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LIFE SCIENCE

UNIT 1

Students are exploring fossils to discover evidence of events in Earth’s geologic history. This activity introduces families to Dendrochronology, the study of tree rings.

Trees in your own yard can be sources of Earth history facts as well. Search the fireplace woodpile or collect fallen branches from large trees approximately 5 inches or greater in diameter. Use a bow saw to slice up the branches into 1 or 2 inch thick sections.

Most trees in our area show one growth ring a year. By counting these rings you can age your tree branch. These rings can also tell something of the climate during the growth years. Narrow growth rings could indicate times of drought. Sometimes the growth is interrupted and resumes during the same year. This is shown by a false ring, one that is thin and does not extend completely around.

UNIT 2

Students are looking at cell structures this week. As part of their research report assignment they will be investigating inherited traits or diseases in humans.

Create a family tree of traits. Write down all the traits to be followed along the family. Go back as many generations as possible and record the instances of the traits you are tracking.

Create a chart and graph the number of occurrences. Are there any surprises?

UNIT 3

Exploring traits and diseases continues this week. Students are looking at the genetics of inherited traits and diseases.

What diseases are in your family tree? Diabetes, asthma, hemophilia and sickle cell anemia are among the diseases passed down through families. Add this information to your family trait tree. Save magazine and newspaper articles on inherited diseases for your student to add to the class report.

UNIT 4

This week’s focus is on adaptations or variations occurring in populations overtime due to outside factors.

Design an experiment to show how environmental factors affect

plants in your local area. Select one specie to follow during your experiment. Your students should be able to explain the process for designing the experiment, how to prepare a hypothesis and recording the data collected. Local greenhouses nurseries and the County Extension Service are possible resources.

UNIT 5

Visual ability and binocular vs. monocular vision is the focus this week.

Schedule a family hike this week or visit a zoo or nature center. The purpose of your hike is to investigate how animals see. Pay special attention to eye placement. How does this help the animal survive in its environment. Is there any correlation between eye placement and what the animal eats?

UNIT 6

Students are debating topics in genetic engineering this week

There has been a lot in the news this year about genetic engineering. Pictures of genetically engineered sheep clones graced magazine covers. The movie Multiplicity regained popularity at the video store.

Have a family discussion about cloning. What concerns do you have as a parent or a member of a particular religious group about the issue of cloning? This is a great opportunity to share your values with your 8th grader.

OCEAN - CLIMATE

UNIT 1

Desalting sea water and salinity currents are some of the topics in class this week.

How does salinity affect living organisms? Being located on Cape Cod allows the naturalists the opportunity to observe anadromous fish. Herring runs are close by and eels swim in local ponds. Both of these fish live part of the time in salt water and part of the time in fresh. How does this moving from salt to fresh affect them physically?

The Mass Bays Curriculum has a great activity using potato fish.

Try it at home.

Materials:
* Potato Knife
* Two glasses or wide mouth glass jars
* Table slat
* Water
Procedure: Cut two pealed slices off the potato. Cut each slice into a fishy shape. Fill both containers with fresh water. Add salt to the other container until the salt clouds the water. Add the spud fish. After 15 minutes remove the fish and feel each one. What differences can you note and why? How does this translate to the affects of migration of fish to or from salt or fresh water.

UNIT 1

Climate, weather and glacial history of Cape Cod are topics explored this week.

Take a family drive along Route 3-A to the Cape. Have everyone pay special attention to the terrain along the road. Someone could record hills, low areas, boulders, anything that pertains to geology. Go over the Sagamore Bridge and continue along Route 6 until Exit # 3. At the end of the exit ramp go left. When you get to the bottom of the hill and Route 6-A go right on 6-A back toward to the bridge.

Everywhere you passed was changed, created and affected by glaciers over 10,000 years ago. The Route 6 section was built on top of the glacial moraine. When you came down the hill you followed the path of meltwater carrying sediment out into the area of Cape Cod Bay. The Cape Cod Canal was a difficult engineering feat because of the glacial terrain. Visit the canal visitors center on your way home.

