Class 802: Mini Cell Book Deadline: Friday October 21, 2016

 

Reminder:

Class 801: Deadline Friday October 21, 2016

Class 802: Deadline Friday October 21, 2016

Class 803: Deadline Monday October 24, 2016

Class 819: Deadline Friday October 28, 2016

Late Submissions:

For Class 801 & 802,  late books will be accepted only on Monday October 24, 2016. Students should follow the outline that was given in class to ensure that they provide appropriate and complete information.

For Class 803, late books will be accepted only on Tuesday October 25, 2016.

For Class 819: late books will be accepted only on Monday October 31, 2016

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8th Grade Science

Mini Cell Book- Due Monday October 24th

Learning Target: I can identify cellular organelles and know their functions.

Use your creativity and knowledge about cells to create a mini cell book that you can share with a 5th grader. The book must have illustrations of the two main types of cells, all the organelles we studied, and must describe what the organelles are, what they do, and what would happen to the cell if that organelle is not present. It can be typed or hand written, but must be a fun read for a 5th grader.

Criteria you must follow to complete your book:

  • Use half a sheet of paper (8 1/2 X 14), you can also use card stock or colored paper.
  • The cover must be titled “ My Mini Cell Book” and your name and a related illustration/picture must be included. (The cover can be a different color and can be made out of cardboard or a hard material.)
  • The entire book must be colorful. (Use color pencils, avoid using markers)
  • The book can be typed or hand written, but must be easy to read. (Don’t use fancy font types that are difficult for a child to read, write neatly and legibly.)
  • You must include a labeled diagram of a plant cell and an animal cell.
  • You must include information and an illustration about each of the following organelles: Cell Membrane, Endoplasmic Reticulum, Mitochondria, Cell Wall, Golgi Body, Ribosomes       Nucleus, Cytoplasm, Large vacuole, Chloroplast, Lysosomes, Nucleolus,
  • The illustrations must be in color and look like the actual organelle.
  • The information must be written in your own words.
  • The information about each organelle must include the following:
    • Description of the structure of the organelle and its location in the cell
    • Description of the functions of the organelle and what it does for the cell.
    • Explanation of what will happen if the organelle is not present.
  • Ensure that the information is accurate and that you include the sources you used to gather your information in the Bibliography page.
  • The book can be bounded using staples, string, yarn or raffia.

 

 

 

 

 

 

 

 

 

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Date Given: 5/16/16                               Due Date: 5/27/16

Climate Change Essay:

Using information from the UN website, the Environmental Protection Agency, the book Climate Change and other resources in class and on this website write a five paragraph essay that explains the six climate change indicators in the United States. Explain each indicator and how they affect the environment? For each indicator discuss at least one affect. Write each paragraph with evidence from your research, remember to cite your source.

Essay Outline:

1st Paragraph – Explain the Science of Climate Change. What is climate change? Paragraph 1 Sentence Starter: Climate change is…….

2nd Paragraph Sentence Starter: According to ……. there are several indicators that scientist investigate when they research climate change.The 1st indicator is….. the affects of this indicator is……. the 2nd indicator is …the affects of this indicator is…….the 3rd indicator is ….the affects of this indicator is…….

3rd Paragraph Sentence Starter: According to…… the 4th indicator is ….. the affects of this indicator is…..the 5th indicator is… the affects of this indicator is…..and the 6th indicator is….the affects of this indicator is…..

4th Paragraph, explain what we can do about Climate Change? What do you recommend for individuals and countries to do in order to reduce the release of greenhouse gases?

5th Paragraph Summarize what you have learned about climate change and the cause, as well as what your recommendations are for educating young people in middle school about climate change. Explain why are so many countries and organizations are working to educate people and corporations about Climate Change?

Resources to help you write your essay.

https://www3.epa.gov/climatechange/science/causes.html

http://www.un.org/sustainabledevelopment/climate-change-2/

http://www.un.org/sustainabledevelopment/

Energy Kids

From the U.S.Department of Energy
http://www.eia.gov/kids/
Kids can learn about energy, energy sources, using and saving energy, and history of energy. Check out the games and activities.

ENERGY STARKids
From the US Environmental Protection Agency
http://www.energystar.gov/kids
Check out the interactive games, quizzes, and learning modules.

Kids Saving Energy
From the U.S.Department of Energy
http://www.eia.gov/kids/
Games, tips, and facts just for kids who want to save energy.

