Science is the Name, Understanding's the Game

Thursday, February 2nd

2012-02-02T18:28:00.002-07:00

Today, students watched an episode from When We Left Earth. The episode, The Explorers, presented the Apollo missions that explored the Moon and the Skylab missions.

Throughout the day, students continued requesting EarthKam pictures.

In the afternoon, students continued working of the Space Exploration Timeline assignment.

Wednesday, February 1st

2012-02-01T20:26:00.002-07:00

In the morning, students finished working on the Gravity Explorations, pgs. 6-12, in the Gravity Workbook.
In the afternoon, students continued working of the Space Exploration Timeline assignment.

Throughout the day, students began requesting EarthKam pictures. Sponsored by NASA, EarthKAM (Earth Knowledge Acquired by Middle School Students) is an educational outreach program allowing middle school students to take pictures of our Earth from a digital camera on board the International Space Station. (Description from the website).

Students have been using the EarthKam website to select locations on Earth to photograph. When they are returned, students will learn how to examine and analyze photographs of a planet take from orbit.

Tuesday, January 31st

2012-01-31T20:10:00.002-07:00

Today, students read an article in the Gravity Workbook, Chaos Among the Planets, pgs. 4-5. The article describes what may have happened in the early Solar System. A group of scientists proposes the outer planets were much closer to the Sun. Over time, because of gravitational influences, the planets moved through the Solar System to where they are located now. Students answered questions about the article on pgs. 5-6.

Next, students began working on Gravity Explorations, pgs. 6-12, Gravity Workbook. Students calculate how much a person would weigh, how far a person could jump, and how high a person could jump on other world. The purpose of this activity is to show how the mass of the planet affects the strength of its gravity.

In the afternoon, students continued working on the Space Exploration Timeline assignment.

Monday, January 30th

2012-01-30T16:04:00.002-07:00

We began the day be reviewing the Planets Exam. I went through each question, explained how to go about selecting the answer, and giving students the correct answer.

Students received the Gravity Workbook. They completed More or Less (pg. 3) in Gravity Workbook. Students compare the mass of Earth to the mass of the other planets. The more massive the planet, the stronger its gravity. The less massive the planet, the weaker its gravity.

In the afternoon students began working on the Space Exploration Timeline assignment. Students are given a selected list of space probes that have been sent to explore the Solar System. Using that information, they are to make a timeline showing a history of exploration for objects in the Solar System.

Blue Marble Image of Earth

2012-01-28T14:00:00.000-07:00

A "Blue Marble" image of the Earth taken by NASA's most recently launched Earth-observing satellite - Suomi NPP. This composite image uses a number of swaths of the Earth's surface taken on January 4, 2012. Suomi NPP is NASA's next Earth-observing research satellite. It is the first of a new generation of satellites that will observe many facets of our changing Earth.

Three Generations of Mars Rovers

2012-01-28T13:54:00.001-07:00

Two spacecraft engineers join a grouping of vehicles providing a comparison of three generations of Mars rovers developed at NASA's Jet Propulsion Laboratory, Pasadena, CA.

Front and center is the flight spare for the first Mars rover, Sojourner, which landed on Mars in 1997 as part of the Mars Pathfinder Project. On the left is a Mars Exploration Rover Projects test rover that is a working sibling to Spirit and Opportunity, which landed on Mars in 2004. On the right is a Mars Science Laboratory test rover the size of the project's Mars rover, Curiosity, which is on course for landing on Mars in August 2012.

The engineers are JPL's Matt Robinson, left, and Wesley Kuykendall.

Friday, January 27th

2012-01-27T16:52:00.002-07:00

Students worked on the activity I, Robot, pgs. 19-22, in the Exploring Space workbook. This is the last assignment in the workbook.

This activity introduces the concept of the robot space probe. Students answered questions about how they would design a robot spacecraft to perform a space mission. Using the parts of the Cassini probe, students identified parts of the probe and then identified which part of the human body was that part’s counterpart.

In the afternoon, students completed the Comet Trading Cards assignment in the Exploring Comets II workbook. Then, they read an issue of the Star Witness News about the Deep Impact mission to Comet Tempel 1. On July 4, 2005, the Deep Impact probe sent an impactor towards the surface of the Comet. This gave scientists the opportunity to study the inside of the comet. They then answered questions about the Star Witness News issue.

