My apologies for being out again today, guys. I wish I could be there with you all, but I’m definitely not feeling up to it. I hope you all have a good break!

Integrated science students worked on the Quantitative Force diagrams (NL1 and 2) and the Quantitative Force diagrams 2 (NL1 and 2) for the remainder of class. Students who finished also continued work on  the Hover puck and bowling ball lab NL1 2015 . Students will continue learning about forces and motion after break.

Science 8 students worked on their Fossil Lab 2016-17. Any students who finish should read over the Extinction readings. Create 5 review questions for the reading in your notes and answer the following questions (These should not be one-word answers):
1) What do most of the extinction events have in common as their causes?
2) Evaluate the statement: “Mass extinctions are bad.”
3) Scientists think we are at the beginning of a new mass extinction, and humans are the cause. What are some things humans could do to change this, and what are some concerns with the amount of organisms dying off now?

IF students in science 8 finish all this, please play the “Extinction game“.

Today in integrated class, students worked on a few problems from the Quantitative Force diagrams (NL1 and 2) worksheet, and then we shared the results of our Newton’s 2nd law lab. Students are in the midst of sharing and analyzing the results to determine how the objects are moving as they fall.

Science 8 students today finished up the Fossils Powerpoint (fossils-ppt) in period 3. Periods 4 and 5 were able to create mold and cast “fossils” by making impressions into wet sand and then filling them with plaster. Tomorrow, we’ll be working on a lab to help demonstrate how fossils can be used to determine ages of rock layers. To help this, students worked on two different sheets covering biostratigraphy: Biostratigraphy and age ranges and the Biostratigraphy worksheet.

HOMEWORK: Integrated=None
Science 8= Finish the Biostratigraphy and age ranges and the Biostratigraphy worksheet.

Today in class, integrated science reviewed and whiteboarded and debated question number 3 in 1st period and 5 in 2nd period on the Quantitative Force diagrams (NL1 and 2) packet. Students then worked on their lab reports, which are due Monday. Students may want to use the Google Sheets Crash Course videos to help them use this tool in their lab reports.

Science 8 students continued taking notes today over the Fossils Powerpoint (fossils-ppt) . On Monday, we’ll be able to practice making a “fossil”, and then we’ll do a lab on fossils and how they’re useful in dating rock layers.

HOMEWORK: Integrated=Lab report due Monday
Science 8=Bring an object to fossilize for Monday

fossils-ppt

Today in integrated science, students took data on objects falling out of a window. The students outside measured the widths of bricks and mortar to calculate heights later, and then video-recorded the objects as they fell. We will have a lab report due Monday, December 19 covering this lab.

Science 8 students looked at a map of Ohio today and continued to determine the geologic history for the area. Students were given the cross section map of Ohio (shown on the side) and then they used features shown in the map to determine what type of history Ohio has had. After students finished the activity and submitted it, we had a discussion about our article for the week, Clues to the Great Dying. Next week on Monday, students will have an exit ticket covering the work we’ve done, and Wednesday there will be a quiz over the Depositional Environments Lab Stations and the Geologic Features and What they tell us packet.

HOMEWORK: Integrated=Work on lab report, due 12-19-16
Science 8=None

Today in integrated science, students prepared and debated the answers to the Free Body Diagram Worksheet. Tomorrow, we’ll be starting a lab that covers Newton’s 2nd Law of motion.

Science 8 students today began the Depositional Environments Lab (Depositional Environments Lab Stations).  The purpose of this lab is to teach students how to use evidence in the geologic record to interpret past conditions. Students began with a short video about the Cargill Salt Mine, and then they were asked to make a claim about the past environment for that area. Cleveland (and most of Ohio) used to be under an ocean. The salt layer was evidence for this claim because salt is created when ocean water evaporates, depositing the salt in layers at the bottom.  This lab helps give students some information about common or important features to be aware of when interpreting rocks to determine past environments. We’ll be continuing this next week.

HOMEWORK: None

Today in class, integrated students began to whiteboard and share their results from the Free Body Diagram Worksheet. This activity will extend to tomorrow as well.

Science 8 students worked on the Geologic Features and What they tell us Worksheet to learn how pieces of geologic evidence can be used to determine the past environment. Students will use the Relative Dating Practice homework tomorrow and practice creating the stories that go along with the problems.

HOMEWORK: Integrated=None
Science 8=None