Assignment: Science and English Essay

Complete the lab Finding the Product that Best Conserves Resources on up. 118-119 in Earth Science. Answer Analyze and Conclude questions 1-3 on p. 119 in Earth Science. Be sure to include your answers in your lab report. 3. Complete the lab Effect of Temperature on Chemical Weathering on up. 150- 151 in Earth Science. For Procedure Step #8, you may create a graph on graph paper and submit it using a scanner OR you may create a graph using Microsoft Excel and submit the file.

Answer Analyze and Conclude questions 1-8 on p. 151 in Earth Science. Be sure to include your answers in your lab report. 4.

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Complete the lab Interpreting a Glacial Landscape on up. 210-211 in Earth Science. Answer Procedure questions 1-11 on p. 210. Be sure to include your answers to the questions in your lab report that you will submit to your teacher. Tip: The elevation levels for step 1 are (from South to North) 11 ,300 Ft, 10,500 Ft, 10,000 Ft, 10,000 Ft, 10,500 Ft, 10,750 Ft, and 11,000 Ft.

For step 2, plot the points evenly on a grid similar to the one shown below. 5. Complete the lab Locating an Earthquake on up. 240-241 in Earth Science. Answer Analyze and Conclude questions 1-3 on p. 241. Be sure to include your answers in your lab report.

Complete the Go Further activity on p. 241. Be sure to include your data table in your lab report. 6. Complete the lab Paleontologist and the Ocean Floor on up. 272-273 in Earth Science. Answer Analyze and Conclude Questions 1-7 on p. 273 in Earth Science. Be sure to include your answers in your lab report. 7. Complete the lab Investigating Anticlines and Geosynclines on up. 326-327 in Earth Science. Answer Analyze and Conclude questions 1-10 on p. 327. Be sure to include your answers in your lab report. English 1 . Ensure that your study guide answers all of the following essential questions:

What are the elements of a national literature? What are the characteristics of early American literature? Who were America’s earliest writers and what were their concerns? What can you learn from primary sources about early life in the colonies? What are the elements of persuasive writing? What arguments for or against the use of Native American mascots exist? What does the poetry of colonial America show us about the period? How does the structure of a poem affect its meaning? What do Puritan sermons reveal about the pressure of colonial life? What were some primary tenets of Puritan beliefs?

What genres does American literature include? What historical insights can an autobiography impart? How can the written word lead to revolution? What elements make persuasive writing effective? How is the Declaration of Independence structured? How much time should I devote to the writing process during a timed test? What strategies can I use to improve my confidence writing under time constraints? 2. Use the Multimedia Presentation rubric to self-check your informative multimedia presentation. What areas do you need to focus on before you submit this assessment?

You will also create a multimedia presentation that review an author from this unit and a historical event that influenced him or her. 2. Read up. 172-176 in Writing with Power. 1 . Follow the strategies for developing a description on p. 1 72 as you compose the rough draft of your descriptive essay. 3. Prepare a new draft of your descriptive essay. 4. Read up. 217-219 of Writing with Power, starting with the section called Crafting a Theme and finishing right before the section called Writing Stage Directions. 1. Write the rough draft of your scene. The scene must be a minimum of two pages, and should be no longer than five pages. . Using feedback from your teacher and what you have learned in this lesson, revise your dramatic scene. 6. Compose a one- to two-page alternate ending to your selected short story, following MEAL format. Begin your alternate ending with a sentence that appears on the last page of the original short story to transition from the original author’s voice to your own. 7. 1 . Read p. 208 in Writing with Power. Use the Evaluation Checklist for Revising on p. 208 to improve your final draft. Marine Science Select ONE of the articles from the list and design an experiment for the problem found in the article.

Include ALL six steps of the Scientific Method: 1. Problem: state what could be studied after reading this article 2. Research: state at least two topics that you would research on this problem 3. Formal Hypothesis: state your formal hypothesis in the then… ” Format. Remember, the “If… ” Is what you will change, the “Then… ” Is what you predict will happen. 4. Test/Procedure: state four steps to a procedure that could be followed to test your hypothesis. 5. Data/Analysis: describe two types of data that you may get from testing your hypothesis. This information will be fictional. 6.

Conclusions: Tate if your data did or did not support your hypothesis. Include one statement as to how your results did or did not support your hypothesis. This information will be fictional based on the information you gave for the Data/Analysis step. Oceans were not always present on the Earth. How did they form? Where did they come from? Are they still changing even today? These questions are important in understanding marine science and how the changing oceans impact marine life and humans. Before we set sail, we should explore some of these questions so we understand the basis for life in the oceans.