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UNIT 2

How do atmospheric properties such as air pressure, temperature, humidity, wind speed and direction, precipitation and clouds affect weather? This is one of the questions your students will look at this week in science.

Design a home weather station. Look for simple. inexpensive devices or create your own in order to record atmospheric conditions.

What weather lore has been passed down in your family? We all have some weather poem or statement in our family passed down from great grand dad or uncle so-in so. Are they accurate?

Have your family select one or two weather lore sayings to test this week.

SAMPLES:
* Red sun at night, sailors delight.
* Red sun at morning, sailors take warning
* Moon ring near, rain far
* Ring far, rain near
* Seagull, seagull sitting on the sand
* No fair weather when you're on land

UNIT 3

Students are looking at continental movement and how this has affected the distribution of animals and plants on earth. They are also looking at moving fluids and plates in the earth’s surface.

Have someone cut a section of a 2x4 board into two blocks. The cut needs to be on the diagonal so the two board can be brought together. Use the two boards to show continental movement. Experiment with bringing the boards together and applying pressure in different ways. What happens?

UNIT 4

Geologic time tables, the end of the dinosaurs and patterns in the sky are explored this week.

Take a family night hike out away from any bright lights. The beach parking lot is a great place to observe the stars. Ordinary binoculars can be used to study the night sky. Explore constellations visible during the year.

Investigate Native American legends about the stars and night sky. Michael Caduto and Joseph Bruchac are two authors who have compiled lots of tales. Create your own tale about the night sky.

UNIT 5

Students are exploring the universe this week. Light energy is one of the areas in focus.

Create an experiment to determine which colors are best for clothing in winter and summer. Write out your family prediction and complete your experiment. Any surprises? What relationships exist between sunlight, color and heat absorption.

UNIT 6

Moon journals and maps are the focus this week in earth science.

Family moon walks are great this week. Try to identify the moon phase. There are many tales about the moon’s influence on people. One common concept is that people are affected mentally by the full moon. I had an uncle who worked at Taunton State Hospital with mental health patients and he was convinced there was a direct correlation to undesirable patient behavior and the full moon.

Design an investigation of an example of full moon lore. Is the statement valid according to your research?

UNIT 7

Students are looking at convection currents as part of their earth science discoveries this week.

Try this experiment at home:

Supplies:
* 2% Milk
* Clear bowl or deep plate
* Package of 4-color bottles food color
* Dish washing liquid

Procedure:

Set the bowl or plate up on blocks so you all can see the bottom. Fill the bowl with the 2% milk. After the milk settles down drop one drop of each food color spread out at any four places along the dish edge.

Place one drop of dish liquid in the center of the milk. Watch what happens above and below.

Does your student see any connection with this experiment and what is being investigated in class?

UNIT 8

Earth science concludes with further investigation of the Earth’s climate and temperature. Students look at layering of the Earth’s crust.

Create a dessert for supper this week that involves lots of layers. Have your student look for ingredients that could simulate Earth layers studied in class this week. YUMMY.

PHYSICAL SCIENCE

UNIT 1

Students begin an exploration of electricity this week.

Home safety survey: Have a family safety check of all your electrical appliances this week. Check all light sources to make sure the recommended bulb wattage is not exceeded. Why is this important? Check all cords for wear and go over safety rules for hairdryers near sinks and tubs. Create energy conservation guidelines for home electricity use.

UNIT 2

Electric motors and electromagnetic fields are the focus in electricity this week.

Design an experiment to analyze the effects of magnetic fields on cassette and video tapes. Create a statement of predicted results, an hypothesis, and try your experiment. Any surprises in the results? Why?

UNIT 3

Students are looking at light and color this week. Refraction, absorbency and transmission are some of the topics discussed.

Is there really a difference between sunglass brands? Are polarized shades better? Collect different brands of sunglasses and design an experiment to test the advantages and disadvantages of each.

UNIT 4

Ultraviolet and infrared light exploration continue the light topic this week

Which brand of sunscreen works best? Is there a difference between strength levels? Design an experiment to test two brands of sunscreen for effectiveness. Choose between two strength levels.

Does a bottle of sunscreen loose its effectiveness over time? If so, should the bottles be dated? Design an experiment to test this statement.