Mrs. Seilhan’s Blog

TEKS Objectives:

(10)  Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:

(A)  build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;

(B)  classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;

(C)  identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and

(D)  describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

Jan. 23-24, 2012 Discuss the layers of Earth.  Make plans to build a model showing Earth’s layers.  Choose materials best to use for the model.

Jan. 25-26, 2012 Discuss the location and movement of the tetonic plates of the lithosphere.  Label and color tectonic plates on a world map.

Jan. 27 & 30, 2012 Discuss and investigate rock classification according to their process of formation.

Jan. 31-Feb. 1, 2012 Discuss geological events that shape Earth.  Bring material for model to class.  Construct model of Earth’s layers according to plans made in previous class.

Feb. 2-3, 2012 Discuss the rock cycle.  Use an identification key to name rock samples.

Feb. 6-9, 2012 Study Sheets and review over forces that shape Earth.  Study Sheets not finished in class will be due Feb. 8 and 9.

Feb. 10 & 13, 2012 Six Weeks Test over forces that shape Earth.  Review all study sheets carefully.  Extra points will be given to students who get their study sheets signed.  Students will present their model of Earth’s layers to the class.  Lab activity locating the epicenter of an earthquake.

TEKS OBJECTIVES:

 

(8)  Earth and space. The student knows characteristics of the universe. The student is expected to:

 

(C)  explore how different wavelengths of the electromagnetic spectrum such as light and radio waves

 

are used to gain information about distances and properties of components in the universe;

 

(D)  model and describe how light years are used to measure distances and sizes in the universe; and

 

(E)  research how scientific data are used as evidence to develop scientific theories to describe the origin

 

of the universe.

9)  Earth and space. The student knows that natural events can impact Earth systems. The student is

 

expected to:

 

(A)  describe the historical development of evidence that supports plate tectonic theory;

 

(B)  relate plate tectonics to the formation of crustal features; and

 

(C)  interpret topographic maps and satellite views to identify land  features.

Jan. 2-5, 2012

-Explain the different wavelengths of the electromagnetic spectrum and how light and radio waves are used to gain information about distances and properties of components in the universe.

-Define light-year.  Model and describe how light years are used to measure distances and sizes in the universe.  Research current NASA missions including their objectives and distances from Earth.

Jan. 6-Feb. 1, 2012

GUIDELINES:

This assignment is for each student to research, construct, and present individually.

Give credit to all images and information other than the textbook.  The assignment along with guidelines follows:

1  – Presentation (PowerPoint or other)

Explain the different wavelengths of the electromagnetic spectrum and how light and radio waves are used to gain information about distances and properties of components in the universe.

Due:  Jan. 25/26

 2 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the steady state theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

 3 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the oscillating model theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

4 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the big bang theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

5  - Presentation (PowerPoint or other)

Describe the historical development of evidence that supports plate tectonic theory.  (Ch. 10-Sections 1 & 2)

Due:  Jan. 25/26

 Crustal features:   Include:  a model or drawing of the feature, how the feature is formed, and how the feature may be reshaped by weathering.

6 – fault-block mountains                                                       14 – rift valley

8 –  folded mountains                                                             16 – mid-ocean ridge

10 –  volcanoes                                                                       18 – strike-slip fault

12 –  oceanic trench

Identify crustal features formed by plate tectonics.  Show topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

7 – fault-block mountains                                                       15 – rift valley

9 –  folded mountains                                                             17 – mid-ocean ridge

11 –  volcanoes                                                                       19 – strike-slip fault

13 –  oceanic trench

Due:

Group 1-5: Jan. 25/26

Groups 6-13: Jan. 27/30

Groups 14-18: Jan. 31/Feb. 1

Feb. 2-7, 2011

Study Sheets and review for Fourth Six Test over the universe and plate tectonics.

FOURTH SIX WEEKS EXAM:  February 8/9, 2012

The fourth six weeks exam will be over the objectives of:

The Universe-Chapter 24, Section 4 and

Plate Tectonics-Chapter 10, Sections 1-3

Study all notes, vocabulary, and review worksheets.  Extra credit will be given if parents sign the review.

TEKS Objectives:

9)  Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:

(A)  investigate methods of thermal energy transfer, including conduction, convection, and radiation;

(B)  verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and

(C)  demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

Jan. 2-3, 2012 Discuss types of energy transfer: conduction, convection, and radiation and give examples of each.  Lab activity on conduction of heat.