Click on the link below. You will need to read the first two pages of information on the Oceans’ Origins. Http://maw. Moss. Org/oceans/planet/change. HTML Assessment instructions: Submit your responses to questions one, two, three, and four in the Discussion on the following page. Make sure you use complete sentences and supporting information in your responses. Your responses should be well defined paragraphs summarizing the information including facts from the reading and your own thoughts on the subject 1 . Explain the relationship between continental drift and the formation of the Earth’s Oceans? 2.

How did volcanoes affect the origins of the seas? . Describe the hydrological cycle as if you were a particle of water going through it. 3. Develop a ship’s log for three days as if you were a scientist aboard the HAMS Challenger. For each entry, include a brief statement of where the ship is, what date you were there, and weather conditions – the weather can be very general and fictional. For Day One: Describe one of the tools that as a scientist, you would use aboard the HAMS Challenger. Include how the instrument is used, and describe what types of organisms or samples were recovered using the instrument.

For Day Two: You have the day off today! Describe what types f activities you participated in on board the ship with your other shipmates. Include a description of at least one full meal that you and your shipmates ate that day. Describe how you feel being onboard the ship for such an extended period of time. For Day Three: Uh-oh!! You are sick!! Describe what type of illness you have, what symptoms you have, how you might have gotten the illness and any possible remedies to the illness that might have been available aboard a ship in the asses.

Important: Dates do not need to be consecutive but remember you are on the Challenger. Use the first link on the following page to find out where ND when they were in each location and then make sure your dates correlate with the location. 4. You have been appointed the lead environmental engineer (one who applies science and engineering principals to improve environmental resources and to improve polluted sites) on a project designed to protect a marine environment. It is your job to evaluate, advise and develop a plan that will restore, conserve, and/or preserve a specific marine environment.

Your presentation should utilize 3-5 efforts/causes and include the following information with each: A variety of efforts/causes (minimum of 3) Name of your effort/cause What is the focus of the effort/cause? Is the effort/cause a form of preservation, conservation, or restoration? Rationale for choosing this effort Your presentation should be completed using a 21st century tool of your choice to present the required information or using the template. There are many 21st century tools available for creating and submitting work in the online environment.

For more information about tools your school recommends, please visit the resource tools area in your course or contact your instructor. Make sure you list all references used for information and images. For information on how o avoid plagiarism, refer to this plagiarism tutorial before you complete the assessment. Take a look at the rubric to guide your work for this assessment 5. Write a letter to your state, local or federal government official expressing your opinion about the health of the oceans. The first step is to use the site Vote- Smart. Rug to find out where your area’s legislators stand on the environmental issues. The intent of your letter should be to persuade them to be a protector of our marine environment. Include facts demonstrating the importance of a healthy coastline. The FACTS and specific examples should be from your research n the pollution in your area of the state. Also include facts on the positive effects the coastline has on your district’s health, both environmentally and economically (for example, the health of local wildlife for the environment and tourism for the economy).

Your one page, single spaced letter should be clear, concise, and persuasive. AFTER your letter has been graded and returned, you may e-mail it to your legislator’s office if you choose. Please keep in mind that your letter will be sent to your legislators. Your letter should be positive and professional. Read the rubric to see what MUST be included in your letter. 6. OBJECTIVE: Now that you have learned about phytoplankton, your job is to build your own. You can base it off one of the many types you have read and learned about or you can create a totally unique phytoplankton.

Keep in mind that you want your phytoplankton to be successful so it will need to be able to withstand air and water tests (so avoid materials that will get completely soggy in water). PROCEDURES: Build: Your model can be made out of anything but you do need to BUILD something. Taking a cotton ball or crumpling up a piece of paper will not count as building. The model needs to sink (drop) as slowly as possible so you will want to use light eateries. The model should be as realistic as possible (with the exception of its size).

Provide a list of materials that you used to create your phytoplankton Write a paragraph explaining how you built your phytoplankton and why you decided on those particular materials. The description of the construction process should be explicit enough that I or another member of the class could use your directions to build the same model. Take a picture of you and your model to send to me either electronically as a separate attachment. Take your picture BEFORE testing your phytoplankton since the testing may cause damage to the del.

Describe: Write a paragraph or two describing your phytoplankton’s (1) shape, (2) environment, (3) needs, and (4) adaptations. Your paragraph should match the design you have developed. Think about the environment where your phytoplankton will live and the needs it will have. What shape will your phytoplankton (model) have? How large will your phytoplankton be? Your model will be much larger than an actual phytoplankton, but you need to consider what effect size will have on your model’s sinking rate. How heavy will it be? What structures will it have to affect its sinking rate?

What color will it be? Test in air: To test your model, you will need to either stand on a chair or small stepladder – with supervision from your Learning Coach. They will need to to time the trials for you. Once you are ready: Drop your model from your chair or stepladder height. Measure approximately from how high you drop your model. This can be an estimate. Use a stop watch or second hand to determine the exact amount of time it takes for the model to drop to the ground. Record the amount each time. Repeat the procedure for a total of five trials. Make a data table to show the data you collected.

