So we fix our eyes not on what is seen, but what is unseen.
2 Corinthians
9/26-M-late start-9:00; No school on Friday; 9 /19; 9/12; 9/6- start objectives-Earth Science-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes 15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris 11) work in groups to create models based on the physical layers of the Earth
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 , Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) Power point/notes 10) review diagrams for physical layers of the earth 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes
15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris
Wrap up objectives -8/29-Objectives-1) Define Earth Science 2) Describe the formation of Earth and the solar system 3) Describe the major spheres 4) Differentiate among the three parts of the geosphere 5) Explain the value of the theory of plate tectonics to Earth Science 6) Describe the primary goal of Earth Science and define the term system 7) Describe the two most major sources of energy 8) Explain how humans affect Earth's systems 9) Describe the difference between between renewable and nonrenewable resources
1) Read and discuss information covering sections 1.1 1.2,1.3, 1.4 2) demonstrate Cornell note taking to use for creating study guide 3) Questions 4) careers that involve Earth Science 5) Current event discussion on Solar Panel issues and birds 6) CH review 7) vocabulary game for review 8) Video-Why Earth Science? 9) Test 10) Current Event 11) Density= experiments; principle behind Earth's core
8/22-Ojectives-Intro to policy and procedures, Intro to Earth Science-word grams, Compare/contrast activity, Why Earth Science video
4/4- Wrap up Rice Bowl presentations; Read and discuss article on Refugees from Syria; Questions on article; Joe's board and information; Intro to forms of energy and resources;
3/21; Easter Break 3/14; 3/7; Rice Bowl activity-goal is to combine learning about families in other countries working with Catholic Relief Services and researching earth science concepts. Students will work with a partner to research the information from CRS and additional information as well including the photos and video clips in a power point or Prezi to share with the class. They will also participate in prayer and collecting money for families
Rice bowl activity
*Incorporate information into a power point or Prezi to present to the class.
-Include Video clips and photos
-CITE ALL INFORMATION-Include 2 additional sources besides the Catholic Relief Services
-Map and location of country-bring Earth Science into the information
-Background and brief history
-Climate and environment-A. What would you see if you traveled to that country? B. What are obstacles they deal with in their environment?
-Available resources-Soil, air, water, food
-Economic situation-availability of jobs, education and health care
-Typical meals for their families
-Personal stories
-Explain why they need our help and effective ways we can contribute.
-Prayer for their community and country
2/22; 2/16-President's day; wrap up presentations; Guided reading for article "Journey Through the Universe"
2/11- Project presentations Astronomy -SOLAR SYSTEM PROJECT
Introduction:
Each group or student will have a planet, asteroid belt, or comet to study and learn about. In this project you will gather notes and do research regarding these solar system objects. You will also have time spent on the computer to look on the internet and gather information and work on getting your teaching presentation ready. You will have plenty of class time to get this presentation done, but remember that it is due finished on the day that you present it. You will then present your project to the class and will be giving us notes and teaching us about your solar system object in order for us to have a test over them. Below you will find various parts of the project that are required.
General Information on the project:
1. Need to include:
a. Size
b. Temperature range
c. Length of year
d. Length of day
e. Atmosphere (if one exists) and chemical composition of the planet
f. Physical geography and types of landforms
g. Comparative analysis to other planets
h. Magnetic Field?
i. Satellites?
j. Pictures of your solar system object
k. Special characteristics and unusual facts of the planet/object that make it interesting!
l. Recent explorations and findings
. Video clips - at least 2
n. Experiment
o. Need 4 sources, 1 must be your textbook. The other 3 must be NASA.gov, Geology.com, The Science channel, The Discovery Channel or the ever popular Info Ohio. If you find a great source, check with Mrs. Opper to make sure you can use it. MLA format with works cited must be used.
p. Presentation must not be less than 20 minutes per group.Individual presentations can be between 10-15 minutes. The presentation must go beyond the basic information already presented in class, the videos or your book! Remember that YOU are teaching a new section of this material!
q. If time is given in class for the project, you must be working on it the entire time! There are no games, magazines, or just sitting at the monitor.
r. Step 1: Start with basic information from your notes and the book. Extend your knowledge by doing your research. 2) Take notes to keep track of your ideas/sources and copy articles you use to be turned in for review. 3) Submit copies of notes, articles and power point of your presentation 4)Slides need to be colorful and have great pictures and information.
s.Your group will create 5 multiple choice questions and 1 short answer to be turned in to Mrs. Opper for the test on this chapter.
t. Creativity is great! Try to do your best to be creative and have fun with this one.
2/8;2/1; 1/25; 1/19/16-MLK-Monday ; 1/21 Field Trip to NASA Plumbrook. Remember to bring your ID and lunch money-1) Introduce students to NASA Plumbrook station operations-specific sites 2) Read and answer questions relating to SPF 3) field trip to SPF to see Vacuum chamber, Acoustic chamber, testing rooms, and demonstrations 4) videos relating to testing in the other facilities
1) Extended activity-1) students will work on individual articles from Incredible Earth and present to class using pictures and diagrams from book.
1/11- Objectives-1) Introduction to the Solar system 2) List the major differences between the terrestrial and jovial planets 2) Explain how the solar system formed 3) Describe the specific characteristics of each terrestrial planet 4) Describe the specific characteristics of each Jovian planet 5) Describe the location within the Solar system where asteroids were formed 6) Describe the structure of a comet 7) Explain the possible origins for a meteoroid 8) Explain possible theories for origin of the planets and formation of Earth and why it's important to evaluate and study other solar system bodies
Earth Science- 12/7; 12/1; Objectives- 1) Describe the science of meteorology 2) explain the difference between weather and climate 3) List the most important elements of weather and climate 4) Describe the major and variable components of air Identify some properties of air 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation; Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420 6) Read and discuss the concepts of scattering, reflection and absorption 7) power point notes 8) review seasons material
1) notes 2) vocab journal 3) vocab 4) demonstration 5) ws troposphere etc. 6) work in groups to complete questions 8) Key term definitions on page 430-old book 9) group work to extend understanding of ATmos concepts -game 10) Read and answer questions on heating the atmosphere on page 487 (E-Book) 11) group work-present concepts and how they relate to the atmosphere 12) vocab test 13 ) test over concepts regarding atmosphere layers, sun/earth relationship 14) group work over conduction, convection, radiation, electromagnetic radiation 15) tests overall concepts 1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation; Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420 6) Read and discuss the concepts of scattering, reflection and absorption 7) power point notes 8) review seasons material
11/16; 11/9-Make A Difference Day-11/10; 11/2; 10/26; Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates 6) Describe the models that have been prepared to explain the driving mechanism for plate motion 7) Evaluate how earthquakes, ocean drilling, and hot spots provide evidence that supports the theory of plate tectonics 8) Describe the unequal distribution of heat in the Earth and the mechanism of mantle convection to the movement of tectonic plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings 4) small group participation and large group participation reviewing USGS article regarding Pangea and the historical perspective 5) Complete group models which show the different stages of the continental drift theory 6) read and discuss section 9.2 and complete questions 7) power point covering convergent, divergent, transform boundaries 8) read and analyze the article comparing the various types of plates and complete vocabulary journal 9) Read USGS article with questions analyzing information/work with partner 10) Read and discuss section 9.2 and complete questions 11) Read and discuss sections 9.3 and 9.4 and complete ques 12 ) Quiz over types of plates and where they are located around the earth 13) Library activity 14) Read USGS article on application of different types of boundaries 15) detailed questions using guided reading/questions and discussion 16) ch review 16) vocab test and written answers to questions 15) test or student -oral explanation of each boundary; Google individual topics
