Winter Break Packet 19/20

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If you lost your packet, the link to the reading AND the questions can be found using --> THIS LINK







Enjoy!

Digital Agenda December 18-20: Space Final

Standards:    
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system. 
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons

Objectives
Students will Analyze and interpret data to determine scale properties of objects in the solar system, and Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons by passing the Final Exam with a 3 or better

TAKE THE FINAL

4= 46-54 pts

3= 40 - 45 pts

2= 28 - 39 pts

NP = <27 pts

 If you finish Early, 

1. Watch THIS VIDEO about Newton's Gravity and Einsteins Gravity

2. Watch THIS DOCUMENTARY about gravity

3. Watch THIS BILL NYE about Gravity

4. Watch THIS DOCUMENTARY about planets in our galaxy

5. Watch THIS DOCUMENTARY about Black Holes

Digital Agenda December 15: Seasons, Lunar Phases, and Eclipses

Standard:    MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons

Objectives
1. Students will use models of the Earth-Sun-Moon System to explain why Earth experiences  Seasons, Lunar Phases, Solar Eclipses, and Lunar Eclipses by drawing models and answering questions with a 3 or better.



1. Do Now: Seasons and Eclipses Pre-Quiz




GUIDED NOTES1. Take Notes from THIS PRESENTATION
2. Answer Questions using the diagrams

Digital Agenda December 9: Moon Phases Cornell Notes

Standard:
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.  

Objective
1. Students will describe the different phases of the moon, and explain why we see the moon differently based on its position after taking Cornell notes a 3 or better


1. Do Now: Moon Phases Pre-Quiz





2. Watch BrainPop "Moon Phases" And take Cornell Notes

username= 123dog
password= 123cat

Vocab:

Phase

Gibbous

Crescent

Waxing

Waning

Eclipse

 Lunar Eclipse

Solar Eclipse

Questions:

1. How was the moon formed?

2. Where does moonlight come from?

3. Why do we see different views of the moon from Earth during the month?

4. DRAW AND LABEL a diagram of the ALL different phases of the moon. Your diagram needs to include:

• The Earth
• The Sun
• The position of the moon when it is a full moon
• The position of the moon when it is a waning gibbous moon
• The position of the moon when it is a waning half moon
• The position of the moon when it is a waning crescent moon
• The position of the moon when it is a New moon
• The position of the moon when it is a waxing crescent moon
• The position of the moon when it is a waxing half moon
• The position of the moon when it is a waxing gibbous moon

5. What is an eclipse?

6. What is a solar eclipse? Draw one.

7. What is a lunar eclipse? Draw one.

8. Why don’t we have a lunar eclipse every month?

Summary: Today I learned…


Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 7 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met



 If you finish Early, 

1. Watch THIS VIDEO about Newton's Gravity and Einsteins Gravity

2. Watch THIS DOCUMENTARY about gravity

3. Watch THIS BILL NYE about Gravity

4. Watch THIS DOCUMENTARY about planets in our galaxy

Digital Agenda December 5: Intro to Seasons

Standard:

MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

Objective

1. Students will describe a model of the Earth-Sun-Moon system, and use it to explain why we have different seasons after completing a helping quadrant, taking Cornell notes, and passing a post-quiz with a 3 or better 

1. Do Now: Seasons Pre-Quiz

1. Seasons Helping Quadrant

Digital Agenda December 3: The Scale of the Solar System 50/50

Standard:    MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. 


Objective
1. Students will interpret data from a model, and from a table to make inferences and predictions about the length of planetary orbits by creating a model, and by answering questions in a 50/50 quiz with a 3 or better according to the rubric.



1. Do Now: Solar System Scale Pre-Quiz




2. Stations
DI/Collaborative:

1. Create Scale Solar System Foldable

2. Measure scale, and answer the reflection questions 50/50 style

Link 1: 2. Watch THIS VIDEO about the scale of our planet compared to the stars

Link 2: Bill Nye's Model

Digital Agenda December 2: Solar System Cornell Notes

Standard:
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.  