Student Information on Climate Change
From the New York State Department of Environmental Conservation
http://www.dec.ny.gov/energy/43107.html
This page focuses on resources for students learning about climate change. We have gathered links to scientific data on climate change, activities to accent lesson plans, and background information on topics related to climate change–such as greenhouse gas effect.

Climate Change Games: You can play these games in order to better understand Climate Change.

http://www.pbslearningmedia.org/resource/nves.sci.earth.oceancirc/global-ocean-circulation/

http://scied.ucar.edu/games-sims-weather-climate-atmosphere

https://www3.epa.gov/climatechange/science/indicators/ghg/index.html

http://www.un.org/sustainabledevelopment/blog/category/video-oceans/

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Create Vocabulary cards that includes the definition and a picture for each vocabulary word.

Words : Definition

Energy: The ability to make something happen.

Potential energy: The ability to make something happen. Stored energy. The energy of the water in the lake behind a dam is potential energy. The water has energy because of its position. The more mass an object has, the more potential energy it has.

Kinetic energy: The energy of motion. Anything that is moving has kinetic energy. When you walk or run you have kinetic energy.

Mechanical energy: The energy in moving things. This type of energy can occur as potential or kinetic energy, or both. An example – when you wind the spring on a toy car, you are storing mechanical energy in the spring. When the toy is turned on, the spring unwinds and the mechanical energy of the spring is seen as the toy moves. Until the spring winds down completely, it has both potential and kinetic energy.

Electrical energy: the energy that flows through wires and powers the lights and appliances in your house.

Electromagnetic energy: visible light, also called radiant energy. Other examples are X-rays, radio waves and microwaves.

Heat energy: This energy is also called thermal energy, which is the energy of the moving particles that make up matter. The faster the particles move, the more heat energy they have. An example – rubbing your hands together, they become warm.

Chemical energy: The energy that holds particles of matter together. Examples: 1) the energy stored in the head of a match. 2) The energy stored in food 3) the energy in fuels such as wood and coal.

Nuclear Energy: The energy stored in the nucleus of an atom. Example –The heat and light from the sun are produced from this type of nuclear reaction.

Thermal pollution: Damage that occurs when waste heat enters the environment. When energy changes form, some of the energy is always changed into heat. Example: The water in lakes and rivers is used to remove waste heat from power plants. The waste heat makes the water warmer. If the water becomes too warm fish in the lakes will die.

Law of Conservation of Energy: This law says that energy cannot be made or destroyed, but only changed in form. Energy can also move from place to place, however, energy can never be lost.

In 1905 Albert Einstein showed that matter and energy are two forms of the same thing. Einstein explained that matter can be changed into energy, and energy can be changed into matter. The total amount of matter and energy in the universe does not change. Einstein explains this in the following equation of E = mc2

E is energy, m is matter , or mass and c is the speed of light. His equation showed that a small amount of matter could be changed into a huge amount of energy, and this is what happens in the Sun.

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Date Given: 2/11/16 Due Date: 2/22/16

Midwinter Break: Homework – using the information and class code that you utilized in class complete the lessons for African-American History. This information is background research to prepare you for Unit 3 Dynamic Equilibrium.

Go to EverFi.com
Create an account with the following code:
Class 701 enter code: 44e80500
Class 702 enter code: 4b1cdc3d
Class 703 enter code: b9f389bc
Class 719 enter code: e0e4d861
Complete class 306 by 2/22/16
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Date Given: February 22, 2016 Due Date: February 29, 2016

Homework: Research one of the alternative sources of energy and write a four paragraph informative essay to explains how this alternative source of energy can benefit our community. Create a model to represent this alternative energy or draw a diagram of this alternative source. You will present this information in class.

Do not use Wikipedia. Include one page that list your sources, these are books, articles, BrainPoP videos etc. that explains where you received your information.

Alternative Sources of Energy:

Solar Energy

Wind Farm

Hydroelectric Plants

Geothermal Power Generator

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Unit 2 Final Project:

Date given 2/23/16 Due Date: 3/11/16

Come on, Come on, and Meet the Elements!

Presentations begins: Monday – 3/14/16

Unknown Using the information on the following websites research your “Element”. DO NOT use wikipedia as a SOURCE, doing so will invalidate your work. Wikipedia is not a reliable source. Use only the websites below or the readings you received in class:

http://education.jlab.org/itselemental/ele017.html & http://www.chem4kids.com/files/elem_pertable.html

YOUR PROJECT:

Create an 8×10 poster of your assigned element that introduces the summary of the research on this element to your class. You will be using multiple sources to research your element in order to explain where it can be found, where it is used and how this element connects to the natural world as well as to you personally.

