The past few days we have been investigating air masses. Air masses have the same characteristics (temperature & moisture content) as the surface they form above. These air masses move around the globe, eventually colliding into eachother forming a front. Check out the following site for more information
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/af/home.rxml
Our final activity of the day required students to report the weather based on a map. Test your knowledge @ http://fur.ly/6evg
Practice: None
Thursday, December 8, 2011
Thursday, December 1, 2011
Yikes!
What a crazy week this was! I appologize for not having any updates during this week. Let's catch you up...
We have spent the previous four days learning about the greenhouse effect. Greenhouse gases (like carbon dioxide, methane, & water vapor) trap heat from escaping our atmosphere. As more greenhouse gases are put into our atmosphere from human society, more heat is being trapped and this causes an increase in temperature.
Students have spent time exploring an interactive that teaches them more about the sources of greenhouse gases and the signs (impact) that the greenhouse effect is occuring. Check it out here: http://dsc.discovery.com/convergence/globalwarming/interactive/interactive.html
Tomorrow we are having an assessment on these ideas.
We have spent the previous four days learning about the greenhouse effect. Greenhouse gases (like carbon dioxide, methane, & water vapor) trap heat from escaping our atmosphere. As more greenhouse gases are put into our atmosphere from human society, more heat is being trapped and this causes an increase in temperature.
Students have spent time exploring an interactive that teaches them more about the sources of greenhouse gases and the signs (impact) that the greenhouse effect is occuring. Check it out here: http://dsc.discovery.com/convergence/globalwarming/interactive/interactive.html
Tomorrow we are having an assessment on these ideas.
Friday, November 18, 2011
Conduction
Today's learning target: Describe how heat transfers by conduction.
Students read a short reading about conduction. As they read, they completed a graphic organizer writing down important details. Our class then viewed a brief video describing conduction. Copy and paste the link below to check it out:
http://www.youtube.com/watch?v=wV7gzcKegdU&feature=related
Big Idea: Conduction is the transfer of heat by direct contact. Objects must be touching one another for energy to flow from hot (high energy)to cold (low energy).
Practice: None
Students read a short reading about conduction. As they read, they completed a graphic organizer writing down important details. Our class then viewed a brief video describing conduction. Copy and paste the link below to check it out:
http://www.youtube.com/watch?v=wV7gzcKegdU&feature=related
Big Idea: Conduction is the transfer of heat by direct contact. Objects must be touching one another for energy to flow from hot (high energy)to cold (low energy).
Practice: None
Monday, November 14, 2011
Convection
Today's learning target: Describe how heat transfers by convection.
Students read a short reading about convection. As they read, they completed a graphic organizer writing down important details (definition, characteristics, examples, and nonexamples). Once student finished reading, I showed an excellent clip that describes convection. Copy and paste the link below to check it out:
http://www.youtube.com/watch?v=5pG-tkbQgMo
The next time we meet, our class will discuss our notes.
Big Idea: Convection is a form of heat transfer in a fluid by circulating currents. Air that is heated becomes warm and less dense which makes it rise. As this air moves further away from the heat source, it cools. Cooler air is less dense which forces it to sink back towards the heat source where the process begins again.
Practice: None
Students read a short reading about convection. As they read, they completed a graphic organizer writing down important details (definition, characteristics, examples, and nonexamples). Once student finished reading, I showed an excellent clip that describes convection. Copy and paste the link below to check it out:
http://www.youtube.com/watch?v=5pG-tkbQgMo
The next time we meet, our class will discuss our notes.
Big Idea: Convection is a form of heat transfer in a fluid by circulating currents. Air that is heated becomes warm and less dense which makes it rise. As this air moves further away from the heat source, it cools. Cooler air is less dense which forces it to sink back towards the heat source where the process begins again.
Practice: None
Friday, November 11, 2011
Float or sink?
Today's learning target was...identify what factors determine if an object floats.
We began class by sharing our water cycle books that each student created. I look forward to reading these to see how well our students did.
The majority of the class was aimed towards our learning target. Students viewed an online interactive observing how mass and volume effect how an object floats or sink. After our observations, we discussed the requirements for an object to float in water. Student's decided that in order for an object to float in water, the volume must be larger than the mass. If the mass is larger than the volume, it will sink.
Copy and past the link below to check it out.
http://phet.colorado.edu/sims/density-and-buoyancy/density_en.html)
Practice: None!
