Unit 2 Vocabulary
Continental drift Plate tectonics Pangaea *mid ocean ridge *seafloor spreading *lithosphere plate *oceanic plate *Continental plate *subduction *mantle plume *plate boundaries *convergent boundary *transform fault boundary
*divergent boundary *convection cell *trench/rift *island chain *hot spot
Continental drift Plate tectonics Pangaea *mid ocean ridge *seafloor spreading *lithosphere plate *oceanic plate *Continental plate *subduction *mantle plume *plate boundaries *convergent boundary *transform fault boundary
*divergent boundary *convection cell *trench/rift *island chain *hot spot
Below is a rough sample of a sketch for the project, intended to give a direction. The students are to make a drawing based on internet resources, that includes the features listed below on the vocabulary list. (Only the words with STARS next to them.) The drawing needs to be in color and the features shown need to be labeled. Artistic ability is what it is but neatness and attention to detail count. This project is worth 25 points based on completeness, accuracy and neatness/detail.
NATURAL HAZARD PRESENTATION
These are the questions that must be addressed in each student's presentation
Can it be predicted?
How is it predicted?
Why can’t it be predicted?
Is it an interior, surface or weather event?
Where does this happen………….. Big picture, Locally
Magnitude,
Frequency
Technology used to monitor/predict/mitigate
I could easily understand this presentation
In my opinion this was a good presentation
These are the questions that must be addressed in each student's presentation
Can it be predicted?
How is it predicted?
Why can’t it be predicted?
Is it an interior, surface or weather event?
Where does this happen………….. Big picture, Locally
Magnitude,
Frequency
Technology used to monitor/predict/mitigate
I could easily understand this presentation
In my opinion this was a good presentation
Graphing Project
Students need to come up with a question that they can ask fellow students at school and or observe at school the data to which is able to be shown on a bar and pie graph or a line graph.
If you choose the bar and pie graph type question you will need to accurately show the data on both a bar and a pie graph using all appropriate labels.
If you choose a question that can be shown on a line graph ( where one thing affects the other) you will need to accurately show the date you have gathered on a line graph only.
Students can refer to their science packets for procedures. And we have practiced in class.
The following need to be included.
Title
For data purposes at least 60 people need to be included.
Both the X and Y axis need to be labeled correctly.
Lines need to be drawn with a straight edge.
Increments need to be measured for accuracy.
Include question or observation idea.
Bars and pie “slices” need to be colored.
Percentages need to be correct.
Neatness and precision count!
Students need to come up with a question that they can ask fellow students at school and or observe at school the data to which is able to be shown on a bar and pie graph or a line graph.
If you choose the bar and pie graph type question you will need to accurately show the data on both a bar and a pie graph using all appropriate labels.
If you choose a question that can be shown on a line graph ( where one thing affects the other) you will need to accurately show the date you have gathered on a line graph only.
Students can refer to their science packets for procedures. And we have practiced in class.
The following need to be included.
Title
For data purposes at least 60 people need to be included.
Both the X and Y axis need to be labeled correctly.
Lines need to be drawn with a straight edge.
Increments need to be measured for accuracy.
Include question or observation idea.
Bars and pie “slices” need to be colored.
Percentages need to be correct.
Neatness and precision count!
Ecosystem Project Rubric
-The project is to be completed on a poster board size paper. It is to include a drawing of two ecosystems; aquatic and terrestrial.
- There need to be between 10-15 species in each ecosystem and there need to be connections between them that show their relationships (ex. predator /prey, competitive, symbiotic, producer/primary consumer) and also how energy flows (ex. Grass to grasshopper to small bird to bobcat to mountain lion).
-The project will also include answering one of two questions: 1. How can a change in biodiversity change an ecosystem? 2. How do we create/maintain a rich biodiversity to keep problems from happening or fix those that have? The answers to these questions should be typed (1.15 spacing, 12 point font, Times New Roman) and attached on the poster. I expect between 400-500 words per answer (¾ page to a full page).
-Grading: 25 points per question/answer, 25 points for drawing and connections. Total 50 points
Native Plant Link
Below is an incomplete sample of this project.
-The project is to be completed on a poster board size paper. It is to include a drawing of two ecosystems; aquatic and terrestrial.
- There need to be between 10-15 species in each ecosystem and there need to be connections between them that show their relationships (ex. predator /prey, competitive, symbiotic, producer/primary consumer) and also how energy flows (ex. Grass to grasshopper to small bird to bobcat to mountain lion).
