Earth Science

  • Link to the Earth Science Syllabus PDF:

    Major Course Objectives:

    Earth Science is a challenging but not too difficult course designed to expose the Junior High School Student to a new field of endeavor. Students will be exposed to the fundamental theories, principles and laboratory practices of basic Junior High Life Science. Critical thinking skills, concepts and laboratory techniques will be mastered that will permit successful completion of this introductory course.

  • Student Conduct in Class

      The students are expected and required to abide by the following:

    1. No eating or drinking permitted inside the classroom (plastic water bottles will be allowed).
    2. Students will be in their seats ready to begin without being tardy.
    3. Students will come to class prepared to work. You will have all supplies, homework, Science notebook, text workbook, workbook and lab materials at each class meeting.
    4. Students will remain seated, refrain from talking excessively or disrupting the class in anyway, and will respect and be polite to everyone while in this classroom.
    5. Students are expected to actively participate in both lab and lectures. Raise your hand and be acknowledged before responding.
    6. Alarm watches turned off.
    7. Students will obey all other school rules.
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  • Homework Policy:

    Homework is an important part of this class. They current assignment sheet will be used to determine work to be completed along with the due date. Late homework will not be accepted; incomplete work will receive a reduced grade. Students are expected to read their unit assignment sheet, or call a friend to receive homework assignments if they miss class. Current unit always found on the website:

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  • Tests and Quizzes:

    Lecture Exams and Laboratory Practical Exams will be given. Quizzes will be given, usually weekly bible verse quizzes and Lab quizzes. Surprise or pop quizzes will NOT be given. Students will be given plenty of advanced notice of all exams. Lecture exams will be a combination of multiple choice, matching, fill-in, diagrams and short answer. Lab Practical Exams will require the student to identify various specimens, structures and materials used during the course of lab time.

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  • Make-up Policy:

    Work missed during EXCUSED absences can be made up without penalty. Assignments are usually due the following class meeting unless otherwise noted. Work missed during unexcused absences, tardies and or truancies will not be accepted.

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  • Grading Policy:

    Grades are based on exams, practicals, quizzes, homework, Science Notebook, and classroom/lab participation.

    1. 90% - 100+% = A
    2. 80%-89%= B
    3. 70%-79%= C
    4. 60%-69%= D
    5. 59% and below = F

    Your grade will be based the total points accumulated and will be based on these approximate percentges:

    1. Exams = 40%
    2. Labs = 20%
    3. Homework = 20%
    4. Quizzes = 10%
    5. Participation = 10%
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  • Tardies and Attendance:

    Students are required to follow all school rules and policies regarding tardies and attendance.

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  • Honor Code:

    Character, Honor, and Integrity are my three words to live by. Cheating, stealing and dishonesty will not be tolerated in this classroom. Severe consequences will befall any choosing this direction.

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  • Lab Responsibilities:

    Safety is the primary concern during all Labs. Horseplay will not be tolerated. Lab assignments, required drawings and write-ups are due as described in the current assignment sheet.

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  • Science Notebook:

    Each Student will be required to keep and maintain a Science Notebook. The notebook will be a three-ring binder sectioned into 5 areas:

    1. Lecture Notes, w/blank paper
    2. Homework and Worksheets
    3. Handouts
    4. Lab assignments
    5. Exams and Quizzes. The front page of the notebook will be the current assignment sheet. All lecture notes will be taken with paper in the notebook. Lecture notes will not be taken on loose paper. The notebook will be turned in for review as required by the instructor. Points will be given for completeness and neatness.
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  • Assignment Sheets

    Current unit always found on the website: At the beginning of each unit, an assignment sheet will be given to each student. This paper will list all reading required, all work that will be due and the days that the work will be turned in or graded, it will also list lecture exams, lab practical exams and any voluntary study sessions that might be offered after school. Students and parents should review this sheet often!!

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  • Communication

    Current unit always found on the website: Communication between the students, the parents and the teacher is the key to a successful school year. Parents can call and leave messages at the school office (462-0919) for me and I will be happy to return the call within 24 hours. Parents and students, both can contact me by Email with any questions you may have. Another more immediate way to ask questions or simply talk to me about any concerns is on Another more immediate way to ask questions or simply talk to me about any concerns is my website BLOG. I am usually “on line” most evenings. The students have used this time “on line” in the past to ask homework & study questions and simply to let me know what concerns they may have. It seems to be an effective way to get information out (i.e. away messages, etc.)