Jan. 4-5, 2012 Continue to discuss energy transfer and the direction of thermal movement from warmer to cooler areas.  Lab activity on convection.

Jan. 6-9, 2012 Continue to discuss energy transfer including energy transfer through space.  Lab activity on heat radiation.

Jan. 10-11, 2012 Discuss energy transformations from one type to another. Review energy transformations in an electrical power plant.  Lab activity demonstrating energy transformation in common situations.

Jan. 12-18, 2012 Study Sheets and review over energy transfer and transformations.  Study Sheets will be due Jan. 17 and 18.

Jan. 19-20, 2011 Test over energy transfer and transformations.  Review all study sheets carefully.  Extra points will be given to students who get their study sheets signed.

Exams will be Dec. 14-15-16    Schedule will be announced later.

6th Grade Fall Semester Exam:

Science exam will be over all objectives studied in the fall semester with emphasis on simple machines and graphs.

Review all study sheets carefully.

Extra points will be given to students who get their study sheets signed.

8th Grade Fall Semester Exam:

Exams will be Dec. 14-15-16    Schedule will be announced later.

FALL SEMESTER EXAM:

The fall semester exam will be over the objectives of:

Chapter 22 on the Earth and Moon,

Chapter 18 on tides, and

Chapter 24-on stars, galaxies, and the universe

It will also include some questions from the 2^nd Six Weeks on chemical changes, Periodic Table, and laws of motion plus a few questions from the 1^st Six Weeks unit on lab safety, science equipment, and the structure of atoms.  Study all notes, vocabulary, and review worksheets. Extra credit will be given for parent’s signatures on exam review.

TEKS Objectives:

(8)  Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:

(D)  measure and graph changes in motion; and

(E)  investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

Nov. 28-29, 2011

Discuss the type of graph used to graph motion and its parts.  Activity “Using Line Graphs.”

Nov. 30-Dec. 1, 2011

Graphing lab-use everyday situations to gather data.  Go to Nature Center to gather data.  Use data to create a line graph.

Dec. 2 and 5, 2011 Discuss inclined planes.  Investigate how inclined planes help do work.

Dec. 6-7, 2011 Discuss types of pulleys.  Investigate the direction of force and the amount of force needed to move an object.

Dec. 8-13, 2011 Study Sheets and review over simple machines and graphs.

Dec. 14-15-16, 2011   SEMESTER EXAMS   Science exam will be over all objectives studied in the fall semester with emphasis on simple machines and graphs.  Review all study sheets carefully.  Extra points will be given to students who get their study sheets signed.

TEKS Objectives:

(8)  Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:

(A)  compare and contrast potential and kinetic energy;

(B)  identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;

(C)  calculate average speed using distance and time measurements;

(D)  measure and graph changes in motion; and

(E)  investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

Nov. 4 and 7, 2011   Discuss and give examples of potential and kinetic energy.  Lab activity investigating potential and kinetic energy and when it occurs in every day situations.

Nov. 8-9, 2011   Identify various ways scientists describe and measure motion.  Lab activity practicing measuring motion in several ways.

Nov. 10-11, 2011   Review describing motion by completing a motion chart.  Discuss the measurement and mathematical process of calculating speed.  Lab activity calculating the speed of toy cars.

Nov. 14-17, 2011 Study Sheets and review over force, motion and energy.

Nov. 18 and 21, 2011 Test over force, motion, and energy.  Review all study sheets carefully.  Extra points will be given to students who get their study sheets signed.

EARTH-MOON SYSTEM & TIDES – CHAPTERS 22 & 18

TEKS OBJECTIVES:

(7)  Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and

Moon. The student is expected to:

(A)  model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves

around the Sun causing changes in seasons;

(B)  demonstrate and predict the sequence of events in the lunar cycle; and

(C)  relate the position of the Moon and Sun to their effect on ocean tides.

Nov. 4 – 17, 2011

GUIDELINES:

Each group member is to type in a different color on slides.  Include a key.

Give credit to all images and information other than the textbook.

The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:

Group 1 – Presentation (Model)

Model how the tilted Earth rotates on its axis, causing day and night, and illustrate how Earth revolves around the Sun causing changes in seasons.

Vocabulary:  axis, rotation, revolution, ellipse, seasons, solstice

Due: Dec. 2/5

Group 2 – Presentation (PowerPoint or other)

Demonstrate the Moon’s rotation, revolution, and sequence of events in the lunar cycle (phases of the Moon).

