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Archive for Class Work

Have a wonderful summer!

Grade 8 V

under: Class Work

We have completed the sections of Space Science that we can, and have had the final exam.  Now is the time to sit back and enjoy one of the better films about our explorations in space – the true story of Apollo 13.


Apollo 13 was the seventh manned mission in the American Apollo space program and the third intended to land on the Moon. The craft was successfully launched toward the Moon, but the landing had to be aborted after an oxygen tank exploded, severely damaging the spacecraft’s electrical system. The flight was commanded by JimLovell  with  “Jack” Swigert as Command Module pilot and Fred W. Haise as Lunar Module pilot.

The mission was launched on April 11, 1970 at 13:13 CST. Two days later an oxygen tank ruptured which crippled the service module upon which the Command Module depended. To save its batteries and the oxygen needed for the last hours of flight, the crew instead used the Lunar Module’s resources as a “lifeboat” during the return trip to Earth. Despite great hardship caused by limited power, loss of cabin heat, shortage of potable water and the critical need to jury-rig the carbon dioxide removal system, the crew returned safely to Earth on April 17.

I know you will enjoy the film, and it’s a great way to close our study of Space Science, and send us off on our own journeys into high school!

under: Class Work

Below are videos to serve as an introduction to the Grade 8 Class trip to Washington, D.C.  We have a video on the National Air and Space Museum, the National Museum of Natural History, the US Capitol Dome’s 150th Anniversary, and The Three Branches of Government: How They Function.

under: Class Work

Here is a video that we watched in class to explore
the basic facts of the Solar System!  You can learn some cool information
about each of the 8 planets! Use this video to complete your
Interesting Facts chart in your packet.
Click on the picture to watch!

our solar system

Check out this link to compare the planets


We have begun our study of the planets in our Solar System.  Earth is one of the eight planets in our solar system as defined by the International Astronomical Union.  In your studies you will learn the current definition of the word planet, and why Pluto is no longer considered a planet, but now rather, a dwarf planet.  Below is a basic outline of what we are studying.  For this unit we will be focusing on the TrackStar web-based activities and the Planet Creation Project.  Links to these sites are under PROJECT RESOURCES on the right aside of this web page.

Outline for The Solar System

  • Planets orbit the Sun at different distances.

Planets have different sizes and distances.

Distances – How far from the sun, and its effects on temperatures

Orbits – periods of revolution

  • The solar system formed from a swirling cloud of gas and dust.


  • The inner solar system has rocky planets.

The terrestrial planets have rocky crusts.

1. Processes and Surface Features

2. Atmospheres

Craters cover the surface of Mercury.

Volcanoes shape the surface of Venus.

Erosion changes the appearance of Mars.

1. Surface of Mars

2. Gases and Water on Mars

  • The outer solar system has four giant planets.

The gas giants have very deep atmospheres.

Jupiter is a world of storms and clouds.

Saturn has large rings.

Uranus and Neptune are extremely cold.

Birth of the Solar System

 (A National Geographic Video)


If Earth had Rings

under: Class Work

Daylight Hours Explorer
This week’s assignment is to explore the following flash application available at this link here. Our goal is to analyze the graph and how the hours of daylight change over the course of year at various latitudes on Earth.

Answer the following questions on separate paper or the answer sheet in your
Chapter 2 Notes packet (page 8 or 10) .

This is to be used as background
for your WORM activity.

WORM LOGO1) Examine the daylight hours over the course of the year for the town of Bourne. Use your internet skills to to determine the latitude of Bourne and then adjust the bar to that degree latitude.

  • When is the longest day of the year?
  • The shortest?
  • What days does Bourne receive 12 hours of daylight?
  • What is the most amount of sunlight Bourne receives?
  • The least?

2) Work with the animation, think about what you are doing, and then answer the questions.

  • At what degree latitude do people begin to experience 24 hours of daylight or night time?
  • Why does this occur on our planet?
  • What happens to the amount of daylight at the North Pole and South Pole (90 degrees North and South)?  Describe why this occurs.

Adjust the latitude to at least two other latitudes.

Make sure one is in the southern hemisphere.

  • After analyzing the graphs, write a conclusion stating how the hours of daylight change as someone travels North or South of the EquatorWhat is the relationship between the following vocabulary terms and concepts?.

Be sure you use the following vocabulary words in your conclusions:







Alternate Activity:

Do two activities:

The Earth and Beyond: Day and Night

Sunrise and Sunset and Day Length


              When you complete the activities and get 4 of 4 questions correct,

print the pages that shows you did it and put your name on it!

Children's university Webpage

under: Class Work

Week of May 11 PLAY ORBIT

Posted by: | May 10, 2015 | 1 Comment |

An At-Home Assignment

Playing the Game – Orbit (Click Below)

Playing  the Game - Orbit  (Click Below)

Playing the Game – ORBIT

Play the game at home and record as much as you can about the behavior of the orange ball (the comet). Try to send the comet into orbit at different speeds to see what happens and ask how the comet interacts with different objects.

For example:

  • What happens as the ball gets closer to the objects?

  • What happens to the orange ball as the objects get bigger?

  • What happens when there is more than one object?

  • What effect, if any, does the speed of the orange ball have on its path?

  • Write a concluding statement summarizing what you learned.

  • What level did you reach?

Try to make the orange comet stay on the screen for as long as you can!

Click on the link below to get a worksheet you can use to record your observations, or simply write your own notes on a piece of paper.

