Zones+of+Intervention

Zones of Intervention Grades 8-9:
 * Content Standard || Expected Performance || Essential Skills || Library-based Authentic Task: ||
 * 7.3 Landforms are the result of the interaction of constructive and destructive forces over time. || C 19 Explain how glaciation, weathering, and erosion create and shape valleys and floodplains. || * To locate information on a topic,
 * To read and interpret different scientific sources of information,
 * To communicate information in a clear manner, in different formats, using relevant science vocabulary, supporting evidence, and clear logic
 * To cite sources of information || The Peabody Museum in New Haven has hired our class to create puzzles for the hands-on activity room that show the geological evolution of the CT valleys and floodplains. The underside of the puzzles will have a timeline and written explanations of how glaciation, weathering and erosion impacted the area. ||
 * 8.3 The Solar System is composed of planets and other objects that orbit the sun. || C29 Explain how the regular motion and relative position of the sun, Earth and moon affect the seasons, phases of the moon and eclipses. || * To locate information on a topic,
 * To read and interpret different scientific sources of information,


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 115%;">To communicate information in a clear manner, in different formats, using relevant science vocabulary, supporting evidence, and clear logic
 * <span style="font-family: Arial,Helvetica,sans-serif;">To cite sources of information || <span style="font-family: Arial,Helvetica,sans-serif;">The Parent Organization (PTO) is planning a fundraiser at the school to raise money for science equipment including some new telescopes. They want to have a "Moon Party" where story tellers will come and tell Native American Tales of what tribes believed was happening when the moon was going through its phases and eclipses. This will be an outside party in the evening under a full moon. Our job is to select the date so we need to make a proposal to the PTO based on when the next full moon is going to be and how we know that to be true. We also will create a slideshow explaining what really happens with the phases of the moon to share along with the story tellers at the "Moon Party." ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">9.1 Energy cannot be created or destroyed; however energy can be converted from one form to another. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">D 1 - Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes. || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 115%;">To locate information on a topic,
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 115%;">To communicate information in a clear manner, in different formats, using relevant science vocabulary, supporting evidence, and clear logic
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 115%;">To cite sources of information || <span style="background-color: transparent; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A 5th grade teacher across town asked our 9th grade chemistry class to design a hands on unit explaining the life cycle of a Tsunami to her class. We will devise ways to demonstrate the horrendous energy converted from the recent 8.9-magnitude quake that devastated north-east Japan. Due to time and travel restrictions, we will create a Wiki on Wikispaces and a Voicethread to share with the 5th grade class and peers in Japan, encouraging interaction and feedback. ||