Science Classroom Connection

We will discuss our classroom contract that encompasses Positive Behavior Intervention Support (PBIS). Students will be given the classroom contract to share with parent/guardian and have it signed and returned for credit by Friday, September 5, 2014.

Welcome back, students!

I hope that you have had a restful summer break as we embark on our new journey this school year as we will explore many new topics in the study of earth science that entails rocks and minerals, weather and climate, bodies of water, the environment, earthquakes and volcanoes, and outer space!

Coming this Monday, June 2, 2014, students will be evaluated upon the characteristics of the life cycle of a star as well as the different types of galaxies and their features. Students are recommended to study their several handouts that include, but not limited to, double journal entries, directed reading (study guides), review questions in each section of their textbooks, as well as any pertinent notes and/or discussions that have transpired in class for the past two weeks.

Students will explain what each assigned celestial body is in their own words, construct a meaningful sentence upon each, and sketch a picture of each. This includes comet, asteroid, meteor, meteorite, satellite, and a few other related concepts.

Students are to complete their double journal entries for the main ideas on the moon as a homework assignment.

Students will be evaluated upon the characteristics of fossil fuels with a focus on their advantages and disadvantages along with our alternative choices of energy resources. Students need to review the main ideas in their double journal entry, annotated reading guide, directed reading (study guides), and the section review questions in both handouts to be better prepared for Thursday’s summative evaluation.

Students will create a graphic organizer that is based upon the different energy forms, explain each form, identify its advantages, disadvantages, and its applications in our daily lives.

Students will work in groups of four to read, analyze, and synthesize their thoughts by writing a commentary at each station that is based upon the characteristics of fossil fuels and alternative forms of energy. Each student will be expected to contribute to the group and each individual will turn in an ‘exit ticket’ stating two key points that have been learned along with one point that may need further clarification.

SECOND HOUR STUDENTS:

Do remember that since we did not meet prior to Easter break due to ACT ASPIRE testing, we need to catch up with the other students in the other classes. Therefore, AS A HOMEWORK ASSIGNMENT THAT IS TO BE GRADED, you are to complete the concept map on fossil fuels using the handout that was given and discussed in class. Make sure to use the context clues on the concept map to guide you through the completion process. Do read the reading guide handout to make the concept map completion much easier. 

Students who failed to turn in their scheduled projects on the 17th of April 2014 can still turn it in for reduced credit that is far better than earning a zero since it is a summative grade and will definitely move the grade downward by AT LEAST one full grade if the project is not done and turned in during the week we return to school after Easter break since the marking period does end the week we return back to school. Think about it!

Students will be evaluated upon environmental problems and their solutions as we have discussed and reinforced them in class for the past couple of weeks. Students are to re-read their handouts, study their reading guides, double journal entries, concept map, and section review questions to be better prepared for tomorrow’s test.

NOTE THAT YOUR “TRASHY PROJECT” IS DUE TOMORROW, APRIL 17, 2014. DO REMEMBER THAT IF YOUR PROJECT IS NOT TURNED IN TOMORROW, YOU WILL LOSE ONE FULL GRADE OFF YOUR TOTAL SCORE ON THE PROJECT (A BECOMES “B”; “B” BECOMES “C” ETC.)

*****EXTENUATING CIRCUMSTANCES WILL BE DETERMINED BY THE TEACHER.*****