What causes tides and what causes them to change?

In-class tutorial using the following links (beginning Tuesday).  Test on Friday!  Don’t forget to bring one page of notes, pencil, and colored pencils (if you want) to the test on Friday. Print in library from your Google Docs.

 

Use the following links.  Take notes in Google Docs. Don’t copy whole sections.  No more than five word phrases.  Better to do in own words so you are learning!

https://oceanservice.noaa.gov/education/kits/tides/tides01_intro.html

https://oceanservice.noaa.gov/education/tutorial_tides/tides02_cause.html

https://oceanservice.noaa.gov/education/kits/tides/tides03_gravity.html

https://oceanservice.noaa.gov/education/kits/tides/tides06_variations.html

 

 

 

 

 

 

Moon Phase Project – LOOK for the moon and document data! See below!

6th Grade  Science

Moon Phases Project & Rubric (below)

100 points possible

Due Nov. 26, 2018

another site for moonrise

https://www.timeanddate.com/moon/usa/medford

 

 

Students are to produce an engaging informative presentation to explain lunar phase changes.  They will have access to Google Slides, however, if they prefer to utilize some other format, they can discuss this with me for approval.  Parents/Guardians may assist with technical aspects, only, please.  Project research begins Monday, Nov. 5 ~  Presentations may take a couple of days, but please submit document/slides/ with me via Google Classroom on or before Nov. 26..

 

Title page: should consist of title, date, group members names, or individual name (if decline to work in group); 6th Grade Science, teacher’s name (this latter part can be smaller font at bottom).

 

Instructions: Students are to begin studying lunar phases in class, and finding evidence of these changes through observation (sketches like Galileo made), photographs, paintings, internet research, news copy, descriptive writings, journal entries.  These observations should be explained in writing and in the presentation, for each piece of evidence and connected accurately to the lunar orbit of Earth.  Evidence should include:  compass/directions, time of day (AM or PM are critical to accuracy), and the geometry of sun/moon/Earth.  Additionally, students should include information anecdotal evidence (story) related to sighting of the moon, and how the student experienced seeing it, finding it, predicting its location using the calendar, diagrams, charts, https://stardate.org/astro-guide/lunar-phases, https://stardate.org/nightsky/moon, http://aa.usno.navy.mil/data/index.php, and other websites listed on my blog see Planet Mini Project.

 

Science vocabulary include but are not limited to the following:

Waxing Crescent, Waning Crescent, Waxing Gibbous, Waning Gibbous, Full Moon, New Moon, First Quarter, Last Quarter, lunar, Luna, Earth, orbit, rotation, illuminated, etc. For more ideas, see vocabulary in Holt, Science & Technology Text book, chapter:  ______________.

 

Additional points for creativity can be earned with additional contributions to the knowledge of the moon through  music, poetry, or other art form created specifically for the project

 

Four or more references required, and subject to MLA formatting:

http://www.easybib.com/

 

Presentations will be Nov. 26 – 28.  The trimester ends on the 29th and grades will be due, therefor late projects will not be accepted.

 

Science Content

(Group grade)

Resources

(Group)

Written Portion

(Group)

Creativity & Evidence

(Group)

Teamwork & Presentation

(individual grade)

Clearly defines reasons for lunar phase changes.  Explains  how direction, time (AM, PM), and lunar orbit are connected to evidence (photos, news, websites, etc.) Evidence of 8 – 10 phases.

 

 

20

Cites 4 or more references using MLA – see below

 

10

Science content is fully explained with proper use of Scientific Vocabulary in context in own words (not plagiarized).    Headings help with understanding.

Makes a personal connection/story.  Correct spelling, punctuation, & Grammar (spg)

 

20

Interesting, engaging, photos, video, drawings, visually appealing use of technology, color, indiv. art, etc..  Uses music, writes a poem or rap, intro. or prologue that adds to knowledge of moon (Luna).

30

Cooper -ates and contrib-

utes daily to success of team. Part of presen-

tation team. Creates min. of 3 slides for presentation.

 

 

20

Somewhat defines reasons for lunar phase changes, some gaps in logic, or missing one or more components of time (AM,PM), direction, and lunar orbit with evidence mentioned above. Evidence of 5 – 6 phases.

 

15

Cites 3 references using MLA – see below

 

 

7

Science content is partially explained with  limited use of Scientific Vocabulary in context in own words (not plagiarized).    Headings help with understanding.

Makes a personal connection. & (spg)

 

 

10 -15

Photos, drawings, color used but may not have been well planned or executed (delivered).

 

May have other info, but does not flow well.

20

Cooper -ates and contrib-

utes some days to success of team. Creates 2 slides for presentation. Declines to present

 

10 – 15

Lunar phases shown, but little connection made to time, direction, and lunar orbit. Evidence is not original (student) and only 2 – 4 phases.

 

10

Cites 2 references using MLA – see below

 

 

 

 

5

Science content is vague.  Limited use of Scientific Vocabulary (not plagiarized).    Headings limited.

