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students -- join my c-k12 Earth science class:
I’d like you to join my CK-12 class:
Mrs. CP's Earth Science
Joining my class allows me to share content with you and keep track of how well you do on your CK-12 practice assignments.
To join:
1. Go to www.ck12.org
2. Click Join to create an account (Be sure to sign up as a Student), or Sign In.
3. Click Groups.
4. Click Join a Group.
5. Enter code: plmfv
If you already have a CK-12 account, sign in and join with this link:
http://www.ck12.org/join/group/?accessCode=plmfv
Mrs. CP's Earth Science
Joining my class allows me to share content with you and keep track of how well you do on your CK-12 practice assignments.
To join:
1. Go to www.ck12.org
2. Click Join to create an account (Be sure to sign up as a Student), or Sign In.
3. Click Groups.
4. Click Join a Group.
5. Enter code: plmfv
If you already have a CK-12 account, sign in and join with this link:
http://www.ck12.org/join/group/?accessCode=plmfv
week 38 (June 9 - June 11):
MONDAY 6/9:
- Continue Apollo 13
- Take care of the following:
* missing assessments
* tech test
* return Earth Science books
TUESDAY 6/10: (HALF DAY)
WEDNESDAY 6/11: (HALF DAY)
- Continue Apollo 13
- Take care of the following:
* missing assessments
* tech test
* return Earth Science books
TUESDAY 6/10: (HALF DAY)
WEDNESDAY 6/11: (HALF DAY)
week 37 (June 2 - June 6):
MONDAY 6/2:
FINAL EXAM REVIEW
TUESDAY 6/3:
EARTH SCIENCE FINAL EXAM
WEDNESDAY 6/4:
- Read "Phases of the Moon" pages 671 - 673 in red ES book
- Video Clip "Phases of the Moon"
- Oreo Cookie Phases of the Moon Activity
THURSDAY 6/5:
- 8th Grade Technology Test
- End of Year Survey
FRIDAY 6/6:
- Complete ACT Item Analysis
- Start watching Apollo 13
FINAL EXAM REVIEW
TUESDAY 6/3:
EARTH SCIENCE FINAL EXAM
WEDNESDAY 6/4:
- Read "Phases of the Moon" pages 671 - 673 in red ES book
- Video Clip "Phases of the Moon"
- Oreo Cookie Phases of the Moon Activity
THURSDAY 6/5:
- 8th Grade Technology Test
- End of Year Survey
FRIDAY 6/6:
- Complete ACT Item Analysis
- Start watching Apollo 13
week 36 (May 26 - May 30):
MONDAY 5/26: MEMORIAL DAY -- NO SCHOOL
TUESDAY 5/27:
FINAL EXAM REVIEW
- In Groups: Go over assessments from Units 7 - 12 to review content and determine where you need the most review/study time
WEDNESDAY 5/28: HS Visitation AM
THURSDAY 5/29:
FINAL EXAM REVIEW
FRIDAY 5/30: 8TH GRADE CHICAGO TRIP
TUESDAY 5/27:
FINAL EXAM REVIEW
- In Groups: Go over assessments from Units 7 - 12 to review content and determine where you need the most review/study time
WEDNESDAY 5/28: HS Visitation AM
THURSDAY 5/29:
FINAL EXAM REVIEW
FRIDAY 5/30: 8TH GRADE CHICAGO TRIP
week 35 (may 19 - may 23):
MONDAY 5/19:
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
- Characteristics of Stars packet (check for completion)
- Review of Schedule
* 5 full days this week,
* no school 5/26 (Memorial Day),
* Final Exam Prep 5/27, 5/29, 6/2,
* HS visit 5/28 (morning),
* Chicago Trip 5/30,
* Final Exam 6/3
- IMAX HUBBLE
* Exit Ticket: Describe something you found interesting, something you learned, etc.
TUESDAY 5/20:
E5.2e - I can explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
- Warm-up: Characteristics of Stars
- Review of Star Characteristics
- Star Characteristics Notes
** Unit 12 CK-12 Lessons DUE before FRIDAY **
WEDNESDAY 5/21:
E5.2e - I can explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
E5.2D - I can describe how nuclear fusion and other processes in stars have led to the formation of all the other chemical elements.
E5.2g - I can explain how the balance between fusion and gravity controls the evolution of a star (equilibrium).
E5.2h - I can compare the evolution paths of low, moderate and high mass stars using the H-R diagram.
- Class Review of Star Characteristics Notes
- The Elements: Forged in Stars (E5.2D)
- Read "Lives of Stars", pages 762-766 from the red ES book
- Complete the "It Says..., I Say..., and So" chart
- Life Cycles of Stars Notes
THURSDAY 5/22:
E5.2D - I can describe how nuclear fusion and other processes in stars have led to the formation of all the other chemical elements.
E5.2g - I can explain how the balance between fusion and gravity controls the evolution of a star (equilibrium).
E5.2h - I can compare the evolution paths of low, moderate and high mass stars using the H-R diagram.
- Class Review of Life Cycles of Stars Notes & "It Says..., I Say..., and So" chart
- A Look To The Stars: A Star's Life Cycle Poster (DUE at END of Class Tomorrow)
* draw, label and color
* use appropriate terminology/vocabulary
* neatness counts!
FRIDAY 5/23:
- Complete & Turn In: A Look To The Stars: A Star's Life Cycle Poster
- Target Practice: Unit 12
- Second Semester Exam Review
- Submit your Unit 12 CK-12 Lesson Assessment Results
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
- Characteristics of Stars packet (check for completion)
- Review of Schedule
* 5 full days this week,
* no school 5/26 (Memorial Day),
* Final Exam Prep 5/27, 5/29, 6/2,
* HS visit 5/28 (morning),
* Chicago Trip 5/30,
* Final Exam 6/3
- IMAX HUBBLE
* Exit Ticket: Describe something you found interesting, something you learned, etc.
TUESDAY 5/20:
E5.2e - I can explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
- Warm-up: Characteristics of Stars
- Review of Star Characteristics
- Star Characteristics Notes
** Unit 12 CK-12 Lessons DUE before FRIDAY **
WEDNESDAY 5/21:
E5.2e - I can explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
E5.2D - I can describe how nuclear fusion and other processes in stars have led to the formation of all the other chemical elements.
E5.2g - I can explain how the balance between fusion and gravity controls the evolution of a star (equilibrium).
E5.2h - I can compare the evolution paths of low, moderate and high mass stars using the H-R diagram.
- Class Review of Star Characteristics Notes
- The Elements: Forged in Stars (E5.2D)
- Read "Lives of Stars", pages 762-766 from the red ES book
- Complete the "It Says..., I Say..., and So" chart
- Life Cycles of Stars Notes
THURSDAY 5/22:
E5.2D - I can describe how nuclear fusion and other processes in stars have led to the formation of all the other chemical elements.
E5.2g - I can explain how the balance between fusion and gravity controls the evolution of a star (equilibrium).
E5.2h - I can compare the evolution paths of low, moderate and high mass stars using the H-R diagram.
- Class Review of Life Cycles of Stars Notes & "It Says..., I Say..., and So" chart
- A Look To The Stars: A Star's Life Cycle Poster (DUE at END of Class Tomorrow)
* draw, label and color
* use appropriate terminology/vocabulary
* neatness counts!
FRIDAY 5/23:
- Complete & Turn In: A Look To The Stars: A Star's Life Cycle Poster
- Target Practice: Unit 12
- Second Semester Exam Review
- Submit your Unit 12 CK-12 Lesson Assessment Results
week 34 (May 12 - may 16):
MONDAY 5/12:
- Unit 11 Assessment - Cosmology and Earth's Place in the Universe
- After Test: Begin Unit 12 - The Sun and Other Stars
E5.2A - I can identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B - I can relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.
E5.2C - I can describe how nuclear fusion produces energy in the Sun.
* Read (from the red ES book) Pages 706 - 710
* Complete the Section 2 Assessment on page 710, #1-3 (ALL)
** Astronomy Blog Challenge DUE WEDNESDAY **
TUESDAY 5/13:
E5.2A - I can identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B - I can relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.
E5.2C - I can describe how nuclear fusion produces energy in the Sun.
- Check/Discuss book questions, Page 710
- Watch video clips
* "What Is a Star? Part 2"
* "Massive Solar Storms"
* "NASA | The Sun Song"
- CK-12 Unit 12 Lessons
* Log in to your CK-12 account and begin
* DUE Friday, May 23rd
** Astronomy Blog Challenge DUE TOMORROW **
WEDNESDAY 5/14:
E5.2A - I can identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B - I can relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.
E5.2C - I can describe how nuclear fusion produces energy in the Sun.
- Astronomy Blog Challenge DUE Today!
- Discussion of Sub Behavior
- The Universe: Secrets of the Sun with video questions
THURSDAY 5/15:
E5.2e - I can explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
- Target Practice: The Sun
- Group Read Article: "Sun's 2013 Solar Activity Peak Is Weakest in 100 Years"
* Complete the 3-2-1 Summary
- Read pages 752-759 in red Earth Science book - "Characteristics of Stars"
- Complete "Characteristics of Stars" packet (due Monday)
FRIDAY 5/16: NO SCHOOL
- Unit 11 Assessment - Cosmology and Earth's Place in the Universe
- After Test: Begin Unit 12 - The Sun and Other Stars
E5.2A - I can identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B - I can relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.
E5.2C - I can describe how nuclear fusion produces energy in the Sun.
* Read (from the red ES book) Pages 706 - 710
* Complete the Section 2 Assessment on page 710, #1-3 (ALL)
** Astronomy Blog Challenge DUE WEDNESDAY **
TUESDAY 5/13:
E5.2A - I can identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B - I can relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.
E5.2C - I can describe how nuclear fusion produces energy in the Sun.
- Check/Discuss book questions, Page 710
- Watch video clips
* "What Is a Star? Part 2"
* "Massive Solar Storms"
* "NASA | The Sun Song"
- CK-12 Unit 12 Lessons
* Log in to your CK-12 account and begin
* DUE Friday, May 23rd
** Astronomy Blog Challenge DUE TOMORROW **
WEDNESDAY 5/14:
E5.2A - I can identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B - I can relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.
E5.2C - I can describe how nuclear fusion produces energy in the Sun.
- Astronomy Blog Challenge DUE Today!
- Discussion of Sub Behavior
- The Universe: Secrets of the Sun with video questions
THURSDAY 5/15:
E5.2e - I can explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).
E5.2f - I can explain how you can infer the temperature, life span, and mass of a star from its color and use the H-R diagram to explain the life cycles of stars.
- Target Practice: The Sun
- Group Read Article: "Sun's 2013 Solar Activity Peak Is Weakest in 100 Years"
* Complete the 3-2-1 Summary
- Read pages 752-759 in red Earth Science book - "Characteristics of Stars"
- Complete "Characteristics of Stars" packet (due Monday)
FRIDAY 5/16: NO SCHOOL
week 33 (may 5 - may 9):
MONDAY 5/5:
E5.1B - I can describe how the Big Bang theory accounts for the formation of the universe.
- Unit 11 CK12 Lessons are due TOMORROW!
- Bill Nye Astronomy Video Questions are also due TOMORROW!
- Video: How the Universe Works: Big Bang
* take notes on your Unit 11 Learning Target Guide
** Target Practice Tuesday will cover Learning Targets E5.1A, E5.1B & E5.1c **
TUESDAY 5/6:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
E5.1B - I can describe how the Big Bang theory accounts for the formation of the universe.
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
- Turn in Unit 11 CK12 Results
* take a screenshot of your results screen that includes your name and email it to me
- Discuss video questions for Bill Nye Astronomy & turn in
- Using the red Earth Science book, complete the following:
* Read 700 - 703; Complete Analyzing Data, pg. 704 & Answer questions #1a, 1b, 1c, 2b from page 705
* Read 772 - 773; Answer questions #3a, 3b, 3c, 4 from page 773
* Read 774 - 778; Answer ALL questions from page 779 (skip “At-Home Activity”)
- Study Units 11 & 12 Astronomy vocabulary on Quizlet
** Target Practice Tuesday postponed until tomorrow **
WEDNESDAY 5/7:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
E5.1B - I can describe how the Big Bang theory accounts for the formation of the universe.
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
E5.1d - I can differentiate between the cosmological and Doppler red shift.
- Correct Book Pages 705, 773, & 779
- Target Practice E5.1A, E5.1B, E5.1c
- Khan Academy videos
* Redshift
* Cosmic background radiation 1
* Cosmic background radiation 2
- Astronomy Blog Challenge (see my website for assignment details)
* choose ONE of the four options
* DUE next Wednesday, May 14th
THURSDAY 5/8:
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
E5.1d - I can differentiate between the cosmological and Doppler red shift.
- Go over Target Practice from yesterday
- Discuss Khan Academy videos
- Video clips:
* What is Redshift?
* Doppler Effect - Big Bang Theory style
* The Galaxy Song
- Astronomy Vocabulary on Quizlet
** Unit 11 Assessment will be next Monday, May 12, 2014! **
FRIDAY 5/9:
E5.3A - I can explain how the solar system formed from a nebula of dust and gas in a spiral arm of the Milky Way Galaxy about4.6 Ga (billion years ago).
- "Astrophysicists Build a Virtual Universe" article
* read article
* watch "Illustris" video (in article)
* complete a "3-2-1 Graphic Organizer" and turn in
- Complete the Practice test (click here) and submit a screenshot of your score to me via email
- Work/Study Time
* Quizlet/Learning Target Guide/Notes
* Astronomy Blog Challenge
* CK-12 Lessons
E5.1B - I can describe how the Big Bang theory accounts for the formation of the universe.
- Unit 11 CK12 Lessons are due TOMORROW!
- Bill Nye Astronomy Video Questions are also due TOMORROW!
- Video: How the Universe Works: Big Bang
* take notes on your Unit 11 Learning Target Guide
** Target Practice Tuesday will cover Learning Targets E5.1A, E5.1B & E5.1c **
TUESDAY 5/6:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
E5.1B - I can describe how the Big Bang theory accounts for the formation of the universe.
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
- Turn in Unit 11 CK12 Results
* take a screenshot of your results screen that includes your name and email it to me
- Discuss video questions for Bill Nye Astronomy & turn in
- Using the red Earth Science book, complete the following:
* Read 700 - 703; Complete Analyzing Data, pg. 704 & Answer questions #1a, 1b, 1c, 2b from page 705
* Read 772 - 773; Answer questions #3a, 3b, 3c, 4 from page 773
* Read 774 - 778; Answer ALL questions from page 779 (skip “At-Home Activity”)
- Study Units 11 & 12 Astronomy vocabulary on Quizlet
** Target Practice Tuesday postponed until tomorrow **
WEDNESDAY 5/7:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
E5.1B - I can describe how the Big Bang theory accounts for the formation of the universe.
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
E5.1d - I can differentiate between the cosmological and Doppler red shift.
- Correct Book Pages 705, 773, & 779
- Target Practice E5.1A, E5.1B, E5.1c
- Khan Academy videos
* Redshift
* Cosmic background radiation 1
* Cosmic background radiation 2
- Astronomy Blog Challenge (see my website for assignment details)
* choose ONE of the four options
* DUE next Wednesday, May 14th
THURSDAY 5/8:
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
E5.1d - I can differentiate between the cosmological and Doppler red shift.
- Go over Target Practice from yesterday
- Discuss Khan Academy videos
- Video clips:
* What is Redshift?
* Doppler Effect - Big Bang Theory style
* The Galaxy Song
- Astronomy Vocabulary on Quizlet
** Unit 11 Assessment will be next Monday, May 12, 2014! **
FRIDAY 5/9:
E5.3A - I can explain how the solar system formed from a nebula of dust and gas in a spiral arm of the Milky Way Galaxy about4.6 Ga (billion years ago).
