The Lorax (1972) by Dr. Seuss

Hello all!  After the debate about the trees and the soil, I thought what a great way to move into more ecological issues and how creatures live together, the Lorax would be a great place to start!  :)

Enjoy!  If you were one of the lucky ones, enjoy your dirt cake and gummy worms!!!

Dirt! The Movie

Here are a few questions to help you with your reflection:

Several people in the film indicate that working in dirt is calming or satisfying. In your experience, is this true? If so, why?

What is your reaction to hearing about the number of farmer suicides in rural India over the past decade? (The film reports there were 200,000.) If such a thing occurred in this country, what do you think would happen?

Paul Stamets – Mycologist/ Author

In the film, mycologist Paul Stamets characterizes the human species as a virus because of the harmful effects our activities have had on the land. Do you accept his analogy? Why or why not?

How can humans “listen to nature” and bring their needs and activities into alignment with those of nature? Are there ways you can be more attentive to the natural world in your daily life? How?

Keeping in mind the hummingbird story told in the film, do you think doing the best you can is enough to preserve the health of the planet, even if millions of people do their best? What responsibility do governments have to help maintain a healthy planet for future generations?

Wangari Maathai-Green Movement 

What feelings are you left with after seeing this film? Do you feel motivated or empowered to make changes, either personally or as part of a group effort, to keep Earth’s soil healthy? What part(s) of the film especially resonated with you? What did you learn from the movie? How do you feel about dirt(soil) after watching this film? Do you feel that Dirt is really important as the film states?  

(Questions based on the online Discussion Document for the film)  The Link: http://dirt.3cdn.net/42325b9d5b01e4fa28_n8m6yhdo1.pdf

If you are interested in this amazing movie, here is a little taste!  

After you finish your reflection about the video, visit the website Doctor Dirt to find out some more interesting Facts about Soil.  http://www.doctordirt.com/soilfact/

Visit the Microbe Zoo website to see the creatures that live in all the extreme places on Earth and what they do.  CHOOSE ONE of the areas in Dirtland and explore what the issues are and what the microbes help to do, and how they live there!  Here is the link:  http://commtechlab.msu.edu/sites/dlc-me/zoo/zdmain.html

Amazing Invertebrates!!!

So we have learned about vertebrates and now have a general idea of the five vertebrate categories of the Animal Kingdom. We have categorized them all and now we are going to learn about the invertebrates.  There is an interesting quote that I read in a book. Think about this... "If all mankind were to disappear, the world would regenerate back to the rich state of equilibrium that existed ten thousand years ago. IF insects were to vanish, the environment would collapse into chaos." - Edward O. Wilson

Now the following videos will help you to get an idea of the various invertebrates we have in our world.

Bill Nye Part I, II, III (Invertebrates)

Those Amazing Animals!!!

Below I have embedded a playlist from my YouTube account.  We will watch them in class, but if you were absent you can see them here!  :) ENJOY!!!

Welcome!

Welcome to Grade 7 Science!  This year we will study multiple exciting topics such as:  classification, fungus, animals, and plants, food chains, food webs, energy pyramids, and ecology of ecosystems. We will also study space exploration, light and sound, and other waves on Earth. It will be an exciting year!  

Link to Plate Tectonic PowerPoint from Class

Here is the Slideshare version of the PowerPoint used in class for the Eggy Earth Model Activity.

Plate tectonics

View more presentations from Janice3252.

Post Assessment of Waves

https://docs.google.com/spreadsheet/viewform?formkey=dFB1Z1dNWUh5MXZvR1NwdWJyT0VCT0E6MQ

Please complete the test again (Tuesday, May 29, 2012) to check for your new knowledge of waves.  :) 

Waves of the Earth Assignment Instructions

Choose one topic that has to do with waves on Earth:  Hurricanes, tsunamis, or Earthquakes.
 
Your task is to write an informational blog post of 600-2000 words in length about one of these topics and connect it to what you have been learning about waves and how they work.
 
Points of discussion, but not limited to:
What is it?
Why/How does it occur?
Where do they mostly occur?
What are the effects of it?
How can science help to predict, or keep us safe from these natural disturbances in the Earth's crust, ocean's and atmosphere?  (Remember choose only one of the above topics)
What warning systems are in place?
What are the benefits or limitations of them?
Are there other issues that cause problems or interfere with have good safety features or warning systems set up like economics, environment, politics...?  

I CAN'T WAIT TO READ WHAT YOU FIND OUT!!!!
 

