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
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, October 8, 2010
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
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