- "Astrophysicists Build a Virtual Universe" article
* read article
* watch "Illustris" video (in article)
* complete a "3-2-1 Graphic Organizer" and turn in
- Complete the Practice test (click here) and submit a screenshot of your score to me via email
- Work/Study Time
* Quizlet/Learning Target Guide/Notes
* Astronomy Blog Challenge
* CK-12 Lessons
week 32 (April 28 - May 2):
MONDAY 4/28:
E4.2D - I can describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.
- Complete Life Cycle of a Cell Phone poster
* Finish work on Life Cycle of a Cell Phone Questions handout, Components Crossword, and Words from the Wise
- Review Unit 10 Vocabulary on Quizlet
- Practice Assessment (orally as a class)
** Unit 10 Assessment Tomorrow **
TUESDAY 4/29:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
- Unit 10 Assessment
- Energy Puzzle (due tomorrow)
- Unit 11 Learning Target Guide - Overview
- Video: The Known Universe
- CK12 Unit 11 Lessons
* due next Tuesday, May 6th
WEDNESDAY 4/30:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
- Gravity in the Solar System - Videos for understanding
* Newton's Universal Law of Gravitation video
* What if the Earth were Hollow? video
* Guns in Space video
* Other Gravity in the Solar System CK12 video clips
* Complete the accompanying handout while you watch the video
- Complete the CK12 Unit 11 Lesson on Gravity in the Solar System (make sure you are logged into your account and in our class group)
- Cool Moves Worksheet
THURSDAY 5/1:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
- Review Gravity in the Solar System video notes
- Discuss Cool Moves worksheet
- Read Pages 666 -669 from Red Earth Science book.
* In groups, complete:
- A) Analyzing Data, page 668
- B) Section 2 Assessment, page 669
- Continue work on Unit 11 CK12 Lessons
- Astronomy Vocabulary (Units 11 & 12)
FRIDAY 5/2:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
- Discuss Pages 668 & 669 from yesterday's lesson
- Video: Bill Nye Greatest Discoveries in Astronomy
* complete video worksheet
E4.2D - I can describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.
- Complete Life Cycle of a Cell Phone poster
* Finish work on Life Cycle of a Cell Phone Questions handout, Components Crossword, and Words from the Wise
- Review Unit 10 Vocabulary on Quizlet
- Practice Assessment (orally as a class)
** Unit 10 Assessment Tomorrow **
TUESDAY 4/29:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
- Unit 10 Assessment
- Energy Puzzle (due tomorrow)
- Unit 11 Learning Target Guide - Overview
- Video: The Known Universe
- CK12 Unit 11 Lessons
* due next Tuesday, May 6th
WEDNESDAY 4/30:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
- Gravity in the Solar System - Videos for understanding
* Newton's Universal Law of Gravitation video
* What if the Earth were Hollow? video
* Guns in Space video
* Other Gravity in the Solar System CK12 video clips
* Complete the accompanying handout while you watch the video
- Complete the CK12 Unit 11 Lesson on Gravity in the Solar System (make sure you are logged into your account and in our class group)
- Cool Moves Worksheet
THURSDAY 5/1:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
- Review Gravity in the Solar System video notes
- Discuss Cool Moves worksheet
- Read Pages 666 -669 from Red Earth Science book.
* In groups, complete:
- A) Analyzing Data, page 668
- B) Section 2 Assessment, page 669
- Continue work on Unit 11 CK12 Lessons
- Astronomy Vocabulary (Units 11 & 12)
FRIDAY 5/2:
E5.1A - I can describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.
E5.1c - I can explain how observations of the cosmic background radiation have helped determine the age of the universe.
- Discuss Pages 668 & 669 from yesterday's lesson
- Video: Bill Nye Greatest Discoveries in Astronomy
* complete video worksheet
week 31 (april 21 - april 25):
MONDAY 4/21:
- Wrap up Unit 9; be sure to show me all of your CK12 Assessment Scores
- Unit 10 Learning Target Overview
- Group Study
* Prepare a Presentation that contains 5 key facts/points and has 2 assessment questions to present to the class on Wednesday in class
TUESDAY 4/22: REALITY STORE
WEDNESDAY 4/23:
- Unit 10 - Resources and Environment Challenges Learning Target Group Presentations
- Unit 10 Vocabulary on Quizlet
THURSDAY 4/24:
E4.2d - I can describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.
- Life Cycle of a Product (Cell Phone)
* Life Cycle of a Cell Phone article
* Life Cycles document
* Poster Activities
- Study Unit 10 Vocabulary on Quizlet
FRIDAY 4/25: GRANDPARENTS DAY
E4.2D - I can describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.
- Complete Life Cycle of a Cell Phone poster
* Begin work on Life Cycle of a Cell Phone Questions handout, Components Crossword, and Words from the Wise
- Wrap up Unit 9; be sure to show me all of your CK12 Assessment Scores
- Unit 10 Learning Target Overview
- Group Study
* Prepare a Presentation that contains 5 key facts/points and has 2 assessment questions to present to the class on Wednesday in class
TUESDAY 4/22: REALITY STORE
WEDNESDAY 4/23:
- Unit 10 - Resources and Environment Challenges Learning Target Group Presentations
- Unit 10 Vocabulary on Quizlet
THURSDAY 4/24:
E4.2d - I can describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.
- Life Cycle of a Product (Cell Phone)
* Life Cycle of a Cell Phone article
* Life Cycles document
* Poster Activities
- Study Unit 10 Vocabulary on Quizlet
FRIDAY 4/25: GRANDPARENTS DAY
E4.2D - I can describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.
- Complete Life Cycle of a Cell Phone poster
* Begin work on Life Cycle of a Cell Phone Questions handout, Components Crossword, and Words from the Wise
week 30 (April 14 - april 18):
MONDAY 4/14:
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E4.1B - I can explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history qualitatively
using the concepts of recharge, residence time, inputs and outputs.
E4.1C - I can explain how water quality in both groundwater and surface systems is impacted by land use decisions.
- An in-depth look at vocabulary (watch & add notes to Vocabulary handout and Learning Target Guide):
* Sustainability - Ogallala Aquifer video
* Biosphere & Hydrosphere - The Four Earth Spheres video
* Water Cycle - Bill Nye excerpt
* Nonpoint source pollution - video clip
* Point source pollution - video clip
* Artesian Well - video clip
* Glaciers - video of large calving event
* In the lab (start today & finish tomorrow):
- Biosphere & Hydrosphere - read video transcript & take notes
- Aquifer - read webpage & take notes
- Groundwater - watch animated video and take notes
- Hydrogeology - read webpage & take notes
- Residence Time - read webpage & take notes (click link then select "Aquifers" and "Residence Time of Groundwater" from the submenus)
- Water Pollution - watch National Geographic video & take notes
TUESDAY 4/15:
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E4.1B - I can explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history qualitatively
using the concepts of recharge, residence time, inputs and outputs.
E4.1C - I can explain how water quality in both groundwater and surface systems is impacted by land use decisions.
- Continue our deeper look at vocabulary in the lab (see description and links above)
- Target Practice Tuesday -- vocabulary comprehension check
WEDNESDAY 4/16:
E2.3c - I can explain how the nitrogen cycle is part of the Earth system.
- Nitrogen Cycle Pre-Read activity in groups
- Nitrogen Cycle in Ecosystems class read
- Nitrogen Cycle - An Aquatic Perspective Video
- Nitrogen Cycle in Ecosystems Post-Read Cycle Diagram
- Nitrogen Cycle in Ecosystems Practice Quiz
THURSDAY 4/17:
- Unit 9 Review, Pages 429 - 430, #1-25 & Page 431 #1-5
- CK12 Assessments for Unit 9
* Safety of Water
* Water Pollution
* Protecting Water from Pollution
* Groundwater Aquifers
* Groundwater Depletion
FRIDAY 4/18 (Good Friday -- Half Day):
- Finish CK12 Assessments for Unit 9
* Safety of Water
* Water Pollution
* Protecting Water from Pollution
* Groundwater Aquifers
* Groundwater Depletion
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E4.1B - I can explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history qualitatively
using the concepts of recharge, residence time, inputs and outputs.
E4.1C - I can explain how water quality in both groundwater and surface systems is impacted by land use decisions.
- An in-depth look at vocabulary (watch & add notes to Vocabulary handout and Learning Target Guide):
* Sustainability - Ogallala Aquifer video
* Biosphere & Hydrosphere - The Four Earth Spheres video
* Water Cycle - Bill Nye excerpt
* Nonpoint source pollution - video clip
* Point source pollution - video clip
* Artesian Well - video clip
* Glaciers - video of large calving event
* In the lab (start today & finish tomorrow):
- Biosphere & Hydrosphere - read video transcript & take notes
- Aquifer - read webpage & take notes
- Groundwater - watch animated video and take notes
- Hydrogeology - read webpage & take notes
- Residence Time - read webpage & take notes (click link then select "Aquifers" and "Residence Time of Groundwater" from the submenus)
- Water Pollution - watch National Geographic video & take notes
TUESDAY 4/15:
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E4.1B - I can explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history qualitatively
using the concepts of recharge, residence time, inputs and outputs.
E4.1C - I can explain how water quality in both groundwater and surface systems is impacted by land use decisions.
- Continue our deeper look at vocabulary in the lab (see description and links above)
- Target Practice Tuesday -- vocabulary comprehension check
WEDNESDAY 4/16:
E2.3c - I can explain how the nitrogen cycle is part of the Earth system.
- Nitrogen Cycle Pre-Read activity in groups
- Nitrogen Cycle in Ecosystems class read
- Nitrogen Cycle - An Aquatic Perspective Video
- Nitrogen Cycle in Ecosystems Post-Read Cycle Diagram
- Nitrogen Cycle in Ecosystems Practice Quiz
THURSDAY 4/17:
- Unit 9 Review, Pages 429 - 430, #1-25 & Page 431 #1-5
- CK12 Assessments for Unit 9
* Safety of Water
* Water Pollution
* Protecting Water from Pollution
* Groundwater Aquifers
* Groundwater Depletion
FRIDAY 4/18 (Good Friday -- Half Day):
- Finish CK12 Assessments for Unit 9
* Safety of Water
* Water Pollution
* Protecting Water from Pollution
* Groundwater Aquifers
* Groundwater Depletion
week 29 (march 31 - april 4):
MONDAY 3/31:
- Science Journal
* view image from National Geographic of coal miner from India; write one-two sentences about how coal can relate to greenhouse gases and climate change.
- Go over Friday's Target Practice
- Complete "Discussing Carbon Nation" blog post/comments
** Unit 8 Assessment Tomorrow **
TUESDAY 4/1:
- Unit 8 Assessment
- Begin Unit 9: Hydrogeology
* Read Pages 396 - 409 from Red Earth Science book
- Do Page 403 #1a, 1b, 2a, 3c
- Do Page 409 #1b, 1c, 2b
WEDNESDAY 4/2:
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E2.3b - I can explain why small amounts of some chemical forms may be beneficial for life but poisonous in large quantities (e.g., dead zone in Gulf of Mexico)
- Unit 9 Hydrogeology Learning Targets Guide & Notes Handout
- Water Videos
* add notes/comments to LT Guide
THURSDAY 4/3:
E4.1A - I can compare and contrast surface water systems and groundwater in regard to their relative sizes as Earth's freshwater reservoirs the dynamics of water movement.
- Discuss questions from Page 403 & 409 (Tuesday's assignment)
- Water Smart: Water on Earth (video)
* video quiz
- Unit 9 Vocabulary handout (in class study time)
FRIDAY 4/4:
- Science Journal
* view image from National Geographic of coal miner from India; write one-two sentences about how coal can relate to greenhouse gases and climate change.
- Go over Friday's Target Practice
- Complete "Discussing Carbon Nation" blog post/comments
** Unit 8 Assessment Tomorrow **
TUESDAY 4/1:
- Unit 8 Assessment
- Begin Unit 9: Hydrogeology
* Read Pages 396 - 409 from Red Earth Science book
- Do Page 403 #1a, 1b, 2a, 3c
- Do Page 409 #1b, 1c, 2b
WEDNESDAY 4/2:
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E2.3b - I can explain why small amounts of some chemical forms may be beneficial for life but poisonous in large quantities (e.g., dead zone in Gulf of Mexico)
- Unit 9 Hydrogeology Learning Targets Guide & Notes Handout
- Water Videos
* add notes/comments to LT Guide
THURSDAY 4/3:
E4.1A - I can compare and contrast surface water systems and groundwater in regard to their relative sizes as Earth's freshwater reservoirs the dynamics of water movement.
- Discuss questions from Page 403 & 409 (Tuesday's assignment)
- Water Smart: Water on Earth (video)
* video quiz
- Unit 9 Vocabulary handout (in class study time)
FRIDAY 4/4:
Week 28 (march 24 - march 28):
MONDAY 3/24:
E2.3A - I can explain how carbon exists in different forms such as limestone, carbon dioxide, carbonic acid, and animals within Earth systems and how those forms can be
beneficial and harmful to humans.
E5.4A - I can explain the natural mechanism of the greenhouse effect including comparisons of the major greenhouse gases.
E5.4g - I can compare and contrast the heat trapping mechanisms of the major greenhouse gases resulting from emissions as well as their abundance and heat trapping
capacity.
- Science Journal (use online form or turn in on paper)
- Check/Discuss "Climate and Climate Change" worksheet from 3/20/14
- Continue Carbon Nation
* complete the 3-2-1 Graphic Organizer
- CK12 Unit 8 Lessons and/or Quizlet Unit 8 Vocabulary
** Target Practice Tomorrow over Climate Change **
*** Unit 8 CK-12 Lessons have been set up. Please complete the SIX lessons and PRACTICE assessments prior to Wednesday, March 26th***
TUESDAY 3/25:
E5.4g - I can compare and contrast the heat trapping mechanisms of the major greenhouse gases resulting form emissions as well as their abundance and heat trapping
capacity.
- Target Practice Tuesday
- Continue Carbon Nation
* Complete the KQS (Key Points, Questions, Sum It Up) worksheet
WEDNESDAY 3/26:
E5.4g - I can compare and contrast the heat trapping mechanisms of the major greenhouse gases resulting from emissions as well as their abundance and heat trapping
capacity.
E2.3d - I can explain how carbon moves through the Earth system and how it may benefit or harm society.
- Finish Carbon Nation
- Carbon Nation Discussion Questions (see blog guidelines and scoring rubric)
- Show ME your CK12 Unit 8 Lessons Results
- ...any other missing work??? ALL Late/Missing Work DUE tomorrow!!!
THURSDAY 3/27:
- Work on "Discussing Carbon Nation" blog post
* due Friday before midnight
* assessment grade (70%) category
* will be a 4th term grade
- Complete and turn in ANY missing work TODAY
- Target Practice for 2nd part of Unit 8 will be tomorrow in PACK
- Unit 8 Final Assessment will be next Tuesday, April 1st!
FRIDAY 3/28:
PACK ALL Morning -- Half Day Activity Schedule
- Target Practice Unit 8 (#2) in PACK today.
E2.3A - I can explain how carbon exists in different forms such as limestone, carbon dioxide, carbonic acid, and animals within Earth systems and how those forms can be
beneficial and harmful to humans.
E5.4A - I can explain the natural mechanism of the greenhouse effect including comparisons of the major greenhouse gases.
E5.4g - I can compare and contrast the heat trapping mechanisms of the major greenhouse gases resulting from emissions as well as their abundance and heat trapping
capacity.
- Science Journal (use online form or turn in on paper)
- Check/Discuss "Climate and Climate Change" worksheet from 3/20/14
- Continue Carbon Nation
* complete the 3-2-1 Graphic Organizer
- CK12 Unit 8 Lessons and/or Quizlet Unit 8 Vocabulary
** Target Practice Tomorrow over Climate Change **
*** Unit 8 CK-12 Lessons have been set up. Please complete the SIX lessons and PRACTICE assessments prior to Wednesday, March 26th***
TUESDAY 3/25:
E5.4g - I can compare and contrast the heat trapping mechanisms of the major greenhouse gases resulting form emissions as well as their abundance and heat trapping
capacity.