-The project will also include answering one of two questions: 1. How can a change in biodiversity change an ecosystem? 2. How do we create/maintain a rich biodiversity to keep problems from happening or fix those that have? The answers to these questions should be typed (1.15 spacing, 12 point font, Times New Roman) and attached on the poster. I expect between 400-500 words per answer (¾ page to a full page).
-Grading: 25 points per question/answer, 25 points for drawing and connections. Total 50 points
Native Plant Link
Below is an incomplete sample of this project.
Weathering Experiment
Unit 3
The students, in groups, will be designing and preforming experiments that are made to show the affects of weathering.
This may be either physical or chemical weathering.
The experiment must be designed to show the affects of weathering in varying conditions or on different materials (ex. chemical weathering on different types of rock or... physical weathering caused by running water and how the amount of water or angle of the stream causes more or less erosion.
What is needed to successfully complete the assignment:
- Short outline describing the planned experiment, to be ok'd by me. This needs to include an expected type of outcome (Hypothesis), how the group will quantify their findings (data), variables and constants, and how they will show/explain their outcome to the class.
- bring all needed supplies and or ask me for any supplies I may have.
- complete the experiment (in or out of class)
- gather data
- final written explanation of experiment
- written hypothesis
- graphic representation of outcome/data
- minimal presentation to class
Presentation needs to include:
Presentation board or computer presentation ex. google slides, etc.
-Question
-Hypothesis
-Experiment including steps and procedure
-Data explained, show outcome of experiment, use a graph
-Analyze the data... tell weather or not your hypothesis was correct and if it wasn't make your best guess as to why not.
-Accurately follows the Scientific Method stated above. 20 points
-Presentation (board or other) including graph(s). 20 points
-Originality (does the project and presentation show effort and thought) 10 point
Unit 2 Science Project
The unit 2 project is as follows:
Students need to make a drawing or model of the Earth processes we have been studying, see the picture below for all of the vocab with a star next to it. All starred vocab must be shown and labeled. Also, on a separate attached sheet of paper, there needs to be a written description of each of the starred vocab words (a definition or explanation of what the process is). There is an extra credit opportunity for students who include "movement " in their project. ex. showing how plates slide by each other at a transform fault boundary. I will provide paper on which to complete this project or it can be completed on a small poster board, or cardboard etc . ( not too big please we'll have 60 of them). Also please ask your kids about the examples I showed them and discussed with them in class. Must be in color.
Grading:
Quality of project-10 pts.
Accurate and complete information- 20 pts.
Due at end of Science class Tuesday the 21st. Weathering Experiment 11-14-16
The students, in groups, will be designing and preforming experiments that are made to show the affects of weathering.
This may be either physical or chemical weathering.
The experiment must be designed to show the affects of weathering in varying conditions or on different materials (ex. chemical weathering on different types of rock or... physical weathering caused by running water and how the amount of water or angle of the stream causes more or less erosion.
What is needed to successfully complete the assignment:
- Short outline describing the planned experiment, to be ok'd by me. This needs to include an expected type of outcome, how the group will quantify their findings, variables and constants, and how they will show/explain their outcome to the class.
- bring all needed supplies and or ask me for any supplies I may have.
- complete the experiment (in or out of class)
- gather data
- final written explanation of experiment
- written hypothesis
- graphic representation of outcome/data
- minimal presentation to class
*****The students need to have a written plan including the above information by the end of the day tomorrow. Most of the students (groups) have already shown me their plan. Students may begin their experiment over break or wait until Monday when we return. I've asked that they have all needed materials here tomorrow. It will be too easy to forget on the Monday after a week off. the week that we get back from break (28th -2nd) is when the experiments will take place, in school or at home. The following week, 5th thru the 9th) the students will have time to prepare their presentations and late in the week, present them.
Unit 2 Science Project
The unit 2 project is as follows:
Students need to make a drawing or model of the Earth processes
we have been studying, see the picture below for all of the vocab
with a star next to it. All starred vocab must be shown and labeled.
Also, on a separate attached sheet of paper, there needs to be a written description of each of the starred vocab words (a definition or explanation of what the process is). There is an extra credit opportunity for students who include "movement " in their project. ex. showing how plates slide by each other at a transform fault boundary. I will provide paper on which to complete this project or it can be completed on a small poster board, or cardboard etc . ( not too big please we'll have 60 of them). Also please ask your kids about the examples I showed them and discussed with them in class. Must be in color.
Grading:
Quality of project-10 pts.
Accurate and complete information- 20 pts.
This picture is to give a rough idea of what the students need to produce. This is incomplete and very rough but meant as a direction.
