refers to the 'shininess' of the mineral (how light is reflected off the surface)
- Colour: colour can vary even within the same mineral, like corundum (it can be white, blue or red), depending on what other elements are present.
- Streak: a streak is the color, of the powdered form, of the mineral. (it can be made by scratching a porcelain tile)
- Cleavage and Fracture: is the way a mineral breaks apart. If it breaks along smooth, flat surfaces or planes, it has cleavage. If it breaks with rough or jagged edges, it has fracture.
- Transparency: it can be transparent (see through), translucent (shadowy), opaque (non-see through).
Applications
- Iron and pyrite help the blood carry oxygen
- Kidneys produce crystals, called kidney stones
- Calcium and dolomite help regulate water in body cells
- Diamonds are used in surgery, razor blades, computers, dentistry, oil drilling and a glass-cutter's wheel has diamonds embedded in it.
Wednesday, August 11, 2010
Cool Mineral Websites
8th Graders, check the following mineral sites,
www.mineralatlas.com
www.webmineral.com
www.mineralatlas.com
www.webmineral.com
Monday, August 9, 2010
Earth Science Syllabus
American School of Tegucigalpa
Dear Earth Science Students/Parents:
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Course Compliance:
The course is designed to meet and/or exceed the requirements of the Ministerio de Educación de la República de Honduras and also the American School Science Benchmarks and Standards, which are based upon those suggested by the U.S. National Science Teachers Association, and the International Baccalaureate Diploma Program.
Course Elements:
The course is supported by a textbook: Pearson Prentice Hall’s Science Explorer; M.Padilla, I. Miaoulis and M. Cyr, and is divided into four quarters:
First Quarter
Chapter 3: MINERALS
Chapter 4: ROCKS
Chapter 8: WEATHERING AND SOIL FORMATION
Chapter 9: EROSION AND DEPOSITION
Second Quarter:
Chapter 10: A TRIP THROUGH GEOLOGIC TIME
Chapter 11: ENERGY RESOURCES
Chapter 12: FRESH WATER
Chapter 13: OCEAN MOTIONS
Third Quarter:
Chapter 14: OCEAN ZONES
Chapter 15: THE ATMOSPHERE
Chapter 16: WEATHER FACTORS
Chapter 17: WEATHER PATTERNS
Fourth Quarter:
Chapter 18: CLIMATE AND CLIMATE CHANGE
Chapter 19: EARTH, MOON, AND SUN
Chapter 20: THE SOLAR SYSTEM
Course Implementation:
In order to asses the student’s comprehension, the course requires a grading procedure divided as follows:
• On task 10%
• Homework and Classroom Work 20%
• Tests 25%
• Projects and Lab Activities 30%
• Quizzes 15%
You might have noticed that Class Participation is graded and required. I cannot stress enough the importance of personal attributes such as being prepared, on-time, follow directions, work well with others, show good classroom manners and display a positive attitude and effort all around, as these are roughly the matters that make class participation. Homework and classroom work are obviously graded to encourage completion of the assigned task. You might also have noticed that there are quizzes and tests. In a subject like Science, learning comes predominantly through observation, just like the original discoverers of many scientific processes did; Projects and Lab Activities will be part of the tools used to reinforce lectures, and will also be graded. Tests are chapter evaluations that will be announced and expected at the end of each chapter. Since students are also expected to review the material covered in class on a daily basis, they should be ready for a Quiz at any time, be it announced or unannounced.
Miscellaneous:
It is always important to read the Student/Parent Handbook as it is a good reference as to what is expected, permitted, prohibited and otherwise. If the need arises, you can contact me by making an appointment through the secretary to the Middle School Principal, or via email to the following address: merrazuriz@amschool.org
Best regards,
Marici Errázuriz-Giron
Dear Earth Science Students/Parents:
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Course Compliance:
The course is designed to meet and/or exceed the requirements of the Ministerio de Educación de la República de Honduras and also the American School Science Benchmarks and Standards, which are based upon those suggested by the U.S. National Science Teachers Association, and the International Baccalaureate Diploma Program.
Course Elements:
The course is supported by a textbook: Pearson Prentice Hall’s Science Explorer; M.Padilla, I. Miaoulis and M. Cyr, and is divided into four quarters:
First Quarter
Chapter 3: MINERALS
Chapter 4: ROCKS
Chapter 8: WEATHERING AND SOIL FORMATION
Chapter 9: EROSION AND DEPOSITION
Second Quarter:
Chapter 10: A TRIP THROUGH GEOLOGIC TIME
Chapter 11: ENERGY RESOURCES
Chapter 12: FRESH WATER
Chapter 13: OCEAN MOTIONS
Third Quarter:
Chapter 14: OCEAN ZONES
Chapter 15: THE ATMOSPHERE
Chapter 16: WEATHER FACTORS
Chapter 17: WEATHER PATTERNS
Fourth Quarter:
Chapter 18: CLIMATE AND CLIMATE CHANGE
Chapter 19: EARTH, MOON, AND SUN
Chapter 20: THE SOLAR SYSTEM
Course Implementation:
In order to asses the student’s comprehension, the course requires a grading procedure divided as follows:
• On task 10%
• Homework and Classroom Work 20%
• Tests 25%
• Projects and Lab Activities 30%
• Quizzes 15%
You might have noticed that Class Participation is graded and required. I cannot stress enough the importance of personal attributes such as being prepared, on-time, follow directions, work well with others, show good classroom manners and display a positive attitude and effort all around, as these are roughly the matters that make class participation. Homework and classroom work are obviously graded to encourage completion of the assigned task. You might also have noticed that there are quizzes and tests. In a subject like Science, learning comes predominantly through observation, just like the original discoverers of many scientific processes did; Projects and Lab Activities will be part of the tools used to reinforce lectures, and will also be graded. Tests are chapter evaluations that will be announced and expected at the end of each chapter. Since students are also expected to review the material covered in class on a daily basis, they should be ready for a Quiz at any time, be it announced or unannounced.