- Target Practice Tuesday
- Continue Carbon Nation
* Complete the KQS (Key Points, Questions, Sum It Up) worksheet
WEDNESDAY 3/26:
E5.4g - I can compare and contrast the heat trapping mechanisms of the major greenhouse gases resulting from emissions as well as their abundance and heat trapping
capacity.
E2.3d - I can explain how carbon moves through the Earth system and how it may benefit or harm society.
- Finish Carbon Nation
- Carbon Nation Discussion Questions (see blog guidelines and scoring rubric)
- Show ME your CK12 Unit 8 Lessons Results
- ...any other missing work??? ALL Late/Missing Work DUE tomorrow!!!
THURSDAY 3/27:
- Work on "Discussing Carbon Nation" blog post
* due Friday before midnight
* assessment grade (70%) category
* will be a 4th term grade
- Complete and turn in ANY missing work TODAY
- Target Practice for 2nd part of Unit 8 will be tomorrow in PACK
- Unit 8 Final Assessment will be next Tuesday, April 1st!
FRIDAY 3/28:
PACK ALL Morning -- Half Day Activity Schedule
- Target Practice Unit 8 (#2) in PACK today.
week 27 (march 17 - march 21):
MONDAY 3/17:
- Discuss Sub Behavior
- Unit 7 Assessment - Oceans & Climate
- Unit 8 Learning Target Guide
* make notes on targets you have seen in previous units (we will clarify these together another day)
- Complete "Unstoppable Solar Cycles" Preview Questions
TUESDAY 3/18:
E5.4C - I can analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the
past 150 years.
- Discuss video preview questions
- Watch "Unstoppable Solar Cycles" video
* complete viewing guide
* table discussions
- Quizlet - Unit 8 Vocabulary
* Learn mode results are due on Friday at the start of class
* Print PDF version
WEDNESDAY 3/19:
E5.4C - I can analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the
past 150 years.
- Review "Unstoppable Solar Cycles" Viewing Guide in groups.
- Video Quiz
- "Unstoppable Solar Cycles" Discussion Questions (in groups)
* Review group questions
* Discuss possible answers and come to a consensus (agreement) on your group response
* Write the agreed upon response in 3-5 complete sentences on your packet (this will be graded).
* After groups finish, discuss ALL 21 questions as a class. Add brief notes to your group packet (take turns writing).
* Turn in your group packet (this will be graded).
- If time remains, review vocabulary as a class.
** Unit 8 Vocabulary Quizlet Learn Mode results must be shown to me in person, emailed to me, or submitted via digital dropbox on or before Friday, March 21st**
** Unit 8 CK-12 Lessons have been set up. Please complete the SIX lessons and PRACTICE assessments prior to Wednesday, March 26th**
THURSDAY 3/20:
- Using the red Earth Science book, read Pages 643 - 647.
* Complete the "Climate and Climate Change" worksheet
- Complete the Unit 8 Vocabulary Quizlet Learn Mode - DUE TOMORROW
- Begin working through the Unit 8 CK-12 lessons (ck12.org) - each of the SIX assessment scores must be at least a 60% - DUE NEXT WEDNESDAY, 3/26.
* Study Guide for CK12 Unit 8 Lessons
FRIDAY 3/21:
E2.1A - I can explain why the Earth is essentially a closed system in terms of matter
E2.1B - I can analyze the interactions between the major systems that make up the Earth
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems
E2.2f - I can explain how elements exist in different compounds and states as they move from one reservoir to another
(Notes give overview of ALL Unit 8 Learning Targets)
- Show me/Submit Unit 8 Quizlet Learn Mode Results
- Unit 8 Learning Target Notes - work together in table groups to summarize notes handout provided in class
- Carbon Nation
* view first 15 minutes
* Complete an online 3-2-1 Summary (if pop-up does not open on your iPad, email me the following: 3 new things you discovered; 2 interesting facts you learned;
1 question you still have)
- Continue working on CK-12 Unit 8 Lessons/Assessments - due Wednesday, 3/26
- Discuss Sub Behavior
- Unit 7 Assessment - Oceans & Climate
- Unit 8 Learning Target Guide
* make notes on targets you have seen in previous units (we will clarify these together another day)
- Complete "Unstoppable Solar Cycles" Preview Questions
TUESDAY 3/18:
E5.4C - I can analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the
past 150 years.
- Discuss video preview questions
- Watch "Unstoppable Solar Cycles" video
* complete viewing guide
* table discussions
- Quizlet - Unit 8 Vocabulary
* Learn mode results are due on Friday at the start of class
* Print PDF version
WEDNESDAY 3/19:
E5.4C - I can analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the
past 150 years.
- Review "Unstoppable Solar Cycles" Viewing Guide in groups.
- Video Quiz
- "Unstoppable Solar Cycles" Discussion Questions (in groups)
* Review group questions
* Discuss possible answers and come to a consensus (agreement) on your group response
* Write the agreed upon response in 3-5 complete sentences on your packet (this will be graded).
* After groups finish, discuss ALL 21 questions as a class. Add brief notes to your group packet (take turns writing).
* Turn in your group packet (this will be graded).
- If time remains, review vocabulary as a class.
** Unit 8 Vocabulary Quizlet Learn Mode results must be shown to me in person, emailed to me, or submitted via digital dropbox on or before Friday, March 21st**
** Unit 8 CK-12 Lessons have been set up. Please complete the SIX lessons and PRACTICE assessments prior to Wednesday, March 26th**
THURSDAY 3/20:
- Using the red Earth Science book, read Pages 643 - 647.
* Complete the "Climate and Climate Change" worksheet
- Complete the Unit 8 Vocabulary Quizlet Learn Mode - DUE TOMORROW
- Begin working through the Unit 8 CK-12 lessons (ck12.org) - each of the SIX assessment scores must be at least a 60% - DUE NEXT WEDNESDAY, 3/26.
* Study Guide for CK12 Unit 8 Lessons
FRIDAY 3/21:
E2.1A - I can explain why the Earth is essentially a closed system in terms of matter
E2.1B - I can analyze the interactions between the major systems that make up the Earth
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems
E2.2f - I can explain how elements exist in different compounds and states as they move from one reservoir to another
(Notes give overview of ALL Unit 8 Learning Targets)
- Show me/Submit Unit 8 Quizlet Learn Mode Results
- Unit 8 Learning Target Notes - work together in table groups to summarize notes handout provided in class
- Carbon Nation
* view first 15 minutes
* Complete an online 3-2-1 Summary (if pop-up does not open on your iPad, email me the following: 3 new things you discovered; 2 interesting facts you learned;
1 question you still have)
- Continue working on CK-12 Unit 8 Lessons/Assessments - due Wednesday, 3/26
week 26 (march 10 - march 14):
MONDAY 3/10:
E4.2c - I can explain the dynamics (including ocean-atmosphere interactions) of the El Niño Southern Oscillation (ENSO) and its effect on continental climate.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- Read Red ES book Pages 614-620; 641-645 on Climate
- Complete Climate Packet
- Review Unit 7 Vocabulary
** Target Practice Assessment tomorrow over Unit 7 Learning Targets **
TUESDAY 3/11:
- Check/Discuss Climate Packet
- Video Clips (add notes to Learning Target Guide)
* NASA: Keeping Up with Carbon (E4.2B)
* Ocean Odyssey - Density Current (E4.2d)
* NASA: The Ocean - A Driving Force for Weather and Climate
- Target Practice Tuesday over Unit 7 Learning Targets
WEDNESDAY 3/12: NO SCHOOL -- SNOW DAY
THURSDAY 3/13: NO SCHOOL -- SNOW DAY
FRIDAY 3/14:
- Return Target Practice over Unit 7 and go over answers
- Video Review: Atmosphere and Oceans (scroll to bottom of webpage)
* Submit 3-2-1 Summary online form
- Unit 7 Vocabulary Review with Quizlet
** Unit 7 Assessment will be Monday, 3/17 **
E4.2c - I can explain the dynamics (including ocean-atmosphere interactions) of the El Niño Southern Oscillation (ENSO) and its effect on continental climate.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- Read Red ES book Pages 614-620; 641-645 on Climate
- Complete Climate Packet
- Review Unit 7 Vocabulary
** Target Practice Assessment tomorrow over Unit 7 Learning Targets **
TUESDAY 3/11:
- Check/Discuss Climate Packet
- Video Clips (add notes to Learning Target Guide)
* NASA: Keeping Up with Carbon (E4.2B)
* Ocean Odyssey - Density Current (E4.2d)
* NASA: The Ocean - A Driving Force for Weather and Climate
- Target Practice Tuesday over Unit 7 Learning Targets
WEDNESDAY 3/12: NO SCHOOL -- SNOW DAY
THURSDAY 3/13: NO SCHOOL -- SNOW DAY
FRIDAY 3/14:
- Return Target Practice over Unit 7 and go over answers
- Video Review: Atmosphere and Oceans (scroll to bottom of webpage)
* Submit 3-2-1 Summary online form
- Unit 7 Vocabulary Review with Quizlet
** Unit 7 Assessment will be Monday, 3/17 **
week 25 (march 3 - march 7):
MONDAY 3/3:
- Put together Science Fair Display boards
- Continue working through our C-K12 Unit 7 Assignments (Oceans and Climate)
* ALL 11 assessments DUE at end of day Friday, 3/7
TUESDAY 3/4:
- Finish putting together Science Fair Display boards AND Set up for Science Fair
- Continue working through our C-K12 Unit 7 Assignments (Oceans and Climate)
* ALL 11 assessments DUE at end of day Friday, 3/7
WEDNESDAY 3/5: HALF DAY -- IN PACK for ACT EXPLORE Testing
** SCIENCE FAIR @ LMS -- 5:00 - 7:00 PM **
THURSDAY 3/6:
- Science Fair Walk-through
* complete Science Fair Passport (both sides)
- Continue working on the CK12 Unit 7 Assignments at ck12.org
FRIDAY 3/7:
- Finish ALL 11 CK12 Unit 7 Assignments at ck12.org
- Complete "What's Up with the Weather?" blog COMMENTS (4 QUALITY comments are required)
- Review Unit 7 Vocabulary using Quizlet
- Put together Science Fair Display boards
- Continue working through our C-K12 Unit 7 Assignments (Oceans and Climate)
* ALL 11 assessments DUE at end of day Friday, 3/7
TUESDAY 3/4:
- Finish putting together Science Fair Display boards AND Set up for Science Fair
- Continue working through our C-K12 Unit 7 Assignments (Oceans and Climate)
* ALL 11 assessments DUE at end of day Friday, 3/7
WEDNESDAY 3/5: HALF DAY -- IN PACK for ACT EXPLORE Testing
** SCIENCE FAIR @ LMS -- 5:00 - 7:00 PM **
THURSDAY 3/6:
- Science Fair Walk-through
* complete Science Fair Passport (both sides)
- Continue working on the CK12 Unit 7 Assignments at ck12.org
FRIDAY 3/7:
- Finish ALL 11 CK12 Unit 7 Assignments at ck12.org
- Complete "What's Up with the Weather?" blog COMMENTS (4 QUALITY comments are required)
- Review Unit 7 Vocabulary using Quizlet
week 24 (feb. 24 - feb. 28):
MONDAY 2/24:
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- Check and Discuss Section 4 Assessment questions, page 461
- Review Convection
- Read Ocean Movements from C-K12 Earth Science for High School book (iBooks)
* read intro paragraph
* skip sections on Waves and Tides
* read sections on Surface Currents and Deep Currents
* complete Review Questions #6-10 at end of reading selection
**Science Fair is NEXT WEDNESDAY, March 5th, from 5 - 7 PM at LMS**
TUESDAY 2/25:
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- Check and Discuss Review Questions #6 - 10
- Target Practice Tuesday E2.1B, E2.1C, E2.2C, E2.2e, E4.2A, E4.2B
- Video: Climate, Water, and Living Patterns
**Bring in Science Fair Display Boards for working on in class next Monday and Tuesday! Science Fair is next Wednesday, March 5th, from 5 - 7 PM.**
WEDNESDAY 2/26:
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- "What Difference Does It Make?" Climate Worksheet (group share) -- this will make good study notes!!!
- Return and discuss yesterday's Target Practice
- "Ocean Motions" worksheet
THURSDAY 2/27:
E4.2c - I can explain the dynamics (including ocean-atmosphere interactions) of the El Niño Southern Oscillation (ENSO) and its effect on continental climate.
- Correct "Ocean Motions" worksheet
- Take NOTES on ENSO from my website
- View ENSO Video Interview
* complete the 3-2-1 Summary (3 facts learned, 2 questions you have, 1 sentence summary) AND turn in
- Complete the El Niño readings provided in class (ENSO, Normal Conditions, El Niño Conditions) -- QUIZ tomorrow over readings
FRIDAY 2/28:
E4.2c - I can explain the dynamics (including ocean-atmosphere interactions) of the El Niño Southern Oscillation (ENSO) and its effect on continental climate.
- Follow the directions above (top of this page) to join my new C-K12 Earth Science class.
- After you join the class:
* Click on "Assignments"
* Open "Unit 7 - Oceans and Climate"
* Click on "Short-Term Climate Change"
- Review/Read both selections titled "Short-Term Climate Change"
- Review this Study Guide
- Click on "Assessments" in the menu and choose the "Short-Term Climate Change Practice"
* Complete the Practice Assessment. -- you may take the assessment as many times as you want so there is NO excuse for having a low score. Your
highest score will be recorded in Power School.
- Blogging: Peer Comments on Weather Posts
* Check your blog (log in and find your name in the blog directory OR log in and select "control panel", then "comments for me")
* Use your blogging log to record any comments you have RECEIVED on either of your weather posts (Severe Weather experiences OR What's Up w/ the Weather)
* Read AND Comment on 2-4 of your peers "What's Up with the Weather?" posts. Be sure your comments are quality comments. (1 = 25%, 2 = 50%, 3 = 75%, 4 = 100%)
- You still have time left in class??? Study your Unit 7 Vocabulary with Quizlet, Review what you need to finish for Science Fair, HW from another class? No iPad Gaming!
**Bring in Science Fair Display Boards for working on in class next Monday and Tuesday!**
**Science Fair is next Wednesday, March 5th, from 5 - 7 PM.**
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- Check and Discuss Section 4 Assessment questions, page 461
- Review Convection
- Read Ocean Movements from C-K12 Earth Science for High School book (iBooks)
* read intro paragraph
* skip sections on Waves and Tides
* read sections on Surface Currents and Deep Currents
* complete Review Questions #6-10 at end of reading selection
**Science Fair is NEXT WEDNESDAY, March 5th, from 5 - 7 PM at LMS**
TUESDAY 2/25:
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- Check and Discuss Review Questions #6 - 10
- Target Practice Tuesday E2.1B, E2.1C, E2.2C, E2.2e, E4.2A, E4.2B
- Video: Climate, Water, and Living Patterns
**Bring in Science Fair Display Boards for working on in class next Monday and Tuesday! Science Fair is next Wednesday, March 5th, from 5 - 7 PM.**
WEDNESDAY 2/26:
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
E4.2B - I can explain how the interactions between the oceans and the atmosphere influence global and regional climate; including the major concepts of heat transfer by
ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climate zones, and the ocean as a major carbon dioxide reservoir.
- "What Difference Does It Make?" Climate Worksheet (group share) -- this will make good study notes!!!
- Return and discuss yesterday's Target Practice
- "Ocean Motions" worksheet
THURSDAY 2/27:
E4.2c - I can explain the dynamics (including ocean-atmosphere interactions) of the El Niño Southern Oscillation (ENSO) and its effect on continental climate.
