Science Classroom Connection

The Robots are Coming!!!

This exciting hands-on workshop will emphasize automation, robotics and hydrogen fuel cell vehicles. Students will build and program robots using VEX EDR or Lego EV3 robotics equipment. A variety of programming languages will be highlighted throughout the workshop. Students will also participate in mini-lessons about alternative energy, nanotechnology, computer-aided design and 3D printing. This workshop is designed to stimulate 21st century skills through STEM applications that are relevant to real-world industry. Ideal for grades 7-12.

Contact Jennifer Gleason for more information about this workshop.

gleasoj@dearbornschools.org

 July 11 – 15, 2016

Monday – Friday

8 a.m. – 2 p.m

Cost: $160

If a parent or guardian is interested in helping out on our Field Day, please copy and paste the following web address and sign up.  Your time and effort in this matter is much appreciated!

https://www.signupgenius.com/go/30e044faeab2aa6fe3-olsmith

NWEA Study Guide

NWEA CONCEPTS AND IDEAS TO LEARN!

• Describes components of the solar system
• Identifies the location of planets relative to the sun
• Describes the order of planets and the asteroid belt in the solar system
• Recognizes that day and night are caused by the Earth’s rotation on its axis
• Recognizes that the Sun is a medium-sized star
• Compares the Sun to other stars and star systems
• Recognizes that the solar system includes the Sun, nine planets including Earth, the Moon and satellites orbiting  other planets, asteroids, and comets
• Describes characteristics of the planet Mars
• Analyzes the motion of the Moon around Earth
• Describes distance of individual planets from the Sun
• Recognizes that Earth is somewhat unique in its characteristics
• Explains that the Moon and planets shine by reflected sunlight, not their own light
• Identifies daily patterns caused by Earth’s rotation
• Explains that gravity is a force producing attraction between matter
• Recognizes that the Earth is spherical in shape
• Recognizes that day and night are caused by the Earth’s rotation on its axis
• Explains how the Earth’s rotation on its axis causes day and night
• Relates the Earth’s rotation on its axis to the length of a day
• Recognizes that the Sun, Moon and planets are spherical in shape
• Identifies arrangement of bodies within our galaxy
• Describes the relationship between the Moon and the Earth (the Moon is a satellite of the Earth, and therefore orbits around the Earth)
• Recognizes that it takes about 29 days for the Moon to orbit Earth
• Recognizes that the Moon is a natural satellite of Earth
• Describes how the Moon’s surface has been affected by meteorites
• Describes the motion of Earth around the Sun
• Orders the planets in terms of distance from the Sun
• Compares Earth to other planets in terms of ability to support life
• Explains that Earth is the only planet in our solar system that contains water in liquid form
• Explains that the Moon and planets shine by reflected sunlight, not their own light
• Explains the concept of a full day and night in terms of Earth’s motion
• Defines rotation of planets
• Explains that part of the Milky Way galaxy can be seen as a bright band of light in the night sky
• Describes characteristics of the planet Jupiter
• Explains that during a solar eclipse, the Moon’s shadow falls on the Earth
• Identifies the phases of the Moon
• Recognizes that the planets are kept in orbit around the Sun due to gravity and inertia
• Describes characteristics of the solar system
• Determines how the Earth moves in relation to the Moon
• Uses models to show how the relative location of the Sun, Moon, and Earth are responsible for tides
• Describes the effects of gravity on Earth’s motion

Students will continue the note-taking process on the inner planets (Mercury, Venus, Earth, and Mars) and outer planets (Jupiter, Saturn, Uranus, Neptune) through the application of the L.I.N.K. strategy. Note that Pluto, a dwarf planet, will be discussed but a debate will occur regarding its planetary status since it was removed from the list and was reconsidered for entry into the planetary family.

Students will embark on their study of the field of astronomy as they tackle, not only, the family of planets, but our moon and the other LARGE and small bodies in our solar system that will eventually include the SUN in the coming weeks. Students will study the characteristics of these unique objects as well as be able to expand upon them as we move forward in our learning process. Again, we will be implementing our L.I.N.K. strategy, Frayer model, R.A.N. strategy among other approaches to learning this new and exciting material.

For those students who were absent today or went on the field trip, below is the classwork that was done and needs to become part of your notebook for the next marking period when we do our organizational skills notebook check. Attached are the two pages of the article!

Childhood Obesity Page 2

Childhood Obesity Page 1

Childhood Obesity

Briefly answer the following questions based on the Childhood Obesity article!

• What is the main idea of the article?

• Who is going to help out with this process?

• How will the help take place?

• Where will the event take place?

• What specific steps will be taken to accomplish this goal?

• How did Mrs. Obama relate this issue to the general public?

• Define the following: Push the envelope; unsung heroes; fragile

• What evidence does Mrs. Obama share about the rates of overweight children?

• Explain the “Let’s Move” project.

• What attitudes that have changed are being compared to becoming healthier?

• What two specific causes will the one billion dollars be used for?

• How have places like McDonald’s & Burger King helped fight childhood obesity?

Students will be evaluated upon their organizational skills of their notebooks in terms of how well they have maintained the organized classroom material based on date of each requested assignment, the name of it, and its completion based on our classroom feedback discussion. Scattered assignments tend to reflect a disorganized individual that will certainly influence the student’s score earned on this important summative evaluation.

Students will be evaluated upon our classroom discussion of environmental solutions in terms of the importance of conservation through various environmental strategies that include the practice of the famous three R’s ( Reduce, Reuse, & Recycle) as well as focus on the significance and maintenance of biodiversity in the environment.

With that being said, students are advised to review their double journal entries for the main ideas and key analysis of the figures that focus on environmental solutions as well as review their reinforcement activity (bellwork), section review page 91 (2-9), and the study guide to have a complete grasp of the subject that has been learned, discussed and reinforced for the past several sessions.

The students will be expected to analyze the environmental solutions to our ongoing problems by examining different environmental strategies to improve conservation and maintain biodiversity. This will be carried out through reading, writing, and oral discussion of the said topic.

Students will be evaluated upon the environmental problems that we have learned, discussed, and reinforced in class. This includes pollutants, resources depletion, exotic species, human population growth, and habitat destruction. Students have been advised, as usual, to study their notes that includes the concept map, the bellwork, and the section review questions that we answered through our class discussion on said topic.