Science Classroom Connection

Students will have an opportunity to explore and learn about African-American scientists. Each student will select an African-American scientist and elaborate upon his/her scientific contributions to our science world, reflect upon his/her educational background, as well as share, at least, three interesting facts about their chosen scientists. Students will utilize their Chromebooks and the internet to research their selections, and create a PowerPoint presentation using Google slides. Students will use the attached reference information handout below!

African-American Scientists Project

Students are free to print and study the attached study guides on Weather and Climate to be better prepared for our upcoming test in the near future.

Chapter 2, Section 3, Severe Weather Page 1

Chapter 2, Section 3, Severe Weather Page 2

Chapter 3, Section 1, What Is Climate Page 1

Chapter 3, Section 1, What Is Climate Page 2

Chapter 3, Section 1, What Is Climate Short-Answer Questions

Chapter 3, Section 4, Changes in Climate Page 1

Chapter 3, Section 4, Changes in Climate Page 2

Since students have been given time in class to work on the following assignment, it will be due on Friday, March 3, 2017, with the EXCEPTION OF FIRST HOUR THAT WILL BE DUE ON MONDAY, MARCH 6, 2017, AS THEY HAD A PSAT ON WEDNESDAY, THE FIRST OF MARCH, 2017.

Students are to create a Frayer model on each of the following terms. Remember that each term must have a definition based on your reading comprehension, at least two characteristics on each term, an example of each (if no example is available, an illustration/sketch is acceptable), and a non-example of each.

tornado

hurricane

latitude

prevailing winds

biome

ice age

global warming

greenhouse effect

DUE TO 8/9 PSAT AND HIGH SCHOOL SCHEDULING ON WEDNESDAY, MARCH 01 AND THURSDAY, MARCH 02, 2017 RESPECTIVELY, students will be re-evaluated upon Chapter 3, The Movement of Ocean Water, Sections 1 and 2 that focus on the Currents and Currents & Climate respectively on Friday, March 03, 2017.

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 either section.

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 the end of each section, 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 February 09, 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.

This flyer below was emailed to your teacher to share with you. This is highly recommended if you are interested to pursue a future in STEM. Here is the email and the attachment:

“My name is Megan DeHart and I am the middle school outreach officer for the Society of Women Engineers at the University of Michigan……This year SWE is hosting GREAT Day (Girls Research Engineering And Technology Day) which will be held this year on Saturday April 1st. The goal of this event is to teach high school and middle school girls that they have the skills it takes to enter the STEM field. The event will provided student and parent engineering activities, speakers, tours, and much more fun for 7th-10th grade girls.”

Register at: https://www.swe.engin.umich.edu/greatday

(Megan DeHart- mrdehart@umich.edu) if you have any questions.

Best,

Megan DeHartSWE- Middle School Outreach Officer

GREAT Day Flyer

Students will have an opportunity to research and learn about the weather patterns known as El Nino and La Nina. Using the internet and Google Classroom, students will research and identify five (5) key characteristics on each of these weather patterns as well as elaborate upon their effects on land and organisms over time. This project is expected to be completed no later than this Thursday for full credit.

Should a student be absent on either day ( Wednesday or Thursday), she or he is expected to follow up on this assignment and complete it and submit it in a timely fashion for full credit, since it is available on Google Classroom on Wednesday morning.

Students will be evaluated upon Chapter 3, The Movement of Ocean Water, Sections 1 and 2 that focus on the Currents and Currents & Climate respectively.

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 either section.

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 the end of each section, 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 February 09, 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 be guided through the new material in terms of how ocean currents can influence the climate of a region over time, with a discussion of the several key concepts and ideas to pave the way for the learning process, as the students will be able to synthesize their critical thinking notes in an effective manner to better grasp this new material.

Note the link below for the global weather patterns that students will be accountable for:

https://oceanservice.noaa.gov/facts/ninonina.html  (Copy & Paste in web address bar)

Students feel free to print and work on these study guides attachments at your convenience, as they will become an integral part of our future test on ocean currents and climate.

Chapter 3, Section 1 The Movement of Ocean Water Double Journal

Chapter 3, Section 1 The Movement of Ocean Water Study Guide Page 1

Chapter 3, Section 1 The Movement of Ocean Water Study Guide Page 2

Chapter 3, Section 2 The Movement of Ocean Water Double Journal

Chapter 3, Section 2 The Movement of Ocean Water Study Guide Page 1

Chapter 3, Section 2 The Movement of Ocean Water Study Guide Page 2

Chapter 3, Sections 1 and 2 The Movement of Ocean Water Short-Answer Questions