- Correct "Ocean Motions" worksheet
- Take NOTES on ENSO from my website
- View ENSO Video Interview
* complete the 3-2-1 Summary (3 facts learned, 2 questions you have, 1 sentence summary) AND turn in
- Complete the El Niño readings provided in class (ENSO, Normal Conditions, El Niño Conditions) -- QUIZ tomorrow over readings
FRIDAY 2/28:
E4.2c - I can explain the dynamics (including ocean-atmosphere interactions) of the El Niño Southern Oscillation (ENSO) and its effect on continental climate.
- Follow the directions above (top of this page) to join my new C-K12 Earth Science class.
- After you join the class:
* Click on "Assignments"
* Open "Unit 7 - Oceans and Climate"
* Click on "Short-Term Climate Change"
- Review/Read both selections titled "Short-Term Climate Change"
- Review this Study Guide
- Click on "Assessments" in the menu and choose the "Short-Term Climate Change Practice"
* Complete the Practice Assessment. -- you may take the assessment as many times as you want so there is NO excuse for having a low score. Your
highest score will be recorded in Power School.
- Blogging: Peer Comments on Weather Posts
* Check your blog (log in and find your name in the blog directory OR log in and select "control panel", then "comments for me")
* Use your blogging log to record any comments you have RECEIVED on either of your weather posts (Severe Weather experiences OR What's Up w/ the Weather)
* Read AND Comment on 2-4 of your peers "What's Up with the Weather?" posts. Be sure your comments are quality comments. (1 = 25%, 2 = 50%, 3 = 75%, 4 = 100%)
- You still have time left in class??? Study your Unit 7 Vocabulary with Quizlet, Review what you need to finish for Science Fair, HW from another class? No iPad Gaming!
**Bring in Science Fair Display Boards for working on in class next Monday and Tuesday!**
**Science Fair is next Wednesday, March 5th, from 5 - 7 PM.**
week 23 (feb. 17 - feb. 21):
MONDAY 2/17: NO SCHOOL
TUESDAY 2/18: NO SCHOOL -- SNOW DAY
WEDNESDAY 2/19:
- Second Semester Pre-test
- Pick up Unit 7 Learning Target Guide from my desk after pre-test
- Begin studying Unit 7 Vocabulary on Quizlet
Science Fair is 2 WEEKS from TODAY!!!
THURSDAY 2/20:
E2.1B - I can analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth.
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E2.2e - I can explain how energy changes form through Earth systems.
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
- Go over learning targets we have seen previously with current topic content focus - Oceans and Climate (add notes to LT Guide)
- Ocean Movements and Ocean Currents video clips (add notes to LT Guide)
- Read Pages 456-461 from Earth Science book AND complete ALL questions from Section 4 Assessment on page 461
- Quizlet: Unit 7 Vocabulary
* submit screenshot of Learn Mode Final Results via email OR digital dropbox before Monday
FRIDAY 2/21:
100th Day Celebration
TUESDAY 2/18: NO SCHOOL -- SNOW DAY
WEDNESDAY 2/19:
- Second Semester Pre-test
- Pick up Unit 7 Learning Target Guide from my desk after pre-test
- Begin studying Unit 7 Vocabulary on Quizlet
Science Fair is 2 WEEKS from TODAY!!!
THURSDAY 2/20:
E2.1B - I can analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth.
E2.1C - I can explain, using specific examples, how a change in one system affects other Earth systems.
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E2.2e - I can explain how energy changes form through Earth systems.
E4.2A - I can describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth,
changes in water temperature and salinity in high latitudes and basin shape.
- Go over learning targets we have seen previously with current topic content focus - Oceans and Climate (add notes to LT Guide)
- Ocean Movements and Ocean Currents video clips (add notes to LT Guide)
- Read Pages 456-461 from Earth Science book AND complete ALL questions from Section 4 Assessment on page 461
- Quizlet: Unit 7 Vocabulary
* submit screenshot of Learn Mode Final Results via email OR digital dropbox before Monday
FRIDAY 2/21:
100th Day Celebration
week 22 (feb. 10 - feb. 14):
MONDAY 2/10:
E4.3F - I can describe how mountains, frontal wedging (including dry lines), convection, and convergence form clouds and precipitation.
E4.3g - I can explain the process of adiabatic cooling and adiabatic temperature changes to the formation of clouds.
- Check & Discuss 'Clouds and Patterns of Weather' worksheet (from Friday)
- View "Clouds & Precipitation" video clip
- View "The Process of Adiabatic Cooling and Heating" video clip
- Take notes on Unit 6 Learning Target Guide -- E4.3F
- Exam Review
* complete the exam review using Quizlet (app or web) - the best method is the flashcard mode (based on the way the set was designed)
* review vocabulary Units 1 - 6
* come to class tomorrow prepared to ask questions
- Complete online Exit Ticket prior to leaving class today
TUESDAY, 2/11:
- Notes Check for E4.3F
- Discuss Assessment zero scores
* If missing one OR both of the Assessments for Unit 6 ("What's Up With the Weather" OR "It's A Twister"), you MUST have them turned in before next Tuesday, 2/18.
* If NOT completed and turned in before Tuesday, 2/18, the student will serve lunch detention each day UNTIL the assessment is turned in.
- Semester Exam Q & A
- Tornado Showdown
WEDNESDAY, 2/12:
- First Semester Exam
THURSDAY, 2/13:
- Discuss Exam Scores, Semester Grades and High School Science credit
- Finish watching "Tornado Showdown"
- Science Fair Progress Update
* blog it?, email it?, write it out? (choose your method and give me an update TODAY)
FRIDAY, 2/14: NO SCHOOL
E4.3F - I can describe how mountains, frontal wedging (including dry lines), convection, and convergence form clouds and precipitation.
E4.3g - I can explain the process of adiabatic cooling and adiabatic temperature changes to the formation of clouds.
- Check & Discuss 'Clouds and Patterns of Weather' worksheet (from Friday)
- View "Clouds & Precipitation" video clip
- View "The Process of Adiabatic Cooling and Heating" video clip
- Take notes on Unit 6 Learning Target Guide -- E4.3F
- Exam Review
* complete the exam review using Quizlet (app or web) - the best method is the flashcard mode (based on the way the set was designed)
* review vocabulary Units 1 - 6
* come to class tomorrow prepared to ask questions
- Complete online Exit Ticket prior to leaving class today
TUESDAY, 2/11:
- Notes Check for E4.3F
- Discuss Assessment zero scores
* If missing one OR both of the Assessments for Unit 6 ("What's Up With the Weather" OR "It's A Twister"), you MUST have them turned in before next Tuesday, 2/18.
* If NOT completed and turned in before Tuesday, 2/18, the student will serve lunch detention each day UNTIL the assessment is turned in.
- Semester Exam Q & A
- Tornado Showdown
WEDNESDAY, 2/12:
- First Semester Exam
THURSDAY, 2/13:
- Discuss Exam Scores, Semester Grades and High School Science credit
- Finish watching "Tornado Showdown"
- Science Fair Progress Update
* blog it?, email it?, write it out? (choose your method and give me an update TODAY)
FRIDAY, 2/14: NO SCHOOL
Week 21 (feb. 3 - feb. 7):
MONDAY 2/3:
E4.3A - I can describe its the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
E2.2A - I can describe the Earth's principle sources of internal and external energy (e.g., radioactive decay, gravity, solar energy).
E2.2D - I can identify the main sources of energy to the climate system.
- Check & Discuss 'Weather or Not' worksheet
- What's Up With the Weather Blog Assignment
* time for questions/help
* finalize and submit before midnight tonight ** On-time submission DUE TONIGHT**
- Energy in Earth's Atmosphere
* Read textbook pages 542 - 545
* Worksheet
TUESDAY 2/4:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
E2.2A - I can describe the Earth's principle sources of internal and external energy (e.g., radioactive decay, gravity, solar energy).
E2.2D - I can identify the main sources of energy to the climate system.
- Check/Discuss 'Energy in Earth's Atmosphere' worksheet
- Group: Solar Radiation
- Target Practice Tuesday E2.2A, E2.2C, E2.2D
- Peer Blog Comments - Make 3 - 5 QUALITY comments on your peers Severe Weather Experience posts
WEDNESDAY 2/5:
E4.3E - I can describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes).
- Partner read textbook pages 578 - 585 on Air Masses and Fronts
- Complete Air Masses & Fronts Packet AND Understanding Fronts and Masses worksheet
THURSDAY 2/6:
E4.3E - I can describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes).
E4.3C - I can describe severe weather and flood safety and mitigation.
E4.3D - I can describe the seasonal variations in severe weather.
- Check & Discuss Air Masses and Fronts assignments
- Review Severe Weather Damage, Safety & Mitigation
* Page 588 Thunderstorms and Floods
* Pages 590 - 591 Tornado
* Page 593 Hurricane
* Page 595 Snowstorm
- DO Page 595 #1b, 1c, & 4c (see link above "Page 595" for questions)
FRIDAY 2/7:
E4.3g - I can explain the process of adiabatic cooling and adiabatic temperature changes to the formation of clouds.
- Discuss Questions from Page 595
- Video: Clouds and Patterns of Weather (worksheet)
- Semester Exam Learning Target Review -- EXAM NEXT WEDNESDAY, 2/12/14
E4.3A - I can describe its the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
E2.2A - I can describe the Earth's principle sources of internal and external energy (e.g., radioactive decay, gravity, solar energy).
E2.2D - I can identify the main sources of energy to the climate system.
- Check & Discuss 'Weather or Not' worksheet
- What's Up With the Weather Blog Assignment
* time for questions/help
* finalize and submit before midnight tonight ** On-time submission DUE TONIGHT**
- Energy in Earth's Atmosphere
* Read textbook pages 542 - 545
* Worksheet
TUESDAY 2/4:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
E2.2A - I can describe the Earth's principle sources of internal and external energy (e.g., radioactive decay, gravity, solar energy).
E2.2D - I can identify the main sources of energy to the climate system.
- Check/Discuss 'Energy in Earth's Atmosphere' worksheet
- Group: Solar Radiation
- Target Practice Tuesday E2.2A, E2.2C, E2.2D
- Peer Blog Comments - Make 3 - 5 QUALITY comments on your peers Severe Weather Experience posts
WEDNESDAY 2/5:
E4.3E - I can describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes).
- Partner read textbook pages 578 - 585 on Air Masses and Fronts
- Complete Air Masses & Fronts Packet AND Understanding Fronts and Masses worksheet
THURSDAY 2/6:
E4.3E - I can describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes).
E4.3C - I can describe severe weather and flood safety and mitigation.
E4.3D - I can describe the seasonal variations in severe weather.
- Check & Discuss Air Masses and Fronts assignments
- Review Severe Weather Damage, Safety & Mitigation
* Page 588 Thunderstorms and Floods
* Pages 590 - 591 Tornado
* Page 593 Hurricane
* Page 595 Snowstorm
- DO Page 595 #1b, 1c, & 4c (see link above "Page 595" for questions)
FRIDAY 2/7:
E4.3g - I can explain the process of adiabatic cooling and adiabatic temperature changes to the formation of clouds.
- Discuss Questions from Page 595
- Video: Clouds and Patterns of Weather (worksheet)
- Semester Exam Learning Target Review -- EXAM NEXT WEDNESDAY, 2/12/14
week 20 (jan. 27 - jan. 31):
MONDAY 1/27: HALF DAY -- END OF TERM 2
PACK -- D.E.A.R; AIMS WEB TESTING; MID-WINTER OLYMPICS
TUESDAY 1/28: NO SCHOOL - COLD WEATHER/SNOW DAY
WEDNESDAY 1/29: NO SCHOOL - COLD WEATHER/SNOW DAY
THURSDAY 1/30:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
- "What's Up With the Weather?" Blog Assignment
*In this blog post you should discuss the following:
* How do storms like hurricanes and tornadoes form?
* Based on your research, present your findings regarding what you believe "is up with the weather"
* Be sure to cite the articles you read within your post (hyperllink these so your readers can access the articles
directly from you blog post)
* Add a topic appropriate image to your post (Upload/Insert Media) - you MUST use images under Creative
Commons licensing. Remember, just because it is creative commons doesn't mean you don't have to cite it.
Most, if not all, images under Creative Commons license require attribution be given for the original work. If
you aren't sure what creative commons is or how to search for this, see the screen cast below.
* Grading Rubric (28 point assessment assignment)
- Homework: Weather or Not worksheet
FRIDAY 1/31: NO SCHOOL
PACK -- D.E.A.R; AIMS WEB TESTING; MID-WINTER OLYMPICS
TUESDAY 1/28: NO SCHOOL - COLD WEATHER/SNOW DAY
WEDNESDAY 1/29: NO SCHOOL - COLD WEATHER/SNOW DAY
THURSDAY 1/30:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
- "What's Up With the Weather?" Blog Assignment
*In this blog post you should discuss the following:
* How do storms like hurricanes and tornadoes form?
* Based on your research, present your findings regarding what you believe "is up with the weather"
* Be sure to cite the articles you read within your post (hyperllink these so your readers can access the articles
directly from you blog post)
* Add a topic appropriate image to your post (Upload/Insert Media) - you MUST use images under Creative
Commons licensing. Remember, just because it is creative commons doesn't mean you don't have to cite it.
Most, if not all, images under Creative Commons license require attribution be given for the original work. If
you aren't sure what creative commons is or how to search for this, see the screen cast below.
* Grading Rubric (28 point assessment assignment)
- Homework: Weather or Not worksheet
FRIDAY 1/31: NO SCHOOL
week 19 (jan. 20 - jan. 24):
MONDAY 1/20: NO SCHOOL - MLK DAY
TUESDAY 1/21:
- Unit 6 Learning Target Guide distributed today
- Watch Weather: The Chaos that Surrounds Us
- complete packet worksheets while viewing the video
- Quizlet: Meteorology Vocabulary
WEDNESDAY 1/22:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
- Video Checkpoint Quiz (Practice)
- Turn in Science Fair Experimental Procedure and variables
- "What's Up With the Weather?" Blog Assignment (this assignment has several components; the final blog post will be an assessment grade)
* Assignment overview
* Natural Phenomena Video
* Skim Weather Gone Wild article and be prepared to read for detail and discuss tomorrow
THURSDAY 1/23:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
- "What's Up With the Weather?" Blog Assignment (this assignment has several components; the final blog post will be an assessment grade)
* Pair Read Weather Gone Wild article (see link above)
- Highlight article with 3 different colors:
* Science details, facts, names, etc. in one color
* Key Terms/Vocabulary in one color
* Parts of story that support or enhance the scientific points of the article in one color
* Group Share/Discuss
* Watch videos from website & take notes
- Climate Change: Arctic Warming Pushes Winter Weather Further South
- Wisconsin's Apostle Island Ice Caves open for the first time in 5 years
- HOMEWORK: Read at least 3 articles (see website for provided options or search for current, relevant articles in print or online) & take notes on each
FRIDAY 1/24: NO SCHOOL - SNOW/COLD DAY
TUESDAY 1/21:
- Unit 6 Learning Target Guide distributed today
- Watch Weather: The Chaos that Surrounds Us
- complete packet worksheets while viewing the video
- Quizlet: Meteorology Vocabulary
WEDNESDAY 1/22:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
- Video Checkpoint Quiz (Practice)
- Turn in Science Fair Experimental Procedure and variables
- "What's Up With the Weather?" Blog Assignment (this assignment has several components; the final blog post will be an assessment grade)
* Assignment overview
* Natural Phenomena Video
* Skim Weather Gone Wild article and be prepared to read for detail and discuss tomorrow
THURSDAY 1/23:
E4.3A - I can describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).
E4.3B - I can describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.
- "What's Up With the Weather?" Blog Assignment (this assignment has several components; the final blog post will be an assessment grade)
* Pair Read Weather Gone Wild article (see link above)
- Highlight article with 3 different colors:
* Science details, facts, names, etc. in one color
* Key Terms/Vocabulary in one color
* Parts of story that support or enhance the scientific points of the article in one color
* Group Share/Discuss
* Watch videos from website & take notes
- Climate Change: Arctic Warming Pushes Winter Weather Further South
- Wisconsin's Apostle Island Ice Caves open for the first time in 5 years
- HOMEWORK: Read at least 3 articles (see website for provided options or search for current, relevant articles in print or online) & take notes on each
FRIDAY 1/24: NO SCHOOL - SNOW/COLD DAY
week 18 (jan. 13 - jan. 17):
MONDAY 1/13:
E5.3C - I can relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of
life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age.
