Mrs. Weiss

Mrs. Weiss 6th, 7th, & 8th Science Distance Learning 

6th, 7th, & 8th Science Hybrid Classes

SCIENCE RULES!

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Google Classroom PNG clipart images free download | PNGGuru   

Distance Learning and Hybrid Students’ Access to Goggle 

Classroom Codes for Weekly Assignments in Science

  1. Go to www.classroom.google.com  

  2. Click on the + sign in the top right area of the screen

  3. Select “Join Class”

  4. Type in the code for your grade level

  5. 6th Grade Science:  www.classroom.google.com  Class Code a3nho3c

  6.  7th Grade Science:  www.classroom.google.com  Class Code wf6rsv4

  7. 8th Grade Science:  www.classroom.google.com  Class Code 3wxlcm2

   Teacher Clip Art - Teacher Images      ZOOM LINK FOR DISTANCE LEARNING STUDENTS:  https://us02web.zoom.us/j/3472768473

6th Distance Students Meeting Times

Monday, Wednesday, & Friday  10:00 am     

11/30-12/4  Tuesday & Thursday 10:00 am

7th Distance Students Meeting Times

Monday, Wednesday, & Friday 10:45 am             

11/30-12/4 Tuesday & Thursday 10:45 am

8th Distance Students Meeting Times

Monday, Wednesday, & Friday  11:30 am           

11/30-12/4 Tuesday & Thursday 11:30 am

Stay In Touch With Mrs. Weiss:  Email:     mweiss@snacs.org  or mesw3@aol.com    Class Dojo Code:  CF2WDG8      Cell Phone:  775 230-1603 

 Hello and a warm welcome to another wonderful year of academic and social growth at Sierra Nevada Academy Charter School.  I am Maxine Weiss and I have been teaching for 29 years, 22 of those years at SNACS.  I will be instructing 6th, 7th, & 8th  Grade Hybrid Science plus 6th, 7th, & 8th Grade Distance Learning Science.  I have a Bachelor of Science in Education and a Science Education Master, both from the University of Nevada, Reno.  I am a volunteer advanced level Ski Instructor at Sky Tavern Jr Ski Program, a bicyclist, hiker, bird watcher, novice geologist & botanist, and I love gardening and fishing!  My most favorite subject to teach is Environmental Science.

AR GOALS FOR QUARTER 2

25% October 28

50% November 13

75% December 1

100% December 17

 

SCIENCE TOPICS FOR DECEMBER

6th Grade

  • Water Cycle, Natural Disasters & Engineering
  • Interaction of Earth’s Spheres & Argumentation
  • Nature of Science

7th Grade

  • Comparative Anatomy
  • The Fossil Record
  • Photosynthesis and Respiration
  • Human Impacts on the Environment

8th Grade

  • Atoms & Molecules
  • Properties of Elements
  • Chemical Reactions
  • Synthetic Materials
  • Electric and Magnetic Fields
  • Electromagnet Spectrum
  • Electricity & Circuits

STEM PROJECTS

  • Comparative Science Investigations
  • Engineering a house

Next Generation Science Standards (NGSS)

The Next Generation Science Standards (NGSS) establish guidelines for Science instruction. NGSS-aligned science standards set expectations for what students should know by the end of every grade level in the three dimensions of science:

  • Crosscutting Concepts
  • Core Ideas
  • Practices

Next Generation Science Standards for Middle School Grades  http://www.nextgenscience.org

Change Over Time
How do people figure out that Earth and life on Earth have changed
over time?
MS ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-
billion-year-old history.
MS LS4-1 Analyze and interpret data for patterns in the fossil record that
document the existence, diversity, extinction, and change of life forms
throughout the history of life on Earth under the assumption that natural
laws operate today as in the past. (1A, 2Ai, ii, iii)*
MS ESS2-1 Develop a model to describe the cycling of Earth’s materials
and the flow of energy that drives this process.

Earth Systems
How do the materials in and on the earth change over time?
MS ESS2-1 Develop a model to describe the cycling of Earth’s materials
and the flow of energy that drives this process.

MS ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and th

MS ESS3-1 Construct a scientific explanation based on evidence for how
the uneven distributions of Earth’s mineral, energy, and groundwater
resources are the result of past and current geoscience processes.
MS ESS3-2 Analyze and interpret data on natural hazards to forecast
future catastrophic events and inform the development of technologies
to mitigate their effects. (related to interior processes and surface
processes)

Tectonic Plates
How does the movement of tectonic plates impact the surface of the
Earth?
MS ESS2-2 Construct an explanation based on evidence for how
geoscience processes have changed Earth’s surface at varying time and
spatial scales.
MS ESS2-3 Analyze and interpret data on the distribution of fossils and
rocks, continental shapes, and seafloor structures to provide evidence of
the past plate motions.