10/5; 9/28 ; 9/21-9/14- start objectives-Earth Science-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 9/ 15 55) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes 15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris 11) work in groups to create models based on the physical layers of the Earth
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 (done), Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) Power point/notes 10) review diagrams for physical layers of the earth 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes
15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris
Monday -no school-9/8-8/25 - 8/31-Objectives-1) Define Earth Science 2) Describe the formation of Earth and the solar system 3) Describe the major spheres 4) Differentiate among the three parts of the geosphere 5) Explain the value of the theory of plate tectonics to Earth Science 6) Describe the primary goal of Earth Science and define the term system 7) Describe the two most major sources of energy 8) Explain how humans affect Earth's systems 9) Describe the difference between between renewable and nonrenewable resources
1) Read and discuss information covering sections 1.1 1.2,1.3, 1.4 2) demonstrate Cornell note taking to use for creating study guide 3) Questions 4) careers that involve Earth Science 5) Current event discussion on Solar Panel issues and birds 6) CH review 7) vocabulary game for review 8) Video-Why Earth Science? 9) Test 10) Current Event-2-Solar Flares-NASA video clip/ article Solar flares affecting magnetosphere-power grids and satellites
5/22-Exams begin
5/18-5/11-M-Soph retreat; Article about geology on the planets-40 questions;
Objectives; Geology; 1)Power point and study guide for rocks and minerals 2)Fracking Pros and cons 3) Movie-fracking
Objectives 1) Compare the various renewable resources 2) Explain the pros and cons of Solar Power, Wind turbines, Geothermal, Biomass and Nuclear Power 1) utilize the packet on the various renewable resources 5/4; sub-M/F ; 4/27-ch review, review game and test; Start objectives for Geology; 4/20; 4/13; alumni speakers; guest speaker 4/17; finish projects and start presentations; study and review questions followed by a test 4/8-Easter break; Field trip
Geology/Astronomy -SOLAR SYSTEM PROJECT
Introduction:
Each group or student will have a planet, asteroid belt, or comet to study and learn about. In this project you will gather notes and do research regarding these solar system objects. You will also have time spent on the computer to look on the internet and gather information and work on getting your teaching presentation ready. You will have plenty of class time to get this presentation done, but remember that it is due finished on the day that you present it. You will then present your project to the class and will be giving us notes and teaching us about your solar system object in order for us to have a test over them. Below you will find various parts of the project that are required.
General Information on the project:
1. Need to include:
a. Size
b. Temperature range
c. Length of year
d. Length of day
e. Atmosphere (if one exists) and chemical composition of the planet
f. Physical geography and types of landforms
g. Comparative analysis to other planets
h. Magnetic Field?
i. Satellites?
j. Pictures of your solar system object
k. Special characteristics and unusual facts of the planet/object that make it interesting!
l. Recent explorations and findings
m. Video clips
n. Experiment
o. Need 4 sources, 1 must be your textbook. The other 3 must be NASA.gov, Geology.com, The Science channel, The Discovery Channel or the ever popular Info Ohio. If you find a great source, check with Mrs. Opper to make sure you can use it. MLA format with works cited must be used.
p. Presentation must not be less than 20 minutes per group.Individual presentations can be between 10-15 minutes. The presentation must go beyond the basic information already presented in class, the videos or your book! Remember that YOU are teaching a new section of this material!
q. If time is given in class for the project, you must be working on it the entire time! There are no games, magazines, or just sitting at the monitor.
r. Step 1: Start with basic information from your notes and the book. Extend your knowledge by doing your research. 2) Take notes to keep track of your ideas/sources and copy articles you use to be turned in for review. 3) Submit copies of notes, articles and power point of your presentation
s.Your group will create 5 multiple choice questions and 1 short answer to be turned in to Mrs. Opper for the test on this chapter.
t. Creativity is great! Try to do your best to be creative and have fun with this one.
3/30- Student exchange day; Sub-Thursday; 3/23 - Bishop's Mass; Reconciliation
3/16- OGT testing; Kairos- Objectives-1) Introduction to the Solar system 2) List the major differences between the terrestrial and jovial planets 2) Explain how the solar system formed 3) Describe the specific characteristics of each terrestrial planet 4) Describe the specific characteristics of each Jovian planet 5) Describe the location within the Solar system where asteroids were formed 6) Describe the structure of a comet 7) Explain the possible origins for a meteoroid 8) Explain possible theories for origin of the planets and formation of Earth and why it's important to evaluate and study other solar system bodies
3/9 - review liquids, solids and gas states and the effects on water and metals ; test review; test3/1; 2/23; Snow days and delays-catching up on all our objectives; vocab practice and test; review concepts of conduction,convection,radiation and electromagnetic radiation; 2/17-M-No school; W-Ash Wednesday -Rice Bowl activity-goal is to combine learning about families in other countries working with Catholic Relief Services and researching earth science concepts. Students will work with a partner to research the information from CRS and additional information as well including the photos and video clips in a power point or Prezi to share with the class. They will also participate in prayer and collecting money for families
Rice bowl activity
*Incorporate information into a power point or Prezi to present to the class.
-Include Video clips and photos
-CITE ALL INFORMATION-Include 2 additional sources besides the Catholic Relief Services
-Map and location of country-bring Earth Science into the information
-Background and brief history
-Climate and environment-A. What would you see if you traveled to that country? B. What are obstacles they deal with in their environment?
-Available resources-Soil, air, water, food
-Economic situation-availability of jobs, education and health care
-Typical meals for their families
-Personal stories
-Explain why they need our help and effective ways we can contribute.
-Prayer for their community and country
1/17 -start Rice Bowl activity-
2/9 ; 1/26-Catholic Schools -week/shortened periods and schedule changes; R-gone for Earth Science field trip
1/19-MLK-Monday -finish extended activity presentations;
2/2; review concepts for NASA trip; 1/26 ; 1/19 Objectives- 1) Describe the science of meteorology 2) explain the difference between weather and climate 3) List the most important elements of weather and climate 4) Describe the major and variable components of air andIdentify some properties of air 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the Earth
1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation 6) video clips of various ways showing conduction,radiation, convection 7) labeling the layers of the atmosphere -Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420- Read and discuss the concepts of scattering, reflection and absorption 8) power point notes
1) notes 2) vocab journal 3) vocab 4) demonstration 5) ws troposphere etc. 6) work in groups to complete questions 8) Key term definitions on page 430-old book 9) group work to extend understanding of ATmos concepts -game 10) Read and answer questions on heating the atmosphere on page 487 (E-Book) 11) group work-present concepts and how they relate to the atmosphere 12) vocab test 13 ) test over concepts regarding atmosphere layers, sun/earth relationship 14) group work over conduction, convection, radiation, electromagnetic radiation 15) tests overall concepts****THE EARTH SCIENCE FIELD TRIP TO NASA HAS BEEN SCHEDULED FOR THURSDAY JANUARY 29. Students must have their license or permit to be allowed in the facility. They should also remember to bring money for our lunch stop.
1/12/15 -F-Teacher work day-1) Introduce students to NASA Plumbrook station operations-specific sites 2) Read and answer questions relating to SPF 3) field trip to SPF to see Vacuum chamber, Acoustic chamber, testing rooms, and demonstrations 4) videos relating to testing in the other facilities
1) Extended activity-1) students will work on individual articles from Incredible Earth and present to class using pictures and diagrams from book.