- New Seating Chart
- Timeline Check/Discussion
- Science Fair Topic & Question Due (approval tomorrow)
- Video: A Glimpse of the Earth's Past
* fill out the Interactive Worksheet (pages 4a-4d) while you watch the video
TUESDAY 1/14:
E5.3C - I can relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of
life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age.
- Geologic Time Scale (pages 327 - 345)
* Early Earth
* Eras of Earth's History
- Science Fair Topic/ Question approval
WEDNESDAY 1/15:
E5.3C - I can relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of
life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age. E5.3D - I can describe how index fossils can be used to determine time
sequence
E5.3g - I can identify a sequence of geologic events using relative-age dating principles
- Check/Discuss Geologic Time Scale Packet, Early Earth & Eras of Earth's History worksheets
- Read "The Relative Age of Rocks", pages 317-321
* Complete The Relative Age of Rocks worksheet
THURSDAY 1/16:
E5.3D - I can describe how index fossils can be used to determine time sequence
E5.3g - I can identify a sequence of geologic events using relative-age dating principles
E5.3f - I can explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot
- Discuss "The Relative Age of Rocks"
- Finding Clues Activity (as a class), page 322
- Geologic Time Video (focus on Carbon-14 dating)
- Unit 5 Test Review, pages 350 - 351 (Unit Text from Earth Science book)
* Page 350 # 14, 16, 17-19, 21-25
* Page 351 # 1-5
FRIDAY 1/17:
- Discuss/Correct Unit 5 Test Review
- Unit 5 Assessment - Discerning Earth History
- Science Fair Background paragraph, key words, hypothesis DUE TODAY!
- Blog Post: Severe Weather
Write about your experiences with severe weather; tornadoes, blizzards, ice storms, etc.
* Title (subject appropriate)
* Tags (3-4 subject appropriate)
* Category: Earth Science
* Body Length: 10 - 12 complete sentences
* Cited Image (give citation & hyperlink image) - search.creativecommons.org
E5.3C - I can relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of
life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age.
- New Seating Chart
- Timeline Check/Discussion
- Science Fair Topic & Question Due (approval tomorrow)
- Video: A Glimpse of the Earth's Past
* fill out the Interactive Worksheet (pages 4a-4d) while you watch the video
TUESDAY 1/14:
E5.3C - I can relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of
life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age.
- Geologic Time Scale (pages 327 - 345)
* Early Earth
* Eras of Earth's History
- Science Fair Topic/ Question approval
WEDNESDAY 1/15:
E5.3C - I can relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of
life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age. E5.3D - I can describe how index fossils can be used to determine time
sequence
E5.3g - I can identify a sequence of geologic events using relative-age dating principles
- Check/Discuss Geologic Time Scale Packet, Early Earth & Eras of Earth's History worksheets
- Read "The Relative Age of Rocks", pages 317-321
* Complete The Relative Age of Rocks worksheet
THURSDAY 1/16:
E5.3D - I can describe how index fossils can be used to determine time sequence
E5.3g - I can identify a sequence of geologic events using relative-age dating principles
E5.3f - I can explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot
- Discuss "The Relative Age of Rocks"
- Finding Clues Activity (as a class), page 322
- Geologic Time Video (focus on Carbon-14 dating)
- Unit 5 Test Review, pages 350 - 351 (Unit Text from Earth Science book)
* Page 350 # 14, 16, 17-19, 21-25
* Page 351 # 1-5
FRIDAY 1/17:
- Discuss/Correct Unit 5 Test Review
- Unit 5 Assessment - Discerning Earth History
- Science Fair Background paragraph, key words, hypothesis DUE TODAY!
- Blog Post: Severe Weather
Write about your experiences with severe weather; tornadoes, blizzards, ice storms, etc.
* Title (subject appropriate)
* Tags (3-4 subject appropriate)
* Category: Earth Science
* Body Length: 10 - 12 complete sentences
* Cited Image (give citation & hyperlink image) - search.creativecommons.org
week 17 (Jan. 6 - jan. 10):
MONDAY 1/6: NO SCHOOL - SNOW DAY
TUESDAY 1/7: NO SCHOOL - SNOW DAY
WEDNESDAY 1/8: NO SCHOOL - SNOW DAY
THURSDAY 1/9:
E5.3B - I can describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them.
- Unit 4 Assessment Results (Retesting MUST be completed before 1/17/14)
- Overview of what is coming:
- Unit 5 & 6
- Midterm Exam (covers units 1 - 6)
- Science Fair 2014
- Science Fair Planning Guide; project topic & question due Monday, 1/13/14
- Radioactive Decay
- Read pages 323 - 326 in the Red Earth Science book
- Complete Section 3 Assessment, page 326 #1 - 3 ALL (complete with your group and turn in)
FRIDAY 1/10:
E5.3B - I can describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them.
E5.3e - I can determine the approximate age of a sample when given the half-life of a radioactive substance (in graph or tabular form) along with the ratio of
daughter to parent substances present in the sample.
- Hand out Unit 5 Learning Target Guide & Vocabulary
- Return & discuss Radioactive Dating Questions, page 326
- Radioactive Dating Worksheet
- This Is Your Life Timeline; see page 327 for directions
** Science Fair topic & question DUE MONDAY**
TUESDAY 1/7: NO SCHOOL - SNOW DAY
WEDNESDAY 1/8: NO SCHOOL - SNOW DAY
THURSDAY 1/9:
E5.3B - I can describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them.
- Unit 4 Assessment Results (Retesting MUST be completed before 1/17/14)
- Overview of what is coming:
- Unit 5 & 6
- Midterm Exam (covers units 1 - 6)
- Science Fair 2014
- Science Fair Planning Guide; project topic & question due Monday, 1/13/14
- Radioactive Decay
- Read pages 323 - 326 in the Red Earth Science book
- Complete Section 3 Assessment, page 326 #1 - 3 ALL (complete with your group and turn in)
FRIDAY 1/10:
E5.3B - I can describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them.
E5.3e - I can determine the approximate age of a sample when given the half-life of a radioactive substance (in graph or tabular form) along with the ratio of
daughter to parent substances present in the sample.
- Hand out Unit 5 Learning Target Guide & Vocabulary
- Return & discuss Radioactive Dating Questions, page 326
- Radioactive Dating Worksheet
- This Is Your Life Timeline; see page 327 for directions
** Science Fair topic & question DUE MONDAY**
WEEK 16 (DEC. 16 - DEC. 20):
MONDAY 12/16:
E3.p1c - I can describe how coastal features are formed by wave erosion and deposition.
- Science Journal: Based on what you have learned about weathering and erosion recently, describe ONE example of weathering and/or erosion around your yard or
neighborhood. Be sure to write in complete sentences.
- Erosion by Waves
* Review reading (pages 296 - 300)
* Waves Worksheet
* Shoreline Erosion packet
- Review Vocabulary -- Quizlet
* Unit 4 - Set 1, Set 2, & Rocks and Minerals Identification
**Unit 4 Assessment THIS Thursday**
TUESDAY 12/17:
E3.p1C - I can describe how coastal features are formed by wave erosion and deposition.
E3.p1A - I can explain the origin of Michigan landforms. Describe and identify surface features using maps and satellite images.
- Check & correct Waves worksheet & Shoreline Erosion packet
- Investigating Earth's Surface Video Segments with Questions
*GPS Technology
*Cave Formation
*Extreme Erosion
WEDNESDAY 12/18: iPad Collection Day
- Credit for 'Investigating Earth's Surface' video questions
- Unit 4 Assessment Review
* Review Sheet
* Vocabulary handouts (Set 1 & Set 2)
* Rock & Mineral samples in the lab
THURSDAY 12/19:
- Unit 4 Assessment - Rock Forming Processess
- The Search Is On -- Scientific Inquiry worksheet
FRIDAY 12/20:
No School - SNOW DAY
E3.p1c - I can describe how coastal features are formed by wave erosion and deposition.
- Science Journal: Based on what you have learned about weathering and erosion recently, describe ONE example of weathering and/or erosion around your yard or
neighborhood. Be sure to write in complete sentences.
- Erosion by Waves
* Review reading (pages 296 - 300)
* Waves Worksheet
* Shoreline Erosion packet
- Review Vocabulary -- Quizlet
* Unit 4 - Set 1, Set 2, & Rocks and Minerals Identification
**Unit 4 Assessment THIS Thursday**
TUESDAY 12/17:
E3.p1C - I can describe how coastal features are formed by wave erosion and deposition.
E3.p1A - I can explain the origin of Michigan landforms. Describe and identify surface features using maps and satellite images.
- Check & correct Waves worksheet & Shoreline Erosion packet
- Investigating Earth's Surface Video Segments with Questions
*GPS Technology
*Cave Formation
*Extreme Erosion
WEDNESDAY 12/18: iPad Collection Day
- Credit for 'Investigating Earth's Surface' video questions
- Unit 4 Assessment Review
* Review Sheet
* Vocabulary handouts (Set 1 & Set 2)
* Rock & Mineral samples in the lab
THURSDAY 12/19:
- Unit 4 Assessment - Rock Forming Processess
- The Search Is On -- Scientific Inquiry worksheet
FRIDAY 12/20:
No School - SNOW DAY
week 15 (dec. 9 - dec. 13):
MONDAY 12/9:
E3.1e - I can explain how the texture (foliated, non foliated) of metamorphic rock can indicate whether it has experienced regional or contact metamorphism.
- Turn in Blogging Log with 3 comments on Mr. Fox's Period 7 or Period 8 rock posts
- Complete "Rocks & Minerals" practice test and submit screen shot of results here.
- Check & Correct "Working Through the Rock Cycle"
- Rock Legend Blog Post
* Title: Rock Legend or something related to rocks and the rock cycle
* Category: Earth Science
* Tags: 2-3 topic specific terms
* Image: include at least ONE creative commons licensed image at the TOP of your post (this must have a citation or link to the original image website (not google))
* Length: minimum length is 7 - 10 complete sentences
- Metamorphism Readings and Worksheet (Reading handout)
* Read C-K12 Earth Science Metamorphic Rocks section (HS Rocks chapter)
* Watch this video
TUESDAY 12/10:
E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
- Check & Correct Metamorphism worksheet
- Target Practice Tuesday E3.p2A, E3.1A, E3.p2B, E3.1B, E3.1c, E3.1d, E3.1e (link to identification quiz)
- Read "Rocks & Weathering" from Red ES book, pages 238-245
- Complete "Rocks & Weathering" packet
WEDNESDAY 12/11:
E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
- Correct "Rocks & Weathering" packet
- Weathering and Soil Formation
- Quizlet - Unit 4: Set 2 (Weathering & Erosion)
- Finish Rock Legend Blog Post (see guidelines from Monday)
- Rock Legend Blog peer comments
* comment on 3-5 of your peers posts
THURSDAY 12/12: E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
- Things to complete:
* Rocks & Weathering packet
* Soil Formation Worksheet
* Rock Legend Blog Post
* 3 - 5 peer comments on Rock Legend posts
* Quizlet - Unit 4: Set 2 (Weathering & Erosion) - show me your final results
* Taken for Granite worksheet
- Living Rock video
FRIDAY 12/13:
E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
E3. p1C - I can describe how coastal features are formed by wave erosion and deposition.
- Correct Taken for Granite worksheet
- Finish Living Rock video
- Partner Read "Waves", pages 296-300 in read ES book
*Discuss examples of shoreline erosion/deposition you have seen
** Unit 4 Assessment -- Thursday, December 19th **
E3.1e - I can explain how the texture (foliated, non foliated) of metamorphic rock can indicate whether it has experienced regional or contact metamorphism.
- Turn in Blogging Log with 3 comments on Mr. Fox's Period 7 or Period 8 rock posts
- Complete "Rocks & Minerals" practice test and submit screen shot of results here.
- Check & Correct "Working Through the Rock Cycle"
- Rock Legend Blog Post
* Title: Rock Legend or something related to rocks and the rock cycle
* Category: Earth Science
* Tags: 2-3 topic specific terms
* Image: include at least ONE creative commons licensed image at the TOP of your post (this must have a citation or link to the original image website (not google))
* Length: minimum length is 7 - 10 complete sentences
- Metamorphism Readings and Worksheet (Reading handout)
* Read C-K12 Earth Science Metamorphic Rocks section (HS Rocks chapter)
* Watch this video
TUESDAY 12/10:
E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
- Check & Correct Metamorphism worksheet
- Target Practice Tuesday E3.p2A, E3.1A, E3.p2B, E3.1B, E3.1c, E3.1d, E3.1e (link to identification quiz)
- Read "Rocks & Weathering" from Red ES book, pages 238-245
- Complete "Rocks & Weathering" packet
WEDNESDAY 12/11:
E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
- Correct "Rocks & Weathering" packet
- Weathering and Soil Formation
- Quizlet - Unit 4: Set 2 (Weathering & Erosion)
- Finish Rock Legend Blog Post (see guidelines from Monday)
- Rock Legend Blog peer comments
* comment on 3-5 of your peers posts
THURSDAY 12/12: E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
- Things to complete:
* Rocks & Weathering packet
* Soil Formation Worksheet
* Rock Legend Blog Post
* 3 - 5 peer comments on Rock Legend posts
* Quizlet - Unit 4: Set 2 (Weathering & Erosion) - show me your final results
* Taken for Granite worksheet
- Living Rock video
FRIDAY 12/13:
E3.p1B - I can explain how physical and chemical weathering leads to erosion and the formation of soils and sediments.
E3. p1C - I can describe how coastal features are formed by wave erosion and deposition.
- Correct Taken for Granite worksheet
- Finish Living Rock video
- Partner Read "Waves", pages 296-300 in read ES book
*Discuss examples of shoreline erosion/deposition you have seen
** Unit 4 Assessment -- Thursday, December 19th **
week 14 (Dec. 2 - dec. 6):
MONDAY 12/2:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
E3.1A - I can discriminate between igneous, metamorphic , and sedimentary rocks and describe the process that change one kind of rock into another.
- Unit 4 Vocabulary: Set 1 - Rocks and Minerals (Please use the iPad app to complete this assignment)
* submit Learn Mode Results screenshot via Assignment Basket - Digital Dropbox (be sure to show me your % accuracy)
- LAB: How Do Rocks Compare?
* complete and turn in to Student Work basket on my desk
- Watch Video: Rocks and Minerals - The Hard Facts
* complete Cloze Evaluation Questions handout
TUESDAY 12/3:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
- Discuss video questions
- Target Practice Tuesday - E3.p2A (Mineral Identification)
- Read "Classifying Rocks" (pages 94 - 97 in Red Earth Science text)
- Complete Classifying Rocks Packet (due tomorrow)
WEDNESDAY 12/4:
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
E3.p2B - I can identify common igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock to another.
E3.1B - I can explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.
E3.1c - I can explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d - I can explain how crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive.
- Science Journal - I have to identify many minerals and rocks by the end of this unit. To get ready for this, I plan to.....
- Check/Correct "Classifying Rocks Packet"
- Group Share on Rocks:
* Igneous Rocks - reading; audio file; notes & video; packet
* Sedimentary Rocks - reading; audio file; notes & video; packet
* Metamorphic Rocks - reading; audio file; notes & video; packet
* The Rock Cycle - reading; audio file; worksheet
THURSDAY 12/5:
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
E3.p2B - I can identify common igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock to another.
E3.1B - I can explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.
E3.1c - I can explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d - I can explain how crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive.