Thursday, January 26th

2012-01-26T16:46:00.002-07:00

We took the planets unit exam today. I was very pleased with student's scores. They did very well. The testing took up our class time today.

Wednesday, January 25th

2012-01-25T17:14:00.002-07:00

Today was spent reviewing for the planets test we will take tomorrow. We played two review games – Planets Jeopardy and PLUTO (planet Bingo). PLUTO is played like Bingo, except that students are given a clue and they have to see if they have the correct answer on their card.

In the afternoon, we had the monthly reward activity for students who have completed all assignments.

Tuesday, January 24th

2012-01-24T17:02:00.002-07:00

Today, students read the article Planetary Paparazzo in their Exploring Space workbook (pgs. 11-13). This article talks about the MESSENGER space probe now orbiting Mercury. They answered questions about the article.

Next, students read pgs. 15-17, NEAR Shoemaker Mission to Eros, Exploring Space workbook. The article presented the results of the mission that was completed in February 2001. Their assignment was to write a one page report about the NEAR mission.

In the afternoon students who haven’t completed the Comet Cinquain assignment (Exploring Comets II workbook) completed that assignment. Students also began the Comet Trading Cards assignment (pg. 13) in the Exploring Comets II workbook. Students select three comets and make a trading card for each comet, drawing a picture of the comet and writing information about the comet on the back of the card.

Monday, January 23rd

2012-01-23T17:53:00.000-07:00

Today students read pgs. 5-7, What Can You See With a Telescope?, Exploring Space workbook. This article discussed the problems astronomers had finding asteroids with the small telescopes they had available to them. 38 years after the fourth asteroid was discovered, the fifth was discovered. It was only after they had larger and better telescopes were they able to continue discovering asteroids. They answered questions on pgs. 7-8. Comparing Reflecting and Refracting Telescopes, Exploring Space workbook. This compares reflecting and refracting telescopes. Students completed the graphic organizer on pgs. 10-11.

In the afternoon, students worked on the Comet Cinquain, assignment in Exploring Comets II workbook. Students are assigned to write three cinquains about comets.

Friday, January 20th

2012-01-20T18:34:00.002-07:00

Today students watched Bill Nye Space Exploration. They were given a worksheet to complete while they were watching the episode.

Wednesday is our monthly reward activity. After the video, I handed out a copy of missing assignments. Students spent the last half-hour of class working on those assignments. Students without missing assignments either worked to catch-up on this week’s workbook assignments, or read.

Students earned an episode of Mythbusters. In the afternoon, they watch an episode. Students with missing work had more time to turn in the work.

Thursday, January 19th

2012-01-19T16:18:00.002-07:00

Today we began work in the Exploring Space workbook. Students read the article, Seeing Faraway Things as Though Nearby, pgs. 1-3. The article discusses the invention of the telescope and how it was improved over time. Students answered the questions on pgs. 3-5

This afternoon, the Exploring Comets II workbook was handed out. We read article, pgs. 1-2, What Are Comets Made Of. It talks about how scientists are learning about comets by studying a comet that broke apart. By studying the parts of the comet, it helps scientists understand what makes up a comet. Students answered the question on pg. 2.

They began the Comet Comparisons, activity on pgs. 3-5. Students write a description of a picture of Comet Machholz.

Wednesday, January 18th

2012-01-18T16:09:00.002-07:00

Today we finished work in the Comets, Meteors, and Asteroids workbook. At the end of the hour, students turned in the workbook.

In the afternoon, students completed all assignments in the Exploring Comets workbook. It was turned in at the end of class.

Tuesday, January 17th

2012-01-17T20:39:00.000-07:00

Today we continued working in the Comets, Meteors, and Asteroids workbook. We read pgs. 13-21 and completed the questions and worksheets on pgs. 21-24.

In the afternoon, students complete pgs. 11-12 (Comet on a Stick) in the Exploring Comets workbook.

Friday, January 13th

2012-01-13T16:48:00.000-07:00

Students read It Was A Dark and Starry Night, pgs. 8-10 in Comets, Meteors, and Asteroids workbook. This explained how the first asteroid was discovered. It detailed the process of communication and cooperation among other scientists that led to confirmation of its discovery.