12/16-wrap up and exams
12/8; 11/24-Thanksgiving week-no school -W-R-F ; 11/17 ; Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates 6) Describe the models that have been prepared to explain the driving mechanism for plate motion 7) Evaluate how earthquakes, ocean drilling, and hot spots provide evidence that supports the theory of plate tectonics 8) Describe the unequal distribution of heat in the Earth and the mechanism of mantle convection to the movement of tectonic plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings 4) small group participation and large group participation reviewing USGS article regarding Pangea and the historical perspective 5) Complete group models which show the different stages of the continental drift theory 6) read and discuss section 9.2 and complete questions 7) power point covering convergent, divergent, transform boundaries 8) read and analyze the article comparing the various types of plates and complete vocabulary journal 9) Read USGS article with questions analyzing information/work with partner 10) Read and discuss section 9.2 and complete questions 11) Read and discuss sections 9.3 and 9.4 and complete ques 12 ) Quiz over types of plates and where they are located around the earth 13) Library activity 14) Read USGS article on application of different types of boundaries 15) detailed questions using guided reading/questions and discussion 16) ch review 16) vocab test and written answers to questions 15) test or student -oral explanation of each boundary; Google individual topics
11/10-Finish Japanese EQ,tsunami,power plant crisis-video, article and guided reading for Japanese EQ debri; Start objectives for Pangea
11/10-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings
11/3-W-German Field trip; R- Inservice for vocations-shortened periods; M-prewriting for essay questions; T- Retest R-essays; Nuclear Power plant-effects from EQ ; nuclear crisis and tsunami
10/27-sub-Volcanoes 10/20 review and reteach concepts ; finish later concepts; ; 10/13
10/6-Monday late start-schedule change
9/29-Homecoming Week -Shortened Periods-Friday; Tuesday-Juniors-ACT; 9/22-No school 9/23
9/15 star objectives-Earth Science-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 9/ 15 55) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 (done), Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) Power point/notes 10) review diagrams for physical layers of the earth 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes
15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris
9/15 -Google -80/20 ques and discussion for individual projects9/8 ; Labor Day 9/1; class meetings on 9/3 from 2:00-3:00 ; 9/2; 8/25 -Objectives-1) Define Earth Science 2) Describe the formation of Earth and the solar system 3) Describe the major spheres 4) Differentiate among the three parts of the geosphere 5) Explain the value of the theory of plate tectonics to Earth Science 6) Describe the primary goal of Earth Science and define the term system 7) Describe the two most major sources of energy 8) Explain how humans affect Earth's systems 9) Describe the difference between between renewable and nonrenewable resources
1) Read and discuss information covering sections 1.1 1.2,1.3, 1.4 2) demonstrate Cornell note taking to use for creating study guide 3) Questions 4) careers that involve Earth Science 5) Current event discussion on Solar Panel issues and birds 6) CH review 7) vocabulary game for review 8) Video-Why Earth Science? 9) Test 10) Current Event-2-Solar Flares-NASA video clip/ article Solar flares affecting magnetosphere-power grids and satellites
5/27 Senior exams; Test solar system ; Geology and fracking objectives5/19 Finish HW and articles; Complete review sheets for Solar system test next week; Start objectives for renewable energy sources If time, start objectives for geology and fracking information F-Speech and Drama 5/12-M-Soph retreat; T/W- AP Gov test and field trip R-Freshmen retreat; F-Prom set-up; Early release for Baseball and Track; Finish Solar System presentations; Complete CH review questions; Finish Article and Solar System questions; Complete review ques/quiz Questions5/5- Start Solar system projects; Article and questions on solar system 4/28 finish Rice Bowl food and presentations; Solar system project objectives-seniors at Finance program-T ; 4/21 Brad Doughty-guest speaker-Uganda; Rice bowl presentations; Preparation of rice bowl meals;Friday-sub- Asteroids, meteors,comets 4/14 Good Friday -no school ; We will be working on Rice bowl presentations along with Solar system research; Rice bowl presentations will start on Tuesday and continue with Brad Doughty speaking on Monday, 4/21 about his trip to Uganda. The last presentation will be 4/22. On 4/23 students will share typical meals from the country they researched 4/7 Work on Rice Bowl activities and Solar system in computer lab 1) 3/31-Intro to new objectives; Rice bowl group activity-work in lab 3/23 Spring Break3/17-M-Alumni speakers/OGT; T-ACT testing for juniors; R-reconciliation; Video-review; Test;
Rice bowl activity-research areas climate, land and problems with food production and how families
5/27 Objectives; Geology; 1)Power point and study guide for rocks and minerals 2)Fracking Pros and cons 3) Movie-fracking
5/19 Objectives 1) Compare the various renewable resources 2) Explain the pros and cons of Solar Power, Wind turbines, Geothermal, Biomass and Nuclear Power 1) utilize the packet on the various renewable resources
Objectives-1) Introduction to the Solar system 2) List the major differences between the terrestrial and jovial planets 2) Explain how the solar system formed 3) Describe the specific characteristics of each terrestrial planet 4) Describe the specific characteristics of each Jovian planet 5) Describe the location within the Solar system where asteroids were formed 6) Describe the structure of a comet 7) Explain the possible origins for a meteoroid 8) Explain possible theories for origin of the planets and formation of Earth and why it's important to evaluate and study other solar system bodies
Geology/Astronomy -SOLAR SYSTEM PROJECT
Introduction:
Each group or student will have a planet, asteroid belt, or comet to study and learn about. In this project you will gather notes and do research regarding these solar system objects. You will also have time spent on the computer to look on the internet and gather information and work on getting your teaching presentation ready. You will have plenty of class time to get this presentation done, but remember that it is due finished on the day that you present it. You will then present your project to the class and will be giving us notes and teaching us about your solar system object in order for us to have a test over them. Below you will find various parts of the project that are required.
General Information on the project:
1. Need to include:
a. Size
b. Temperature range
c. Length of year
d. Length of day
e. Atmosphere (if one exists) and chemical composition of the planet
f. Physical geography and types of landforms
g. Comparative analysis to other planets
h. Magnetic Field?
i. Satellites?
j. Pictures of your solar system object
k. Special characteristics and unusual facts of the planet/object that make it interesting!
l. Recent explorations and findings
m. Video clips
n. Experiment
o. Need 4 sources, 1 must be your textbook. The other 3 must be NASA.gov, Geology.com, The Science channel, The Discovery Channel or the ever popular Info Ohio. If you find a great source, check with Mrs. Opper to make sure you can use it. MLA format with works cited must be used.
p. Presentation must not be less than 20 minutes per group.Individual presentations can be between 10-15 minutes. The presentation must go beyond the basic information already presented in class, the videos or your book! Remember that YOU are teaching a new section of this material!
q. If time is given in class for the project, you must be working on it the entire time! There are no games, magazines, or just sitting at the monitor.
r. Step 1: Start with basic information from your notes and the book. Extend your knowledge by doing your research. 2) Take notes to keep track of your ideas/sources and copy articles you use to be turned in for review. 3) Submit copies of notes, articles and power point of your presentation
s.Your group will create 5 multiple choice questions and 1 short answer to be turned in to Mrs. Opper for the test on this chapter.
t. Creativity is great! Try to do your best to be creative and have fun with this one.