- Continue Group Share on Rocks (see links above for reading, audio files, notes, videos and handouts)
- Study Unit 4 Vocabulary Set 1 (Rocks & Minerals)
FRIDAY 12/6:
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
E3.p2B - I can identify common igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock to another.
E3.1B - I can explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.
E3.1c - I can explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d - I can explain how crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive.
- Wrap up Group Rocks Share
* as a group
* as a class
* worksheet keys (igneous-----sedimentary-----metamorphic-----rock cycle)
- Blogging Collaboration
* visit Mr. Fox's classes (Period 7/Period 8) from our blogroll
* read at least 5 posts related to his students study of rocks
* comment on at least 3 of these posts and record your comment information on your blogging log
- Working Through The Rock Cycle (DUE MONDAY)
* download the Rock Cycle app
* using the packet you were given in class, work through the packet and the app
- Study Rocks & Minerals Identification Set on Quizlet (flashcards---practice test)
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
E3.1A - I can discriminate between igneous, metamorphic , and sedimentary rocks and describe the process that change one kind of rock into another.
- Unit 4 Vocabulary: Set 1 - Rocks and Minerals (Please use the iPad app to complete this assignment)
* submit Learn Mode Results screenshot via Assignment Basket - Digital Dropbox (be sure to show me your % accuracy)
- LAB: How Do Rocks Compare?
* complete and turn in to Student Work basket on my desk
- Watch Video: Rocks and Minerals - The Hard Facts
* complete Cloze Evaluation Questions handout
TUESDAY 12/3:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
- Discuss video questions
- Target Practice Tuesday - E3.p2A (Mineral Identification)
- Read "Classifying Rocks" (pages 94 - 97 in Red Earth Science text)
- Complete Classifying Rocks Packet (due tomorrow)
WEDNESDAY 12/4:
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
E3.p2B - I can identify common igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock to another.
E3.1B - I can explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.
E3.1c - I can explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d - I can explain how crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive.
- Science Journal - I have to identify many minerals and rocks by the end of this unit. To get ready for this, I plan to.....
- Check/Correct "Classifying Rocks Packet"
- Group Share on Rocks:
* Igneous Rocks - reading; audio file; notes & video; packet
* Sedimentary Rocks - reading; audio file; notes & video; packet
* Metamorphic Rocks - reading; audio file; notes & video; packet
* The Rock Cycle - reading; audio file; worksheet
THURSDAY 12/5:
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
E3.p2B - I can identify common igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock to another.
E3.1B - I can explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.
E3.1c - I can explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d - I can explain how crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive.
- Continue Group Share on Rocks (see links above for reading, audio files, notes, videos and handouts)
- Study Unit 4 Vocabulary Set 1 (Rocks & Minerals)
FRIDAY 12/6:
E3.1A - I can discriminate between igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock into another.
E3.p2B - I can identify common igneous, metamorphic, and sedimentary rocks and describe the process that change one kind of rock to another.
E3.1B - I can explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.
E3.1c - I can explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d - I can explain how crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive.
- Wrap up Group Rocks Share
* as a group
* as a class
* worksheet keys (igneous-----sedimentary-----metamorphic-----rock cycle)
- Blogging Collaboration
* visit Mr. Fox's classes (Period 7/Period 8) from our blogroll
* read at least 5 posts related to his students study of rocks
* comment on at least 3 of these posts and record your comment information on your blogging log
- Working Through The Rock Cycle (DUE MONDAY)
* download the Rock Cycle app
* using the packet you were given in class, work through the packet and the app
- Study Rocks & Minerals Identification Set on Quizlet (flashcards---practice test)
week 13 (nov. 25 - nov. 29):
MONDAY 11/25:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Turn in "What is Earth Made Of?" graphing assignment
- Minerals worksheets from last Thursday are due
* leave out on desk for credit
- Continue "Mineralogy in the Lab"
* follow directions for each lab table #1-9
TUESDAY 11/26:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Science Journal - Complete the following (show your work and use appropriate units):
A. A sample of calcite has a mass of 324 g and a volume of 120 cm3. What is its density?
B. A platinum ring has a volume of 0.8 cm3 and a mass of 15.2 g. What is its density?
- Finish "Mineralogy in the Lab"
- Correct Mineral worksheets (from Thursday, 11/21)
- Study/Learn Unit 4 Vocabulary Set 1 - Minerals and Rocks
WEDNESDAY 11/27 - FRIDAY 11/29: NO SCHOOL -- THANKSGIVING BREAK
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Turn in "What is Earth Made Of?" graphing assignment
- Minerals worksheets from last Thursday are due
* leave out on desk for credit
- Continue "Mineralogy in the Lab"
* follow directions for each lab table #1-9
TUESDAY 11/26:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Science Journal - Complete the following (show your work and use appropriate units):
A. A sample of calcite has a mass of 324 g and a volume of 120 cm3. What is its density?
B. A platinum ring has a volume of 0.8 cm3 and a mass of 15.2 g. What is its density?
- Finish "Mineralogy in the Lab"
- Correct Mineral worksheets (from Thursday, 11/21)
- Study/Learn Unit 4 Vocabulary Set 1 - Minerals and Rocks
WEDNESDAY 11/27 - FRIDAY 11/29: NO SCHOOL -- THANKSGIVING BREAK
week 12 (nov. 18 - nov. 22):
MONDAY 11/18:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Return Unit 3 Assessment - Plate Tectonics and Volcanoes
* view Illuminate results using Online Portal Access
- Begin Unit 4 - Rock Forming Processes
* "I Can" Pre-Unit Survey
* Learning Target Guide
- Introduction to Minerals (Read ES Book, pages 66-78)
* group skits with Sock Puppets app
* assignment guidelines (per group)
* Sock Puppets tutorial handout
TUESDAY 11/19:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Finish Introduction to Minerals Sock Puppet Skits and present to class
- Minerals Notes
* go through the notes by clicking on the link above. Add key points to your Unit 4 Learning Target Guide.
WEDNESDAY 11/20:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Classifying Minerals Lab Activity
- Check & Discuss Mineral Notes
- Mighty Minerals Worksheet (as a class)
- Video: How to Identify Minerals
- Target Practice "Tuesday" (on Wednesday) - E3.p2A
THURSDAY 11/21:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Return/ Correct Target Practice E3.p2A
- Review Introduction to Minerals reading (ES Book, pages 66-78)
- Properties of Minerals and How Minerals Form worksheets
- Treasures of the Earth worksheet (use with Physical Properties of Minerals handout)
- Study Unit 4 Vocabulary Set 1 (Rocks & Minerals) with Quizlet
**Blogging Log to show blogging collaboration/peer comments is due tomorrow**
FRIDAY 11/22:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Blogging Log due today
* add two more comments to others for a total of five
* review comments received and record 2-3
- Begin "Mineralogy in the Lab"
* follow directions for each lab table #1-9
- HOMEWORK: What is Earth Made Of? Worksheet
* graph may be done by hand or digitally with Numbers or other graphing application
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Return Unit 3 Assessment - Plate Tectonics and Volcanoes
* view Illuminate results using Online Portal Access
- Begin Unit 4 - Rock Forming Processes
* "I Can" Pre-Unit Survey
* Learning Target Guide
- Introduction to Minerals (Read ES Book, pages 66-78)
* group skits with Sock Puppets app
* assignment guidelines (per group)
* Sock Puppets tutorial handout
TUESDAY 11/19:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Finish Introduction to Minerals Sock Puppet Skits and present to class
- Minerals Notes
* go through the notes by clicking on the link above. Add key points to your Unit 4 Learning Target Guide.
WEDNESDAY 11/20:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Classifying Minerals Lab Activity
- Check & Discuss Mineral Notes
- Mighty Minerals Worksheet (as a class)
- Video: How to Identify Minerals
- Target Practice "Tuesday" (on Wednesday) - E3.p2A
THURSDAY 11/21:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Return/ Correct Target Practice E3.p2A
- Review Introduction to Minerals reading (ES Book, pages 66-78)
- Properties of Minerals and How Minerals Form worksheets
- Treasures of the Earth worksheet (use with Physical Properties of Minerals handout)
- Study Unit 4 Vocabulary Set 1 (Rocks & Minerals) with Quizlet
**Blogging Log to show blogging collaboration/peer comments is due tomorrow**
FRIDAY 11/22:
E3.p2A - I can identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
- Blogging Log due today
* add two more comments to others for a total of five
* review comments received and record 2-3
- Begin "Mineralogy in the Lab"
* follow directions for each lab table #1-9
- HOMEWORK: What is Earth Made Of? Worksheet
* graph may be done by hand or digitally with Numbers or other graphing application
WEEK 11 (Nov. 11 - Nov. 15):
MONDAY 11/11:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4d - I can explain how the chemical composition of magma relates to plate tectonics and affects the geometry, structure, and explosivity of volcanoes.
E3.4e - I can explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems.
- Group read Earth Science Text (Red book) pages 205 - 215 on Magma Composition and Volcanic Eruptions.
- Complete the Magma Composition and Volcanic Eruptions worksheet.
- Work on "Dance of the Land" 10% Summary
- DUE WEDNESDAY, 11/13
- Counts as an ASSESSMENT grade
* Target Practice Tuesday is Tomorrow -- covers Learning Targets E3.p3c, E3.4B, E3.4C, E3.4d and E3.4e
TUESDAY 11/12:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4d - I can explain how the chemical composition of magma relates to plate tectonics and affects the geometry, structure, and explosively of volcanoes.
E3.4e - I can explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems.
E3.p3c - I can describe the three major types of volcanoes (shield, cinder cone, composite) and their relationship to the Ring of Fire.
- Warm-up Worksheet: Volcanic Landforms
- Check/Discuss Magma Composition and Volcanic Eruptions worksheet
- Target Practice Tuesday
*Target Practice Assessment E3.p3C, E3.4B, E3.4C, E3.4d, E3.4e
** Unit 3 Assessment Thursday, 11/14! - Begin/Continue studying (quizlet, notes, worksheets, reading assignments, mrsclarkpohlod.com, Learning Target Guide) **
WEDNESDAY 11/13:
E3.p3A - I can describe geologic, paleontologic, and paleoclimatalogic evidence that indicates Africa and South America were once part of a single continent.
E3.3A - I can explain how plate tectonics accounts for the features and processes that occur on or near the Earth's surface.
- Turn in Dance of the Land 10% Summary (this is an assessment grade)
- Drifting Continents and The Theory of Plate Tectonics Reading (textbook audio DC; summary audio DC; textbook audio PT; summary audio PT) (summary reading PDF)
- Drifting Continents and The Theory of Plate Tectonics worksheet
- Go through Unit 3 Learning Target Guide
* Write an explanation or example for each learning target.
* What questions do you have?
- Review quizlet, notes, worksheets, reading assignments, mrsclarkpohlod.com - Unit 3, Learning Target Guide, study with a partner)
** Unit 3 Assessment TOMORROW - Begin/Continue studying (quizlet, notes, worksheets, reading assignments, mrsclarkpohlod.com, Learning Target Guide) **
THURSDAY 11/14:
E3.p3A - I can describe geologic, paleontologic, and paleoclimatalogic evidence that indicates Africa and South America were once part of a single continent.
E3.3A - I can explain how plate tectonics accounts for the features and processes that occur on or near the Earth's surface.
- Check/Discuss Drifting Continents and The Theory of Plate Tectonics worksheets
- Complete "Unit 3 I Can Survey" Post Evaluation
- Unit 3 Assessment - Plate Tectonics and Volcanoes (audio file available)
FRIDAY 11/15:
Introduction to Unit 4 - Rock Forming Processes
- Unit 3 Assessment Results are in PowerSchool
**Retakes MUST be taken on or before Friday, November 22nd**
- Bill Nye Video: Rocks
- Blog Collaboration - comments for students in the classes in our blogroll
* Fill out the Blogging Log - Comments given to others
* Visit one of the two classes in our blogroll
* Read 5 - 7 of the students posts
* Comment on at least 3 posts
- complete sentences; not just "Nice work"; "Good job"; "That's sweet!"
- remember to keep comments respectful and educationally relevant
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4d - I can explain how the chemical composition of magma relates to plate tectonics and affects the geometry, structure, and explosivity of volcanoes.
E3.4e - I can explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems.
- Group read Earth Science Text (Red book) pages 205 - 215 on Magma Composition and Volcanic Eruptions.
- Complete the Magma Composition and Volcanic Eruptions worksheet.
- Work on "Dance of the Land" 10% Summary
- DUE WEDNESDAY, 11/13
- Counts as an ASSESSMENT grade
* Target Practice Tuesday is Tomorrow -- covers Learning Targets E3.p3c, E3.4B, E3.4C, E3.4d and E3.4e
TUESDAY 11/12:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4d - I can explain how the chemical composition of magma relates to plate tectonics and affects the geometry, structure, and explosively of volcanoes.
E3.4e - I can explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems.
E3.p3c - I can describe the three major types of volcanoes (shield, cinder cone, composite) and their relationship to the Ring of Fire.
- Warm-up Worksheet: Volcanic Landforms
- Check/Discuss Magma Composition and Volcanic Eruptions worksheet
- Target Practice Tuesday
*Target Practice Assessment E3.p3C, E3.4B, E3.4C, E3.4d, E3.4e
** Unit 3 Assessment Thursday, 11/14! - Begin/Continue studying (quizlet, notes, worksheets, reading assignments, mrsclarkpohlod.com, Learning Target Guide) **
WEDNESDAY 11/13:
E3.p3A - I can describe geologic, paleontologic, and paleoclimatalogic evidence that indicates Africa and South America were once part of a single continent.
E3.3A - I can explain how plate tectonics accounts for the features and processes that occur on or near the Earth's surface.
- Turn in Dance of the Land 10% Summary (this is an assessment grade)
- Drifting Continents and The Theory of Plate Tectonics Reading (textbook audio DC; summary audio DC; textbook audio PT; summary audio PT) (summary reading PDF)
- Drifting Continents and The Theory of Plate Tectonics worksheet
- Go through Unit 3 Learning Target Guide
* Write an explanation or example for each learning target.
* What questions do you have?
- Review quizlet, notes, worksheets, reading assignments, mrsclarkpohlod.com - Unit 3, Learning Target Guide, study with a partner)
** Unit 3 Assessment TOMORROW - Begin/Continue studying (quizlet, notes, worksheets, reading assignments, mrsclarkpohlod.com, Learning Target Guide) **
THURSDAY 11/14:
E3.p3A - I can describe geologic, paleontologic, and paleoclimatalogic evidence that indicates Africa and South America were once part of a single continent.
E3.3A - I can explain how plate tectonics accounts for the features and processes that occur on or near the Earth's surface.
- Check/Discuss Drifting Continents and The Theory of Plate Tectonics worksheets
- Complete "Unit 3 I Can Survey" Post Evaluation
- Unit 3 Assessment - Plate Tectonics and Volcanoes (audio file available)
FRIDAY 11/15:
Introduction to Unit 4 - Rock Forming Processes
- Unit 3 Assessment Results are in PowerSchool
**Retakes MUST be taken on or before Friday, November 22nd**
- Bill Nye Video: Rocks
- Blog Collaboration - comments for students in the classes in our blogroll
* Fill out the Blogging Log - Comments given to others
* Visit one of the two classes in our blogroll
* Read 5 - 7 of the students posts
* Comment on at least 3 posts
- complete sentences; not just "Nice work"; "Good job"; "That's sweet!"
- remember to keep comments respectful and educationally relevant
Week 10 (Nov. 4 - nov. 8):
TERM 2 STARTS THIS WEEK!!!
MONDAY 11/4:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People
* Finish up work on audio-visual displays and/or multimedia for project presentations
* Finalize your script/plan for your presentation
- Exit Ticket (complete on lined paper and turn in before you leave today)
* Individually, summarize how you feel your project preparations have gone. Do you feel ready to present? Did you do an equal share of the work load for your project
as your partner(s)? What, if any, "issues" did you have (good, bad, or otherwise)?
