Rockin' on the 3rd Rock

5th grade science is studying the Earth in Space, here are the resources I gave them for this unit.

In what ways does the Earth move?

1. Movement of Earth Video
2. Geography For Kids , The Study of Our Earth
3. Movement of the Earth through Space
4. The Planet Earth
5. Movement of Earth and its Effects
6. Earth Movements and Time Zones
7. Earth's Movement around the Sun
8. Eclipses: http://eclipse.gsfc.nasa.gov/eclipse.html, http://www.timeanddate.com/eclipse/

Parts of the Solar System

1. The Solar System and Outer Space
2. Hubble Site
3. Major Component of the Solar System Lesson
4. Nine Planets
5. The Nine Planets for Kids
6. Basics of our Solar System
7. Cool Cosmos
8. Windows to the Universe
9. Our Solar System
10. Universe Today
11. Planets for Kids

Asteroids and Comets

1. National Geographic: Asteroids and Comets
2. Amazing Space – graphic organizer
3. What’s the Difference between Comets and Asteroids?
4. NASA: Asteroids
5. Comets vs. Asteroids
6. All the Little Things in the Solar System, and the Things They Can Do to Earth
7. New Scientist: Comets and Asteroids
8. Comets, Meteors, and Asteroids
9. Space Object Differences
10. What's the difference between asteroids, meteoroids, meteors, meteorites and comets?

The Moon

Facts

1. Fun Information About the Earth’s Moon
2. Enchanted Learning: The Moon
3. The Moon: Earth's Satellite
4. NASA: The Moon
5. Nine Planets: The Moon
6. The Ocean’s Tides Explained

Phases

1. Homework Help: The Moon – Phases of the Moon
2. Kids Astronomy: Phases of the Moon
3. The Earth and Beyond
4. The Phases of the Moon for Kids
5. Phases of the Moon: Animated with Virtual Moon Atlas
6. Phases of the Moon Game

Take a trip to the Planetarium - http://www.rowan.edu/planetarium/schoolshows/

STUDYING SLUDGE

Elements, Compounds, Solutions, Mixtures

For the 8th grade chemistry classes' upcoming unit on the separation of mixtures, I gathered the following resources.

1. Study Jams: Elements and Compounds
2. Study Jams: Mixtures
3. Mixtures and Solutions
4. BBC: Compounds and Mixtures
5. Elements, Substances, Compounds and Mixtures
6. SMART: Mixtures Virtual Lab
7. Mixtures Lab
8. Separating Mixtures
9. Separation Techniques
10. Mixtures and Separation Techniques
11. Distillation Guide
12. Chromatography and Distillation
13. Fractal Distillation
14. How Oil Refining Works
15. Fractal Distillation of Crude Oil
16. Energy Kids: Petroleum
17. Mixture of Solids
18. Explain that Stuff: Chromatography
19. Kids.net: Chromatography
20. Lab: Sludge Test

Hurricanes, Weather, Weathering, and Erosion

A fifth grade teacher asked for resources for her students to help them write hurricane weather reports.  Since this was a culminating activity she also asked me to gather a few sites to help her with her next unit on Weathering and Erosion.  Here is what I found.
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Hurricanes and Weather

• Scholastic Weather Watch: Hurricanes
• Harcourt Hurricane Observations
• Web Weather for Kids
• Severe Weather: Hurricanes
• Mount Washington, NH Weather Webcam
• Weather Watch
• Weather Online
• Interactives: Weather
• Teching the CCCS

Weathering and Erosion

• Erosion activity - http://www.kineticcity.com/mindgames/warper/
• Weathering visualizations - http://www.classzone.com/books/earth_science/terc/navigation/chapter12.cfm
• Rocks and soils game - http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/play/
• Sediments and metamorphic rock - http://www.classzone.com/books/earth_science/terc/navigation/chapter06.cfm

Magnificently Magnetic

Our seventh grade science teachers are about to start teaching magnetism.  Here is what I came up with to help them.

Magnet Facts - http://www.sciencekids.co.nz/sciencefacts/magnets.html

What is magnetism?

• Live Science - http://www.livescience.com/38059-magnetism.html
• Magnet Madness - http://home.interserv.com/~skyblade/magindex.htm
• Nat Geo: Magnetism - http://education.nationalgeographic.com/education/encyclopedia/magnetism/?ar_a=1
• Magnet Basics - http://www.coolmagnetman.com/magreview.htm

Inside a magnet

• Flashcards - http://quizlet.com/4513552/12-inside-a-magnet-flash-cards/
• Physics for Kids - http://www.physics4kids.com/files/elec_magnets.html

Magnetic Earth

• The Magnetic Earth - http://image.gsfc.nasa.gov/poetry/educator/Earth79.html
• Earth’s Magnetic Field - http://csep10.phys.utk.edu/astr161/lect/earth/magnetic.html
• How Compasses Work - http://adventure.howstuffworks.com/outdoor-activities/hiking/compass1.htm
• Is it true? - http://www.physics.org/facts/frog-magnetic-field.asp
• Doing Their Business - http://newswatch.nationalgeographic.com/2014/01/03/dogs-sense-earths-magnetic-field/