Websites you could use for reliable information:
Southern California Earthquake Center (SCEC). (2007). Animations and movies. Retrieved from: http://www.scec.org/resources/movies.html

YouTube video on Japan Earthquake Animation of Foreshocks, mainshock and Aftershocks!
http://www.youtube.com/watch?v=dpOI8vkJ-G4&feature=related

YouTube video on How tsunamis relate to Earthquakes! Good one. 
http://www.youtube.com/watch?v=chbbiSCczB8&feature=related

YouTube video on Hurricane Katrina Historic Storm Surge. These guys are crazy!
http://www.youtube.com/watch?v=-Kou0HBpX4A&feature=related

USGS (United States Geological Survey) and Science Education
http://www.usgs.gov
http://earthquake.usgs.gov/learn/animations/

Animation of Tsunamis
http://www.iris.edu/hq/files/programs/education_and_outreach/aotm/interactive/PNW_vs_Japan.swf

Provincial Emergency Program (PEP). (n.d.). Tsunami animation. Retrieved from: http://www.pep.bc.ca/tsunamis/causes_2.htm

Milliner, J., & McDaris, J. (2011). Hurricane visualization. Retrieved from: http://serc.carleton.edu/NAGTWorkshops/hurricanes/visualizations/hurricanes.html

National Data Buoy Link

http://www.ndbc.noaa.gov/

Before going to the site, predict where you think the biggest waves will be found.

HOW TO USE THE MAP:  Place your cursor on the map (yellow markers indicate data-generating stations with recent data). Click on several different yellow markers to explore the data offered. Some buoys provide graphical information about water column height; others provide temperature data (water and air), wind speed/direction, and atmospheric pressure.  

TAKE NOTES to share in class and REFLECT on this experience : 

USE this link to explore various buoys in the oceans, or the Great Lakes.  Where are waves the highest and the lowest? What do you think makes them so high?  Make sure that you note the date you accessed the link.  What types of buoys were they?  What atmospheric pressure or wind speed was at that location?  What causes waves to become so high or low?  Why might these buoys be helpful to meteorologists, cities on the coast (seaside), boatsmen, you...? 

Take the waves Pre-test...How much do you already know?

Click on the link below and see how much material you know from the first chapter.  DO NOT DO RESEARCH OR USE YOUR TEXTBOOK.  This is a test to SEE WHAT YOU KNOW not what you can find out.  


https://docs.google.com/spreadsheet/viewform?formkey=dFB1Z1dNWUh5MXZvR1NwdWJyT0VCT0E6MQ

What are the Properties of Waves? How do they interact?

Today in class we completed a discovery activity using trays of water and clay to investigate how waves react when they interact with each other, reach a barrier, or reach two barriers.  

In a new blog post, explain the materials you and your partner used, the tests you completed for each scenario (no barriers, one barrier, two barriers) and be sure to explain how the waves reacted when they met. 


When you complete your analysis of your observations then go to this simulator to discover more about the interactions of waves.  http://phet.colorado.edu/en/simulation/wave-interference
Try different combinations. Try increasing the amplitude or the frequency. Add another dripping faucet. Add a barrier (wall) or try a slit or two.  Try turning the sink to the side view.  


How do these changes affect the appearance of the waves?  What have you learned about wave properties (wavelength, frequency, and amplitude) and how waves interact? You should be able to discuss these topics in class and in your blog posts. 

Space Exploration: Is it worth the cost?

Introduction to the Essay:

How many of the planets in our solar system have been photographed up close or visited by space probes from Earth? ALL OF THEM!  :)  What have we learned about them that couldn't be learned with Earth-based observations?  Surface features, existence of minor moons, existence of rings, properties such as magnetic fields, composition of rocks, and so on. Have any of the moons or planets in the solar system been explored by astronauts?  YES! Our own moon!  :)

Assignment:

So, my question to you is:  What value is there in exploring space?  If there is value in exploring space, is there any real value in sending people to explore space or just nonliving beings like robots or space probes?

Please read pages 92 and 93 in your Astronomy Textbook (Science Explorer).  Then, you will write an essay about your opinion based on facts and your own knowledge you gained from the unit.  Be sure that you provide your opinion about where you stand on the issue.

The main question is:  How much is space exploration really worth to human society? Does it outweigh the costs? What are the benefits and what are our limitations?

Questions to be answered in paragraph form:

1.  In your own words, discuss the various costs and benefits of space exploration.

2.  Make suggestions for three different approaches to space exploration:  sending humans to the moon or another planet, doing only Earth-based research, and one other opinion/suggestion for possible space exploration.

3.  What are the benefits and drawbacks of each of these approaches.

4.  Imagine that you are a member of Congress (government), who has to vote on a new budget (money to be spent).  There is a fixed amount of money to spend, so you have to decide which needs to your country is the most important.  Discuss the top five to ten priority areas (such as medical research, health, transportation systems, roadways, education, science studies, etc...).  Give back-up or your reasonings for your decision. Which would get the most funding (money)?  Where do you think space exploration should be in your prioritized list?

Concluding thoughts...

For help in your research go to the GO ONLINE at www.phschool.com website.  Then, type in the web code:  cfh-5030.  Here you will find more on space exploration.  (BELOW YOU WILL FIND SOME TIPS ON WHAT TO RESEARCH)

http://www.theurbn.com/2011/05/space-exploration/--Space Exploration in 2035

Search the Internet to learn more about the debate over space exploration.