MS ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Solar System
What makes up our solar system?
MS ESS 1-2 Develop and use a model to describe the role of gravity in the
motions within galaxies and the solar system.
MS ESS 1-3 Analyze and interpret data to determine scale properties of
objects in the solar system.

What is Earth’s place in the universe?
MS ESS 1-2 Develop and use a model to describe the role of gravity in the
motions within galaxies and the solar system.
MS ESS 1-3 Analyze and interpret data to determine scale properties of
objects in the solar system.  How can the motion of the Earth explain seasons and eclipses?
MS ESS 1-1 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.
MS ESS 1-2 Develop and use a model to describe the role of gravity in the
motions within galaxies and the solar system

How can natural hazards be predicted?

MS ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (related to severe weather events)

How do human activities affect Earth systems?

MS ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

MS ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Engineering Design
MS-ETS1-1 Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking in to account
relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and
modification of a proposed object, tool, or process such that an optimal
design can be achieved.

MS LS 1-7 Develop a model to describe how food is rearranged through
chemical reactions forming new molecules that support growth and/or
release energy as this matter moves through an organism.

How do the structures of organisms contribute to life’s functions?
MS LS1-1: Conduct an investigation to provide evidence that living
things are made of cells; either one cell or many different numbers
and types of cells.
MS LS1-2: Develop and use a model to describe the function of a cell
as a whole and ways parts of cells contribute to the function.
MS LS1-3: Use argument supported by evidence for how the body is
a system of interacting subsystems composed of groups of cells.
Growth, Development, and Reproduction of Organisms
How do organisms grow, develop, and reproduce?
MS LS1-4: Use argument based on empirical evidence and scientific
reasoning to support an explanation for how characteristic animal
behaviors and specialized plant structures affect the probability of
successful reproduction of animals and plants respectively.
MS LS1-5: Construct a scientific explanation based on evidence for
how environmental and genetic factors influence the growth of
organisms.

MS LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

MS LS1-7 Develop a model to describe how food is rearranged t hrough chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

Processing information
How is information processed in the body?
MS LS 1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Cells

Interdependent Relationships in Ecosystems  How do organisms interact with other organisms in the physical environment to obtain matter and energy?

MS LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

MS LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

How does the environment influence genetic  traits in populations over multiple generations?

MS LS3-1: Develop and use a model to describe why structural
changes to genes (mutations) located on chromosomes may affect
proteins and may result in harmful, beneficial, or neutral effects to
the structure and function of the organism.
MS LS3-2: Develop and use a model to describe why asexual
reproduction results in offspring with identical genetic information
and sexual reproduction results in offspring with genetic variation.

Natural Selection
MS LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past (Emphasis is on the support for evolutionary relationships; changes in organisms)
MS LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organism and between modern and fossil organisms to infer evolutionary relationships. (Emphasis is on support for evolutionary relationships; changes in organisms)
MS LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS LS4-5 Gather and synthesize information about the technologies
that have changed the way humans influence the inheritance of
desired traits in organisms.

MS LS4-6: Use mathematical representations to support explanations of how natural selection many lead to increases and decreases of specific traits in populations over time

Molecular Structure
How can particles combine to produce a substance with different
properties?
MS PS1-1: Develop models to describe the atomic composition of simple
molecules and extended structures.
MS PS1-3: Gather and make sense of information to describe that
synthetic materials come from natural resources and impact society.
Effects of Thermal Energy
How does thermal Energy affect particles?
MS PS1-4: Develop a model that predicts and describes changes in
particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

What happens when new materials are formed? What stays the same
and what changes?
MS PS1-2: Analyze and interpret data on the properties of substances
before and after the substances interact to determine if a chemical
reaction has occurred.
MS PS1-5: Develop and use a model to describe how the total number of
atoms does not change in a chemical reaction and thus mass is conserved.
MS PS1-6: Undertake a design project to construct, test, and modify a
device that either releases or absorbs thermal energy by chemical
processes.

How can one describe physical interactions between objects
within a system?
MS PS 2-1 Apply Newton’s Third Law to design a solution to a
problem involving the motion of two colliding objects.
MS PS 2-2 Plan an investigation to provide evidence that the
change in an object’s motion depends on the sum of the forces
on the object and the mass of the object.
MS PS 2-3 Ask questions about data to determine the factors
that affect the strength of electric and magnetic forces.
MS PS 2-4 Construct and present arguments using evidence to
support the claim that gravitational interactions are attractive
and depend on the masses of interacting objects.
MS PS 2-5 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.  

How can energy be transferred from one object or system to another?

MS PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

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.

How can energy be transferred from one object or system to another?

MS PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. ( apply to weather and ecosystems unit)

MS PS3-4 Plan an investigation to determine the relations among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (apply to weather and ecosystems unit)

MS PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Waves & Electromagnetic Radiation

What are the characteristic properties of waves that enable them to transfer energy?

MS PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave

MS PS4-2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

MS PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. (not being tested)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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