Test in water: You can test your phytoplankton in a pool or bathtub. You will need a partner help you time the sinking rate. Realize that you will probably need to let your model dry before the next trial – depending on what you constructed your model from of course! Once you are ready: Drop your model into the shallow end of your pool. Estimate the approximate depth of the water. Use a stop watch or second hand to determine the exact amount of time it takes for the model to drop to the ground. Record the amount each time. Repeat the procedure for a total of five trials. ANALYSIS: 1. Did your model drop at the exact same rate each time? . What accounted for the differences in the drop rate? . What would cause differences in the sinking rate in the ocean? 4. Would you say that your model would be a successful phytoplankton? Explain why or why not? 5. What could you change in your model to increase the amount of time it took to drop to the ground? ASSESSMENT: Be sure to include: a picture of you with your model your paragraph describing your model a materials list a description of how you made the model and why you chose those materials your data table from BOTH of the trials the analysis questions Physical Science 1.

Using the scientific inquiry skills you have learned, implement the steps of he scientific method while performing a virtual lab experiment. Click on the link below to access the Introduction to Scientific Inquiry lab sheet. Introduction to Scientific Inquiry 2. Click on the link below to access the “Bole’s Law and Charles’ Law’ Gizmo. The exploration guide found within this simulation will help you work through the Gizmo. Click on the Lesson Materials link, which appears on the top left corner of the screen once you enter the simulation, to access the student exploration sheet.

Print out the student exploration sheet and use it as you work through the Gizmo Warm Up and Activity B. You are not responsible for completing Activity A. Use the Introduction to Scientific Inquiry worksheet as you complete the Gizmo. Bole’s Law and Charles’ Law Once you have completed the assigned virtual lab, be sure to complete the diagrams and answer all of the questions on the Lab Instruction sheet. 3. Refer to the rubric to make sure you include all of the necessary components of the lab report. You will submit your lab report to your teacher.

Click on the link below to view the Introduction to Scientific Inquiry rubric for this portfolio assessment. 2 1 . Using your scientific inquiry skills, implement the steps of the scientific method while performing the following virtual lab experiment. Click on the link below to access the Phase Change: From Solid to Liquid lab sheet. Phase Change: From Solid to Liquid Tip: You may create a graph on graph paper and submit it using a scanner OR you may create a graph using Microsoft Excel and submit the file.

Click on the following documents to learn how to create a graph using Excel: How to Create a Table Using Excel 2003 How to Create a Line Graph Using Excel 2003 Note: The documents provided in this lesson are for Excel version 2003. If you have Excel version 2007, similar documents are posted in the Virtual Library ender Curriculum and Instruction > Connections Academy Courses > Science > Graphing Resources: Microsoft Excel 2003 and 2007. 2. Click on the link below to access the “Phase Changes” Gizmo. Use the lab sheet to help you work through the activity.

Complete all parts of the virtual lab and write your answers and results on the lab sheets. You will submit the completed lab sheets to your teacher at the end of this lesson. Phase Changes 3. Once you have completed the assigned virtual lab, be sure to complete the diagrams and answer all of the questions on the Lab Instruction sheet. 4. Refer IEEE the grading rubric for this Lab Portfolio assessment. Virtual Lab: Changes Between a Solid and Liquid Rubric 3 In this lab, you will practice constructing models of molecules and compounds using the three methods?electron-dot diagrams, space-filling models, and structural formulas.

You will also use the structural formulas to determine bond angles between the atoms. Click on the link below to access the Modeling Molecules lab form. Modeling Molecules Lab Follow the instructions on the lab form. Complete all parts of the lab and write your answers and results on the lab form. You will submit the completed lab arm to your teacher at the end of this lesson. Click on the link below to view the Lab: Modeling Molecules Rubric for this lab portfolio assessment.

Lab: Modeling Molecules Rubric 4 classifying reactions lab 5 while performing the following virtual lab experiment. Click on the link below to access the Nuclear Decay: Alpha and Beta Particles lab sheet. Nuclear Decay: Alpha and Beta Particles 2. Click on the link below to access the “Nuclear Decay” Gizmo. The exploration guide found within this simulation will help you work through the Gizmo. Click on the Lesson Materials link, which appears on the top left corner of the screen once oh enter the simulation, to access the student exploration sheet.

Print out the student exploration sheet and use it as you work through the Prior Knowledge Questions, Gizmo Warm Up, Activity A, and Activity B. You do not need to complete Activity C. Nuclear Decay diagrams and answer all of the questions on the lab sheet. Refer to the rubric to make sure you include all of the necessary components of the lab report. You will submit your lab report to your teacher. 4. Click on the link below to view the Nuclear Decay: Alpha and Beta Particles rubric to understand how this assessment will be graded.

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