Since clouds are made of water droplets that are denser than air, why do they float?
The water droplets in clouds aren't actually floating like a log on water. They are constantly falling. However, they are so tiny that they have a large surface area compared to their mass. That creates a lot of friction as they fall through the air and really slows them down. They are also falling through an air mass that is moving upwards. So, they are moving up faster than they are falling down. If the tiny water droplets collide with enough other droplets, they may become large enough to overcome this effect and fall as precipitation. Read more here and here. Why are clouds sometimes different colors? White clouds - Small water droplets in clouds scatter all the wavelengths in white light equally so the clouds appear white to us. Gray clouds - Very thick, dense clouds full of large raindrops, block and absorb sunlight so they appear dark to us. Red clouds at sunset/sunrise - At sunset/sunrise light has to travel farther through the atmosphere before it reaches us. Most of the short wavelengths from the blue end of the spectrum have already scattered away leaving mostly light waves from the red end of the spectrum. If thin clouds are present, they can reflect these red/orange light waves down to us. Iridescent clouds (rainbow colored) - Rarely, sunlight will travel through a thin cloud with very tiny ice crystals or water droplets and be diffracted into different wavelengths creating a rainbow effect. Read more here and here and here.
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Draft Recommendations for Science TEKS Streamlining The draft recommendations below were developed by the science TEKS streamlining committees appointed by members of the SBOE. Informal feedback will be accepted in response to the draft recommendations through December 16, 2016. Comments on the draft recommendations will help to inform the streamlining committee's final recommendations. If you provide specific comments and recommendations for any of the student expectations, please identify the grade level and the specific student expectation number that is included in the draft recommendations document. (For example, grade 1 (1)(A)) You may submit your comments to TEA at [email protected]. Please indicate “Science TEKS Streamlining” in the subject line. Click on each item below to download a PDF. Use the bookmarks on the left-hand side of the document to navigate to a specific grade level or course: ![]()
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Successful teachers have discovered students need relevance, repetition, and reinforcement in order to master new content. In Science, relevance is easily observed in making Science connections to everyday life. Because Science is literally everywhere, teachers who know the Science TEKS/content can provide many opportunities for distributed practice and application without having to find the time to do so using full-blown lessons. Below are some examples of how this may be done: Destiny Jones (Hodges) has archives from previous lessons set up at the back of the room. These items might include vials of concentrated and dilute solutions, cups of water with floating and sinking objects, electrical components for series or parallel circuits, etc.. Her students are encouraged to make use of "sponge" time to go back to the items and make observations or connections to help them remember the activities and concepts from those lessons. The items also serve as reminders to the teacher to remember to ask questions about those concepts throughout each week. Your interactive word wall and anchor charts also serve the same purpose. Homero Sanjuanero (McWhorter) creates real-life scenarios like the one below. These scenarios provide students opportunities for application and connection of concepts previously taught. Homero shows the photograph above and tells the students a "story" about his weekend: Last weekend I worked as a soccer referee. The weather was very hot, and I did not have enough drinking water; I only had the items that are in the photo. How could I have solved my problem?
He then guides his students to link concepts such as condensation, evaporation, insulators, light and thermal energy, how light travels (shadow), etc.. Frequently providing students with these types of scenarios helps students understand that Science happens everyday, everywhere. Bio, as in biology, or the study of living organisms
Blitz, a sudden, energetic, and focused endeavor A BioBlitz is an event in which teams of volunteer scientists, families, students, educators, and other community members work together to find and identify as many species of plants, animals, microbes, fungi, and other organisms as possible in a specific geographic location. These activities not only highlight the biodiversity of an area, demonstrating the importance of exploration and conservation, but also generate quality data to be used by scientists. The Texas Alliance for Geographic Education is promoting a Blitz for the week of Nov. 13-19. You can apply for a kit before Oct. 31st on a 1st come basis. Check out the website for ideas. Note that they are repeating this activity from March and didn't change the dates on all the forms. Join the star party in Frisco or have your own at home. :-) Go to the website for more information.
International Observe the Moon Night in Frisco WhenSat, October 8, 6:00pm – 10:30pm WhereFrisco Commons Park, 8000 McKinney Rd, Frisco, TX 75034, USA (map) DescriptionIn conjunction with International Observe the Moon Night, we will be hosting an observing party in Frisco. This event is free and open to the public. Approximately a dozen telescopes will be set up for your viewing pleasure. Please come and join us at Frisco Commons Park for what is a very popular suburban Star Party. Weather Permitting Setup Time: Sunset pm Event Time: Begins at dark and concludes at 10:30pm Central Time Hosts: Phil Jones and Mark Johnston Check the hotline before you go! If there is a cancellation, it will be noted at this number: 214-800-6000 Homero SanJuanero-McWhorter ElementaryMy favorite part of Mr. SanJuanero's interactive word wall is the tiny snow suit hanging next to the property of "insulate."
Look on the back, outside cover of your 5th Grade Physical Science binder. If the school calendar in the back dates prior to last year (2015-2016 school year), then it is no longer part of the 5th Grade Science Curriculum. What should you do?
Hi Group B Kindergarten Teachers,
I’ve updated the Kindergarten Timeline for Group B (Central Schools). I’m letting you know so you can print out a revised copy. This will not affect the Exploring My Weather Unit—the changes were for the January 24-25 entries. Here is a link for the calendar, or you can print it from the website or Forethought. Hi Group A Kindergarten Teachers,
I’ve updated the Kindergarten Science Calendar (aka timeline) to reflect a couple of changes with the living materials delivery dates that were beyond our control. Specifically:
Here is the link for the calendar so you can print out the most recent version. Click here. Join students across the globe in tracking wildlife migrations and seasonal changes at Journey North.
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