Final Science Project
The final science project, due May 31st, includes the following elements:
- The students will be working in pairs or by themselves, they choose.
-They are to ask a question that can be answered with an experiment of their design. (Both the question and the experiment need to be original)
- The students will need to follow the steps of the Scientific Method
- Students may earn extra credit by incorporating a design element in their experiment. (Designing and making something that is used for the experiment.)
-Students MUST check with me so that I can "ok" their experiment and if they are going for extra credit they must tell me about their design again so I can "ok" that.
Grading: (As previously stated, I must "ok" each project). If a student does not get my approval for their project it could be determined by me that the project does not meet the stated criteria and could therefor result in a grade of "0".
-Accurately follows the Scientific Method stated above. 20 points
-Presentation (board or other) including graph(s). 20 points
-Originality (did a student go out of their way to think of something new and interesting or is this a twist on something generally known and seen by many?) 10 points
-Extra credit ( incorporating an original design that is integral to the experiment) again... students must check with me to see if their idea meets this criteria 10 points
Total 50 points with a possible 10 extra credit
The final science project, due May 31st, includes the following elements:
- The students will be working in pairs or by themselves, they choose.
-They are to ask a question that can be answered with an experiment of their design. (Both the question and the experiment need to be original)
- The students will need to follow the steps of the Scientific Method
- Form a Question.
- Form a Hypothesis. ...
- Conduct an Experiment. ...
- Gather pertinent and accurate data
- Analyse the Data and Draw a Conclusion.
- Students may earn extra credit by incorporating a design element in their experiment. (Designing and making something that is used for the experiment.)
-Students MUST check with me so that I can "ok" their experiment and if they are going for extra credit they must tell me about their design again so I can "ok" that.
Grading: (As previously stated, I must "ok" each project). If a student does not get my approval for their project it could be determined by me that the project does not meet the stated criteria and could therefor result in a grade of "0".
-Accurately follows the Scientific Method stated above. 20 points
-Presentation (board or other) including graph(s). 20 points
-Originality (did a student go out of their way to think of something new and interesting or is this a twist on something generally known and seen by many?) 10 points
-Extra credit ( incorporating an original design that is integral to the experiment) again... students must check with me to see if their idea meets this criteria 10 points
Total 50 points with a possible 10 extra credit
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1. The introduction, which warms up the audience, establishes goodwill and rapport with the readers, and announces the general theme or thesis of the argument. ·
2. The narration, which summarizes relevant background material, provides any information the audience needs to know about the environment and circumstances that produce the argument, and set up the stakes-what’s at risk in this question. In academic writing, this often takes the form of a literature review.
3. The confirmation,which lays out in a logical order (usually strongest to weakest or most obvious to most subtle) the claims that support the thesis, providing evidence for each claim.
4. The refutation and concession, which looks at opposing viewpoints to the writer’s claims, anticipating objections from the audience, and allowing as much of the opposing viewpoints as possible without weakening the thesis.
5. The summation, which provides a strong conclusion, amplifying the force of the argument, and showing the readers that this solution is the best at meeting the circumstances.
2. The narration, which summarizes relevant background material, provides any information the audience needs to know about the environment and circumstances that produce the argument, and set up the stakes-what’s at risk in this question. In academic writing, this often takes the form of a literature review.
3. The confirmation,which lays out in a logical order (usually strongest to weakest or most obvious to most subtle) the claims that support the thesis, providing evidence for each claim.
4. The refutation and concession, which looks at opposing viewpoints to the writer’s claims, anticipating objections from the audience, and allowing as much of the opposing viewpoints as possible without weakening the thesis.
5. The summation, which provides a strong conclusion, amplifying the force of the argument, and showing the readers that this solution is the best at meeting the circumstances.
One minute Persuasive Speech
60 second speech (55 to 65 sec for full credit for time portion of grade) worth 10 points
Name _______________________________Topic : persuasion
Time (every 5 of part of 5 seconds is 1 point) 0 1 2 3 4 5 6 7 8 9 10
Introduction (narration) 0 1 2 3 4 5 6 7 8 9 10
Body (Confirmation) 0 1 2 3 4 5 6 7 8 9 10
Refutation/concessions 0 1 2 3 4 5 6 7 8 9 10
Conclusion 0 1 2 3 4 5 6 7 8 9 10
Speech norms (Projection, Cadence, Flow, Eye contact) 0 1 2 3 4 5 6 7 8 9 10
Total /60
60 second speech (55 to 65 sec for full credit for time portion of grade) worth 10 points
Name _______________________________Topic : persuasion
Time (every 5 of part of 5 seconds is 1 point) 0 1 2 3 4 5 6 7 8 9 10
Introduction (narration) 0 1 2 3 4 5 6 7 8 9 10
Body (Confirmation) 0 1 2 3 4 5 6 7 8 9 10
Refutation/concessions 0 1 2 3 4 5 6 7 8 9 10
Conclusion 0 1 2 3 4 5 6 7 8 9 10
Speech norms (Projection, Cadence, Flow, Eye contact) 0 1 2 3 4 5 6 7 8 9 10
Total /60
30 Second Speech guidelines:
This speech is to be about the student... it can be about a certain aspect of them or biographical. I'v e told them that they may interpret this as they want.