Using Electricity and Magnetism

• What is electromagnetism? Activity - http://education.jlab.org/beamsactivity/6thgrade/magnetsandelectromagnets/index.html

4-25-2012 Teching the STEM CCCS Science Practices5.1.8.D

Teching the CCCS

Grades 5-8 Science

Science Practices

5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
D. Participate Productively in Science:  The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.
By the end of grade	Content Statement	CPI#	Cumulative Progress Indicator (CPI)	RESOURCES
8	Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work.	5.1.8.D.1	Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.	Using Life Cycle Assessments Comparing Farming Methods Rocket Launch Make Tracks Design a Roller Coaster Grain Strain CIESE Collaborative Projects Real Time Data Projects Hip to be Square Lawrence Hall of Science
8	In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.).	5.1.8.D.2	Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.
8	Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.	5.1.8.D.3	Demonstrate how to safely use tools, instruments, and supplies.
8	Organisms are treated humanely, responsibly, and ethically.	5.1.8.D.4	Handle and treat organisms humanely, responsibly, and ethically.

4-24-2012 Teching the STEM CCCS Science Practices5.1.8.C

Teching the CCCS

Grades 5-8 Science

Science Practices

5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
C. Reflect on Scientific Knowledge:  Scientific knowledge builds on itself over time.
By the end of grade	Content Statement	CPI#	Cumulative Progress Indicator (CPI)	RESOURCES
8	Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered.	5.1.8.C.1	Monitor one’s own thinking as understandings of scientific concepts are refined.	Making Life Cycle Assessments Farming Methods Motorcycle Jump Factors Affecting Stopping Distances Weather or Not? Scibrarian NASA 50th Anniversary
8	Predictions and explanations are revised to account more completely for available evidence.	5.1.8.C.2	Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.
8	Science is a practice in which an established body of knowledge is continually revised, refined, and extended.	5.1.8.C.3	Generate new and productive questions to evaluate and refine core explanations.

4-20-2012 Teching the STEM CCCS 5.1.8.B

Teching the CCCS

Grades 5-8 Science

Science Practices

5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
B. Generate Scientific Evidence Through Active Investigations:  Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
By the end of grade	Content Statement	CPI#	Cumulative Progress Indicator (CPI)	RESOURCES
8	Evidence is generated and evaluated as part of building and refining models and explanations.	5.1.8.B.1	Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.	Virtual Electron Microscope How We See Characteristics of Materials NOAA Environmental Visualization Lab Experiments and Variables CIESE Collaborative Projects CIESE Realtime Projects
8	Mathematics and technology are used to gather, analyze, and communicate results.	5.1.8.B.2	Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.
8	Carefully collected evidence is used to construct and defend arguments.	5.1.8.B.3	Use qualitative and quantitative evidence to develop evidence-based arguments.
8	Scientific reasoning is used to support scientific conclusions.	5.1.8.B.4	Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.

4-19-2012 Teching the STEM CCCS 5.1.8.A

Teching the CCCS

Grades 5-8 Science

Science Practices

5.1 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations:  Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
By the end of grade	Content Statement	CPI#	Cumulative Progress Indicator (CPI)	RESOURCES
8	Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions.	5.1.8.A.1	Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.	Measurement Global Maps Scientific Inquiry Expeditions Science for Kids LHS Kids Study Jams Science 101 ScienceMuseum.org PhET Simulations
8	Results of observation and measurement can be used to build conceptual-based models and to search for core explanations.	5.1.8.A.2	Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.
8	Predictions and explanations are revised based on systematic observations, accurate measurements, and structured data/evidence.	5.1.8.A.3	Use scientific principles and models to frame and synthesize scientific arguments and pose theories.

4-12-2012 Teching the CCCS - Grade 8 Expressions and Exponents

Mathematics     Grade 8     Expressions & Equations
Formulate and reason about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations.
Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output ory-coordinate changes by the amount m·A. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation.  Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.
Expressions and Equations work with radicals and integer exponents.			Resources
	8.EE.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.	For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.	Algebra Exponents Cool Math: Exponents Exponents: Basic Rules How To Teach Exponents Laws of Exponents Exponent Basics
	8.EE.2. Use square root and cube root symbols to represent solutions to equations of the form x2 =p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.		Exponent Review Exponents and Radicals Algebra 1 Online: radicals Teaching Square Roots and Cube Roots Squares and Cubes Cliffs Notes: Powers and Exponents Rational and Irrational Numbers
	8.EE.3. Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.	For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.	Big Numbers and Scientific Notation Scientific Notation Lesson Plan Scientific Notation Lesson Two Scientific Notation Lesson Three Math is a Science Converting Notation Video
	8.EE.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology.	(e.g., use millimeters per year for seafloor spreading)	Scientific Notation Worksheets AAA Math: Scientific Notation 1-2 Scientific Notation Scientific Notation Exam Prep C0nverting Large Numbers Game Webquest Scientific Notation Activity Center Scientific Notation Lab Space Math Planet Size Activity