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Elizabeth (Lizz) Klammer ("Ms Klammer")
Toni Setteducato



April 10, 2017

Ms. Setteducato


ES2: The Dynamic Earth

Level 2 geologists will be further examining seafloor spreading as evidence for plate tectonics through a simple demonstration. Using our understanding of tectonic theory and plate movement, students will be forming groups and begin constructing a plan for their tectonic boundaries models, to be constructed the week we return from spring break. Thursday will be used for pre-field trip preparation, as we design our inquiries and criteria for our exploration of Glen Park Canyon on Friday, April 14!

*NOTE - The mid-semester assessment has been postponed until Friday, 5/5!*

Essential Questions:

How did the discovery of the Mid Ocean Ridge system contribute to the theory of seafloor spreading?

What evidence of tectonic forces within the earth can be observed right here in San Francisco?

Homework:

Due Date

Assignment

Wednesday, 4/12

  • Plate boundaries 2-D models due

  • STEAM Day proposals due!

Friday, 4/14

  • Glen Park Canyon research complete




LS2: Green Genes

Level 2 biologists have taken their study of genetics & heredity in a whole new and unpredicated direction! With the discovery of a local “problem”, students have embarked on a PBL that will incorporate their biological knowledge on many interdisciplinary levels. This week we will focus in on essential questions that will serve as the driving inquiries for this PBL about the Mission frogs. From here, we will begin to identify the research required and form research teams.

*NOTE - The mid-semester assessment has been postponed until Friday, 5/5!*

Essential Questions:

How can we design biological inquiries about the Mission frogs?

Homework:

Due Date

Assignment

Wednesday, 4/12

  • KWL chart due

  • STEAM Day proposals due!

Friday, 4/14

  • PBL Research Part 1 due

  • Mid-semester assessment study guide complete




PS1: May Newton’s Forces Be With You


Level 1 physicists will conduct a lab as a whole class on the law of conservation of energy that will help us better conceptualize how energy can be transferred and transformed. We will then be working together as “energy experts” to design models that demonstrate different forms of energy and how energy is converted and affects matter.

*NOTE - The mid-semester assessment has been postponed until Friday, 5/5!*

Essential Questions:

How can we model the law of conservation of energy?

How does energy convert into other forms?

Homework:

Due Date

Assignment

Wednesday, 4/12

  • LoCE lab follow up

  • STEAM Day proposals due!

Friday, 4/14

  • Complete “Energy Splash”




PS2: Energy in Motion


Level 2 physicists will work in teams to design a lab in which they will explore and demonstrate the interactions and behavior of waves, such as reflection, refraction, diffraction, and interference. Each team will test out the other’s labs in order to better conceptualize these wave interactions. We will end the week with a fun side exploration into black holes!

*NOTE - The mid-semester assessment has been postponed until Friday, 5/5!*

Essential Questions:

How do waves interact and behave throughout the universe?

Homework:

Due Date

Assignment

Wednesday, 4/12

  • Wave Interactions Lab: intro, experimental design and procedure due

Friday, 4/14

  • Black Holes Webquest



Mrs. Klammer

Period 2 Earth’s Place in the Universe

Last week, the future astrogeologists reviewed their knowledge on cycles. Students were reintroduced to the water and rock cycles. As the week moved on we began discussions on how the water weathers, breaks down and creates sedimentary rocks. Students looked at igneous rocks under the stereoscope to find mineral crystals. Our scientists will be moving deeper into volcanology and learn about the different kinds of volcanoes.

Essential Questions:

· What are the three major kinds of volcanoes?

· What kind of lava is the least explosive (or most explosive)?

· What is a pyroclastic blast?

· Where are the volcanoes located in California?

· What is the ring of fire?

Homework -

Tuesday and Thursday: Students are to work on their presentation of their California volcano.



Period 3 and 4 Life Science

Last week students are expanding their knowledge of the classification system by investigating the Phylum Arthropoda. Students will continue their dissection lab on the crayfish and learn how it compares to the grasshopper. The students will then move on to vertebrates and the major classes. Students will create a mythical creature with all five major vertebrate class characteristics.

Essential Questions:

· How do arthropods reproduce?

· How do crayfish and grasshoppers compare and contrast?

· What are the seven classes of vertebrates?

· What are the main differences between the five classes?

· How do the three different fish classes differ?

Homework:

Tuesday- Study your notes for a “pop quiz” on Wednesday.

Thursday-Test on Invertebrates.



Period 9 Newton’s Forces

Last week, the students were moving on to the principles of Work/Power and will be working on science math word problems. Equations were given in class. Students reviewed simple machines and were introduced to the principle of mechanical advantage. At the end of the week, students were introduced to an inquiry lab in which they had to build a third class lever catapult within 30 minutes. Small plastic eyeballs were flying! Next week, students will continue their lab and improve upon their catapults. Competition on the farthest launch will be conducted outside. The week will continue with the students problem solving a variety of simple machine labs

Essential Questions:

· What are the different kinds of simple machines?

· What is mechanical advantage?

· Give an example of a 1st, 2nd and 3rd class lever.

· How do you make a catapult throw a ping-pong ball over two meters?

Homework: Students should be working on their STEAM DAY science fair hypothesis and question.

 

       
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an emphasis on science, math and technology

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