Other solar system activities
1) Read and discuss pages 644-648 2)create a comparison chart between Jovial and Terrestrial planets 3) ques 1-7 on page 648 4) crossword 5) read and discuss pages649-653 6) Compare and contrast Earth and Venus using a chart 7) Read and discuss information on pp. 660-665 Asteroids, comets and meteorites 8) Power point presentation to present an overview of the planets 9) work in labs to research solar planets for presentations (handout given for requirements) 10) Read article on reasons to explore solar system and analyze the information completing the questions
Rice Bowl activity-goal is to combine learning about families in other countries working with Catholic Relief Services and researching earth science concepts. Students will work with a partner to research the information from CRS and additional information as well including the photos and video clips in a power point or Prezi to share with the class. They will also participate in prayer and collecting money for families
Rice bowl activity
*Incorporate information into a power point or Prezi to present to the class.
-Include Video clips and photos
-CITE ALL INFORMATION-Include 2 additional sources besides the Catholic Relief Services
-Map and location of country-bring Earth Science into the information
-Background and brief history
-Climate and environment-A. What would you see if you traveled to that country? B. What are obstacles they deal with in their environment?
-Available resources-Soil, air, water, food
-Economic situation-availability of jobs, education and health care
-Typical meals for their families
-Personal stories
-Explain why they need our help and effective ways we can contribute.
-Prayer for their community and country
3/10-Kairos-Presentaions on methods of heat transfer; practice test and corrections; 3/4-2/24 Group activity-atmosphere layers; Vocab test; solar radiation discussion (scattering,reflection, albedo) 2/17 ; 2/10 ; 2/3 snow day/delays E-Day activity on information on NASA/Plumbrook sites that will be visited
THE EARTH SCIENCE FIELD TRIP TO NASA HAS BEEN RESCHEDULED FOR TUESDAY FEBRUARY 11. Students must have their license or permit to be allowed in the facility. They should also remember to bring money for our lunch stop.
Objectives- 1) Describe the science of meteorology 2) explain the difference between weather and climate 3) List the most important elements of weather and climate 4) Describe the major and variable components of air Identify some properties of air 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the
1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation; Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420 6) Read and discuss the concepts of scattering, reflection and absorption 7) power point notes 8) review seasons material
1) notes 2) vocab journal 3) vocab 4) demonstration 5) ws troposphere etc. 6) work in groups to complete questions 8) Key term definitions on page 430-old book 9) group work to extend understanding of ATmos concepts -game 10) Read and answer questions on heating the atmosphere on page 487 (E-Book) 11) group work-present concepts and how they relate to the atmosphere 12) vocab test 13 ) test over concepts regarding atmosphere layers, sun/earth relationship 14) group work over conduction, convection, radiation, electromagnetic radiation 15) tests overall concepts
1/27- Catholic Schools week/snow days/shortened periods-1) Problem of the day-weather temps-advection 2) Intro to Ice studies/BBC video
1/21 (MLK Day) 2/10; finish connecting concepts from NASA visit
1) Introduce students to NASA Plumbrook station operations-specific sites 2) Read and answer questions relating to SPF 3) field trip to SPF to see Vacuum chamber, Acoustic chamber, testing rooms, and demonstrations 4) videos relating to testing in the other facilities
Earth Science-11/5; 11/11 ; 11/18; 11/27 (Thanksgiving)- 12/2; 12/9; 12/16- preparation and Exams 1/6-13- wrap up
Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates 6) Describe the models that have been prepared to explain the driving mechanism for plate motion 7) Evaluate how earthquakes, ocean drilling, and hot spots provide evidence that supports the theory of plate tectonics 8) Describe the unequal distribution of heat in the Earth and the mechanism of mantle convection to the movement of tectonic plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings 4) small group participation and large group participation reviewing USGS article regarding Pangea and the historical perspective 5) Complete group models which show the different stages of the continental drift theory 6) read and discuss section 9.2 and complete questions 7) power point covering convergent, divergent, transform boundaries 8) read and analyze the article comparing the various types of plates and complete vocabulary journal 9) Read USGS article with questions analyzing information/work with partner 10) Read and discuss section 9.2 and complete questions 11) Read and discuss sections 9.3 and 9.4 and complete ques 12 ) Quiz over types of plates and where they are located around the earth 13) Library activity 14) Read USGS article on application of different types of boundaries 15) detailed questions using guided reading/questions and discussion 16) ch review 16) vocab test and written answers to questions 15) test
1) WS 2) participation2) ATQ 3) notes 4) homework 5) group model 6) quiz 7) article questions-written paragraphs analyzing and comparing the different boundaries 8) vocabulary journal 9) USGS article/questions 9) HW questions 10) vocab tests/pre-writing 11) test
9/16-9/20 ; 9/23-9/27; 10/7homecoming week schedule) 10/14 (M-shortened periods; T-Juniors gone; F-no school) 10/21-last week quarter-overlap and transition from earthquakes to plate tectonics;10/28
Objectives-1) Compare and contrast the epicenter and focus of an earthquake 2) Identify the cause of earthquakes 3) Explain the concepts of elastic rebound, foreshocks, aftershocks 4) Identify the three types of seismic waves and their characteristics 5) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core 11) Explain the concepts of density, gravity and convection and how they interact within the Earth’s interior 12) Explain how heat is transferred 13) Analyze the three different methods to measure Earthquakes and determine which method is best 14) Identify the major hazards associated with earthquakes 14) Describe how earthquake damage can be reduced 15) Explain Earthquake damage potential in North America by reviewing regions 16) transition from earthquakes to plate tectonics
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 (book1 due 2/28) 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 (done), Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) review diagrams for physical layers of the earth 10) work in groups to create models based on the physical layers of the Earth 11) Read and discuss section 8.3 and complete ques 1-6 12) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 13) Complete Assessment pp243-244 14) Complete ch 8 review ques 1-14 14) Ch test 15) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 16) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 17) read article on U.S. earthquake regions, answer questions and discuss and compare answers, 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami,earthquake and nuclear power debris
1) Power point presentations and notes 2) vocabulary drawings along with vocab 3) Large group discussion/participation 4) video clips to introduce and reinforce concepts-differences in physical and chemical composition of earth, seismic waves 5) vocab journal and pictures 6) notes, completion of vocab and note cards 7) discussion of videos and homework rubric 8) models 9) Read and discuss article on earthquakes vocab test (week of 10/21) 10) ch review ( week of 10/14 11) test over earthquake concepts next week 0f 10/14)
12) ques/discussion on video of Japanese Earthquake 13) ws on plate tectonics 14) questions/discussion on Japanese tsunami, earthquake and nuclear power debris
.
z3/23;
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 , Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) Power point/notes 10) review diagrams for physical layers of the earth 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes
15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris
Wrap up objectives -8/29-Objectives-1) Define Earth Science 2) Describe the formation of Earth and the solar system 3) Describe the major spheres 4) Differentiate among the three parts of the geosphere 5) Explain the value of the theory of plate tectonics to Earth Science 6) Describe the primary goal of Earth Science and define the term system 7) Describe the two most major sources of energy 8) Explain how humans affect Earth's systems 9) Describe the difference between between renewable and nonrenewable resources
1) Read and discuss information covering sections 1.1 1.2,1.3, 1.4 2) demonstrate Cornell note taking to use for creating study guide 3) Questions 4) careers that involve Earth Science 5) Current event discussion on Solar Panel issues and birds 6) CH review 7) vocabulary game for review 8) Video-Why Earth Science? 9) Test 10) Current Event 11) Density= experiments; principle behind Earth's core
8/22-Ojectives-Intro to policy and procedures, Intro to Earth Science-word grams, Compare/contrast activity, Why Earth Science video
4/4- Wrap up Rice Bowl presentations; Read and discuss article on Refugees from Syria; Questions on article; Joe's board and information; Intro to forms of energy and resources;
3/21; Easter Break 3/14; 3/7; Rice Bowl activity-goal is to combine learning about families in other countries working with Catholic Relief Services and researching earth science concepts. Students will work with a partner to research the information from CRS and additional information as well including the photos and video clips in a power point or Prezi to share with the class. They will also participate in prayer and collecting money for families
Rice bowl activity
*Incorporate information into a power point or Prezi to present to the class.