One of the radio telescope teams had a session in the afternoon. Students collected data on two quasars. (A quasar [quasi-stellar radio source] is a very energetic and distant active galactic nucleus.)

Thursday, January 12th (Substitute)

2012-01-12T16:04:00.002-07:00

There was a substitute today. I spent the day at the District Office in Professional Leadership Community (PLC) training. Most of my day was spent learning about better ways to test students and see what they know. We learned ways to identify which students did not fully understand the concepts and those who did. I learned a lot and it will help me better identify students who need assistance.

In the morning, the students read Kids Discover Telescopes and started working on a worksheet as a class. In the afternoon, students read the latest ScienceWorld issue.

Wednesday, January 11th

2012-01-11T16:46:00.000-07:00

Students complete the activity Meteoroids, Comets, and Asteroids in the Comets, Meteors, and Asteroids workbook. The assignment is found on pgs 4-7. Complete the Data Sheet on pg. 7. Students cut ¼-inch strip from a 2” wide strip of paper (this represents a scale of a meteoroid). This was glued to the “Meteoroid” section on the Data Sheet on pg. 7. Next, they cut a ¾-inch strip from the same paper (this represents a scale of a comet). This was glued to the “Comet” section. Finally, students take all their strips (four strips, 2” wide and 8½-inches long) and tape them together. Students measure and cut a 40” long strip and glue it on the Data Sheet. This represents a scale of an asteroid. This activity gives students an idea about the differing sizes of these three objects.

In the afternoon, student completed pgs. 6-10 (Ten Facts About Comets and Comet Acrostic) in Exploring Comets workbook.

Tuesday, January 10th

2012-01-10T16:04:00.000-07:00

Students received their Comets, Meteors, and Asteroids workbook. We read pages 1-3. The reading explained the differences between a meteoroid (rocks or dirt in space), meteor (the same rocks or dirt going through our atmosphere), and comet (a dirty snowball). There were a series of questions on pg. 3 students completed.

In the afternoon, students worked on pgs. 6-10 in the Exploring Comets workbook.

We read pgs. 6-7. This was a list of ten facts about comets. On pgs. 8-9, students selected three of the facts, wrote them in their own words, explained why the selected them, and how these facts help us learn about comets. On pgs. 9-10 is the Comet Acrostic assignment. Using the first letter in the word “comet,” students write a “poem” about the structure of comets. The assignments require them to complete two acrostics.

Monday, January 9th

2012-01-09T16:31:00.000-07:00

Today students worked on finishing the Planet Workbook assignment - Planet Research Project - pg. 25. Students select a planet, research information about that planet, and write a two-page paper about the planet. Students were told to turn in the Planet Workbook at the end of the hour.

In the afternoon, we began discussing comets. Students were handed out the Exploring Comets workbook. We read pgs. 1-4, which are an introduction to comets. After reading the pages, students answered questions on pgs. 4-6.

Friday, January 6th

2012-01-06T16:20:00.000-07:00

Students who scored a 2 or lower on the Seasons Unit Final Exam re-took the test today. Overall, I was pleased with the improved scores.

Students who had not finished the Planet Workbook assignment - History of Saturn's Discoveries - pgs. 14-15, worked on that assignment.

Students also began the Planet Workbook assignment - Planet Research Project - pg. 25. Students select a planet, research information about that planet, and write a two-page paper about the planet.

Thursday, January 5th

2012-01-05T16:32:00.001-07:00

Today, students completed the History of Saturn's Discoveries – pgs. 14-15 in the Planet Workbook. The first part of the assignment consisted of making a timeline (using cards) showing how we learned about Saturn.

The second part of the assignment consisted of students writing a one-page paper about one of the following topics:

Compose a letter to Galileo explaining how scientific understanding of Saturn has changed since the time of his observations. Address questions like: What news would be most exciting to share with Galileo? What advances have been made in technology? What additional discoveries were made due to these advances? What do we hope to learn by the year 2010, after the Cassini spacecraft has toured the Saturn system?
Explain the different categories of technologies that have been used to explore Saturn.
Explain why we use spacecraft to explore Saturn. What is the advantage of having Cassini orbit Saturn vs. having Pioneer 11 and the Voyagers fly-by the Saturn?

