Science Classroom Connection

Students will be evaluated upon our unit of Weather and Climate that focuses upon Severe Weather, What Is Climate?, and Changes in Climate.

What to study? What to study? What to study?

1) Students are very highly recommended to study their created Cornell notes as well as their strategy of choice of all sections.

2) Students are to study the key concepts and ideas in the chapter that were selectively reinforced by the creation of the Frayer models.

3) Students are to study any bellwork that was done in class, the end of each section review, because there are a series of reinforcement review questions to help them determine how well they understand the ideas and concepts in that section. Go over ALL of them in each section, as well as the chapter review that we normally complete on the day before the test.

4) Students are to check the iblog for any previous attachments that are related to the chapter only, dating back to March 03, 2017 since the classroom teacher has informed the students that they are responsible for any posting and to stay up-to-date on the iblog postings.

Students will examine and interpret a given data in a climatograph, as well as identify the biome for each climatograph. This process will be carried out through data analysis based on precipitation and temperature patterns of each given biome. In the conclusion, students will be able to name each biome and determine its location on the world map.

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Students will have an opportunity to learn about changes in climate, in terms of the four different theories that have been put forth by the scientific community, to explain how our Planet has changed based on the ice age, interglacial periods, asteroid impact, and the ongoing greenhouse effect and its role in global warming over time.

Note that portions of this section has been discussed in prior class periods, when students had studied plate tectonics.

With that said, we are expected to wrap up this section later on this week, and possibly have our unit test on Weather and Climate either this coming Friday, March 24, 2017 or Monday, March 27, 2017, since the classroom teacher is aware of the fact that several highly motivated students prefer to plan ahead and be abreast of what is about to take place in their science class.

To reiterate, this next test will include the following sections: Severe Weather, What Is Climate?, and Changes in Climate.

Students will have an opportunity to explore and learn about African-American scientists. Each student will choose a scientist and elaborate upon his/her scientific contributions, educational background, and present at least three (3) interesting facts about that scientist. Students will utilize their Chromebooks to access the internet and create their project on Google slides through a PowerPoint presentation. A sample project requirement is attached below!

Students will have an opportunity to explore and learn about our biomes on Earth. Students will become familiar and knowledgeable about these biomes in terms of their types of climate, temperature ranges, annual precipitation amounts, and their living communities in terms of their plants and animals. This assignment will complete our fourth marking period, as it will count as a summative evaluation due to the fact that the students will be accessing and researching the online database for their information.

Students will have an opportunity to explore and learn about the five factors that determine a climate, as well as the world’s three climate zones. As the classroom teacher approaches the topic outside the normal comfort zone, individual students will be expected to employ their best approaches to learning the new concepts and ideas in this section, while the teacher will attempt to facilitate, assist, and guide the disciples in their learning processes of this new material.

Students will have a short test on severe weather that focuses on thunderstorms, tornadoes, hurricanes, and floods. Students are advised to study their created Cornell notes along with the teacher-supplemented notes, their Frayer models, as well as the review questions at the end of the section.

We will undertake a new format in note-taking later on this week by using a series of DOK question stems to elaborate on our new acquired science material, as it will be demonstrated by the classroom teacher.

Please familiarize yourself with the attachment below regarding the depth of knowledge that we will pursue very soon.

Note that as you become familiar with the format, we will not be applying DOK 1, but simply focusing on DOK 2, 3, & 4. Therefore, think of them as levels of higher order of thinking, as we will disregard DOK 1 but focus on the others.

DOK QUESTION STEMS