Objective
 Students will describe the 8 planets in our Solar System and compare their orbital motion by taking Cornell Notes  with a 3  or better


1. Do Now: Planetary Orbits Pre-Quiz





Independent
1. Create a new section of Cornell Notes in your notebook titled 
"Solar System Cornell Notes"
2. Watch Brain Pop "The Solar System" 

username= 123dog
password= 123cat

Vocab

Terrestrial Planets Jovian Planets Orbit Rotation Revolution Dwarf Planet

 Asteroid Belt

Questions

Answer a-e for Each planet: (you will have to use google to get some of this information) 1. Mercury a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length (how long does it take to go around the sun): 2. Venus a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 3. Earth a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 4. Mars a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 5. Jupiter a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 6. Saturn a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 7.Uranus a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 8. Neptune a) Type of planet and defining features: b) Distance from the sun: c) Size: d) # of moons: e) Orbit length: 9. As you get to the outer planets(Jupiter to Neptune), how does the length of orbit change? 10.  Using the information from the planets you collected (letters b and e), how does a planet’s distance away from the sun affect the length of its orbit? 11. Compare and contrast the terrestrial planets to the Jovian planets. How are they alike? Different? Summary: Today I learned.... Cornell Notes Criteria for success: - Notes are set up in Cornell Note format - All vocabulary is defined in student friendly language (not copied from google) - 9 or more of the questions are answered fully AND correctly, using information and examples from the video - A summary of what was learned is at the bottom, using 2-3 complete sentences. 4= All success criteria is met 3= 3/4 success criteria is met 2= 2/4 success criteria is met NP = none of the success criteria is met  If you finish Early,  1. Watch THIS VIDEO about Newton's Gravity and Einsteins Gravity 2. Watch THIS DOCUMENTARY about gravity 3. Watch THIS BILL NYE about Gravity 4. Watch THIS DOCUMENTARY about planets in our galaxy

Digital Agenda November 19: Magnetism Unit Test

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 



Objectives
1. Students will identify and explain how the strength, potential energy, and type of force exerted by magnets and electromagnets differs based on variables such as distance, pole orientation, materials, and set up in the Magnetism Unit Test with a 3 or better.

·      

Take the MAGNETISM UNIT TEST










 If you finish Early, 

1. Watch THIS VIDEO about Newton's Gravity and Einsteins Gravity

2. Watch THIS DOCUMENTARY about gravity

3. Watch THIS BILL NYE about Gravity

4. Watch THIS DOCUMENTARY about planets in our galaxy

Digital Agenda November 18: Magnetism Study Guide

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 



Objectives
1. Students will identify and explain how the strength, potential energy, and type of force exerted by magnets and electromagnets differs based on variables such as distance, pole orientation, materials, and set up in the Magnetism Study Guide with a 3 or better.

·      

1. Do Now: KE and PE in Magnets Pre-Quiz





Magnetism Study Guide



Helpful Links:
1. SIMULATION LINK LOGIN with CLEVER
2. THIS BRAIN POP VIDEO about electromagnets
3.  THIS BRAIN POP VIDEO  about magnetism

Digital Agenda November 6: Modeling PE and KE in magnets

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 



Objectives
1. Students will simulate spacecraft launches in a digital model in order to gather data to use as evidence for arguments  that reason mathematically that there was much more energy in the launcher system on Wednesday than on Tuesday by scoring a 3 or better on discussion question 11.

·      

1. Do Now: KE and PE in Magnets Pre-Quiz




1. Modeling PE and KE in Magnets Handout



2. Login to THIS SIMULATION with Clever

Digital Agenda November 4: Potential Energy Lab

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 



Objectives
1. Students will use graphical data to explain how potential energy is transferred into a system of rubber bands, and in magnets, and explain how PE gets converted into KE by completing the Magnetism PE and KE lab with a 3 or better

·      

1. Do Now: Kinetic and Potential Energy Pre-Quiz


2. Stations

Collaborative

Potential Energy and Kinetic Energy conversion



SIMULATION LINK LOGIN with CLEVER

Digital Agenda October 31: Potential Energy and Kinetic Energy

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 



Objectives

·      1. Students obtain and evaluate information about the relationship between potential and kinetic energy by completing taking notes and answering thinking questions in the Potential Energy Helping Quadrant with a 3 or better

1. Do Now: Kinetic and Potential Energy Pre-Quiz





Potential Energy Helping Quadrant







Optional (ONLY AFTER YOU ARE FINISHED!!!!)
1. Play with this PhEt simulation to explore how to create electric and magnetic fields