This helps students better understand how we have used technology to learn about the planets.

In the afternoon, the second group of students completed remediation for Seasons Unit Final Exam Retake. They will take the test tomorrow.

Wednesday, January 4th

2012-01-04T16:12:00.000-07:00

We continue working on the Planet Workbook . We finished Ceres and Pluto: Dwarf Planets as a New Way of Thinking about an Old Solar System (pgs. 16-24).

We started working on History of Saturn's Discoveries - pgs. 14-15. Students complete a timeline identifying significant events that have helped us learn more about Saturn. They use ten cards to complete this assignment.

In the afternoon, the first group of students completed the remediation assignments so they can take the Seasons Unit Final retake on Friday.

Tuesday, January 3rd

2012-01-03T16:15:00.000-07:00

Welcome to 2012!

We continued working on the Planet Workbook

Classifying Planets (pgs. 10-13) – Students are given different standards to classify the planets in the Solar System. Some of the ways the planets were classified include size (giant – larger than Earth or small – smaller than Earth), and Inferior planets (planets closer to the Sun than Earth) and superior planets (planets farther away from the Sun than Earth). Students were told to look for patterns in the classification. Were the rocky planets and the gas giants regularly classified in the same groups? If so, how?
Ceres and Pluto: Dwarf Planets as a New Way of Thinking about an Old Solar System (pgs. 16-24). This is an activity found at the NASA Dawn website. The purpose of the activity is to help students understand the differences between dwarf planets, planets, and asteroids. We began the activity and will continue tomorrow.

In the afternoon, we watched Traveler’s Guide to the Planets – Saturn.

Tomorrow and Thursday, students who got a 2-proficiency level (or less) on any part of the seasons test will spend the afternoon in remediation. During the time spent, we will review basic concepts, preparing students to re-take (and make-up) the test on Friday.

I am very disappointed by the results of the test. Two-thirds of my students have to go through remediation. What is so frustrating is the majority of them did not turn in their assignments that were supposed to be completed during the unit. I realize that many students did the work and still did not understand the concepts. I have no problem with spending the time working with him and helping them to better understand the concepts. My frustration comes from students who are perfectly capable of completing the assignments and understand the concepts, but don’t do the work. I’m working to find a way to deal with so many assignments that are not turned in.

ISS Commander Captures Unprecedented View of Comet Lovejoy

2011-12-22T18:43:00.000-07:00

ISS Commander Dan Burbank captured spectacular images of Comet Lovejoy as seen from about 240 miles above the Earth's horizon on Wednesday, December 21st. Burbank described seeing the comet as "the most amazing thing I have ever seen in space," in an interview with WDIV-TV in Detroit.

Thursday, December 22nd

2011-12-22T17:06:00.002-07:00

In the morning, students went to a joint choir-band-orchestra concert. After that was over, students who did not have any missing work made piñatas. After lunch, the activities continued for the next hour. In the afternoon, students watched a school-wide film, Cars 2. Have a Merry Christmas and we’ll continue exploring our Solar System in January!

Wednesday, December 21st - Winter Solstice!

2011-12-21T16:32:00.000-07:00

This morning, we had a breakfast for the students. The Student Council had a service project where students donated clothing, food, and other supplies for a local charity. The winners would be served breakfast by the losers. At the end, the girls brought in more than the boys did, so the boys served the girl breakfast. A good time was had by all. With Christmas break coming up, I decided not to start a new project. Students watched Traveler’s Guide to the Planets – Jupiter or an episode of Mythbusters. They were able to work on missing work during the video.

Tuesday, December 20th

2011-12-20T17:33:00.000-07:00

Students continued working Planets Workbook assignment - Complete pgs.6-10 - Kids Discover - Planets Worksheet. We finished watching Traveler' Guide to the Planets - Mars in the afternoon. Started watching Traveler' Guide to the Planets - Jupiter in the afternoon.

Monday, December 1`9th

2011-12-19T16:19:00.000-07:00

Today we finished reading Kids Discover - Planets as a class.

Students started working on a Planets Workbook assignment - Complete pgs.6-10 - Kids Discover - Planets Worksheet.