Miscellaneous:
It is always important to read the Student/Parent Handbook as it is a good reference as to what is expected, permitted, prohibited and otherwise. If the need arises, you can contact me by making an appointment through the secretary to the Middle School Principal, or via email to the following address: merrazuriz@amschool.org
Best regards,
Marici Errázuriz-Giron
Annual Plan 2010-2011 EARTH SCIENCE
Annual Plan 2010-2011
Teacher: Mrs. Giron
FIRST QUATER
Unit I
Chapter 1: Introduction to Earth Science
Section 1: What Is Science?
Section 2: The Study of Earth Science
Section 3: The Nature of Technology
Section 4: Safety in the Science Laboratory
Standards: 1a,1b
Two weeks
Chapter 3: Minerals
Section 1: Properties of Minerals
Section 2: How Minerals Form
Section 3: Using Mineral Resources
Standards: 1a,1b,2a,4a,5a,5b
Two weeks
Chapter 4: Rocks
Section 1: Classifying Rocks
Section 2: Igneouse Rocks
Section 3: Sedimentary Rocks
Section 4: Rocks From Reefs
Section 5: Metamorphic Rocks
Section 6: The Rock Cycle
Standards: 1a,1b,4a
Two weeks
Unit II
Chapter 8: Weathering and Soil Formation
Section 1: Rocks and Weathering
Section 2: How Soil FOrms
Section 3: Soil Conservation
Standards: 1a,1b,2a,4a
Two weeks
Chapter 9: Erosion and Deposition
Section 1: Changing Earth's Surface
Section 2: Water Erosion
Section 3: Final Digestion and Absorption
Standards: 1a,1b,4a
One week
SECOND QUARTER
Chapter 10: A Trip Through Geologic Time
Section 1: Fossils
Section 2: The Relative Age of Rocks
Section 3: Radioactive Dating
Section 4: The Geologic Time Scale
Section 5: Early Earth
Section 6: Eras of Earth's History
Standards: 1a,1b,3a,3b,3c,5a,5b
Two weeks
Chapter 11: Energy Resources
Section 1: Fossil Fuels
Section 2: Renewable Sources of Energy
Section 3: Nuclear Energy
Section 4: Energy Conservation
Standards: 1a,1b,2a,4ª
Two weeks
Unit III
Chapter 12: Fresh Water
Section 1: Water on Earth
Section 2: Surface Water
Section 3: Water Underground
Section 4: Using Freshwater Resources
Standards: 1a,1b,3c,4a,5a
Two weeks
Chapter 13: Ocean Motions
Section 1: Wave Action
Section 2: Tides
Section 3: Ocean Water Chemistry
Section 4: Currents and Climate
Standards: 1a,1b,2a,3c,4a,5a
Two weeks
THIRD QUARTER
Chapter 14: Ocean Zones
Section 1: Exploring the Ocean
Section 2: Ocean Habitats
Section 3: Resources from the Ocean
Section 4: Changes in Communities
Standards: 1a,1b,3b,3c,5a,5b
Two weeks
Unit IV
Chapter 15: The Atmosphere
Section 1: The Air Around You
Section 2: Air Pressure
Section 3: Layers of the Atmospjere
Section 4: Air Quality
Standards: 1a,1b,3a,3c,4a
Two weeks
Chapter 16: Weather Factors
Section 1: Energy in Earth's Atmosphere
Section 2: Heat Transfer
Section 3: Winds
Section 4: Water in the Atmosphere
Section 5: Precipitation
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 17: Weather Patterns
Section 1: Air Masses and Fronts
Section 2: Storms
Section 3: Predicting the Weather
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
FOURTH QUARTER
Chapter 18: Climate and Climate Change
Section 1: What Causes Climate?
Section 2: Climate Regions
Section 3: Long-Term Changes in Climate
Section 4: Global Changes in the Atmosphere
Standards: 1a,1b,2a,3c,4a,4b,5a
Three weeks
Unit V
Chapter 19: Earth, Moon, and Sun
Section 1: Earth in Space
Section 2: Gravity and Motion
Section 3: Phases, Eclipses, and Tides
Section 4: Earth's Moon
Section 5: Traveling Into Space
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 20: The Solar System
Section 1: Observing the Solar System
Section 2: The Sun
Section 3: The Inner Planets
Section 4: The Outer Planets
Section 5: Comets, Asteroids, and Meteors
Section 6: Is There Life Beyond Earth?
Standards: 1a,1b,2a,4a,4b,5a,5b
Two weeks
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