Reading/Science

Student Learning - Week of April 28 to May 1

Essential Question: What experiences can change the way you see yourself and the world around you? How can scientific knowledge change over time?

Tuesday
Directions: Read the following background information and watch videos about Apollo 13.
Fifty years ago, this month, the world held its breath – hoping, praying and wishing for a miracle that would spare the lives of a crew stranded in the most hostile and remote of conditions. Aboard a ruptured spacecraft, a three-man crew once bound for the moon found themselves in an epic race to survive against every conceivable obstacle imaginable. Their journey – the mission of Apollo 13 – was deemed a ‘successful failure’ given that the crew safely returned home to Earth. It was one of those moments that showed that with ingenuity, skill, creative thinking and teamwork, even the worst odds can be beat and great things can still occur despite the most epic challenges. ~Space Foundation
https://www.nasa.gov/feature/50-years-ago-apollo-13-crew-returns-safely-to-earth

The Problem:
Carbon dioxide was reaching dangerous levels in the cabin. The crew had filters, but they were for another part of the ship and were the wrong shape. Thus, NASA engineers were presented with one of the most dramatic STEM Challenges ever.
​https://www.youtube.com/watch?v=1cYzkyXp0jg&feature=youtu.be

How the Movie Compares to Real Life …
​https://youtu.be/eeEM_IBUv70​​​

Wednesday - Friday - Make an Astronaut Lander
Landing on the Moon and Mars is tricky. A lander headed to the Moon can go as fast as 24,816 miles (39,937 kilometers) per hour. Those on their way to Mars might go up to 13,000 miles (21,000 kilometers) per hour. To land gently, these spacecraft need to slow down before touching the surface! And if there are astronauts on board, the lander needs to keep them safe, too.

In this challenge, use what you know and what you can investigate about gravity, motion, forces and a target of your choosing (the Moon, Mars or beyond!) to design and build a lander that will protect two "astronauts" when they touch down. Just as engineers had to develop solutions for landing different kinds of vehicles on the Moon and Mars, you will follow the engineering design process to design and build a shock-absorbing system out of simple materials; and improve your design based on the results of your test landings. ***REMEMBER...if you do not have some of the materials listed, do what the astronauts had to do and find a suitable replacement from what you have around your house.

Click on the link below to see the instructions and materials needed for this activity.
​https://www.jpl.nasa.gov/edu/pdfs/touchdown_worksheet.pdf​​​

Discussion Questions: Please respond and share to your teacher in 365

• What forces affected your lander as it fell?
• After testing, what changes did you make to your lander? 
• How does testing help you improve a design? 
• What did you learn from your experience?
• What are some other experiences that can change the way you see yourself and the world around you?
• How can scientific knowledge change over time?

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Previous Student learning for the week of April 21st to 24th

Tuesday
Read the following article to learn more about Earth Day.

Earth Day
https://d11-my.sharepoint.com/:w:/g/personal/jaime_kronmiller_d11_org/EePyN6VxKYxPvHgRHG3fwBUBm9Y0egj2nk1JYP20fyVLuQ?e=jMfL1b&CID=64155cdc-3dde-23e8-b85e-37fa7023733b

Wednesday – Friday
Graph Art Illustrating Data

1. Think of an Earth Day topic that you want to illustrate
   • Examples:
     1. Price of solar energy
     2. Amount/Type of renewable energy a state or city uses
     3. Amount of plastic recycled annually

**Use the Earth Day article to brainstorm ideas**

2. Research the available data, and see if you can find data that can be easily graphed as a single line graph.
3. Conceptualize how you could use the shape of the line graph to create an illustration that is relevant to the topic.
4. Create your graph art!

 
Use this link to look at two different examples of Graph Art

Graph Art Examples
https://d11-my.sharepoint.com/:w:/g/personal/jaime_kronmiller_d11_org/EXfIpWh9LVlAl0kWWJSP608BxvG-ncPC-lgkvab0XUzABw?e=cXPoWq&CID=2e1cfaba-db36-e52b-4203-0d33952c0f7e

After you have created your Graph Art, post it on our Padlet page!
https://taniaengland1.padlet.org/taniaengland11/u5gtlw1eu2zx 
Password: Talbert

Extension: If you are interested, use the program Create a Graph to make a line graph online by inputting the data you found for Step #2. Then compare your hand-made Graph Art to the graph created online.
https://nces.ed.gov/nceskids/createagraph/default.aspx

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Previous Activity - Paired Text Assignment - Revolutionary War Spy - Click on link below:
RevWarSpy.pdf


Week of April 7 – 13 -  As always, you should be reading 30 minutes daily!

1. Start this week by opening a document in Office 365 and titling it Science/Reading Week 1. You will answer all questions in this document.

2. Next, log in to Carolina Science - directions below
Go to www.carolinascienceonline.com
Click "student login"
Enter D11 Network ID as username (founddf1234) - all lower case
Enter D11 Network ID as password (FOUNDDF1234) - ALL UPPER CASE

As always, you should be reading 30 minutes daily!

Start this week by opening a document in Office 365 and titling it Science/Reading Week 1. You will answer all questions in this document.

IF ANYONE IS HAVING TROUBLE WITH THESES LINKS PLEASE GO TO MS. SEVERSON'S TEACHER WEBSITE AND USE HER LINKS!!! 

Tuesday - Read The Life of a Snowman (Link: Snowman - https://d11-my.sharepoint.com/:b:/r/personal/jaime_kronmiller_d11_org/Documents/The%20Life%20of%20a%20Snowman.pdf?csf=1&web=1&e=UvP8C2)
Answer the questions to help understand the concepts of evaporation and review state changes. Email your teacher a picture to Question #1. Answer Question #2 on your Office 365 document.

Wednesday - Read Crime Scene Forensics (Link: Crime scene - https://d11-my.sharepoint.com/:b:/r/personal/jaime_kronmiller_d11_org/Documents/Crime%20Scene%20Forensics.pdf?csf=1&web=1&e=vhAMKd)
Answer the questions to help introduce the importance of recognizing physical properties. Answer Questions #1 – 3 on your Office 365 document.

Thursday - Read The Great Popcorn Debate (Link: Popcorn - https://d11-my.sharepoint.com/:b:/r/personal/jaime_kronmiller_d11_org/Documents/The%20Great%20Popcorn%20Debate.pdf?csf=1&web=1&e=kp5HpL)
Answer the questions to help further explore physical and chemical changes. Think of the bulleted questions. Then make a claim about whether popping popcorn is a physical or chemical change. Support your idea with evidence and reasoning. This will be Question #1 for this article in your Office 365 document.

Friday – Click on Choice board Choose one or more of the science activities to complete. Have fun!