-Include Video clips and photos
-CITE ALL INFORMATION-Include 2 additional sources besides the Catholic Relief Services
-Map and location of country-bring Earth Science into the information
-Background and brief history
-Climate and environment-A. What would you see if you traveled to that country? B. What are obstacles they deal with in their environment?
-Available resources-Soil, air, water, food
-Economic situation-availability of jobs, education and health care
-Typical meals for their families
-Personal stories
-Explain why they need our help and effective ways we can contribute.
-Prayer for their community and country
2/22; 2/16-President's day; wrap up presentations; Guided reading for article "Journey Through the Universe"
2/11- Project presentations Astronomy -SOLAR SYSTEM PROJECT
Introduction:
Each group or student will have a planet, asteroid belt, or comet to study and learn about. In this project you will gather notes and do research regarding these solar system objects. You will also have time spent on the computer to look on the internet and gather information and work on getting your teaching presentation ready. You will have plenty of class time to get this presentation done, but remember that it is due finished on the day that you present it. You will then present your project to the class and will be giving us notes and teaching us about your solar system object in order for us to have a test over them. Below you will find various parts of the project that are required.
General Information on the project:
1. Need to include:
a. Size
b. Temperature range
c. Length of year
d. Length of day
e. Atmosphere (if one exists) and chemical composition of the planet
f. Physical geography and types of landforms
g. Comparative analysis to other planets
h. Magnetic Field?
i. Satellites?
j. Pictures of your solar system object
k. Special characteristics and unusual facts of the planet/object that make it interesting!
l. Recent explorations and findings
. Video clips - at least 2
n. Experiment
o. Need 4 sources, 1 must be your textbook. The other 3 must be NASA.gov, Geology.com, The Science channel, The Discovery Channel or the ever popular Info Ohio. If you find a great source, check with Mrs. Opper to make sure you can use it. MLA format with works cited must be used.
p. Presentation must not be less than 20 minutes per group.Individual presentations can be between 10-15 minutes. The presentation must go beyond the basic information already presented in class, the videos or your book! Remember that YOU are teaching a new section of this material!
q. If time is given in class for the project, you must be working on it the entire time! There are no games, magazines, or just sitting at the monitor.
r. Step 1: Start with basic information from your notes and the book. Extend your knowledge by doing your research. 2) Take notes to keep track of your ideas/sources and copy articles you use to be turned in for review. 3) Submit copies of notes, articles and power point of your presentation 4)Slides need to be colorful and have great pictures and information.
s.Your group will create 5 multiple choice questions and 1 short answer to be turned in to Mrs. Opper for the test on this chapter.
t. Creativity is great! Try to do your best to be creative and have fun with this one.
2/8;2/1; 1/25; 1/19/16-MLK-Monday ; 1/21 Field Trip to NASA Plumbrook. Remember to bring your ID and lunch money-1) Introduce students to NASA Plumbrook station operations-specific sites 2) Read and answer questions relating to SPF 3) field trip to SPF to see Vacuum chamber, Acoustic chamber, testing rooms, and demonstrations 4) videos relating to testing in the other facilities
1) Extended activity-1) students will work on individual articles from Incredible Earth and present to class using pictures and diagrams from book.
1/11- Objectives-1) Introduction to the Solar system 2) List the major differences between the terrestrial and jovial planets 2) Explain how the solar system formed 3) Describe the specific characteristics of each terrestrial planet 4) Describe the specific characteristics of each Jovian planet 5) Describe the location within the Solar system where asteroids were formed 6) Describe the structure of a comet 7) Explain the possible origins for a meteoroid 8) Explain possible theories for origin of the planets and formation of Earth and why it's important to evaluate and study other solar system bodies
Earth Science- 12/7; 12/1; Objectives- 1) Describe the science of meteorology 2) explain the difference between weather and climate 3) List the most important elements of weather and climate 4) Describe the major and variable components of air Identify some properties of air 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation; Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420 6) Read and discuss the concepts of scattering, reflection and absorption 7) power point notes 8) review seasons material
1) notes 2) vocab journal 3) vocab 4) demonstration 5) ws troposphere etc. 6) work in groups to complete questions 8) Key term definitions on page 430-old book 9) group work to extend understanding of ATmos concepts -game 10) Read and answer questions on heating the atmosphere on page 487 (E-Book) 11) group work-present concepts and how they relate to the atmosphere 12) vocab test 13 ) test over concepts regarding atmosphere layers, sun/earth relationship 14) group work over conduction, convection, radiation, electromagnetic radiation 15) tests overall concepts 1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation; Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420 6) Read and discuss the concepts of scattering, reflection and absorption 7) power point notes 8) review seasons material
11/16; 11/9-Make A Difference Day-11/10; 11/2; 10/26; Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates 6) Describe the models that have been prepared to explain the driving mechanism for plate motion 7) Evaluate how earthquakes, ocean drilling, and hot spots provide evidence that supports the theory of plate tectonics 8) Describe the unequal distribution of heat in the Earth and the mechanism of mantle convection to the movement of tectonic plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings 4) small group participation and large group participation reviewing USGS article regarding Pangea and the historical perspective 5) Complete group models which show the different stages of the continental drift theory 6) read and discuss section 9.2 and complete questions 7) power point covering convergent, divergent, transform boundaries 8) read and analyze the article comparing the various types of plates and complete vocabulary journal 9) Read USGS article with questions analyzing information/work with partner 10) Read and discuss section 9.2 and complete questions 11) Read and discuss sections 9.3 and 9.4 and complete ques 12 ) Quiz over types of plates and where they are located around the earth 13) Library activity 14) Read USGS article on application of different types of boundaries 15) detailed questions using guided reading/questions and discussion 16) ch review 16) vocab test and written answers to questions 15) test or student -oral explanation of each boundary; Google individual topics
10/5; 9/28 ; 9/21-9/14- start objectives-Earth Science-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 9/ 15 55) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes 15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris 11) work in groups to create models based on the physical layers of the Earth
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 (done), Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) Power point/notes 10) review diagrams for physical layers of the earth 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes
15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris
Monday -no school-9/8-8/25 - 8/31-Objectives-1) Define Earth Science 2) Describe the formation of Earth and the solar system 3) Describe the major spheres 4) Differentiate among the three parts of the geosphere 5) Explain the value of the theory of plate tectonics to Earth Science 6) Describe the primary goal of Earth Science and define the term system 7) Describe the two most major sources of energy 8) Explain how humans affect Earth's systems 9) Describe the difference between between renewable and nonrenewable resources
1) Read and discuss information covering sections 1.1 1.2,1.3, 1.4 2) demonstrate Cornell note taking to use for creating study guide 3) Questions 4) careers that involve Earth Science 5) Current event discussion on Solar Panel issues and birds 6) CH review 7) vocabulary game for review 8) Video-Why Earth Science? 9) Test 10) Current Event-2-Solar Flares-NASA video clip/ article Solar flares affecting magnetosphere-power grids and satellites
5/22-Exams begin
5/18-5/11-M-Soph retreat; Article about geology on the planets-40 questions;
Objectives; Geology; 1)Power point and study guide for rocks and minerals 2)Fracking Pros and cons 3) Movie-fracking
Objectives 1) Compare the various renewable resources 2) Explain the pros and cons of Solar Power, Wind turbines, Geothermal, Biomass and Nuclear Power 1) utilize the packet on the various renewable resources 5/4; sub-M/F ; 4/27-ch review, review game and test; Start objectives for Geology; 4/20; 4/13; alumni speakers; guest speaker 4/17; finish projects and start presentations; study and review questions followed by a test 4/8-Easter break; Field trip
Geology/Astronomy -SOLAR SYSTEM PROJECT
Introduction:
Each group or student will have a planet, asteroid belt, or comet to study and learn about. In this project you will gather notes and do research regarding these solar system objects. You will also have time spent on the computer to look on the internet and gather information and work on getting your teaching presentation ready. You will have plenty of class time to get this presentation done, but remember that it is due finished on the day that you present it. You will then present your project to the class and will be giving us notes and teaching us about your solar system object in order for us to have a test over them. Below you will find various parts of the project that are required.