We began class by sharing our water cycle books that each student created. I look forward to reading these to see how well our students did.
The majority of the class was aimed towards our learning target. Students viewed an online interactive observing how mass and volume effect how an object floats or sink. After our observations, we discussed the requirements for an object to float in water. Student's decided that in order for an object to float in water, the volume must be larger than the mass. If the mass is larger than the volume, it will sink.
Copy and past the link below to check it out.
http://phet.colorado.edu/sims/density-and-buoyancy/density_en.html)
Practice: None!
Tuesday, November 8, 2011
Water Cycle Book
The past two days students have been working on their Water Cycle book. The final draft of this book is due at the beginning of class on Friday. Be sure to follow the rubric/information sheet closely for best results.
Wednesday, November 2, 2011
The Water Cycle Book
Students were introduced to a project related to the water cycle. Each student is writing a creative story explaining how a water molecule moves through the various stages of the water cycle. Students are encouraged to use their results from yesterday's game to help them decide on where they will "travel." An information sheet was thoroughly discussed in class today to clarify expectations. The first draft must be completed by the end of class tomorrow so it can be peer edited. On Friday we will begin constructing our book.
Tuesday, November 1, 2011
The Water Cycle Game
Today's learning target: Describe how water moves through the water cycle.
Today in class...we played the water cycle game. Students represented one water molecule as it moved through the various stages of the water cycle. After doing this several times, it became clear that they spent most of their time in the ocean. This worked out well because we learned that 97.14% of the water on planet Earth is in the ocean. Ice and groundwater were a distant second and third place.
Practice: None
Today in class...we played the water cycle game. Students represented one water molecule as it moved through the various stages of the water cycle. After doing this several times, it became clear that they spent most of their time in the ocean. This worked out well because we learned that 97.14% of the water on planet Earth is in the ocean. Ice and groundwater were a distant second and third place.
Practice: None
Monday, October 31, 2011
The Water Cycle
Today's learning target: Describe how water moves through the stages of the water cycle.
Today in class: Students completed a short reading about one drop of water can move through the water cycle. After completing the reading and a short discussion, students began illustrating the water cycle. Check out one version @
http://cnobleza.files.wordpress.com/2009/02/watercycle2.gif
Practice: Complete water cycle drawing for tomorrow
Today in class: Students completed a short reading about one drop of water can move through the water cycle. After completing the reading and a short discussion, students began illustrating the water cycle. Check out one version @
http://cnobleza.files.wordpress.com/2009/02/watercycle2.gif
Practice: Complete water cycle drawing for tomorrow
Tuesday, October 25, 2011
It's raining, it's pouring
Sorry about the missing post from yesterday. Technology was slow at the middle school. I will blend yesterday and today together in this post.
Our learning target is...describe the different types of precipitation
Yesterday in class we read through an article related to how precipitation forms and the major five types (rain, hail, sleet, freezing rain, and snow). After the students read it, they wrote a response summarizing what they learned. Today in class, student's began drawing each of the forms of precipitation. The drawings needed to be in color and students needed to provide extreme details like temperatures and state of matter.
Practice: Complete precipitation drawing for Wednesday.
Our learning target is...describe the different types of precipitation
Yesterday in class we read through an article related to how precipitation forms and the major five types (rain, hail, sleet, freezing rain, and snow). After the students read it, they wrote a response summarizing what they learned. Today in class, student's began drawing each of the forms of precipitation. The drawings needed to be in color and students needed to provide extreme details like temperatures and state of matter.
Practice: Complete precipitation drawing for Wednesday.
Thursday, October 20, 2011
Cloud types
Today's learning target was...identify and describe the various types of clouds.
Our class began with a discussion related to the three major types of clouds (cirrus, cumulus, and stratus). Students then found similar chacteristics to learn certain prefixes used to describe clouds to even more detail (alto, cirro, strato, nimbus). We ended class with playing an identification game using multiple photgraphs of clouds.
Check out these two resources about clouds...
Cloud types: http://eo.ucar.edu/webweather/cloud3.html
Cloud matching game: http://www.eo.ucar.edu/webweather/cloudmatch.html
Practice: None!
Our class began with a discussion related to the three major types of clouds (cirrus, cumulus, and stratus). Students then found similar chacteristics to learn certain prefixes used to describe clouds to even more detail (alto, cirro, strato, nimbus). We ended class with playing an identification game using multiple photgraphs of clouds.
Check out these two resources about clouds...
