Upper Middle School

This is one of Four lab/worksheets on understanding why some dates are equinoxessolstices. Students will copy apparent paths of the Sun from a diagram and draw and label the paths onto an 'Hours Of Daylight' graph. The apparent paths are specifically drawn for New York State. The worksheet is in pdf-format. A Student Instruction Sheet is included. I also uploaded a instructional video. Teachers should practice on their own copy first.

Students will copy apparent paths of the Sun from a diagram and draw and label the paths onto an 'Hours Of Daylight' graph. The apparent paths are specifically drawn for New York State. The worksheet is in PDF format. A Student Instruction Sheet is included. Teachers should practice on their own copy first. I have included a video demonstrating the necessary steps. Good Luck and I do hope this helps!

Students will: - find the definition of Relative Humidity and Dew Point, -determine Relative Humidity and Dew Point temperatures using printed data tables.

Here is another half-sheet of practice density, mass and volume problems. The back page has a more intuitive challenge of arranging density values and providing a reason for their answer. I have also included another example of how the property of density (ratio of Mass to Volume) remains consistent with reduced mass and volume values. Note: the Density only changes due to rounding values.

Students will test their understanding of the Density formula be solving for all 3. Students will then test their understanding of what happens to density when and object is cut in half. (See back)

This was made with the New York State Earth Science Exam in mind. Included are: 1. 5-practice examples of students determining Mineral Compositions for Igneous Rocks 2. follow up questions 3. an answer key 4. demonstration video 5. practice sheet used in the demonstration video. The assignment is only 4-single sided pages long you do not need to print out all of the pages.

Students will: -Identify Independent and Dependent Variables on Graphs -Write direct relationships between each of the variables -Label and draw a Line Graph based on a given interpretation -Introduction to the Mathematical concept of Pi.

This worksheet has students; -Identify methods in which rocks are metamorphosed, -write a direct relationship between metamorphism and distance to metamorphic source -identify contact metamorphism and symbols -use a complex table to identify metamorphic characteristics and connect sedimentary rock to metamorphic rock equivalents. (full disclosure--- the complex table is a variation of the New York State Earth Science Regents Reference Table page 7)

I've updated some of the Figures and reworded a question and direction. This is an activity for students to visualize the, 'Shortest Day of The Year' phrase. I have used Brooklyn, New York as the Latitude on which to base the hours of daylight. I recommend doing this once by yourself to help explain the technique of transfering the hour spaces to a strip of paper to your students. Or, just keep replaying the video! Be Well Always!

Page 1, students; - learn front symbols - weather found at front boundaries, - describe the interactions of warm and cold air masses. Page 2, students; - identify front symbols, - determine the direction fronts are moving, - describe the interactions of warm and cold air masses

This half-sheet provides an example of solving for Mass and Volume with crossing out results from cross multiplying. The back page provides an easy way to remember manipulating the Density = Mass/Volume formula.

I use this worksheet during the school year to have students discuss differences between antibiotics and vaccinesinterpret graphsdetermine independent, dependent variablescontrol experimentsintroduce students to conversion factors, metric prefixes, cross multiplicationestimating, (approximating) cell size.Depending on the depth of answers one would like to speak to students about the topics on this worksheet, this could be a 45-min to 90-min activity. ;

Most of the questions on this worksheet can be found on the worksheet. Some questions will have to answered by a student text/web research. My students use Glencoe Science Earth Science Copyright 2005.

This is a double sided half-sheet designed to have students recognize the eastward and westward pattern of changing Time Zones. Students will also hand draw changing times on clock faces and describe the calendar day-change when crossing the International Date Line (IDL).

Students practice drawing basic contour profiles. This is only meant as in introductory practice to profiles. Students will also practice determining stream flow direction and measuring using scale values.

Students will, identify Named Lines of Latitudeidentify 'how to identify' lines of latitudeidentify Named Lines of Longitudeidentify 'how to identify' lines of longitude

Students will; - Read, jot, (annotate) a edited story of a helicopter rescue on Mount Everest after the April 25th 2015 Earthquake. - realize an increase in altitude will, (among other weather phenomena) result in a decrease in air pressure. - further their understanding of what causes air pressure to occur and decrease as altitude increases. - use math skills to determine air pressure at various altitudes. --- The last page was used on the 2016 New York State Intermediate Science Exam- I did no

Students locate the Latitude and Longitude of an area, Town or Country that is important to them. The describe why it is important and color in the State or Country Flag. I choose some examples from each class and use them to surround a large World Map/ I then use colorful yarn to connect them the students' work to the locations on the World Map. This map stays on a display wall in my classroom.

Students will: - learn how Sedimentary Rocks are formed. -write a direct relationship between particle size and distance traveled in the process of deposition. -graph the above relationships -correlate map symbols (sedimentary rock symbols) to sedimentary rock units. ---This worksheet uses a 'Scheme for Sedimentary Rock Identification' taken directly for the New York State Earth Science Regents Reference Tables Page 7.-----

Students will; - Identify Weather Fronts by their symbols. - describe the interactions of air masses when they meet at front boundaries. - associate 'bad weather' and cloud formations at the front boundaries. - the above is done by students drawing 'profiles' at these Weather Front boundaries and labeling their drawing. - describe the type of cloud associated with thunderstorms. - show their understanding of the cause of lighting by connecting (-) and (+) charges. - calculate the speed of sound