Vocabulary:  rotation, revolution, moon phases, waxing, waning

Due: Dec. 2/5

Group 3 –Presentation (Model)

Model the position of the Earth, Moon, and Sun during a solar eclipse and lunar eclipse.

Vocabulary:  eclipse, umbra, solar eclipse, lunar eclipse

Due: Dec. 2/5

Group 4 – Presentation (PowerPoint or other)

Relate the position of the Moon and Sun to their effect on ocean tides.  Include the different kinds of tides.

Vocabulary:  wave, crest, trough, wave height, wave length, breaker, tide, spring tide, neap tide

Due: Dec. 2/5

STARS AND THE UNIVERSE  – CHAPTER 24

TEKS OBJECTIVES:

(8)  Earth and space. The student knows characteristics of the universe. The student is expected to:

(A)  describe components of the universe, including stars, nebulae, and galaxies, and use models such as

the Herztsprung-Russell diagram for classification;

(B)  recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and

that the Sun is many thousands of times closer to Earth than any other star.

Nov. 18 – Dec. 16, 2011

GUIDELINES:

Each group member is to type in a different color on slides.  Include a key.

Give credit to all images and information other than the textbook.

The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:

Group 5 – Presentation (PowerPoint or other)

Describe the cause and features of nebulae.  Include examples of nebulae.

Vocabulary:  nebula, fusion

Due: Dec. 2/5

Group 6 – Presentation (PowerPoint or other)

Describe the stages in the life cycle of a star.

Vocabulary:  fusion, main sequence star, giant, red giant, white dwarf, super giant, supernova, neutron star, black hole

Due: Dec. 6/7

Group 7 – Presentation (PowerPoint or other)

Describe features of galaxies.  Include the types of galaxies, the Milky Way, the Local Group.

Vocabulary:  galaxy, Milky Way, Local Group

Due: Dec. 6/7

Group 8 – Presentation (PowerPoint or other)

Demonstrate the use the Hertzsprung-Russell diagram for classification of stars.

Vocabulary:  Hertzsprung-Russell diagram, absolute magnitude

Due: Dec. 6/7

Group 9 – Presentation (PowerPoint or other)

Show that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars.

Vocabulary:  Sun’s size, color, temperature, etc; Milky Way’s shape and size; position of Sun in the Milky Way

Due: Dec. 6/7

Group 10 – Presentation (PowerPoint or other)

Compare the distance of the Sun to the next nearest star.  Give a few other examples.

Vocabulary: star, light-year

Due: Dec. 6/7

FALL SEMESTER EXAM:

The fall semester exam will be over the objectives of:

Chapter 22 on the Earth and Moon,

Chapter 18 on tides, and

Chapter 24-on stars, galaxies, and the universe

It will also include some questions from the 2^nd Six Weeks on chemical changes, Periodic Table, and laws of motion plus a few questions from the 1^st Six Weeks unit on lab safety, science equipment, and the structure of atoms.  Study all notes, vocabulary, and review worksheets. Extra credit will be given for parent’s signatures on exam review.

Fall Semester Project: 2 Test Grades!

Students will research information on a given energy resource.

Information will be put on foldables that the students will make in class.

Students will debate the advantages and disadvantages of their assigned energy resource.

Projects will be due October 25 & 26.

TAKS OBJECTIVES

(7)  Matter and energy. The student knows that some of Earth’s energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:

(A)  research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and

(B)  design a logical plan to manage energy resources in the home, school, or community.

October 17-18, 2011

Discuss energy sources and forms of energy.  Label the parts of an electrical power plant.

October 19-26, 2011

Fall Semester Project:  Students will research information on a given energy resource.  Information will be put on foldables that the students will make in class.  Students will debate the advantages and disadvantages of their assigned energy resource.  Projects will be due October 25 & 26.

October 27-November 1, 2011

Study Sheets and review over energy resources.  Study Sheets will be due Oct. 31 & Nov. 1.

November 2-3, 2011

Test over energy resources.  Review all study sheets carefully.  Extra credit points will be given to students who get their packet signed.

Fall Semester Project: 

Student blogs containing reflections and examples of their 8th grade science work will be the Fall Semester Project.  You can go to a student’s blog online by typing the following web address:  student’s first initiallast name.wonecks.net

FALL SEMESTER PROJECTS DUE: November 30/December 1  Until this date blogs will be graded periodically as a daily grade.  A major project grade will be given on Nov. 30/Dec. 1