Rock Cycle

Summary: The Rock cycle.  Metamorphic, Igneous, Sedimentary. We know them all. Do you know how they get there? That's what our lovely rock cycle is for. From weathering, erosion, pressure and heat these rocks can change the way they look. Let walk through how lets say a sedimentary igneous rock could be turned into a sedimentary. First of all the igneous rock has to start out as magma. That magma will go to the surface through eruption. Once it cools it turns into a solid rock on the outside of the volcano. After a while it begins to weather by rain and wind. It turns into soil. The soil gets broken apart by erosion and those smaller pieces of the old igneous rocks turn into sediments. Finally they get compacted by some pressure and tada you got some sedimentary rock. This is just one example and any type of rock can turn into another type but that the basics of how the rock cycle works.

S&EP: Using Models: In science class we used the model of starburst. If you look at the images you can see. Those were our models of a metamorphic rock, a igneous rock, and a sedimentary rock. As you can see a metamorphic rock is quite flat and compressed. Then the igneous is glossy and was very hard. Then last but not least the sedimentary was pieces together and held together by little pressure. Each Starburst formation has the semi characteristics of the rock it represents. We used these models to understand how they transform and what you must do to make them different.

XCC: This week we used Cause and effect. In the rock cycle cause and effect is a big deal. For each small step in the process adds to what the rock will end up becoming. For example if you put a sedimentary rock under a lot of pressure that pressure will transform it into a metamorphic rock. The cause of the change from the pressure and the effect is a different rock. A consistent change in type means many steps of cause and effect. That's why this week we say and understood cause and effect in a different way.

Science and Engineering Practices Rethink

Question 1: The 8th grade class writes explanations about why a light source is needed for a person to see an object. In their explanations students provide evidence from an investigation as well as scientific ideas to explain why this occurs.

I answered that this practice was Planning and carrying out investigations. The right answer was actually Constructing Explanations. It is definitely Constructing Explanations because the 8th graders wrote explanations on why a light source is needed for someone to see an object.  They even used the proper ways of Constructing an explanation. They used the data and research they got from their investigation and came to that conclusion. 

Question 2:  After wondering about how the size of a magnet affects the number of paperclips it can pick up, a group of students develops a procedure that answers their question. They gather data and report back to the class.

When I originally answered this question  I said it was using Mathematics and computational thinking. It now after readying it has clear signs of being the correct answer Planning and Carrying out investigations.  First of all lets start they had their investigation with testing to see if the size of the magnet effected the amount of paper clips. They even planned it out by having a prompt question going into the investigation. They carried out the investigation by gathering up this data and reporting back therefore completing and answering the question the investigation prompted. Also on top of that they created a procedure to accurately be able to test this kind of investigation.

Question 3: Students in Mrs. Garcia's class use a class chart of what different animals eat and group the animals in different ways based on their food sources. Students then discuss which animals would be affected if changes occurred to different food sources.

When originally answering this question I thought it was Developing and using models. Now clearly I can see it was most definitely  Analyzing and Interpreting data.  First of all the students created a list of the different animals and groups and what they eat. This is not quite a model since a model is organizing a set of data and this is not as much of that. The students did however use the things they wrote to understand the effect of the changes in different food sources. They looked at the list Interpreted that these different facts, foods, and animals had to do with each other. They looked at relationships through analyzation. This makes it pretty obvious that Analyzing and Interpreting Data is the best answer.

Question 7: 
In science class, a group of students builds prototype for a magnetic levitation train and then use it to explain how forces interact to keep the train elevated.

Even though I answered that it was  Constructing explanations it now clearly is Developing and using models. The group of students created a magnetic levitation train as a somewhat simulation for why  forces interact with the trains continuous levitation. All the boxes seemed checked. First they had a discovery such as the relation between force and the train. Then they picked a model to best represent this such as a model magnetic levitation train. Then It explained their thinking. 

Question 8
A group of 7th graders creates and analyzes graphs of the data from an investigation about the relationship between a ball's mass and its speed down a ramp.

Originally I answered Analyzing and Interpreting Data but now after seeing the answer I can tell it was actually Using mathematics  and computational thinking.  First of all the students used math by comparing the balls mass to speed down a ramp. This requires very specific mathematical equations. They also used and created a graph to organize the math and conclusions they came to. That's why this is Using Mathematics and computational thinking.

Why I returned to AdVENTURE?

 Why I Returned to AdVENTURE

     I returned to AdVENTURE because this school has lots of opportunity for me.  It has creative outlets others school couldn't provide. Project based learning where I can use my problem solving skills and collaboration to get the job done. I have many close friends and relationships here that I value highly. I have built a community with the students in my grade after so many years we are like a family.

    This program has produced some of my best work. From videos to stories this school has been a place for me to discover my skills. I may have never know my passion for writing. I have also meet so many people that in the future I would team up with again to create professional work. I have built connection that aren't just friendships but valuable assets for me to use later in  life.

This program has a lot of great teachers. Each one providing a good view on the world. I have learned how to do algebra, making videos, creating video games, writing stories and more. At my old school I didn't learn this much and when my class got stuck on something we didn't move on. This school lets the kids who need more help get it and the kids who are striving having great challenges.

 These are just a few reasons I returned to AdVENTURE. I'm sure this year will make me love it even more. I've learned about collaboration, creativity, and so much more. AdVENTURE will always be a special place to me. My middle school home. That is why I returned to AdVENTURE.