You will present this information in class. As the expert on this element, be prepared to answer questions about your element, supporting your ideas with details and examples. Your project must contain all of the following information USING ANY STYLE THAT YOU CHOOSE:

Atomic Number:
Atomic Weight:
Melting Point:
Boiling Point:
Density:
Phase at Room Temperature:
Element Classification:
Period Number: Group Name:
Say what? How is the element pronounced

History and Uses:

A one paragraph (5-6 or more sentences) that explains name of the scientists who discovered or produced this element, as well as how this element is used and where it can be found. Explain if this element can be combined with other elements to form new compounds.

Draw a diagram of this element or include a picture showing how this element is used.

An example / model of how this project can be formatted is as follows:

Element Name: Hydrogen

Atomic Number: 1
Atomic Weight: 1.00794
Melting Point: 13.81 K (-259.34°C or -434.81°F)
Boiling Point: 20.28 K (-252.87°C or -423.17°F)
Density: 0.00008988 grams per cubic centimeter
Phase at Room Temperature: Gas
Element Classification: Non-metal
Period Number: 1 Group Number: 1 Group Name: none

What’s in a name? According to education.jlab.org the name of this element come from the Greek words hydro and genes, which together mean “water forming.” Hydrogen is pronounced as HI-dreh-jen.

History and Uses:

According to education.Jlab.org scientists had been producing hydrogen for years before it was recognized as an element. Written records explained that Robert Boyle produced hydrogen gas as early as 1671 while experimenting with iron and acids. Hydrogen was first recognized as a distinct element by Henry Cavendish in 1766.Composed of a single proton and a single electron, hydrogen is the simplest and most abundant element in the universe, without hydrogen there would be no water available on Earth since we need two atoms of hydrogen and one atom of oxygen in order for us to have water. It is estimated that 90% of what we can see in the universe is made up of hydrogen. “Hydrogen is the raw fuel that most stars ‘burn’ to produce energy”. The sun’s supply of hydrogen is expected to last another 5 billion years. Hydrogen is a commercially important element. Large amounts of hydrogen are combined with nitrogen from the air to produce ammonia (NH3) through a process called the Haber process. Hydrogen is also added to fats and oils, such as peanut oil, through a process called hydrogenation. Liquid hydrogen is used in the study of superconductors and, when combined with liquid oxygen, makes an excellent rocket fuel.

Hydrogen combines with other elements to form numerous compounds. Some of the common ones are: water (H2O), ammonia (NH3), methane (CH4), table sugar (C12H22O11), hydrogen peroxide (H2O2) that we use on cuts, and hydrochloric acid (HCl).

Diagram of Hydrogen :

Unknown

Have some fun and utilize the following website to write your name. Please note that some of the elements on this website are fictional (created for used in video games and movies) and are created only for fun but are not found on the Period Table of Elements.

http://www.lmntology.com

Play the Chemistry Game & Learn more about the Period Table of Elements:

http://www.sheppardsoftware.com/Elementsgames.htm

EXTRA CREDIT:

You can earn extra credit on this project once you have completed your project, by creating a sentence or word using the Periodic Table of Elements and providing a short explanation about the elements in this word. Experiment and see if you can create your first or last name. For example:

Sc I N Ce

Sc- Scandium A soft, silver-white metal which develops a slightly yellowish or pinkish cast upon exposure to air. (L. Scandia, Scandinavia)
I – Iodine A bluish-black, lustrous solid that is a blue-violet gas. Found in seaweed and used in medicine. (Gr. iodes: violet)
N – Nitrogen A gas that makes up 78% of the earth’s air. Odorless and colorless, but important for life as fertilizer. (L. nitrum, native soda)
Ce- Cerium An iron-gray, lustrous, rare-earth metal used for lighting. Named after the asteroid. (L. ceres, goddess of plants.)

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Todays Date: 1/11/16 – Homework # 1: Unit 2 Vocabulary words

In your notebook:

  • write the word
  • write the definition for the word
  • Create a picture or icon to help you remember the word

This homework is due on January 19, 2016.