2. Watch THIS MYTHBUSTERS EPISODE that tests whether or not an electromagnet can deflect bullets.

3. Watch THIS DOCUMENTARY about how magnets work

4. Play the roller coaster building game 

5. Watch THIS MYTHBUSTERS CLIP about a magnetic motor

6. Watch THIS BILL NYE on energy

7. See how potential and kinetic energy work in THIS ROLLER COASTER SIMULATION

Digital Agenda October 30: Magnetism Critical Juncture Assessment

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives

·      1. Students will analyze and describe magnetic field data from the test launches, and use the evidence to write a CEREAL paragraph with a 3 or better according to the rubric.

Click to take the CRITICAL JUNCTURE ASSESSMENT




ONLY AFTER YOU ARE DONE


1. Watch THIS VIDEO
2. Watch THIS VIDEO
3. Listen to THIS AWESOME PODCAST about how scientists have revised their theory of how the dinosaurs died
4. Listen to THIS AWESOME PODCAST about how scientists have discovered that plants can hear

Digital Agenda October 29: Magnetic Field Data CERL

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives

·      1. Students will analyze and describe magnetic field data from the test launches, and use the evidence from their evaluation to refute the claim that the magnets were misaligned on Tuesday by writing a CERL paragraph with a 3 or better according to the rubric.

·        

1. Do Now: Magnetic Fields Pre-Quiz

Handout




Link: Magnetic Fields Simulation

Digital Agenda October 28: Refuting Claim 1 Using Magnetic Field Data

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives

·      1. Students will analyze magnetic field data from the test launches, and use the evidence from their evaluation to refute the claim that the magnets were misaligned on Tuesday by writing a CERL paragraph with a 3 or better according to the rubric.

·        

1. Do Now: Magnetic Fields Pre-Quiz


Handout




Link: Magnetic Fields Simulation

Digital Agenda October 22: Electromagnetism Cornell Notes

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.



Objectives

·     1.  Define electromagnetism, and explain how electromagnets create magnetic fields, and how they are used by watching a video, taking Cornell notes, and passing a post-quiz with a 3 or better.

1. Do Now: Magnetic Fields Pre-Quiz


Independent
1. Title Your Cornell Notes, "Electromagnetism Cornell Notes" and set them up. DUE MONDAY OCTOBER 28
(In order to leave, you must have ALL of the vocabulary done, and the questions answered up to #4. the rest is HW if you do not finish)

2. Watch THIS BRAIN POP VIDEO and take the following Cornell Notes:
Username: 123dog
Password: 123cat

Vocabulary
Electromagnet
Bar Magnet
Magnetic Field
Wire
Electric Current
Polarity
Coil
Solenoid
Electric Motor
Circuit Breaker

Questions
Review about regular magnets...:
1. Explain the features of a bar magnet, and draw it.
2. Describe what the magnetic field off of a bar magnet looks like. Draw it.
3. Explain how bar magnets attract and repel each other
Electromagnets...
4.  How are magnetic fields created with electricity?
5. Describe and draw what the magnetic fields around an electromagnet looks like.
6. Describe the 3 ways you can change the magnetic field of an electromagnet.
- distance
- current
- polarity
7. Why do YOU think coiling the wire in an electromagnet strengthens the magnetic field?
8. Describe how solenoids are made.
9. Describe the differences AND the similarities between a regular magnet and an electromagnet.
10. Explain the importance of electromagnets in motors.

Summary: Today I learned.....



Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 8 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met


Optional (ONLY AFTER YOU ARE FINISHED!!!!)
1. Play with this PhEt simulation to explore how to create electric and magnetic fields

2. Watch THIS MYTHBUSTERS EPISODE that tests whether or not an electromagnet can deflect bullets.

3. Watch THIS DOCUMENTARY about how magnets work

4. Play the roller coaster building game 

Digital Agenda October 21: Magnetic Field Modeling

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives
1. Students will obtain information about the patterns of attractive and repulsive forces in a magnetic fields, then use that information to add field lines to a visual model of a system of magnets to represent attraction and repulsion by drawing Magnetic Fields and answering mandatory questions 16 and 17 with a 3 or better according to the rubric.