General Information on the project:
1. Need to include:
a. Size
b. Temperature range
c. Length of year
d. Length of day
e. Atmosphere (if one exists) and chemical composition of the planet
f. Physical geography and types of landforms
g. Comparative analysis to other planets
h. Magnetic Field?
i. Satellites?
j. Pictures of your solar system object
k. Special characteristics and unusual facts of the planet/object that make it interesting!
l. Recent explorations and findings
m. Video clips
n. Experiment
o. Need 4 sources, 1 must be your textbook. The other 3 must be NASA.gov, Geology.com, The Science channel, The Discovery Channel or the ever popular Info Ohio. If you find a great source, check with Mrs. Opper to make sure you can use it. MLA format with works cited must be used.
p. Presentation must not be less than 20 minutes per group.Individual presentations can be between 10-15 minutes. The presentation must go beyond the basic information already presented in class, the videos or your book! Remember that YOU are teaching a new section of this material!
q. If time is given in class for the project, you must be working on it the entire time! There are no games, magazines, or just sitting at the monitor.
r. Step 1: Start with basic information from your notes and the book. Extend your knowledge by doing your research. 2) Take notes to keep track of your ideas/sources and copy articles you use to be turned in for review. 3) Submit copies of notes, articles and power point of your presentation
s.Your group will create 5 multiple choice questions and 1 short answer to be turned in to Mrs. Opper for the test on this chapter.
t. Creativity is great! Try to do your best to be creative and have fun with this one.
3/30- Student exchange day; Sub-Thursday; 3/23 - Bishop's Mass; Reconciliation
3/16- OGT testing; Kairos- Objectives-1) Introduction to the Solar system 2) List the major differences between the terrestrial and jovial planets 2) Explain how the solar system formed 3) Describe the specific characteristics of each terrestrial planet 4) Describe the specific characteristics of each Jovian planet 5) Describe the location within the Solar system where asteroids were formed 6) Describe the structure of a comet 7) Explain the possible origins for a meteoroid 8) Explain possible theories for origin of the planets and formation of Earth and why it's important to evaluate and study other solar system bodies
3/9 - review liquids, solids and gas states and the effects on water and metals ; test review; test3/1; 2/23; Snow days and delays-catching up on all our objectives; vocab practice and test; review concepts of conduction,convection,radiation and electromagnetic radiation; 2/17-M-No school; W-Ash Wednesday -Rice Bowl activity-goal is to combine learning about families in other countries working with Catholic Relief Services and researching earth science concepts. Students will work with a partner to research the information from CRS and additional information as well including the photos and video clips in a power point or Prezi to share with the class. They will also participate in prayer and collecting money for families
Rice bowl activity
*Incorporate information into a power point or Prezi to present to the class.
-Include Video clips and photos
-CITE ALL INFORMATION-Include 2 additional sources besides the Catholic Relief Services
-Map and location of country-bring Earth Science into the information
-Background and brief history
-Climate and environment-A. What would you see if you traveled to that country? B. What are obstacles they deal with in their environment?
-Available resources-Soil, air, water, food
-Economic situation-availability of jobs, education and health care
-Typical meals for their families
-Personal stories
-Explain why they need our help and effective ways we can contribute.
-Prayer for their community and country
1/17 -start Rice Bowl activity-
2/9 ; 1/26-Catholic Schools -week/shortened periods and schedule changes; R-gone for Earth Science field trip
1/19-MLK-Monday -finish extended activity presentations;
2/2; review concepts for NASA trip; 1/26 ; 1/19 Objectives- 1) Describe the science of meteorology 2) explain the difference between weather and climate 3) List the most important elements of weather and climate 4) Describe the major and variable components of air andIdentify some properties of air 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the Earth
1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation 6) video clips of various ways showing conduction,radiation, convection 7) labeling the layers of the atmosphere -Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420- Read and discuss the concepts of scattering, reflection and absorption 8) power point notes
1) notes 2) vocab journal 3) vocab 4) demonstration 5) ws troposphere etc. 6) work in groups to complete questions 8) Key term definitions on page 430-old book 9) group work to extend understanding of ATmos concepts -game 10) Read and answer questions on heating the atmosphere on page 487 (E-Book) 11) group work-present concepts and how they relate to the atmosphere 12) vocab test 13 ) test over concepts regarding atmosphere layers, sun/earth relationship 14) group work over conduction, convection, radiation, electromagnetic radiation 15) tests overall concepts****THE EARTH SCIENCE FIELD TRIP TO NASA HAS BEEN SCHEDULED FOR THURSDAY JANUARY 29. Students must have their license or permit to be allowed in the facility. They should also remember to bring money for our lunch stop.
1/12/15 -F-Teacher work day-1) Introduce students to NASA Plumbrook station operations-specific sites 2) Read and answer questions relating to SPF 3) field trip to SPF to see Vacuum chamber, Acoustic chamber, testing rooms, and demonstrations 4) videos relating to testing in the other facilities
1) Extended activity-1) students will work on individual articles from Incredible Earth and present to class using pictures and diagrams from book.