TUESDAY 11/5:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People Presentations
* Complete Presentation Form after each group presentation
WEDNESDAY 11/6:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People Presentations
*Complete Presentation Form after each group presentation
- Homework: Worksheet - Which Volcano?
THURSDAY 11/7:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
E3.p3C - I can describe the three major types of volcanoes (shield volcano, stratovolcano (composite), and cinder cones) and their relationship to the Ring of Fire.
- Science Journal - A volcanologist is a scientist that studies volcanoes. If you could talk to a volcanologist today, what questions would you ask him/her?
- Check & Discuss "Which Volcano?"
- Project: Volcanoes and People Presentations
*Complete Presentation Form after each group presentation
- HOMEWORK: Read C-K12 Earth Science HS Volcanoes - Volcanic Eruptions
Complete Review Questions #1 - 9
FRIDAY 11/8:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Complete Project Presentations: Volcanoes and People
* Complete Presentation Form after each group presentation
- Turn in Homework - Volcanic Eruptions Review Questions #1-9
- Quizlet Unit 3 Vocabulary
*Review terms/definitions
*Complete "LEARN" mode (continue through ALL rounds clicking "NEXT" until you get to "FINAL RESULTS" screen with your % accuracy circle graph)
*Email screenshot of "FINAL RESULTS" screen that shows your % accuracy circle graph
MONDAY 11/4:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People
* Finish up work on audio-visual displays and/or multimedia for project presentations
* Finalize your script/plan for your presentation
- Exit Ticket (complete on lined paper and turn in before you leave today)
* Individually, summarize how you feel your project preparations have gone. Do you feel ready to present? Did you do an equal share of the work load for your project
as your partner(s)? What, if any, "issues" did you have (good, bad, or otherwise)?
TUESDAY 11/5:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People Presentations
* Complete Presentation Form after each group presentation
WEDNESDAY 11/6:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People Presentations
*Complete Presentation Form after each group presentation
- Homework: Worksheet - Which Volcano?
THURSDAY 11/7:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
E3.p3C - I can describe the three major types of volcanoes (shield volcano, stratovolcano (composite), and cinder cones) and their relationship to the Ring of Fire.
- Science Journal - A volcanologist is a scientist that studies volcanoes. If you could talk to a volcanologist today, what questions would you ask him/her?
- Check & Discuss "Which Volcano?"
- Project: Volcanoes and People Presentations
*Complete Presentation Form after each group presentation
- HOMEWORK: Read C-K12 Earth Science HS Volcanoes - Volcanic Eruptions
Complete Review Questions #1 - 9
FRIDAY 11/8:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Complete Project Presentations: Volcanoes and People
* Complete Presentation Form after each group presentation
- Turn in Homework - Volcanic Eruptions Review Questions #1-9
- Quizlet Unit 3 Vocabulary
*Review terms/definitions
*Complete "LEARN" mode (continue through ALL rounds clicking "NEXT" until you get to "FINAL RESULTS" screen with your % accuracy circle graph)
*Email screenshot of "FINAL RESULTS" screen that shows your % accuracy circle graph
week 9 (oct. 28 - Nov. 1):
MONDAY 10/28:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People
- Complete Project Worksheet 1 & 2 (see Friday, 10/25, below)
- Finalize volcano/volcanic region and research topic w/ partner(s)
- get teacher approval
- Begin research
TUESDAY 10/29:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Target Practice Tuesday
*Target Practice Assessment E3.p3B, E3.3A, E3.4A, E3.4C
- Project: Volcanoes and People
- Research volcano/volcanic region and topic
- take notes on volcano data (last time it erupted, type of volcano, etc.)
- take notes on your specific topic (volcanoes effects on people)
WEDNESDAY 10/30:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Return and discuss Tuesday's Target Practice
- Project: Volcanoes and People
- Begin storyboard to plan documentary
* keep track of images used (keep website addresses to cite sources) or draw your own diagrams
* scripting can be very important if you are going to create a movie
* remember, you can create a poster, artifacts to show using the document camera, poetry, music, video, slideshow, etc.
ALL LATE WORK DUE BEFORE THE END OF DAY TODAY!
THURSDAY 10/31:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People
- Begin writing your narrative (script) and creating your audiovisual materials for your documentary presentation
- Project Scoring Rubric
- Presentations begin next week on Tuesday, November 5th
FRIDAY 11/1: NO SCHOOL - END OF TERM 1
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People
- Complete Project Worksheet 1 & 2 (see Friday, 10/25, below)
- Finalize volcano/volcanic region and research topic w/ partner(s)
- get teacher approval
- Begin research
TUESDAY 10/29:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Target Practice Tuesday
*Target Practice Assessment E3.p3B, E3.3A, E3.4A, E3.4C
- Project: Volcanoes and People
- Research volcano/volcanic region and topic
- take notes on volcano data (last time it erupted, type of volcano, etc.)
- take notes on your specific topic (volcanoes effects on people)
WEDNESDAY 10/30:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Return and discuss Tuesday's Target Practice
- Project: Volcanoes and People
- Begin storyboard to plan documentary
* keep track of images used (keep website addresses to cite sources) or draw your own diagrams
* scripting can be very important if you are going to create a movie
* remember, you can create a poster, artifacts to show using the document camera, poetry, music, video, slideshow, etc.
ALL LATE WORK DUE BEFORE THE END OF DAY TODAY!
THURSDAY 10/31:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Project: Volcanoes and People
- Begin writing your narrative (script) and creating your audiovisual materials for your documentary presentation
- Project Scoring Rubric
- Presentations begin next week on Tuesday, November 5th
FRIDAY 11/1: NO SCHOOL - END OF TERM 1
week 8 (oct. 21 - oct. 25):
MONDAY 10/21:
- Start Unit 3 - Plate Tectonics and Volcanoes
- Unit 3 I Can Survey
- Unit 3 Learning Target Guide
- Read "Dance of the Land" article from Time Magazine
- Complete Article Summary form for Dance of the Land article (due Wednesday, 10/23)
- Begin learning Unit 3 Vocabulary using the Quizlet app
TUESDAY 10/22:
- Late Work Policy discussed - ALL LATE assignments will be graded at the end of the term of as I can get to them, whichever comes first.
- Unit 2 Assessment update
- Video - Fearless Planet: Hawaii
WEDNESDAY 10/23:
Overview of Unit 3 Learning Targets
- Science Journal: Compare and contrast divergent plate boundaries and convergent plate boundaries.
- Textbook? Students who would like a hard copy of the red Earth Science textbook should see me to check one out.
- Turn in Dance of the Land article summary
- Volcanoes: Mountains of Fire
- video
- worksheet
THURSDAY 10/24:
E3.p3B - I can describe the three types of plate boundaries and geographic features associated with them.
E3.3A - I can explain how plate tectonics accounts for the features and processes that occur on or near the Earth's surface.
E3.4A - I can use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries.
- Partner read Textbook pages 200 - 203; "Volcanoes and Plate Tectonics"
- Complete Packet "Volcanoes and Plate Tectonics"
- Partner Vocabulary Review with Unit 3 - Plate Tectonics and Volcanoes Glossary
FRIDAY 10/25:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Science Journal: Explain, in complete sentences, how volcanoes in Hawaii form and how that differs from how most other volcanoes form.
- Check/Discuss Volcanoes & Plate Tectonics Packet
- Project: Volcanoes and People
- Overview
- Worksheet 1
- Worksheet 2
- Quizlet: Unit 3 Vocabulary
- Start Unit 3 - Plate Tectonics and Volcanoes
- Unit 3 I Can Survey
- Unit 3 Learning Target Guide
- Read "Dance of the Land" article from Time Magazine
- Complete Article Summary form for Dance of the Land article (due Wednesday, 10/23)
- Begin learning Unit 3 Vocabulary using the Quizlet app
TUESDAY 10/22:
- Late Work Policy discussed - ALL LATE assignments will be graded at the end of the term of as I can get to them, whichever comes first.
- Unit 2 Assessment update
- Video - Fearless Planet: Hawaii
WEDNESDAY 10/23:
Overview of Unit 3 Learning Targets
- Science Journal: Compare and contrast divergent plate boundaries and convergent plate boundaries.
- Textbook? Students who would like a hard copy of the red Earth Science textbook should see me to check one out.
- Turn in Dance of the Land article summary
- Volcanoes: Mountains of Fire
- video
- worksheet
THURSDAY 10/24:
E3.p3B - I can describe the three types of plate boundaries and geographic features associated with them.
E3.3A - I can explain how plate tectonics accounts for the features and processes that occur on or near the Earth's surface.
E3.4A - I can use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries.
- Partner read Textbook pages 200 - 203; "Volcanoes and Plate Tectonics"
- Complete Packet "Volcanoes and Plate Tectonics"
- Partner Vocabulary Review with Unit 3 - Plate Tectonics and Volcanoes Glossary
FRIDAY 10/25:
E3.4C - I can describe the effect of earthquakes and volcanic eruptions on humans.
- Science Journal: Explain, in complete sentences, how volcanoes in Hawaii form and how that differs from how most other volcanoes form.
- Check/Discuss Volcanoes & Plate Tectonics Packet
- Project: Volcanoes and People
- Overview
- Worksheet 1
- Worksheet 2
- Quizlet: Unit 3 Vocabulary
Week 7 (Oct. 14 - Oct. 18):
MONDAY 10/14:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Science Journal (complete online) - Explain what happens to rocks after their elastic limit is passed. Use current vocabulary in your response.
- Earthquakes and Seismic Waves Summary Worksheet
- Comparing Richter and Moment Magnitude Scales Worksheet
TUESDAY 10/15:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Check & discuss worksheets from Monday
- Target Practice Tuesday
* Target Practice Assessment E3.2B, E3.2d, E3.4B, E3.4f
- LAB: Finding the Epicenter
Here are some helpful links for elastic rebound theory: http://en.wikipedia.org/wiki/Elastic_rebound_theory and
http://earthquake.usgs.gov/regional/nca/1906/18april/reid.php
See my website for helpful videos on Seismic Waves and Earthquakes
WEDNESDAY 10/16:
E3.4C - I can describe the effects of earthquakes and volcanic eruptions on humans.
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Download "CK-12 Earth Science for High School" Textbook into iBooks on your iPad
- Content to review:
- Earth's Interior (HS Plate Tectonics)
- HS Earthquakes (all sections)
- Complete LAB: Finding the Epicenter (DUE FRIDAY)
- Earthquake Safety and Emergency Planning Worksheet (DUE FRIDAY)
- Revisit Unit 2 Learning Target Guide to prepare for Friday's Unit 2 Assessment
THURSDAY 10/17:
- Science Online MEAP/MIST Testing
Unit 2 Assessment: Earthquakes and Earth's Interior is tomorrow
FRIDAY 10/18:
- Turn in Finding the Epicenter LAB activity
- Check/Discuss Earthquake Safety Packet
- Unit 2 Assessment: Earthquakes and Earth's Interior
- Online Assessment Portal
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Science Journal (complete online) - Explain what happens to rocks after their elastic limit is passed. Use current vocabulary in your response.
- Earthquakes and Seismic Waves Summary Worksheet
- Comparing Richter and Moment Magnitude Scales Worksheet
TUESDAY 10/15:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Check & discuss worksheets from Monday
- Target Practice Tuesday
* Target Practice Assessment E3.2B, E3.2d, E3.4B, E3.4f
- LAB: Finding the Epicenter
Here are some helpful links for elastic rebound theory: http://en.wikipedia.org/wiki/Elastic_rebound_theory and
http://earthquake.usgs.gov/regional/nca/1906/18april/reid.php
See my website for helpful videos on Seismic Waves and Earthquakes
WEDNESDAY 10/16:
E3.4C - I can describe the effects of earthquakes and volcanic eruptions on humans.
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Download "CK-12 Earth Science for High School" Textbook into iBooks on your iPad
- Content to review:
- Earth's Interior (HS Plate Tectonics)
- HS Earthquakes (all sections)
- Complete LAB: Finding the Epicenter (DUE FRIDAY)
- Earthquake Safety and Emergency Planning Worksheet (DUE FRIDAY)
- Revisit Unit 2 Learning Target Guide to prepare for Friday's Unit 2 Assessment
THURSDAY 10/17:
- Science Online MEAP/MIST Testing
Unit 2 Assessment: Earthquakes and Earth's Interior is tomorrow
FRIDAY 10/18:
- Turn in Finding the Epicenter LAB activity
- Check/Discuss Earthquake Safety Packet
- Unit 2 Assessment: Earthquakes and Earth's Interior
- Online Assessment Portal
week 6 (oct. 7 - oct. 11):
MONDAY 10/7:
E3.4f - I can explain why fences are offset after an earthquake using the elastic rebound theory.
- Group read Elastic Rebound paragraph and Page 163 in Earth Science textbook on Types of Stress
- Mini-Lab: Observing Deformation
- Online Answer Form (one per group)
#1 - Page 163 Reading Checkpoint question
#2 - Lab Analysis Question 1
#3 - Lab Analysis Question 2
- Review Unit 2 Vocabulary
TUESDAY 10/8:
E3.2B - I can explain how scientists infer that the Earth has internal layers with discernible properties using patterns of primary (P) and
secondary (S) seismic wave arrivals.
E3.2d - I can explain the uncertainties associated with models of the interior of the Earth and how these models are validated.
- Target Practice Tuesday
* Target Practice Assessment E2.2C, E3.2A, E3.2C
- Unit 2 Notes: Exploring Inside Earth
* Complete notes handout while you watch video lecture
WEDNESDAY 10/9:
E3.2B - I can explain how scientists infer that the Earth has internal layers with discernible properties using patterns of primary (P) and
secondary (S) seismic wave arrivals.
E3.2d - I can explain the uncertainties associated with models of the interior of the Earth and how these models are validated.
- Check Chapter 2 Notes for completion and discuss as a class
- Return and correct Target Practice E2.2C, E3.2A, E3.2C
- Differences in Arrival Time Worksheet
THURSDAY 10/10:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Check & discuss "Differences in Arrival Time" worksheet
- Finish The Core
- Blog Post about the movie The Core (grading rubric)
This movie is Science Fiction. There are many inaccuracies in the movie. For a little review and perspective from someone else you may take a look here.
- Title: The Core: Fact vs. Fiction
- Tags: The Core, Science Fiction; add two more subject appropriate tags for a total of 4 tags
- Category: Earth Science
- Add an appropriate, creative commons licensed image to the TOP of your post; be sure to cite your image
- Write a brief synopsis (summary) of the movie, The Core. This is your introduction and should be 1-2 paragraphs (5-10 sentences).
- Give at least 3 specific examples of the scientific inaccuracies within this movie, based on what you have learned so far in Earth Science this year. You MUST be able
to support your example with evidence from your own learning (not from that of a website or another source). Each of these 3 examples should be a mini-paragraph of
it's own, roughly 3-7 sentences.
Expected length of post is 4-5 paragraphs (20 - 30 sentences).
FRIDAY 10/11:
E3.2A, E2.2C, E3.2C, E2.2B, E3.2d, E3.4B
- Continue working on The Core: Fact vs. Fiction Blog Post (see guidelines above)
- Check PowerSchool for grade updates
- Study Unit 2 Vocabulary (Quizlet)
E3.4f - I can explain why fences are offset after an earthquake using the elastic rebound theory.
- Group read Elastic Rebound paragraph and Page 163 in Earth Science textbook on Types of Stress
- Mini-Lab: Observing Deformation
- Online Answer Form (one per group)
#1 - Page 163 Reading Checkpoint question
#2 - Lab Analysis Question 1
#3 - Lab Analysis Question 2
- Review Unit 2 Vocabulary
TUESDAY 10/8:
E3.2B - I can explain how scientists infer that the Earth has internal layers with discernible properties using patterns of primary (P) and
secondary (S) seismic wave arrivals.
E3.2d - I can explain the uncertainties associated with models of the interior of the Earth and how these models are validated.