1. Do Now: Magnetic Fields Pre-Quiz





Handout: Magnetic Field Modeling 


Link: Magnetic Fields Simulation

Digital Agenda October 15: Evaluating evidence about Magnets

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives

·      1. Students will analyze and evaluate evidence about magnetic force and determine that some evidence is not convincing because it does not isolate variables, by completing the Evidence Evaluation Handout, and mandatory question 10 with a 3 or better according to the rubric.

1. Do Now: Magnetism Pre-Quiz


2. Stations

Collaborative

Evaluating Evidence Handout

Optional (ONLY AFTER YOU ARE FINISHED!!!!)
1. Play with this PhEt simulation to explore how to create electric and magnetic fields

2. Watch THIS MYTHBUSTERS EPISODE that tests whether or not an electromagnet can deflect bullets.

3. Watch THIS DOCUMENTARY about how magnets work

4. Play the roller coaster building game 

4. Exit Slip: Magnetism Post-Quiz

Digital Agenda October 14: Geomagnetism Continued

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives

·      1. Students will use evidence to support how the Earth creates it's own magnetic fields by finding the best text evidence in an article that supports their prepped responses, and by answering group questions in the Geomagnetism Helping Quadrant with a 3 or better according to the rubric.

·    

1. Do Now: Geomagnetism Pre-Quiz


2. Stations

Collaborative


Geomagnetism Helping Quadrant

Digital Agenda October 11: Geomagnetism

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.



Objectives

·      1. Students will explain how the Earth creates it's own magnetic fields by reading and article and answering questions in the Geomagnetism Helping Quadrant with a 3 or better according to the rubric.

·    

1. Do Now: Geomagnetism Pre-Quiz


2. Stations

Collaborative


Geomagnetism Helping Quadrant

Digital Agenda October 9: Magnetism Lab

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.



Objective

·      1. Students will use hands on materials and a digital simulation to ask questions, and investigate how magnets repel and attract objects at a distance by completing the intro to magnetism lab, and answering mandatory questions 16,17, and 18 with a 3 or better according to the rubric.

·

1. Do Now: Intro to Magnetism Pre-Quiz



2. Intro to Magnetism Lab

Digital Agenda October 7: Magnetism Cornell Notes

Standards:
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.



Objectives

·        1. Define magnetism, and explain how magnets attract objects by watching a video, taking Cornell notes, and passing a post-quiz with a 3 or better.

1. Do Now: Intro to Magnetism Pre-Quiz




Independent
1. Title Your Cornell Notes, "Magnetism Cornell Notes" and set them up (Due Friday). (In order to leave, you must have ALL of the vocabulary done, and the questions answered up to #4. the rest is HW if you do not finish)

2. Watch THIS BRAIN POP VIDEO and take the following Cornell Notes:
Username: 123dog
Password: 123cat

Vocabulary
Magnet
Magnetic Field
Magnetic Domain
North and South Poles
Magnetite
Compass
Electromagnet
Attract/Attraction
Repel/Repulsion

Questions
1. What is a magnet?
2.  List 3 metals that magnets are attracted to.
3. Compare and contrast the arrangement of the magnetic domains inside of normal materials, and the arrangement of the magnetic domains inside of magnets.
4. Describe what happens when all of the magnetic domains inside of a material are all facing the same direction.
5. When the magnet comes in contact with the paperclip:
    a) what happens to the magnetic domains in the paperclip?
    b) why does the paperclip temporarily become a magnet?
    c) Draw a model of the paper clip before, during, and after it comes in contact with the magnet.
6. How does distance affect how strongly a magnet attracts a metal?
7. What happens when a North and South pole come into contact?
8. What happens when two North Poles come into contact?
9. What makes magnetic Metals different from other metals?
10. Explain how compasses work.
11. Explain how electromagnets work, and draw a model.

Summary: Today I learned.....

Optional (ONLY AFTER YOU ARE FINISHED!!!!)
1. Play with this PhEt simulation to explore how to create electric and magnetic fields

2. Watch THIS MYTHBUSTERS EPISODE that tests whether or not an electromagnet can deflect bullets.

3. Watch THIS DOCUMENTARY about how magnets work

4. Play the roller coaster building game