Geologic Times

https://upload.wikimedia.org/wikipedia/commons/7/79/Geological_time_spiral.png

Summary: Geology. To break it down Geo means Earth. Then logy means study. So together it is the study of the Earth.  The real questions is what is their to study? Well so many things. We actually have 4 major periods of the earth's existence to look into. We will mostly be looking into the Paleozoic Period. To start the Paleozoic Period was a period of rapid change. It consisted of 6 major times. The Cambrian, Ordovician, Silurian,Devonian, Carboniferous, and Permian. Each period having an advancement such as some form of evolution or new creatures appearing. They do always say there is a lot to learn from history. Maybe we can learn from the history from millions of years ago.

S&EP: Communicating Information: This week we used Communication through our data sheets. We first had to collect information from multiple sources. Draw conclusions. Then write down the final answer on the data sheets. We even ended up getting these sheets graded for how much informations we collected and successfully communicated through writing. We answered questions all about the time periods such as what the climate like, or what landmarks existed. We used our evidence to communicate this clearly. I couldn't see a clearer example.

XCC: Stability and Change: If you know anything about the Paleozoic period you know it was all about change. This period was filled with sudden and quick changes such as evolving and new creatures. From sea creatures and the first land animals . Especially with the example of evolution this is a slow change over time to turn one thing into another. well slow in our minds but in the grand view of our history it was very quick and almost in a blink. Even the continents had their own changes. Pangea was formed during this time. Pretty incredible if I do say so?


What was I this week?
I was an Initiator. I found myself going home and telling my family about the awesome things the Paleozoic Period had. I brought it up in conversations. I became this week more and more interested with this Period.

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.

Environmental Accords

https://law.marquette.edu/sites/default/files/photo/environmental-law_22.jpg

Summary: These are the laws of the land. Literally! To preserve our planet cities, urban areas and most importantly urban villages must follow. The Environmental Accords include things like preservation of natural space, use of local grown foods and water uses cuts. Even we have to consider their importance. So lets get right into how we used these.


S&EP; Conducting Explanations and Designing Solutions:
     The environmental accords are all something to consider when designing an area. During our Urban Village project we were assigned the task of designing a village that also includes these accords. For example in our urban village we will use natural lighting to conserve energy. If we really looked deep enough we could probably get a system to make our pool eco friendly to conserve water. When designing we just had to look beyond the accord by applying it to our village.

XCC: Cause and Effect: As I talked about in my last blog we all have and effect on our environment. Its like the butterfly effect. Lets just say you decide to not throw away some trash this morning. Well that trash can be eaten by a bird. That bird could easily die knocking the food chain unbalanced. Now since that bird is not eating the bugs the bugs can start reproducing more. Then the bugs need room to live and they start eating our crops. Then over a course of a long time we all dont have any food because you decided not to throw your trash away. Just be careful every choice matters. Make wise ones.

Human Effect

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Summary:Deforestation. Mining, Overfishing, and ,Global warming. These are all examples of things Humans do to hurt our environment.  Every choice we make can either deteriorate our world or help sustain it. For example, using air filters or properly disposing our waste is positive. I have also seen how cutting down trees, using fossil fuel, creating more factories, are bad for the environment. Lets explore more examples of  this Human effect.

S&EP: Asking Questions Defining Problems. How hard could it be to sustain a society? I mean you just build homes a few farms, a power plant and you're golden. Well... not exactly. Believe me I would know I played a game this week all about Human Sustainability for 17 minutes straight. I didn't even win. You may feel like you could last a while but really there are so many factors to keep in mind. Every building every action you make has some positive or negative effect on the environment. If you build a cattle ranch its causes greenhouse gases, water depletion, and loss of species  in that existing area. Nothing is easy.

XCC: Stability and Change: As we have been talking about any decision that may seem small may have a world of difference. For example if you cut down that big oak tree on your front lawn it could cause many things. One it can heat up the are around it making the ground and even the over all air quality warmer. This can lead to more use for air conditioning during summer times. Which then causes more energy use for your house hold. On another perspective it can harm the insects and organisms in your grass. They could start dying off because of the heat. This means the food chain is now imbalanced and the grass begins to die as well as the organisms. Just becasue you decided to cut down that oak tree all of this happened. That's the Human effect.

The ph Scale

https://upload.wikimedia.org/wikipedia/commons/f/f7/Indicateur_chou_rouge.jpg

Summary: You're trapped in a room and a cloaked figure is giving you 3 jars. One jar is filled with an acid that will burn right through you! Another is filled with a base liquid that with a sip you will be as good as gone. Then of course one is filled with a neutral that will let you go home free and alive. So which one do you pick? Well luckily I have my ph meter always with me... but I don't know how to use it. Well not until this week's science class! There are clear differences when using a ph scale. The left side of our scale is our acids. These come in colors from red the most deadly to dark pink.  Then we have the the very middle a ph of 7 this is our lucky neutral our salvation in this case which is usually in some form of purple. Then on the far right we got our bases. These come in a range from blue to yellow. Now let's see if we can survive this crazy dilemma.

S&EP; Analyzing Data: Now we have used our ph meter on each of the three test tubes. The ph scale identifies 3 colors. We have in the first tube a dark green color.  Lets start there. Since we know the right side of the scale is bases and the left is acids we need to remember the colors connected. Well do you remember that the bases are from the range of blue to yellow. Well if we refer to the image above we can see that this vial is not for drinking. Ok 1 down 2 to go. You see we did processes like this this entire week except we were  not risking our lives more so our grades.

XCC; Stability and Change: Stability. We all want that right. Something to depend on to feel complete. Well atoms are just the same. That why we have acids and bases. Acids can help give to your needy atom to become complete. Then we have our bases that get your greedy atoms that got one too many to ease up their load and be complete. See its easy as pie. Don't try to put acids and base in your pie they will not make that complete!