Cloud types: http://eo.ucar.edu/webweather/cloud3.html
Cloud matching game: http://www.eo.ucar.edu/webweather/cloudmatch.html
Practice: None!
Cloud Formation
Today's learning target was...explain how clouds are formed.
Our class started off with a discussion about the five steps that lead to the formation of a cloud. After our discussion, students began drawing the process of cloud formation.
Step 1: Sunlight warms the Earth's surface and water evaporates
Step 2: Warm, moist air build up near the Earth's surface
Step 3: Rising air current pull the warm, moist air into the atmosphere
Step 4: Warm, moist air keeps rising and eventually cools to it's dew point temperature.
Step 5: Water vapor condenses into liquid and attaches to tiny particles like dust.
Practice: Complete drawing for tomorrow
Our class started off with a discussion about the five steps that lead to the formation of a cloud. After our discussion, students began drawing the process of cloud formation.
Step 1: Sunlight warms the Earth's surface and water evaporates
Step 2: Warm, moist air build up near the Earth's surface
Step 3: Rising air current pull the warm, moist air into the atmosphere
Step 4: Warm, moist air keeps rising and eventually cools to it's dew point temperature.
Step 5: Water vapor condenses into liquid and attaches to tiny particles like dust.
Practice: Complete drawing for tomorrow
Wednesday, October 19, 2011
Cloudy day
Today's learning target was...organize clouds by certain characteristics.
In class today, we discussed the Analyzing Graph activity that we started yesterday. The second part of class students worked as a group to categorize photos of clouds based on how they look. Many students organized the clouds into groups with titles like puffy, stormy, and wispy. This is great! They are certainly on the right track. Tomorrow in class we will learn how clouds form and the three main types of clouds.
Practice: None
In class today, we discussed the Analyzing Graph activity that we started yesterday. The second part of class students worked as a group to categorize photos of clouds based on how they look. Many students organized the clouds into groups with titles like puffy, stormy, and wispy. This is great! They are certainly on the right track. Tomorrow in class we will learn how clouds form and the three main types of clouds.
Practice: None
Tuesday, October 18, 2011
Putting it together
Today's learning target was...analyze a graph comparing air temperature, dew point temperature, and relative humidity.
Today in class, students worked on an activity comparing the previously listed humidity terms. This was a good exercise to see how these three terms are closely related.
Practice: Complete the graph activity for class tomorrow
Today in class, students worked on an activity comparing the previously listed humidity terms. This was a good exercise to see how these three terms are closely related.
Practice: Complete the graph activity for class tomorrow
Friday, October 14, 2011
Assessment day!
Today was a show-me-what-you-know kind of day. We began class with a quick review of major concepts before beginning our assessment. I also explained to students how they should never be hesitant to ask for clarification on a question. If they don't understand what the question is asking, I will re-word the question so they are able to understand it. Students also have the opportunity to ask for a 'hint'. With a hint, I will give them basic information that will hopefully lead them to the correct answer. The student will lose partial credit for that problem because they are showing me that they do not have a complete understanding of the concept.
No practice (homework) for the weekend!
No practice (homework) for the weekend!
Wednesday, October 12, 2011
Do the Dew...con't
Today's learning target was...the students will conduct an investigation to discover the dew point temperature (same as yesterday).
In class today...students showed relationships and connections between 12 vocabulary terms and phrases related to humidity. After a discussion, students copied down the concept map that I created. Check it out here. The second half of class we focused on completing the three trials for our Dew Point Temperature lab and began answering the discussion questions.
The big idea for today was focused around dew point temperature. Check out yesterday's (Oct 11) blog for more details.
Practice: Dew Point Temperature lab due Friday (students will have classtime tomorrow)
Humidity Assessment on Friday
In class today...students showed relationships and connections between 12 vocabulary terms and phrases related to humidity. After a discussion, students copied down the concept map that I created. Check it out here. The second half of class we focused on completing the three trials for our Dew Point Temperature lab and began answering the discussion questions.
The big idea for today was focused around dew point temperature. Check out yesterday's (Oct 11) blog for more details.
Practice: Dew Point Temperature lab due Friday (students will have classtime tomorrow)
Humidity Assessment on Friday
Tuesday, October 11, 2011
Do the Dew!
Today's learning target was...the students will conduct an investigation to discover the dew point temperature.
In class today, we had a short reading reviewing the concepts of humidity. After the reading, we began our dew point temperature lab. Students used a tin can and ice to calculate the dew point temperature in the classroom. Tomorrow in class we will answer the discussion questions and begin writing our conclusion and reflection.
