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With an impressive 469 XP, Michelle (7th) is AdVENTURE's Top Blogger!
- MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Mineral project week. You will design an entry form for the AdVENTURE's Rocks and Minerals Museum. I can't wait to see what you come up with. All projects are due at the end of the week.
6th Grade: Eco-detectives
- MS-ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
Don't jump to conclusions this week as we continue to explore the Grey Bay Mystery. This week you will perform tests for chlorine and discover just why acid rain is so damaging to fish. Is the water slide still looking as guilty as before? Make sure you substantiate all claims with evidence.
BirdBrainScience reading: "What's your job?"
- MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
- MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
BirdBrainScience reading: "Tic-Toc-Time"
8th Grade: Forces and Motion
Now that we have speed down, we will add the concept of acceleration to our knowledge base. Do you think you can accelerate without changing speed? Is acceleration a scalar or a vector, and what do graphs have to do with any of this?
BirdBrainScience reading: "Keep it Moving"
- For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)
- The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)
Now that we have speed down, we will add the concept of acceleration to our knowledge base. Do you think you can accelerate without changing speed? Is acceleration a scalar or a vector, and what do graphs have to do with any of this?
BirdBrainScience reading: "Keep it Moving"
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This week I am available Tuesday, Thursday and Friday. If you are planning on staying (until 3:30), you must have a specific Science-related issue that needs my help, and sign up on the board by lunch time. If what you need is to work on blogs, you will be asked to go to the library.
If any student is planning to present a Science fair project, you only have a couple of weeks. If you have questions about what you can do, come see me this week.
Make sure you are completing all your work on time. Don't be caught unaware!
This week I am available Tuesday, Thursday and Friday. If you are planning on staying (until 3:30), you must have a specific Science-related issue that needs my help, and sign up on the board by lunch time. If what you need is to work on blogs, you will be asked to go to the library.
If any student is planning to present a Science fair project, you only have a couple of weeks. If you have questions about what you can do, come see me this week.
Make sure you are completing all your work on time. Don't be caught unaware!