The following key words will help you gather information:

• NASA spinoffs
• Space exploration benefits
• Space exploration costs
• Space exploration dangers

Tips for an Effective Internet Search

• Be aware that search engines present pages in descending order of relevancy; the most useful pages will be at the top of the list.
• To help determine whether the Web page is a reliable source, note the URL endings. Educational institutions maintain sites ending in .edu. Government agencies maintain sites ending in .gov. Nonprofit organizations maintain sites ending in .org. Sites ending in .com are commercially or personally maintained.
• Be sure to respect copyrighted material.

Meteor Craters: How are they created?

This class we will investigate various websites and complete an measurement and location activity using Google Earth. You will locate 10 major craters on Earth's surface and measure their diameters.  Which one is the biggest?  How do their sizes compare?  Do they all look the same?  Which one is the oldest?  If you were to stand in them, how long would it take you to get to the other side?  How do the craters compare to those we see on the moon?  Extension:  How do scientists know which crater is older and the age of craters?  

Before you begin, have a look at these websites to get your thinking started...

http://www.meteorcrater.com/

http://www.wired.com/wiredscience/2009/08/impactcraters/all/1

How many craters do you think there are?  Have a look! 
http://geology.com/meteor-impact-craters.shtml

You will be using this website, but I have printed it for you to write on in class. 
http://supernova7.apsc.csi.cuny.edu/google_earth_impacts_worksheet%5B1%5D.pdf

To help you identify the craters when using Google Earth, you may need to use this link to help you. 
http://www.environmentalgraffiti.com/featured/10-greatest-major-impact-craters-on-earth/1403?image=0

Exploring Space Today

http://www.usatoday.com/tech/science/space/2008-11-19-issassembly_N.htm

Click on this link to see the ten years of assembly of the International Space Station in 3 minutes :)

http://www.nasa.gov/mission_pages/station/structure/elements/soyuz/index.html

Read more about the International Space Station.

ECLIPSES

 Lunar vs. Solar Eclipse-  

Why do they occur?  What did ancient people used to think the eclipse was? 

Go to the link below to read what the ancient societies thought about the occurrences of an eclipse. 

Ancient Histories of Eclipses

Eclipses Have Changed History

Historical Eclipses

Visit www.BrainPop.co.uk and log in.  Watch the video on Eclipses.  What causes them?  What is a lunar and solar eclipse?

Check out when the next eclipse will be.
Which type of eclipse occurs most often?  Why?  Are eclipses seen from every point on Earth?

Visit NASA’s Eclipse site: http://eclipse.gsfc.nasa.gov/eclipse.html to find out if and when there will be an eclipse this year and how often they occur. How do we view an eclipse? Does everyone get to see it? When will it rise? Is it dangerous? When is the next eclipse?  What type is it?  

Safe Eclipse Viewing (Use this website to answer the questions below-You will need to scroll down once you are on the page.)
What are the dangers of viewing an eclipse?  What safe ways are used to view an eclipse?

MOON PHASES

Moon Phases Lab

Guiding Question: What are the phases of the moon?  Why do they occur?

For this activity we will use the simulation below as well as the flashlight and Moon model in class to find out the answer to this question. 



For the model, place the flashlight about 30 cm from Earth.
Place the moon between Earth and the sun.
Observe the moon as if you were standing on Earth.
Sketch the appearance of the moon in your notebook from four point positions, each 1/4 of the way in revolution around the Earth.
Move the moon 1/4 of the way around Earth in a counterclockwise direction.
Sketch your observations.  Do the same with the moon 1/2 of the way around and 3/4 of the way around Earth.
Place the moon again between Earth and the sun.
Observe Earth and the moon from "space" (a position directly above Earth, moon, and sun).
Record your observations of the moon.  Move the moon 1/4 of the way around Earth in a counterclockwise direction. Record your observations of the moon around the Earth. Do the same for 1/2 of the way around Earth and 3/4 of the way around Earth.

Now, go to the simulation activity below:  
http://astro.unl.edu/naap/lps/animations/lps.html

In your blog post: 

Reflect about the various ways we explored the phases of the moon to help us to understand how they occur.
 When investigating the simulation, the moon clock, and/or the model, what did you notice about the phases of the moon?  Why do we see different parts of the moon each night?

How well did making a model help you understand the phases of the moon? What are some disadvantages of using models?

Scientists are thinking all the time about how they can make models of objects that are too small or too large to see:  Can you think of another way to make a model to represent the various phases of the moon?  

What is a lunar month?

Now, after you have finished with these observations and your conclusions:  Go to BrainpopUK and sign in.  Watch the video about The Moon.  In class, you will receive one sheet to fill in which you will place in your notebook.

Extension (see the above blog post):  What causes an eclipse to occur?  How do the moon, sun and Earth interact to cause so many things to occur?  What causes an eclipse and tide?

Reasons for the Seasons Activity

Reasons for the Seasons Model Activity

After completing the Reasons for the Seasons blog post and lab activity, visit this website  http://www.nationalgeographic.com/xpeditions/activities/07/season.html.

Read through it as a review and as you get to the Family Xpedition you will see a link called Cosmic Map (this is a short 4 question quiz for you) :)