The big idea for today was dew point temperature. Dew point temperature is the temperature at which air can no longer hold any more moisture because it's saturated, so water vapor condenses into a liquid. For more DPT information, click here.
No practice!
In class today, we had a short reading reviewing the concepts of humidity. After the reading, we began our dew point temperature lab. Students used a tin can and ice to calculate the dew point temperature in the classroom. Tomorrow in class we will answer the discussion questions and begin writing our conclusion and reflection.
The big idea for today was dew point temperature. Dew point temperature is the temperature at which air can no longer hold any more moisture because it's saturated, so water vapor condenses into a liquid. For more DPT information, click here.
No practice!
Monday, October 10, 2011
Warmer air can hold more water vapor!
Today's learning target was...the student will be able to explain how water vapor exists in the atmosphere.
Today in class...students' received their atmospheric pressure assessment and we discussed the retake policy. For those of you who are unfamiliar with the policy, there are several important things to know...
Today in class...students' received their atmospheric pressure assessment and we discussed the retake policy. For those of you who are unfamiliar with the policy, there are several important things to know...
- Students who do not meet proficiency (lower than a 2.3) are REQUIRED to attend a relearning session. Relearning sessions will occur Tuesday after school with me, Wednesday morning (7:10am) in my room, and Wednesday after school with Ms. Hanson in room 202.
- During these sessions, we will walk through the assessment and address any misunderstandings and discuss the main ideas.
- After students have made the necessary corrections, they will be able to retake a similar assessment at any time on Thursday.
The second part of class we discussed our results from the Modeling Water Vapor activity. We walked though this as a class because the concepts are quite difficult to understand. In addition to the main ideas from our humidity discussion (blog entry Oct 4), we learned that warmer air has the ability to hold more water vapor while colder air holds less water vapor. For more information about water vapor in our atmosphere, click here.
Practice: If you are reading this now, be sure to provide a signature in your student's planner notifying me that you have viewed the blog. I encourage you to bookmark this page so you have the opportunity to view our daily progress in class. Please post a comment if you ever have a question.
Tuesday, October 4, 2011
It's Not the Heat, It's the Humidity!
Today's learning target was: the student will be able to explain the concept of humidity.
As a class, we decided the following statement summarized the main terms from the reading and explained how they are related:
Water exists in the air as a vapor (gas). Air can only hold a certain amount of water vapor. When the air is holding the maximum amount of water vapor, we say that the air is saturated. If any more water vapor enters the air, it will condense (which means turns into a liquid).
The atmospheric pressure assessment is Thursday (for hours 3 and 4) or Friday (for periods 5, 7, 8). Be sure you are able to explain the main ideas that were discussed in the previous blog entry. Any questions, please ask!!!
Monday, October 3, 2011
Under Pressure!
Today's learning target was...the student will be able to explain the concept of atmospheric pressure.
As a class, we decided on the main ideas...
- Atmospheric pressure is the weight of air molecules
- As altitude increases, atmospheric pressure decreases
- When pressure is low, expect rain or snow; when pressure is high, expect a blue sky; wind blows from highs to lows
- An isobar is a line connecting points of equal atmospheric pressure
- A barometers is a tool used to measure atmospheric pressure
Remember, our assessment will take place this Thursday (3rd and 4th hour) or Friday (5th, 7th, and 8th hour)
Thursday, September 22, 2011
It's getting hot in here!!!
Today's learning target was...the student will be able to explain the concept of heat.
As a class, we decided on the main ideas...
- Heat energy is kinetic energy (which means the movement of molecules!)
- Molecules move more rapidly in hotter material & slower in cooler material
- Temperature is the measurement of heat (or the speed of the molecules moving!)
The second part of class students were introduced to Climographs. Climographs are a graphic way of displaying climate information, specifically, average temperature and precipitation. Climographs are valuable tools in studying climate, but also can be used to infer connections between climate and human conditions. In this lesson, students learned about how to read and analyze climographs.
Practice due tomorrow: Complete eleven questions related to climograph on page 25 in your science notebook
Sunday, September 18, 2011
Welcome!
Welcome to my new blog! My early intentions are to post daily updates about our classroom. I will try to keep them short and sweet, filled with only the crucial highlights of the day (daily activities, key ideas, practice, etc). As potential followers, what would you be interested in reading on a regular basis?
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