In the afternoon, we watched Traveler' Guide to the Planets - Mars.

The Journey of Comet Lovejoy

2011-12-17T09:27:00.000-07:00

The last two days have been exciting for astronomers and comet watchers. A bright comet, Comet Lovejoy, flew very close to the Sun. Astronomers expected the Comet to vaporize as it flew behind the Sun. Much to most everyone’s surprise, Comet Lovejoy survived the journey. The nucleus survived, but the Sun tore off its dust tail. Here’s a picture taken by the SOHO probe observing the Sun.

A series of movies were put together showing the Comet’s journey around the Sun. You can see them at the SOHO Pick of the Week webpage.

Friday, December 16th

2011-12-16T16:12:00.000-07:00

We began working on the Kids Discover – Planets magazine assignments. Students answered ten questions on pg. 5 in the Planets Workbook. The ten questions are true/false questions. Students answer them based on their current knowledge by placing a “T” or “F” in the “Before Reading” column.

We read the first seven pages in the magazine as a class. I have found that when students have a read the magazine/answer questions assignment, they want to jump right in and answer the questions without reading the entire magazine. There’s a lot of good information in the magazine I want the students to learn. That’s why I decided we would read it as a class.

Thursday, December 15th

2011-12-15T16:14:00.001-07:00

We began working on the Planets Workbook. We completed the assignment, Can You Planet, pgs. 1-4. Using a planetary table, students classified the planets. They completed two Venn diagrams. The first classified planets according to whether they just had moons, just had rings, or had both moons and rings. The second Venn diagram classified planets according to three characteristics: has moon, has rings, and is larger than Earth.

In the afternoon, students finished watching Traveler's Guide to the Planets - Venus and Mercury.

Wednesday, December 14th

2011-12-14T16:21:00.000-07:00

Today we finished Solar System Lecture and completed taking the unit notes.

In the afternoon, we finished watching NOVA: The Pluto Files. We began watching Traveler's Guide to the Planets - Venus & Mercury.

Tuesday, December 13th

2011-12-13T16:39:00.000-07:00

We continued Solar System Lecture. We will finish it tomorrow. Students continued completing their notes during lecture.

In the afternoon, student began watching NOVA: The Pluto Files. This episode discusses the controversy over changing the classification of Pluto from a planet to a dwarf planet.

Monday, December 12th

2011-12-12T16:25:00.002-07:00

Today we began the Solar System Unit (Standard III: Students will understand the relationship and attributes of objects in the Solar System).

We began the Solar System Lecture. While listening to the lecture, student were to complete the unit notes.

In the afternoon, students watched 95 Worlds and Counting. They also took notes during the video. When we talk about the Solar System, we usually talk about the planets. We tend to ignore the moons. This video selects a few moons in the Solar System and presents them to the students.

Friday, December 9th

2011-12-09T17:18:00.002-07:00

We began the planets unit today. Students work on some planet, comet, and asteroid worksheets. set of worksheets. To complete the worksheets, they need to use a solar system fact sheet. One of the skills students develop is learning how to use solar system tables to provide information about the components of the solar system.

Based on student interest, I put together a radio telescope team. Today was our first session. We supported the quasar variable study campaign. A quasar is an active radio galaxy. It’s putting out a lot of radio energy because of a black hole in the core of the galaxy. Scientists at NASA (Jet Propulsion Laboratory) are using this information. The team consists of twenty students. All twenty students were involved today so they had the opportunity to learn how we do our sessions. In the future, only ten students will participate in a session.

Thursday, December 8th

2011-12-08T18:19:00.000-07:00

We finished the seasons unit final exam today. Our next unit will be the solar system unit (Standard III: Students will understand the relationship and attributes of objects in the solar system).

Today was also the last day for students to do research on the Solar WebQuest. Students will begin working on their presentations Monday.

Wednesday, December 7th

2011-12-07T17:19:00.000-07:00

Today we began taking the seasons unit final exam. Since the classes were shorter today because of late start we were able to finish only Part I. We will continue tomorrow.

In the afternoon, students continued to work on the Solar WebQuest. Tomorrow will be the last day in the computer lab.