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Todays Date: 1/19/16 Test: Vocabulary Unit 2 – Test Date 1/22/16

Vocabulary Test: Students must complete a crossword puzzle to show their understanding of how to spell the vocabulary words and show their understanding of the words and definitions.

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Todays Date: 1/20/16 Homework # 2 – Due Date: 1/29/16

Please write and informative essay that explains What is Matter? Please follow the outline that you received in class to ensure that you include all five (5) paragraphs as required by the outline.

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Date:12/1/15

Final Project Unit 1 – Due date: 12/11/15

December 14 -15 will be our midterm review sessions. Our class trip to the Museum of Natural History is scheduled for December 16, 2015. Students with incomplete notebooks, as well as those who do not submit a completed final project will remain in school to complete their work, and to study for their midterm exam.

The Science trip to the Museum of Natural History is scheduled for Wednesday, December 16, 2015 we will be leaving school at 9:00 am or earlier if our bus arrives.

All students at BSEA will take midterms during the month of December. The Science Midterm Exam is scheduled for Thursday, December 17, 2015. Students will receive 90 minutes to complete the exam. The information will be a culmination of the work students have completed in class, on projects as well as information from videos & class notes.

The following is an update on what each student needs to complete for their Unit 1, final project:

In order to score a minimum of 75% students MUST complete 100% (all) of the project below:

Using your class notes, videos watched in class or homework and all appropriate science vocabulary words you received in class create a unique children story with diagrams, a comic book, write a a (5) five paragraph essay with a diagram or create an informational video (only if you have the equipment and the skills to do so, please speak to Mrs. Jennings before selecting this choice) that explains the following:

· Explain the rock cycle: explain the transformation of how rocks can be igneous , sedimentary , or metamorphic. Your explanation should make it clear how rocks go through a cycle that transforms (changes) them from one type of rock to another.

· Explain 3-4 natural phenomena that change the surface of the Earth over time, and how these phenomena are involved in the rock cycle. You must include all the vocabulary words you received in class for each type of rock, this information will come from your class notes only.

You must include a bibliography. You can only use sources that you received in class. Students are not allowed to Google any websites or use sites from other sources. You MUST paraphrase all your information. Copying from your source is plagiarism (stealing someone else work) this WILL lower your grade and can result in you receiving a failing grade (55%).

Project Outline:

Rock_Cycle_Informational_Essay_Outline

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In order to score a minimum of 85% – 90% students MUST complete 100% (all) of the project below:

Using your class notes, videos watched in class, homework and all science vocabulary words you received in class, create a unique children story with diagrams, a comic book, write a (5) five paragraph essay with a diagram or create an informational video (only if you have the equipment and the skills to do so, please speak to Mrs. Jennings before selecting this choice) that explains the following:

Students MUST complete ALL of the information at the 75% level first and MUST add the following information:
·Explain 5-6 natural phenomena that changes the surface of the Earth over time, and how these phenomena are involved in the rock cycle. You must include all the vocabulary words you received in class for each type of rock, this information will come from your class notes only.

· Explain how earthquakes are caused (include a diagram).

– Explain “The Ring of Fire”, and how this contributes to the rock cycle (this was given as homework on 10/5/2015).

You must include a bibliography. You can only use sources that you received in class. Students are not allowed to Google any websites or use sites from other sources. You MUST paraphrase all your information. Copying from your source is plagiarism (stealing someone else work) this WILL lower your grade and can result in you receiving a failing grade (55%).

Project Outline:

Rock_Cycle_Informational_Essay_Outline

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In order to score a minimum of 95% – 100% students MUST complete 100% (all) of the project below:

Using your class notes, videos watched in class or homework and all appropriate science vocabulary words you received in class, create a unique children story with diagrams, a comic book, write a a (5) five paragraph essay, with a diagram or create an informational video (only if you have the equipment and the skills to do so, please speak to Mrs. Jennings before selecting this choice) that explains the following:

Students MUST complete ALL of the information at the 75% & 85% levels first and MUST add the following information:
– Explain 7-8 natural phenomena that changes the surface of the Earth over time, and how these phenomena are involved in the rock cycle. You must include all the vocabulary words you received in class for each type of rock, this information will come from your class notes only.

· Explain how earthquakes are caused by faults and folding in the earth’s crust (include a diagram).

– Explain “The Ring of Fire”, and how this contributes to the rock cycle (this was given as homework on 10/5/2015).