12/16-wrap up and exams
12/8; 11/24-Thanksgiving week-no school -W-R-F ; 11/17 ; Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates 6) Describe the models that have been prepared to explain the driving mechanism for plate motion 7) Evaluate how earthquakes, ocean drilling, and hot spots provide evidence that supports the theory of plate tectonics 8) Describe the unequal distribution of heat in the Earth and the mechanism of mantle convection to the movement of tectonic plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings 4) small group participation and large group participation reviewing USGS article regarding Pangea and the historical perspective 5) Complete group models which show the different stages of the continental drift theory 6) read and discuss section 9.2 and complete questions 7) power point covering convergent, divergent, transform boundaries 8) read and analyze the article comparing the various types of plates and complete vocabulary journal 9) Read USGS article with questions analyzing information/work with partner 10) Read and discuss section 9.2 and complete questions 11) Read and discuss sections 9.3 and 9.4 and complete ques 12 ) Quiz over types of plates and where they are located around the earth 13) Library activity 14) Read USGS article on application of different types of boundaries 15) detailed questions using guided reading/questions and discussion 16) ch review 16) vocab test and written answers to questions 15) test or student -oral explanation of each boundary; Google individual topics
11/10-Finish Japanese EQ,tsunami,power plant crisis-video, article and guided reading for Japanese EQ debri; Start objectives for Pangea
11/10-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings
11/3-W-German Field trip; R- Inservice for vocations-shortened periods; M-prewriting for essay questions; T- Retest R-essays; Nuclear Power plant-effects from EQ ; nuclear crisis and tsunami
10/27-sub-Volcanoes 10/20 review and reteach concepts ; finish later concepts; ; 10/13
10/6-Monday late start-schedule change
9/29-Homecoming Week -Shortened Periods-Friday; Tuesday-Juniors-ACT; 9/22-No school 9/23
9/15 star objectives-Earth Science-Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 9/ 15 55) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 (done), Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) Power point/notes 10) review diagrams for physical layers of the earth 11) work in groups to create models based on the physical layers of the Earth 12) Read and discuss section 8.3 and complete ques 1-6 13) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 and 14) If time, article and ques/discussion on differences in U.S. earthquakes
15) Ch review and test 16) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 17) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 18) read article on U.S. earthquake regions, answer questions and discuss and compare answers/prewrite for test 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) vocab journal-WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami, earthquake and nuclear power debris
9/15 -Google -80/20 ques and discussion for individual projects9/8 ; Labor Day 9/1; class meetings on 9/3 from 2:00-3:00 ; 9/2; 8/25 -Objectives-1) Define Earth Science 2) Describe the formation of Earth and the solar system 3) Describe the major spheres 4) Differentiate among the three parts of the geosphere 5) Explain the value of the theory of plate tectonics to Earth Science 6) Describe the primary goal of Earth Science and define the term system 7) Describe the two most major sources of energy 8) Explain how humans affect Earth's systems 9) Describe the difference between between renewable and nonrenewable resources
1) Read and discuss information covering sections 1.1 1.2,1.3, 1.4 2) demonstrate Cornell note taking to use for creating study guide 3) Questions 4) careers that involve Earth Science 5) Current event discussion on Solar Panel issues and birds 6) CH review 7) vocabulary game for review 8) Video-Why Earth Science? 9) Test 10) Current Event-2-Solar Flares-NASA video clip/ article Solar flares affecting magnetosphere-power grids and satellites
5/27 Senior exams; Test solar system ; Geology and fracking objectives5/19 Finish HW and articles; Complete review sheets for Solar system test next week; Start objectives for renewable energy sources If time, start objectives for geology and fracking information F-Speech and Drama 5/12-M-Soph retreat; T/W- AP Gov test and field trip R-Freshmen retreat; F-Prom set-up; Early release for Baseball and Track; Finish Solar System presentations; Complete CH review questions; Finish Article and Solar System questions; Complete review ques/quiz Questions5/5- Start Solar system projects; Article and questions on solar system 4/28 finish Rice Bowl food and presentations; Solar system project objectives-seniors at Finance program-T ; 4/21 Brad Doughty-guest speaker-Uganda; Rice bowl presentations; Preparation of rice bowl meals;Friday-sub- Asteroids, meteors,comets 4/14 Good Friday -no school ; We will be working on Rice bowl presentations along with Solar system research; Rice bowl presentations will start on Tuesday and continue with Brad Doughty speaking on Monday, 4/21 about his trip to Uganda. The last presentation will be 4/22. On 4/23 students will share typical meals from the country they researched 4/7 Work on Rice Bowl activities and Solar system in computer lab 1) 3/31-Intro to new objectives; Rice bowl group activity-work in lab 3/23 Spring Break3/17-M-Alumni speakers/OGT; T-ACT testing for juniors; R-reconciliation; Video-review; Test;
Rice bowl activity-research areas climate, land and problems with food production and how families
5/27 Objectives; Geology; 1)Power point and study guide for rocks and minerals 2)Fracking Pros and cons 3) Movie-fracking
5/19 Objectives 1) Compare the various renewable resources 2) Explain the pros and cons of Solar Power, Wind turbines, Geothermal, Biomass and Nuclear Power 1) utilize the packet on the various renewable resources
Objectives-1) Introduction to the Solar system 2) List the major differences between the terrestrial and jovial planets 2) Explain how the solar system formed 3) Describe the specific characteristics of each terrestrial planet 4) Describe the specific characteristics of each Jovian planet 5) Describe the location within the Solar system where asteroids were formed 6) Describe the structure of a comet 7) Explain the possible origins for a meteoroid 8) Explain possible theories for origin of the planets and formation of Earth and why it's important to evaluate and study other solar system bodies
Geology/Astronomy -SOLAR SYSTEM PROJECT
Introduction:
Each group or student will have a planet, asteroid belt, or comet to study and learn about. In this project you will gather notes and do research regarding these solar system objects. You will also have time spent on the computer to look on the internet and gather information and work on getting your teaching presentation ready. You will have plenty of class time to get this presentation done, but remember that it is due finished on the day that you present it. You will then present your project to the class and will be giving us notes and teaching us about your solar system object in order for us to have a test over them. Below you will find various parts of the project that are required.
General Information on the project:
1. Need to include:
a. Size
b. Temperature range
c. Length of year
d. Length of day
e. Atmosphere (if one exists) and chemical composition of the planet
f. Physical geography and types of landforms
g. Comparative analysis to other planets
h. Magnetic Field?
i. Satellites?
j. Pictures of your solar system object
k. Special characteristics and unusual facts of the planet/object that make it interesting!
l. Recent explorations and findings
m. Video clips
n. Experiment
o. Need 4 sources, 1 must be your textbook. The other 3 must be NASA.gov, Geology.com, The Science channel, The Discovery Channel or the ever popular Info Ohio. If you find a great source, check with Mrs. Opper to make sure you can use it. MLA format with works cited must be used.
p. Presentation must not be less than 20 minutes per group.Individual presentations can be between 10-15 minutes. The presentation must go beyond the basic information already presented in class, the videos or your book! Remember that YOU are teaching a new section of this material!
q. If time is given in class for the project, you must be working on it the entire time! There are no games, magazines, or just sitting at the monitor.
r. Step 1: Start with basic information from your notes and the book. Extend your knowledge by doing your research. 2) Take notes to keep track of your ideas/sources and copy articles you use to be turned in for review. 3) Submit copies of notes, articles and power point of your presentation
s.Your group will create 5 multiple choice questions and 1 short answer to be turned in to Mrs. Opper for the test on this chapter.
t. Creativity is great! Try to do your best to be creative and have fun with this one.
Other solar system activities
1) Read and discuss pages 644-648 2)create a comparison chart between Jovial and Terrestrial planets 3) ques 1-7 on page 648 4) crossword 5) read and discuss pages649-653 6) Compare and contrast Earth and Venus using a chart 7) Read and discuss information on pp. 660-665 Asteroids, comets and meteorites 8) Power point presentation to present an overview of the planets 9) work in labs to research solar planets for presentations (handout given for requirements) 10) Read article on reasons to explore solar system and analyze the information completing the questions
Rice Bowl activity-goal is to combine learning about families in other countries working with Catholic Relief Services and researching earth science concepts. Students will work with a partner to research the information from CRS and additional information as well including the photos and video clips in a power point or Prezi to share with the class. They will also participate in prayer and collecting money for families
Rice bowl activity
*Incorporate information into a power point or Prezi to present to the class.
-Include Video clips and photos
-CITE ALL INFORMATION-Include 2 additional sources besides the Catholic Relief Services
-Map and location of country-bring Earth Science into the information
-Background and brief history
-Climate and environment-A. What would you see if you traveled to that country? B. What are obstacles they deal with in their environment?
-Available resources-Soil, air, water, food
-Economic situation-availability of jobs, education and health care
-Typical meals for their families
-Personal stories
-Explain why they need our help and effective ways we can contribute.