Tuesday, December 6th

2011-12-06T15:50:00.002-07:00

We wrapped up our seasons unit today. Students did two assignments showing how the hours of daylight and nighttime change throughout the year.

Seasons Lab - Sunrise, Sunset. Students are given a table showing sunrise and sunset times throughout the year in Salt Lake City. Analyzing the data, they completed a worksheet answer questions about changing daylight/nighttime throughout the year.
Seasons Lab - Tracking Sunrise and Sunset. Students use a data table and make a graph showing sunrise and sunset throughout the year.

In the afternoon students began working on the Solar WebQuest. They are in the research process. The premise behind the WebQuest is that aliens have kidnapped the principal and are holding her hostage. Students must make a presentation about the Sun to the Intergalactic Council. If the presentation is good enough, they will order her freed.

The purpose of this activity is to introduce students to the Sun. They learn facts about the Sun, solar structure, etc. This is the first activity in what will be an extended unit.

Monday, December 5th

2011-12-05T16:46:00.000-07:00

We continued doing lab activities that demonstrate the higher in the sky the Sun is, the heat energy we receive is more concentrated and warmer; the lower the Sun is in the sky, the heat energy we receive is more spreadout and cooler.

Seasons Lab - The Shadow Knows. Students place a small piece of straw in clay. Using a protractor, they shine light towards the straw from four different angles. At each angle, they measure the length of the straw’s shadow. They should have found that the larger the angle, the shorter the shadow. The smaller the angle, the longer the shadow.
Seasons Lab - Sun's Height Above the Horizon. Students shine a penlight on graph paper from four different angles. Each angle represents how high in the sky the Sun appears on the first day of each season. They draw a circle around the light on the graph paper. They count the number of squares covered on each date. What they should have found was that on the first day of summer, fewer squares were covered. The light was concentrated over a small area. On the first day of winter, the same amount of light is spread out over many more squares. On the first day of fall and spring, they should have found the number of squares covered by the light about half way between the number of squares covered on the first day of summer and the number of squares covered on the first day of winter.

In the afternoon, students did an activity called Earth Calling. This activity demonstrated the problems with communicating with our space probes. A metronome is used to control steps. One student represents the space probe. The space probe can only move one-step (heel-to-toe) every other beat. Another student represents the signal that is used to communicate with the spacecraft. Since the message travels at the speed of light, they student can move one-step (heel-to-toe) every beat. Students serve as mission control. They have to guide the spacecraft to a planet, tell it to photograph that planet, and return to Earth. They had to consider the time it would take the message to arrive to the spacecraft and decide when to send the message telling the spacecraft to do something.

They found it wasn’t that easy and, more often than not, they did not successfully get the space probe to the planet.

Friday, December 2nd

2011-12-02T16:38:00.000-07:00

Here’s what we did today.

Since it was a clear day (until 4^th hour, dagnabit!), students in 2^nd and 3^rd Hour completed a seasons lab - Why is Summer Hot? Students place a thermometer in direct sunshine. A second thermometer is placed flat on the ground.

Students check the temperature four times over twenty minutes. They should find that the thermometer in direct sunlight should have the higher temperature. The thermometer on the ground should have a lower temperature.

This activity demonstrates the difference between direct and indirect heat energy from the Sun.

Classes completed the Seasons Four Times a Year activity.

Thursday, December 1st

2011-12-01T16:14:00.000-07:00

Here’s what we did today.

Students completed a seasons lab, Heating the Earth’s Surface. The purpose of this activity was to compare three different surfaces (dark dirt, light sand, and water) and measure which heats up the quickest in ten minutes. A lamp is placed over the pan holding the dirt, sand, and water. Students measure the temperature once a minute for ten minutes.

Then, the light is turned off. They measure which cools off the quickest by measuring the temperature once a minute for ten minutes.

We are going to begin a unit on the Sun in the afternoon. Students watched Bill Nye Sun today.

Wednesday, November 30th

2011-11-30T16:17:00.000-07:00

Here’s what we did today.