Orbit Worksheet

under: Class Work

Welcome to Space Science

We are beginning our study of Space Science, also called Astronomy.  We will begin by exploring the various objects that man finds in the night sky, and try to grasp the size and distance of these objects.   The class will discuss and watch a video on the early space explorations of man.  The week will focus on the topic:

Exploring Space

Look at the objects below in the pictures. We looked at the photos and worked together to try to put them in order to answer:

How Big?

How Far?

How Old?

Try to do these yourself again!

Objects in Space - A Sorting Activity

Video from Class: The Unfolding Universe

Follow along with the worksheet in your CH 1 Notes packet.



The Known Universe by American Museum of Natural HistoryAmerican Museum of Natural History

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We have the Climate Projects due this week.  Many of you have done Glogsters, Prezis and Weeblys!   Awesome!

I will try to get links to these online!

Also, the Earth’s Atmosphere Unit Exam is this week.


Music Video

Click Drops of Atmosphere to see the  review of

Layers of the Atmosphere

under: Class Work


and CLIMATE PROJECT (due April 16)

climate zones

We are studying the factors that may affect Climate.



Click on the image above for the Climate Comparison Project guidelines and research pages.   The link to the Notes pages is to the right of this web page under Classroom Notes.

 Climate is the average atmospheric and weather conditions of a location over a long period of time.  We describe Climate in terms of two descriptions -
temperature and precipitation

The temperatures of a location can be affected by any of four factors, as shown below when we used the Smartboard Maps.

World Temperature Map and Climate Factors

World Temperature Map and Climate Factors

Check out this link to Ocean Current Animations:
Remember, the Gulf Stream Ocean Current affects us here on the south side of Cape Cod.  The waters of Nantucket Sound and Buzzards Bay in summer are warmer than the cooler waters of Cape Cod Bay – remember this when you’re headed to the beaches this summer!

The precipitation of a location can be affected by either of two factors, as shown below when we used the Smartboard Maps.

World Precipitation Map and Climate Factors

Note the effects of the Prevailing Winds on the levels of precipitation.  Global winds that blow across ocean areas bring moisture, such as the Trade Winds blowing into the Caribbean Islands and Southeast Asia. When the Trade Winds blow from south Asia onto northern Africa, they blow across land, bringing very dry winds and little rain into the Sahara Desert area.

The Westerlies blow across the North Atlantic Ocean bringing lots of moisture and rain to Ireland, England and Scotland!

Below is a diagram showing the effects of Mountains on the precipitation pattern of a location.

The side of the mountain facing the wind, the windward side, gets much more rain than the dry leeward side.   


Effects of Mountains on Rainfall : Windward  & Leeward

Effects of Mountains on Rainfall : Windward & Leeward

Factors Affecting Climate - A Graphic Organizer

under: Class Work

Below is a lesson on GLOBAL WINDS, presented by a friend who is also a science teacher, Mr. Sean Mussleman.

Here is one of the Venn Word Banks we are doing in class this week. use this as a study guide – know the meanings and explanations of all the terms!

  •  Describe the relationship between Heat, Pressure and Wind

  • How does this relationship affect the formation of winds?  You can describe either local winds or global winds.


Be complete in your descriptions and your naming of the winds.


The Sun heats and cools the land faster than water.  We call this  UNEQUAL HEATING.

This UNEQUAL HEATING causes  differences in pressure.

Differences in pressure cause winds to blow because AIR moves from HIGH PRESSURE to LOW PRESSURE.

Extra Credit – Develop an experiment to do this, and report on your findings. Use science facts and ideas to explain what you did.

Extra Credit - Develop an experiment to do this, and report on your findings.  Use science facts and ideas to explain what you did.


Fun Facts about Wind:  Click Here

We have been studying the effects of unequal heating of the Earth’s surface, and the resulting wind patterns these cause.  Land that is heated more directly absorbs more of the sun’s heat through radiation.  The ground touches the air, and through conduction, heats the air – the air becomes less dense which causes it to rise.  This creates an area of lower pressure in the atmosphere.  As the air rises, it cools, becomes more dense, and then falls back to the earth, creating an area of higher pressure.  The movement of the air creates a convection current.


Moving air is called WIND.

Global Winds

The spinning of the Earth causes the winds to bend to the right as they move across the globe.  We call this effect the Coriolis EffectGlobal Winds are winds that move across large areas around the globe. There are three major Global Wind Belts – the Trade Winds, the Westerlies and the Easterlies.  These wind belts are found in both the Northern and the Southern Hemispheres.  There are also areas of calm winds, called the doldrums near the equator, and the Horse Latitudes nearthe 30 degrees latitudes.  See the diagrams below.

Global Wind Belts

Global Winds Diagram

Local Winds

The same convection currents that cause the Global Winds also affect the atmosphere at the local level, especially at the seacoast.  Here on Cape Cod we experience these local winds during the summer.  Cape Cod is kept cool, sort of a natural air-conditioning, by the local sea and land breezes.  The hot summer sun heats the land on Cape, causing the air to rise (low pressure). Cooler descending air from the water (higher pressure) rushes in to take the place of the rising warm air on land, forming a cooling Sea Breeze.  This keeps the Cape comfortable on most summer days.  At night, the land cools down much faster, the warmer ocean water heats the air, causing the air over the water to rise. Cooler air from the land moves in to take the place of the rising are, creating a Land Breeze.

Study the diagram below, and then CLICK on it to see the animation!.

SmartBoard Land and Sea Breezes

Both Global Winds and Local Winds are caused by the unequal heating of the Earth’s surface, creating differences in air temperatures and air pressures.

Air (wind) always moves from HIGH pressure to LOW pressure.

 This Wind’s About to Blow!

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