· Explain how scientists use data and technology to make predictions about natural phenomena. Please be specific with the type of data and the name of the equipments.

You must include a bibliography. You can only use sources that you received in class. Students are not allowed to Google any websites or use sites from other sources. You MUST paraphrase all your information. Copying from your source is plagiarism (stealing someone else work) this WILL lower your grade and can result in you receiving a failing grade (55%).

Rock_Cycle_Informational_Essay_Outline

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Homework: 9/17/15                      Due Date: September 21, 2015

Homework 1: Choose two stories from the Hebrew, American Indian or African creation stories & read them. Compare and contrast the two stories, what is similar about them, what is different? Explain why you think these stories began?

Creation Stories from Around the World: Homework 1

Creation of the World – Hebrew:

http://www.chabad.org/library/article_cdo/aid/246605/jewish/Creation-of-the-World.htm
Creation of the World- American Indian :

http://www.bibliotecapleyades.net/mitos_creacion/esp_mitoscreacion_14.htm

Creation of the World – Africa:

http://exploringafrica.matrix.msu.edu/students/curriculum/m14/stories.php

Homework: 9/17/15                                    Due Date: September 21, 2015

Vocabulary Words: Definition/Meaning: List 1

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Homework: 9/25/15                                   Due Date Wednesday October 1, 2015

Revise your “Habit project” and submit a two paragraph essay that explains your negative habit and your goal to improve this negative habit. (Use your Habit worksheet this is your first draft)

Please review the “Negative Habit” you selected to improve this year. You will be working on improving only 1 habit during the Fall & Spring Semester. Your goal should be measurable. As discussed in class you need to write a very specific goal that you can track in order to monitor if you are improving or not.

Example of a Students’ Measurable Goal:

Paragraph 1 –

Negative Habit:

I am late for class in the morning.

Explain why you think this habit occurs: I think I am late for class because I play video games at night, stay up late to watch T.V with my older sister and don’t go to bed until after 1:00 am in the morning. I wake up late because I am tired and leave home at 7: 30 each morning (you should add more information).

Paragraph 2 –

Goal: My goal is to arrive to school at 8:00 am each morning Monday – Friday. To improve and not arrive late to my 1st period class, on Sunday, Monday, Tuesday, Wednesday, and Thursday I will go to bed at 8:00 pm at night. I will wake up at 6:00 am and leave my house at 7:00 am each morning Monday – Friday. I will ask my sister to record the shows that I watch on the DVR and will watch all my shows on Friday & Saturday or during the holidays. I will completed my homework from 5:00 pm – 6:00 pm, then I will play video games from 6:00 pm – 6:30 pm. I will write the time I go to bed on Sunday – Thursday each night on the calendar on my phone. I will ask my mom to help me track my goal by going over my calendar with her on Saturday mornings. If I forget to go to bed at 9:00 pm I will not give up, the next night I will go to bed at 9:00 pm. I will be persistent and keep trying to go to bed early…(you can add more information)

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Homework 3 :                                Due Date: October 5, 2015

The Ring of Fire (Source: History Channel) – Homework 3

Watch the entire video (44 minutes). Write two paragraphs when answering each question. Answer question # 8 and ANY 2 of the questions bellow. You are answering a total of 3 questions.

  1. What is the Ring of Fire? explain in detail, provide locations, where it is found, the names of countries, states, locations etc. found in the Ring of Fire.
  2. Why is Alaska a perfect laboratory for volcanologist to conduct their research?
  3. Why do scientist study volcanoes?
  4. Describe the shape of a Stratovolcano? explain why these volcanoes are considered the “most” dangerous volcanoes in the world.
  5. Where does Carbon12 (C12) come from? Explain the organism that absorbs C12 and where they are found.
  6. What is subduction? Explain what the force & energy from subduction creates. Be specific.
  7. Explain how killer tsunamis are formed, be specific.
  8. How does the Ring of Fire change the the surface of the Earth over time. Be specific, provide evidence from the movie.

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10/7/15                         Due Date: 10/13/15

Homework # 4 – Complete all note taking section of your notes.