-Prayer for their community and country
3/10-Kairos-Presentaions on methods of heat transfer; practice test and corrections; 3/4-2/24 Group activity-atmosphere layers; Vocab test; solar radiation discussion (scattering,reflection, albedo) 2/17 ; 2/10 ; 2/3 snow day/delays E-Day activity on information on NASA/Plumbrook sites that will be visited
THE EARTH SCIENCE FIELD TRIP TO NASA HAS BEEN RESCHEDULED FOR TUESDAY FEBRUARY 11. Students must have their license or permit to be allowed in the facility. They should also remember to bring money for our lunch stop.
Objectives- 1) Describe the science of meteorology 2) explain the difference between weather and climate 3) List the most important elements of weather and climate 4) Describe the major and variable components of air Identify some properties of air 5) review terms relating to seasons and earth’s rotation and revolution 6) Explain the factors that cause temperature to vary from place to place 7) Explain what happens during solar radiation 8) Explain the principles of conduction, radiation and convection and how they relate to the atmosphere 9) Describe how the atmosphere is heated 10) Describe the general distribution of global surface temperatures 11) Describe what happens during pressure changes in the atmosphere 12) Describe some of the effects of weather cycles , global warming and temperature decreases across the
1) participation 2) completed notes 3) ws -the seasons-work in pairs and discuss as a class 4) Demonstrate in small groups the concepts of convection, conduction, radiation 5) Create a visual journal using the vocabulary- convection, conduction, radiation, and electromagnetic radiation; Diagram on page 412 (Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere) and chart on page 420 6) Read and discuss the concepts of scattering, reflection and absorption 7) power point notes 8) review seasons material
1) notes 2) vocab journal 3) vocab 4) demonstration 5) ws troposphere etc. 6) work in groups to complete questions 8) Key term definitions on page 430-old book 9) group work to extend understanding of ATmos concepts -game 10) Read and answer questions on heating the atmosphere on page 487 (E-Book) 11) group work-present concepts and how they relate to the atmosphere 12) vocab test 13 ) test over concepts regarding atmosphere layers, sun/earth relationship 14) group work over conduction, convection, radiation, electromagnetic radiation 15) tests overall concepts
1/27- Catholic Schools week/snow days/shortened periods-1) Problem of the day-weather temps-advection 2) Intro to Ice studies/BBC video
1/21 (MLK Day) 2/10; finish connecting concepts from NASA visit
1) Introduce students to NASA Plumbrook station operations-specific sites 2) Read and answer questions relating to SPF 3) field trip to SPF to see Vacuum chamber, Acoustic chamber, testing rooms, and demonstrations 4) videos relating to testing in the other facilities
Earth Science-11/5; 11/11 ; 11/18; 11/27 (Thanksgiving)- 12/2; 12/9; 12/16- preparation and Exams 1/6-13- wrap up
Objectives- 1) Describe the evidence that was used to support the continental drift theory 2) Explain the theory of plate tectonics 3) Explain the differences between the continental drift hypothesis and plate tectonics 4) Describe the evidence used to support the plate tectonics theory 5) Explain the divergence between divergent, convergent, and transform plates 6) Describe the models that have been prepared to explain the driving mechanism for plate motion 7) Evaluate how earthquakes, ocean drilling, and hot spots provide evidence that supports the theory of plate tectonics 8) Describe the unequal distribution of heat in the Earth and the mechanism of mantle convection to the movement of tectonic plates
1) complete WS on plate vocabulary 2) discuss the differences between terms; read and discuss section 9.1 and complete questions 3) Discuss paper relating plate and earthquake concepts to our surroundings 4) small group participation and large group participation reviewing USGS article regarding Pangea and the historical perspective 5) Complete group models which show the different stages of the continental drift theory 6) read and discuss section 9.2 and complete questions 7) power point covering convergent, divergent, transform boundaries 8) read and analyze the article comparing the various types of plates and complete vocabulary journal 9) Read USGS article with questions analyzing information/work with partner 10) Read and discuss section 9.2 and complete questions 11) Read and discuss sections 9.3 and 9.4 and complete ques 12 ) Quiz over types of plates and where they are located around the earth 13) Library activity 14) Read USGS article on application of different types of boundaries 15) detailed questions using guided reading/questions and discussion 16) ch review 16) vocab test and written answers to questions 15) test
1) WS 2) participation2) ATQ 3) notes 4) homework 5) group model 6) quiz 7) article questions-written paragraphs analyzing and comparing the different boundaries 8) vocabulary journal 9) USGS article/questions 9) HW questions 10) vocab tests/pre-writing 11) test
9/16-9/20 ; 9/23-9/27; 10/7homecoming week schedule) 10/14 (M-shortened periods; T-Juniors gone; F-no school) 10/21-last week quarter-overlap and transition from earthquakes to plate tectonics;10/28
Objectives-1) Compare and contrast the epicenter and focus of an earthquake 2) Identify the cause of earthquakes 3) Explain the concepts of elastic rebound, foreshocks, aftershocks 4) Identify the three types of seismic waves and their characteristics 5) Describe the different ways the seismic waves are recorded and measured 6) Explain how geologists learn about Earth’s inner structures 7) List the layers of the Earth based on composition 8) Describe the composition of each layer of the Earth 9) Explain how scientists determine the Earth's structure and composition 10) Identify the characteristics of Earth’s crust, mantle, and core 11) Explain the concepts of density, gravity and convection and how they interact within the Earth’s interior 12) Explain how heat is transferred 13) Analyze the three different methods to measure Earthquakes and determine which method is best 14) Identify the major hazards associated with earthquakes 14) Describe how earthquake damage can be reduced 15) Explain Earthquake damage potential in North America by reviewing regions 16) transition from earthquakes to plate tectonics
1) video 2) power point with examples/pictures; power point with terms and concepts 3) demonstrations for elastic rebound; density/gravity/convection 4) vocab on page 188 (book1 due 2/28) 5) small group activity and discussion 6) read section 8.1 and complete ques 1-5, read section 8.2 and complete ques 1-4 (done), Read section 8.4 and complete ques 1-5 7) video clips-elastic rebound; deformation of rocks; seismic waves; seismograph; earthquake measurements 8) complete vocab journal with definitions and drawings for fault, focus, epicenter, seismic waves-body waves (p and s waves) and surface waves, seismograph, seismogram 9) review diagrams for physical layers of the earth 10) work in groups to create models based on the physical layers of the Earth 11) Read and discuss section 8.3 and complete ques 1-6 12) Read the effects of Earthquakes pp.238-239 and complete ques 1-6 13) Complete Assessment pp243-244 14) Complete ch 8 review ques 1-14 14) Ch test 15) View video showing destruction from major earthquake destruction in Japan and complete questions for discussion 16) Read using pair shared reading an article discussing earthquakes and their activity in the US and answer questions 17) read article on U.S. earthquake regions, answer questions and discuss and compare answers, 19) write an essay comparing the seismic activity on the Pacific coast to the Midwest to the East coast 20) WS and definitions /earthquakes and plate tectonics 21) Pair/share reading and questions on article over Japanese tsunami,earthquake and nuclear power debris
1) Power point presentations and notes 2) vocabulary drawings along with vocab 3) Large group discussion/participation 4) video clips to introduce and reinforce concepts-differences in physical and chemical composition of earth, seismic waves 5) vocab journal and pictures 6) notes, completion of vocab and note cards 7) discussion of videos and homework rubric 8) models 9) Read and discuss article on earthquakes vocab test (week of 10/21) 10) ch review ( week of 10/14 11) test over earthquake concepts next week 0f 10/14)
12) ques/discussion on video of Japanese Earthquake 13) ws on plate tectonics 14) questions/discussion on Japanese tsunami, earthquake and nuclear power debris
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