We worked on the following seasons lab activities:

Seasons Sequence – Students use a ball to represent the Earth. They place toothpicks at each end. Then, they move it to the four positions where we have seasons change (making sure the Earth always tilts in the right direction!). They shine a flashlight on it as it goes around the “Sun.” The activity reinforces yesterday’s lab, Reasons for the Seasons.
Angle of Light Rays and Surface Distribution – Students shine a flashlight three different angles (90 degrees, 60 degrees, 30 degrees). They draw a circle showing how much area the light covers at each angle and compare the three. This activity demonstrates that the larger the angle of sunlight, the smaller the area it covers; the smaller the angle, the more spread out the light is on the surface. It demonstrates direct and indirect sunlight.
Began Seasons Lab Activity - Seasons Four Times a Year.

In the afternoon, we discussed principles of Radio Astronomy. I have decided that I want to use the GAVRT program as a part of my class in the afternoon. I’ll have more information later.

Tuesday, November 29th

2011-11-29T17:32:00.000-07:00

Students were put into groups today. Once they were in their groups, they each were given a specific responsibility (Captain, Materials Manager, Timekeeper, Data Keeper, and Wildcard). Students are responsible for helping their group complete projects.

Students completed a seasons lab – Reason for the Seasons. Using an Earth globe, students place it at four different places (representing the Earth’s location at each season). They shine a flashlight on the Earth at each position. They identify whether the Sun is located above, below, or on the equator. This helps them determine the appropriate season. They also see a model of how the Earth revolves around the Sun in a year and how the Earth appears.

In the afternoon, students continued working on the ScienceWorld magazine assignment.

Monday, November 28th

2011-11-28T18:56:00.002-07:00

Students had a substitute today.

They watched a video in the morning (Journey to the Edge of the Universe). They took notes while watching the video. In the afternoon, they read ScienceWorld magazine and wrote summaries about the articles.

Curiosity on It's Way to Mars.

2011-11-26T10:00:00.000-07:00

A signal from NASA's Mars Science Laboratory spacecraft, including the new Curiosity rover, has been received by officials on the ground. The spacecraft is flying free and headed for Mars after separation from the United Launch Alliance Atlas V rocket that started it on its journey to the Red Planet. Liftoff was on time at 10:02 a.m. EST from Space Launch Complex 41 on Cape Canaveral Air Force Station in Florida.

Coming Back Down to our Fragile Oasis

2011-11-23T20:21:00.000-07:00

A time-lapse video is about as close as we can come to show what astronauts see in space. This time-lapse video is a collaboration between images taken by Ron Garan and Mike Fossum from the International Space Station and music from Peter Gabriel. The music featured in the video is Peter Gabriel's "Down to Earth".

All of the sequences for this video were shot by either Mike Fossum or Ron Garan.

Tuesday, November 22nd

2011-11-22T19:43:00.000-07:00

Today being the last day of the trimester, students had a chance to make up any missing work. I was quite pleased. Out of about 80 students in our core, I ended up with four students still missing work. I was very pleased with the effort on the part of my students.

We will begin doing seasons lab activities after we return from the Thanksgiving break on Monday.

Have a great Thanksgiving.

Monday, November 21st

2011-11-21T17:01:00.000-07:00

Students finished working on the Space Science textbook assignment.

They also began working on making a seasons vocabulary book using the key vocabulary from their notes.

In the afternoon students participated in different Thanksgiving activities.

Friday, November 18th

2011-11-18T16:18:00.002-07:00

After grading some of the textbook assignments, I realized that quite a few of my students didn’t know who to read and get information from a text. Today was spent going over the text and showing students how to go about finding answers.

In the afternoon, students with missing work worked on those assignments.

Thursday, November 17th

2011-11-17T16:48:00.000-07:00

Today students continued working on the textbook assignment on the seasons (Space Science, pgs. 43-49).

In the afternoon, students continued working on the ScienceWorld assignment.

Wednesday, November 16th

2011-11-16T17:06:00.000-07:00

Today, we watched Science Court: Seasons. After the video, students began working on the textbook assignment (Space Science, Section 2.1, pgs. 43-49).

In the afternoon, students worked on the ScienceWorld magazine assignment.

Tuesday, November 15th

2011-11-15T15:46:00.002-07:00

Today we finished the seasons lecture. After the lecture, we read section 2.1 in the Space Sciences textbook (pgs. 43-49). This was a review of the reason for the seasons.