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10/13/15                      Due Date 10/16/15

Homework # 5 – Note Taking / Note Making – BrainPop : Solar System

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10/14/15                      Due Date: 1st Draft 10/21/15               Final Draft 10/26/15              

Homework # 6 – Using classroom readings, videos, books & BrainPop videos, create a model that explains your understanding of only one (1) the following:

  1. A model of the spiral, elliptical & irregular galaxy. Your model of these galaxies must include an essay that explains the objects that are found in each galaxy.
  2. A model that explains & shows the sequence of how a Star (Sun) is created. Your model must include an essay that explains how a sun is created.
  3. A Model that explains & shows the sequence of how a Dwarf Sun becomes a Black Hole. Your model must include an essay that explains the sequence of how a dwarf sun becomes a black hole.
  4. A model that explains & shows the location of the sun and the planets in our solar system. Your model must include an essay that explains the distance of each planet from the sun, a description of the environment of each planet. This essay must explain how scientist defines a planet.
  5. A model of planet earth only. Your model must include an essay that explains the distance of planet Earth from the sun, a description of the environment of our planet and an explanation of why this planet is the only one to contain living organisms.
  6. A model of Pluto only. Your model must include an essay that explains the distance of Pluto from the sun, a description of the environment of Pluto, where Pluto is located in our solar system and an explanation of why this planet is no longer considered a planet.

ALL MODELS MUST BE ORIGINALS AND NOT PURCHASED FROM A STORE.

Models can take different forms, including physical devices or sculptures, drawings or plans, mathematical equations, and computer simulations.

Presentations Begins 10/26/15

Due Date: 1st Draft 10/21/15                                    Final Draft 10/26/15

Model Creation Challenge Project : Student Assignments 

Student Name Model
Osose Sequence Dwarf Sun becomes a Black Hole.
Laurie Sequence how a Star is Created
Jonathan Location of the Sun & planets in the Solar System
Amaya Location of the Sun & planets in the Solar System
Raphael The Spiral, Elliptical & Irregular Galaxy
Damian Sequence Dwarf Sun becomes a Black Hole.
Damanique Sequence how a Star is Created
David Pluto only
Sherell Location of the Sun & planets in the Solar System
Junior The Spiral, Elliptical & Irregular Galaxy
Jataj Sequence how a Star is Created
Justin Sequence Dwarf Sun becomes a Black Hole.
Kashae Sequence how a Star is Created
Erris Pluto only
Brandon Sequence how a Star is Created
Shiyah Sequence Dwarf Sun becomes a Black Hole.
Christina Pluto only
Christian The Spiral, Elliptical & Irregular Galaxy
Nia Planet Earth only
Georetta Location of the Sun & planets in the Solar System
Omari Sequence Dwarf Sun becomes a Black Hole.
Jayden Planet Earth only
Alyssa Planet Earth only
Jamar Location of the Sun & planets in the Solar System

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Unit 1 : Final Project

At the end of this unit students will select from the following menu to show mastery of their learning. Students can choose to complete the following projects in order to earn a specific grade:

Mastery at 75% : Students’ will complete the following -Using all appropriate science vocabulary words create a unique children story with diagrams, a comic book, an essay or an informational video that explains their understanding that:

· Draw a diagram that explains how rocks can be igneous (formed from cooled magma or lava), sedimentary (formed by settling and compression), and metamorphic (changed by heat and pressure).

· Explain how rocks go through a cycle of changes from one form to another.

· Explain the different natural phenomena that change the surface of the Earth over time.

Mastery at 85%: Students’ will create a unique children story a, a comic book or an informational video that explains their understanding that :

· Draw a diagram that explains how rocks can be igneous (formed from cooled magma or lava), sedimentary (formed by settling and compression), and metamorphic (changed by heat and pressure).

· Explain how rocks go through a cycle of changes from one form to another.

· Explain how different natural phenomena change the surface of the Earth over time (provide specific examples).

· Explain the extent that natural occurrences affect the Earth over time .

· Explain that earthquakes are caused by faults and folding in the earth’s crust (include a diagram) .

Mastery at 95%: Students will create a unique children story, a comic book, essay or an informational video that explains their understanding that:

· Draw a diagram that explains how rocks can be igneous (formed from cooled magma or lava), sedimentary (formed by settling and compression), and metamorphic (changed by heat and pressure).

· Explain how rocks go through a cycle of changes from one form to another.

· Different natural phenomena change the surface of the Earth over time.

· Explain the extent natural occurrences affect the Earth over time.

· Explain how scientists use data and technology to make predictions about natural phenomena.

· Explain that earthquakes are caused by faults and folding in the earth’s crust (include a diagram).

· Explain the phases of the Moon (include a diagram).

All students will share their information. This project will be graded.