Lacks a personal connection.

Multiple errors in (spelling)

 

5

One of two photos or drawings, limited use of color, or random. Not cohesive.

 

10

Lacks enthusisam, distracts team from success often.

 

0-    5

Photos and drawings shown, but off topic or random.  No connection or evidence to time, direction, or moon orbit.

5

Cites references as title or search engine – inc info.

 

0 -3

Science explanation is plagiarized or incoherent.

 

0

Obviously last minute rushed project.  Project did not get completed or feels incoherent.

 

5

Team did not solidify and work well. Individual not contributing

0

 

More information to follow beginning Nov. 2 (Postponed information for report until Monday!)  Please photograph moon if you see it.  Transit time is

 0056 1453 tomorrow.  Look to right of sun (Don't look at sun!)

In the meantime, begin noticing location of the moon, sun, and phase.  Take a photograph of the moon, mark compass setting for both sun, moon, time of phase and the angle of the sun, Earth, moon.

Tips for photographing moon:  have something near the moon, in picture (tree, edge of mountain, building, roof line), try focusing on areas around moon to get better lighting otherwise the “shape” of the moon will get distorted in the photo.  Practice a lot!  Ask a grown up to help.  (Don’t go outside without letting your parents know!)  Be Safe.  and don’t stand int he middle of traffic!!!

Happy moon hunting!

A helpful website for moonrise, set, transit go to

http://aa.usno.navy.mil/data/docs/RS_OneYear.php

Use “Medford” as your location

 

Wed & Thurs. make up missing Science work during lunch A7

For Planet or other Space Topic Use this link only, Monday, 10/01

for quizlet flash cards

https://quizlet.com/_5shgfa

 

https://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

http://solarsystem.nasa.gov/planets/

http://starchild.gsfc.nasa.gov

https://photojournal.jpl.nasa.gov/

http://hubblesite.org/gallery/albumwww.mreclipse.com

http://svs.gsfc.nasa.gov/

http://stardate.org/nightsky/moon

 

“A teeny tiny report”

Select a topic of interest, and read and take some notes.  You may highlight one picture.  You can open a google doc to take your notes, which we can later link to your web page you are creating in Mr. D’s class.  (You may also read/research/take notes on paper.  More instructions to follow. GO TO GOOGLE CLASSROOM FOR MORE INSTRUCTIONS; DUE 10/09  Topic ideas include:

 

  • planet other than Earth
  • dwarf planet
  • moons of Jupiter
  • Milky Way Galaxy

 

Earth – Sun – Moon System unit begins!

Quizlet flash cards

https://quizlet.com/_5shgfa

 

We’ve started our new unit on the Earth – Sun – Moon System!  Learning Targets this week will include the orbit order of planets in our solar system, and a sense of our place (and the size) of the universe.  It’s a great time to talk with your child about space & to share your thoughts about this very “big” topic.

Also, ask to see your child’s Science Journal.  It is ordered by topic, and each page has a specific item assigned to it.  Notice the increasing level of rigor, and watch for the student response pages which will be the left side page (evens).

Also, sometime next week, I will assign students to share their journals.  Please take a few moments and respond.  It means a lot to kids (as you well know) to have someone other than the teacher appreciate and comment on their work.  Look for content as well as neatness, creativity and your child’s enthusiasm for the topic.

 

Thank you for your support!

Alison Richards

Science Journal due Friday 09/21

We will go over pages in table of contents.  (Some pages are still to be worked on this week; but grading pages 4 – 11 for completion, neatness, and content.)  So far we’ve completed 4, 7, 9, 10, and 11.

Hi Everyone! Its almost the first day of school!

If you happened to look for the moon last night, were you successful in finding it?  Why was it in the east last night, and in the west this morning?  What is moving – the moon, the earth, the sun?  Please comment, and I can post a few of them below this post.  (School appropriate please!)  🙂

Seasonal Variability of Atmospheric Methane Confirmed on Mars!

https://www.nasa.gov/press-release/nasa-finds-ancient-organic-material-mysterious-methane-on-mars

Last Chance on Cell Project Credit during lunch on 06/01

Test is available for those who did not turn in cell project.  Maximum score possible is 70% (Projects would be 11 days late on 06/01).

From class discussion today – WoW 6th Graders rock!

 

In response to portions of an article we read today from Quanta Magazine: Cells Talk and Help One Another via Tiny Tube Networks 2018;

From class discussion :

Why would it be helpful for a cell or group of cells to help another cell?

  • Keeps cells alive by splitting amount of protein each gets
  • If cells help each other, sick cell would not die
  • If one cell is sick, cure it, so disease doesn’t spread
  • Cells work as team, everyone participate; if one is sick, it can’t do its job
  • Keeps neighboring cells alive

What is the possible negative side to these tiny nanotubes (tnt)?

  • TNT connects sick to healthy, so disease could spread
  • Could take from healthy cells items they need; resulting “helping” cell getting sick or dying
  • Healthy cell loses and sick cell still might die
  • Some cells might stop working

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