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Work Email address:

Home Email address:

AIM screen name: wwjd5150always

  • Classroom Procedures

    Opening Prayer

    We are extremely fortunate to be attending a Christian School. Each class will begin with a short prayer to help us focus on the GOODNESS of GOD and the POWER of PRAYER.

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  • Beginning of Class

    Students will be in their assigned seats ready to work without being tardy. Students will bring all books, notebooks and supplies to each class. Once class begins, students will copy that day’s objectives from the white board. They will use the top of a blank piece of notebook paper. That day’s lecture outline will be copied on the left side of the paper and the date will be placed in the upper right corner of the paper. This same paper will be used for lecture notes that day. All lecture notes will be taken with the paper inside the science notebook. Lecture notes may not be taken on loose papers that may get lost or misplaced.

  • End of Class

    Students will remain seated and wait to be dismissed by the instructor. Do not anticipate and begin putting your “stuff” away before I am threw lecturing, etc.!! During Lab days, Students will begin clean up 10 minutes before the end of class. Once your lab station is clean, return to your lecture seat and wait to be dismissed

  • Fire and Disaster Drills

    Fire and Disaster drills are practiced often, Evacuation of the classroom may be necessary for any number of reasons. In case of emergency, students will calmly and quietly file out of the classroom in single file and meet outside in the designated area.

  • Laboratory Stations

    Laboratory partners will be assigned by and at the discretion of the instructor. Once lab assignments have been given out, students will report to their stations w/out delay or detours. All members of the group will participate in lab dissections sharing equally in all work. Everyone will get equally “grimy” during labs. A student from each group will be assigned as “Supply and Equipment” person. They will be the only ones permitted to leave the station for group supplies. Clean up will begin no more than 10 minutes before the end of class. All members of the group will assist equally in the clean up of their workstation.

  • Make-up Work

    Make-up work will be permitted for all excused absences. Try calling a friend or checking your assignment sheet the day of your absence so work can be done that night. If this is not possible, the last few minutes of each class will be set-aside for those needing make-up assignments, etc. Typically, make-up assignments are due the following day, but this can be adjusted as needed by the instructor.

Classroom Rules

  1. Be in your assigned seat and ready to begin without being tardy.
    Sharpen pencils before class begins.
  2. No talking during class lectures, raise hand and be acknowledged before speaking out.
  3. Bring all books, notebooks and supplies to each class and lab.
  4. Show respect to all students and teachers.
  5. No eating or drinking while in class.
  6. At the end of class, remain seated; wait to be dismissed by the teacher.
  7. Do not touch “Bony Bob” or harass, frighten, hassle, handle, annoy, infuriate, enrage or pester the critters or Mr. E.!!!
  8. Alarm watches and cell phones will be silent during class.
  9. Relax and enjoy your time in this class.
  10. Obey all other rules and regulations
  • California State Standards in
    Science Grade 6

    Plate Tectonics and Earth’s Structure

    Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept:

    1. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
    2. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
    3. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
    4. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
    5. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
    6. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
    7. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.
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  • Shaping Earth’s Surface

    Topography is reshaped by the weathering of rock and soil and by the transportation
    and deposition of sediment. As a basis for understanding this concept:

    1. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.
    2. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
    3. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
    4. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
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  • Heat (Thermal Energy) (Physical Sciences)

    Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:

    1. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.
    2. Students know that when fuel is consumed, most of the energy released becomes heat energy.
    3. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
    4. Students know heat energy is also transferred between objects by radiation (radiation
      can travel through space).
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  • Energy in the Earth System

    Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:

    1. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.
    2. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
    3. Students know heat from Earth’s interior reaches the surface primarily through convection.
    4. Students know convection currents distribute heat in the atmosphere and oceans.
    5. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.
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  • Ecology (Life Sciences)

    Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

    1. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism
      through food webs.
    2. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
    3. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
    4. Students know different kinds of organisms may play similar ecological roles in similar biomes.
    5. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
  • Resources

    Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:

    1. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
    2. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
    3. Students know the natural origin of the materials used to make common objects.
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  • Investigation and Experimentation

    Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

    1. Develop a hypothesis.
    2. Select and use appropriate tools and technology (including calculators, computers,
      balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
    3. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
    4. Communicate the steps and results from an investigation in written reports and oral presentations.
    5. Recognize whether evidence is consistent with a proposed explanation.
    6. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
    7. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
    8. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope)..
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