- Target Practice Tuesday
* Target Practice Assessment E2.2C, E3.2A, E3.2C
- Unit 2 Notes: Exploring Inside Earth
* Complete notes handout while you watch video lecture
WEDNESDAY 10/9:
E3.2B - I can explain how scientists infer that the Earth has internal layers with discernible properties using patterns of primary (P) and
secondary (S) seismic wave arrivals.
E3.2d - I can explain the uncertainties associated with models of the interior of the Earth and how these models are validated.
- Check Chapter 2 Notes for completion and discuss as a class
- Return and correct Target Practice E2.2C, E3.2A, E3.2C
- Differences in Arrival Time Worksheet
THURSDAY 10/10:
E3.4B - I can describe how the sizes of earthquakes and volcanoes are measured or characterized.
- Check & discuss "Differences in Arrival Time" worksheet
- Finish The Core
- Blog Post about the movie The Core (grading rubric)
This movie is Science Fiction. There are many inaccuracies in the movie. For a little review and perspective from someone else you may take a look here.
- Title: The Core: Fact vs. Fiction
- Tags: The Core, Science Fiction; add two more subject appropriate tags for a total of 4 tags
- Category: Earth Science
- Add an appropriate, creative commons licensed image to the TOP of your post; be sure to cite your image
- Write a brief synopsis (summary) of the movie, The Core. This is your introduction and should be 1-2 paragraphs (5-10 sentences).
- Give at least 3 specific examples of the scientific inaccuracies within this movie, based on what you have learned so far in Earth Science this year. You MUST be able
to support your example with evidence from your own learning (not from that of a website or another source). Each of these 3 examples should be a mini-paragraph of
it's own, roughly 3-7 sentences.
Expected length of post is 4-5 paragraphs (20 - 30 sentences).
FRIDAY 10/11:
E3.2A, E2.2C, E3.2C, E2.2B, E3.2d, E3.4B
- Continue working on The Core: Fact vs. Fiction Blog Post (see guidelines above)
- Check PowerSchool for grade updates
- Study Unit 2 Vocabulary (Quizlet)
week 5 (sept. 30 - Oct. 4):
Red text below is a clickable link to a web page, a document or file, etc.
MONDAY 9/30:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Finish watching Journey to Earth's Core
- Complete Exit Ticket before leaving class
TUESDAY 10/1:
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
- Return Unit 1 Assessment and discuss retake policy
- Review "Types of Heat Transfer" by reading the attached selection (click on red text)
- Create video using "Educreations" iPad app to show your understanding
* MUST contain at least 3 slides; one each for the three types of heat transfer
* include drawings and your own audio description of each process
** PLEASE NOTE: Question: Can I embed a lesson on my blog or website?
*Answer: Yes, but only public lessons may be embedded for viewing outside of educreations.com, so make sure to choose the "public" option in your lesson's privacy
settings. You can get your lesson embed code from within our iPad app. On the My Lessons screen, tap the share icon and then tap the gray link icon for the
lesson you want to embed. The embed code will be copied to your iPad's clipboard. Simply paste the copied embed code into any website or blog that
supports embeds.
** You may need to sign up for the free account in order to get the embed code.
- Upload video to your blog; include the following in your new post:
* Title - "Types of Heat Transfer"
* Tags - "Heat Transfer", "Conduction", "Convection", "Radiation", "Educreations"
* Category - "Earth Science"
* Screenshot of the first page of your video slideshow
* Paste embed code below the screenshot to link to your video
Unit 1 Assessment Retakes must be taken no later than Tuesday, October 8th.
WEDNESDAY 10/2:
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Review Unit 2 Vocabulary on Quizlet
* submit "Learn" final results screenshot using "Digital Dropbox"
- Educreations Issues - fix, finish, submit blog post
* Educreations Earth Science Course Code: A9516A
THURSDAY 10/3:
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
E3.2C - I can describe the differences between oceanic and continental crust (including density, age, composition).
- View and comment on 2 peer Heat Transfer blog posts
* Remember that comments should be appropriate, educationally relevant and more than just a few words. If you say that you learned from the post, be specific about
what you learned or how the post helped you to learn the concept.
- Earth's Interior Project Revisited
* Collect your "Earth's Interior" poster from the "Student Work" basket on my desk (You will need to turn it back in after you are done today)
* Take a picture of your poster with your iPad.
* Start a new blog post in Kidblog
~ Title: Earth's Interior
~ Tags: Core, Mantle, Crust, magnetic field
~ Category: Earth Science
~ Add photo of your poster to the TOP of your post
~ Write about what you have learned about the interior of the Earth, where the magnetic field of the Earth is generated, and about the differences between Earth's
oceanic and continental crust (specifically their differences in density (why/how), what type of rock they are made of (composition), and how old they are (does this
affect density)). This should take you several paragraphs!
* Review the Earth's Interior Reading if you need a review of this material (pages 128-131 of the Earth Science textbook)
- Review Unit 2 Vocabulary with Quizlet
FRIDAY 10/4 (Half Day):
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
E3.2C - I can describe the differences between oceanic and continental crust (including density, age, composition).
Today will be a day to catch up on missing and/or incomplete work. Students may also choose to use time to prepare for retesting on Unit 1 OR review
vocabulary and learning targets to prepare for Unit 2. Students should check Power School to determine what, if any, assignments are incomplete and/or
missing at this time.
Unit 1 Assessment Retakes must be taken no later than Tuesday, October 8th.
MONDAY 9/30:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Finish watching Journey to Earth's Core
- Complete Exit Ticket before leaving class
TUESDAY 10/1:
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
- Return Unit 1 Assessment and discuss retake policy
- Review "Types of Heat Transfer" by reading the attached selection (click on red text)
- Create video using "Educreations" iPad app to show your understanding
* MUST contain at least 3 slides; one each for the three types of heat transfer
* include drawings and your own audio description of each process
** PLEASE NOTE: Question: Can I embed a lesson on my blog or website?
*Answer: Yes, but only public lessons may be embedded for viewing outside of educreations.com, so make sure to choose the "public" option in your lesson's privacy
settings. You can get your lesson embed code from within our iPad app. On the My Lessons screen, tap the share icon and then tap the gray link icon for the
lesson you want to embed. The embed code will be copied to your iPad's clipboard. Simply paste the copied embed code into any website or blog that
supports embeds.
** You may need to sign up for the free account in order to get the embed code.
- Upload video to your blog; include the following in your new post:
* Title - "Types of Heat Transfer"
* Tags - "Heat Transfer", "Conduction", "Convection", "Radiation", "Educreations"
* Category - "Earth Science"
* Screenshot of the first page of your video slideshow
* Paste embed code below the screenshot to link to your video
Unit 1 Assessment Retakes must be taken no later than Tuesday, October 8th.
WEDNESDAY 10/2:
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Review Unit 2 Vocabulary on Quizlet
* submit "Learn" final results screenshot using "Digital Dropbox"
- Educreations Issues - fix, finish, submit blog post
* Educreations Earth Science Course Code: A9516A
THURSDAY 10/3:
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
E3.2C - I can describe the differences between oceanic and continental crust (including density, age, composition).
- View and comment on 2 peer Heat Transfer blog posts
* Remember that comments should be appropriate, educationally relevant and more than just a few words. If you say that you learned from the post, be specific about
what you learned or how the post helped you to learn the concept.
- Earth's Interior Project Revisited
* Collect your "Earth's Interior" poster from the "Student Work" basket on my desk (You will need to turn it back in after you are done today)
* Take a picture of your poster with your iPad.
* Start a new blog post in Kidblog
~ Title: Earth's Interior
~ Tags: Core, Mantle, Crust, magnetic field
~ Category: Earth Science
~ Add photo of your poster to the TOP of your post
~ Write about what you have learned about the interior of the Earth, where the magnetic field of the Earth is generated, and about the differences between Earth's
oceanic and continental crust (specifically their differences in density (why/how), what type of rock they are made of (composition), and how old they are (does this
affect density)). This should take you several paragraphs!
* Review the Earth's Interior Reading if you need a review of this material (pages 128-131 of the Earth Science textbook)
- Review Unit 2 Vocabulary with Quizlet
FRIDAY 10/4 (Half Day):
E2.2C - I can describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
E3.2C - I can describe the differences between oceanic and continental crust (including density, age, composition).
Today will be a day to catch up on missing and/or incomplete work. Students may also choose to use time to prepare for retesting on Unit 1 OR review
vocabulary and learning targets to prepare for Unit 2. Students should check Power School to determine what, if any, assignments are incomplete and/or
missing at this time.
Unit 1 Assessment Retakes must be taken no later than Tuesday, October 8th.
week 4 (sept. 23 - 27):
Red text below is a clickable link to a web page, a document or file, etc.
MONDAY 9/23:
- Science Journal - The Unit 1 Assessment is tomorrow. Describe the ways that you have prepared, i.e. studied, for this assessment. If you have not yet studied, describe
how you plan to study this evening in order to be prepared for tomorrow's assessment. Please respond using a minimum of five complete sentences.
- Discuss "Cycle Circles" and Mantle Convection worksheets
- Learning Target Self-Evaluation
- Quizlet - Unit 1 Vocabulary Review
- Socrative Practice Quiz (Room #785416)
TUESDAY 9/24:
- Unit 1 Assessment
- Unit 2 Learning Targets Guide
- Folds, Faults & Quakes Worksheet
WEDNESDAY 9/25:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Correct "Folds, Faults & Quakes" Worksheet
- View Bill Nye Greatest Discoveries "Inside Our Planet" Video clip
- Earth's Interior Partner Project
* Read "Earth's Interior"
* Create Diagram (see instruction sheet)
THURSDAY 9/26:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Finish Earth's Interior Partner Project
- Quizlet Unit 2 Vocabulary Review
FRIDAY 9/27:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Watch Journey to Earth's Core
- Complete Exit Ticket before leaving class today
MONDAY 9/23:
- Science Journal - The Unit 1 Assessment is tomorrow. Describe the ways that you have prepared, i.e. studied, for this assessment. If you have not yet studied, describe
how you plan to study this evening in order to be prepared for tomorrow's assessment. Please respond using a minimum of five complete sentences.
- Discuss "Cycle Circles" and Mantle Convection worksheets
- Learning Target Self-Evaluation
- Quizlet - Unit 1 Vocabulary Review
- Socrative Practice Quiz (Room #785416)
TUESDAY 9/24:
- Unit 1 Assessment
- Unit 2 Learning Targets Guide
- Folds, Faults & Quakes Worksheet
WEDNESDAY 9/25:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Correct "Folds, Faults & Quakes" Worksheet
- View Bill Nye Greatest Discoveries "Inside Our Planet" Video clip
- Earth's Interior Partner Project
* Read "Earth's Interior"
* Create Diagram (see instruction sheet)
THURSDAY 9/26:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Finish Earth's Interior Partner Project
- Quizlet Unit 2 Vocabulary Review
FRIDAY 9/27:
E3.2A - I can describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.
- Watch Journey to Earth's Core
- Complete Exit Ticket before leaving class today
Week 3 (sept. 16 - 20):
Red text below is a clickable link to a web page, a document or file, etc.
MONDAY 9/16: - Complete Friday's assignment on The Study of Earth Science and submit online (see Friday, 9/13 below) - Quizlet - Unit 1 Vocabulary * Using the quizlet app for iPad (or the website) study the Unit 1 Vocabulary. There are flash cards and some games to play. * After you are familiar with the vocabulary, enter "LEARN" mode. Complete the learn mode and submit your "Final Results" page to me using the "Digital Dropbox" on our class website. TUESDAY 9/17: - Class Discussion of "The Study of Earth Science - Section 2 Assessment" - Biogeochemical Cycles & Carbon Sequestering Worksheet (In Table Groups) - Read "Convection Currents in Earth", Page 135 (In Table Groups) - Complete Questions #3A, 3B, & 3C, Page 135 (In Table Groups) - submit online WEDNESDAY 9/18: Learning Target E3.3B - I can explain why tectonic plates move using the concept of heat flowing through mantle convection coupled with the cooling and sinking of aging ocean plates that result from their increased density. - Review Unit 1 Vocabulary with Quizlet - Review Mantle Convection and Plate Tectonics - View "How the Inner Structure of Planet Earth Affects Plate Tectonics" Video Clip - Complete Notes: Theory of Plate Tectonics (click for handout) - Group Activities: Plate Tectonics - Plate Tectonics Overview Worksheet (click for handout) - Predicting Plate Movements (click for handout) THURSDAY 9/19: Learning Target E3.3B - I can explain why tectonic plates move using the concept of heat flowing through mantle convection coupled with the cooling and sinking of aging ocean plates that result from their increased density. - Complete Group Activities from Wednesday - Socrative Practice Quiz - Unit 1 Vocabulary Review - Quizlet Unit 1 Assessment Monday, 9/23 -- Review Learning Target Guide & Vocabulary FRIDAY 9/20: - Learning Target Review - Unit 1 Assessment Monday - Cycles in Nature Reading - Cycle Circles Review Worksheet - Mantle Convection Reading - You may earn Extra Credit for completing and blogging about the Mini-Lab Activity from this reading. * Include title, photo of you doing the activity, your observations, answers to the analysis questions, appropriate tags, and category (Earth Science) - "What's Happening During Convection?" Worksheet - come prepared to discuss this on Monday - Consider creating an Ask3 video to explain one of the concepts in our Unit 1 Learning Targets. Your video should contain an audio explanation, along with any appropriate diagram you may draw. Unit 1 Assessment moved to Tuesday, 9/24 -- Study Learning Target Guide, Vocabulary and consider posting a helpful video using Ask3. |
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Week 2 (sept. 9 - 13):
MONDAY 9/9:
- CHAMP it up! - discussing classroom CHAMP expectations - Illuminate review & practice quiz - Finishing up "Science in my life..." blog posts - Commenting on Blog Posts - Expectations and Norms - Read and comment on at least 3 peer "Science in my life..." posts TUESDAY 9/10: - First Semester Pretest - Finish "Science in my life" blog post & peer comments - Quizlet: Unit One Vocabulary WEDNESDAY 9/11: Big Idea - Processes, events and features on Earth result from energy transfer and movement of matter through interconnected Earth systems. - New Seating Chart - Unit One Learning Target Guide - Carbon and Nitrogen Cycles THURSDAY 9/12: Big Idea - Processes, events and features on Earth result from energy transfer and movement of matter through interconnected Earth systems. - Videos on Carbon and Nitrogen Cycles (overview of all learning targets for this unit) - Discuss Carbon and Nitrogen Cycle plate (coloring diagrams) **Be sure to bring earbuds or headphones with you to school tomorrow** FRIDAY 9/13: **iPad Distribution Day** - Open PDF "The Study of Earth Science Reading" and read the text - Go to our classroom website; open the Online Answer Sheet for Assignments under the Assignment Basket tab - Using the Online Answer Sheet for Assignments, answer questions 1a, 1b, 1c, 2a, 2b from the "Section 2 Assessment" on page 18. Check "Classwork" for Assignment Type and be sure to use complete sentences for all of your answers. Please answer the questions in numerical order. Click "Submit" when you have finished. |
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Week 1 (SEPT. 2 - 6):
MONDAY 9/2: No School -- Labor Day
TUESDAY 9/3: First Day of School! (1/2 Day) WEDNESDAY 9/4: - Seating Chart Scientists - "High Five" - tell me five things about you on the paper hand you are given in class - "Getting to Know You" worksheet THURSDAY 9/5: - Discuss Rules, Procedures & Expectations - Science Safety Contract & Media Release (due Monday) FRIDAY 9/6: - Discuss class website - Discuss lmsplanner8 website - Discuss class blogs - First blog post: "Science in my life..." Write a minimum of 3-5 sentences about science in your life. This can mean almost anything that you have ever said "I wonder" about. * Title * Font size no < 12 pt & no > 16 pt * Tags - Include 2-3 topic specific * Categories - Check "Earth Science" * Submit for Review when finished or "Save Draft" to continue working later |
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