Grading criteria: full credit for time...25 to 35 seconds. Short of long looses points
eye contact
project voice
no "filler" words ex. um, like, uh....
interesting/pertinent information
good flow to information
cadence (not too fast not too slow... easy to listen to)
We have been working on these things but, PRACTICING is required for this speech!
This speech is to be about the student... it can be about a certain aspect of them or biographical. I'v e told them that they may interpret this as they want.
Grading criteria: full credit for time...25 to 35 seconds. Short of long looses points
eye contact
project voice
no "filler" words ex. um, like, uh....
interesting/pertinent information
good flow to information
cadence (not too fast not too slow... easy to listen to)
We have been working on these things but, PRACTICING is required for this speech!
NATURAL HAZARD PRESENTATION
These are the questions that must be addressed in each student's presentation
Can it be predicted? How is it predicted? Why can’t it be predicted? Is it an interior,surface or weather event?
Where does this happen………….. Big picture Locally
Magnitude Frequency
Technology used to monitor/predict/mitigate
I could easily understand this presentation In my opinion this was a good presentation
These are the questions that must be addressed in each student's presentation
Can it be predicted? How is it predicted? Why can’t it be predicted? Is it an interior,surface or weather event?
Where does this happen………….. Big picture Locally
Magnitude Frequency
Technology used to monitor/predict/mitigate
I could easily understand this presentation In my opinion this was a good presentation
Weathering Experiment 11-14-16
The students, in groups, will be designing and preforming experiments that are made to show the affects of weathering.
This may be either physical or chemical weathering.
The experiment must be designed to show the affects of weathering in varying conditions or on different materials (ex. chemical weathering on different types of rock or... physical weathering caused by running water and how the amount of water or angle of the stream causes more or less erosion.
What is needed to successfully complete the assignment:
- Short outline describing the planned experiment, to be ok'd by me. This needs to include an expected type of outcome, how the group will quantify their findings, variables and constants, and how they will show/explain their outcome to the class.
- bring all needed supplies and or ask me for any supplies I may have.
- complete the experiment (in or out of class)
- gather data
- final written explanation of experiment
- written hypothesis
- graphic representation of outcome/data
- minimal presentation to class
*****The students need to have a written plan including the above information by the end of the day tomorrow. Most of the students (groups) have already shown me their plan. Students may begin their experiment over break or wait until Monday when we return. I've asked that they have all needed materials here tomorrow. It will be too easy to forget on the Monday after a week off. the week that we get back from break (28th -2nd) is when the experiments will take place, in school or at home. The following week, 5th thru the 9th) the students will have time to prepare their presentations and late in the week, present them.
The students, in groups, will be designing and preforming experiments that are made to show the affects of weathering.
This may be either physical or chemical weathering.
The experiment must be designed to show the affects of weathering in varying conditions or on different materials (ex. chemical weathering on different types of rock or... physical weathering caused by running water and how the amount of water or angle of the stream causes more or less erosion.
What is needed to successfully complete the assignment:
- Short outline describing the planned experiment, to be ok'd by me. This needs to include an expected type of outcome, how the group will quantify their findings, variables and constants, and how they will show/explain their outcome to the class.
- bring all needed supplies and or ask me for any supplies I may have.
- complete the experiment (in or out of class)
- gather data
- final written explanation of experiment
- written hypothesis
- graphic representation of outcome/data
- minimal presentation to class
*****The students need to have a written plan including the above information by the end of the day tomorrow. Most of the students (groups) have already shown me their plan. Students may begin their experiment over break or wait until Monday when we return. I've asked that they have all needed materials here tomorrow. It will be too easy to forget on the Monday after a week off. the week that we get back from break (28th -2nd) is when the experiments will take place, in school or at home. The following week, 5th thru the 9th) the students will have time to prepare their presentations and late in the week, present them.