Earth Science 1


Unit Materials:                              
Unit 1                                        
Unit 3                              

WHEN ABSENT: Check agenda, gather copies from extra copy bin. Turn in any due assignments. Check in with your team. You are responsible...it is expected. :)

Warm ups:

RULES: 
Write datequestion short answer.
Absent? Make this up!
Accumulate for 2 weeks, then turn in.  
Every day is 1 point.
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Unit 1 Space

MON 1/29 
Learning Tasks:  Welcome back!  - Who am I?  -Who are you? - Learning (external & internal) 
Success Criteria: 
I CAN: describe the value of both external and internal learning strategies
I CAN: describe what Huskie Pride looks like in this classroom

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TUES 1/30  WU: Compare/contrast EXTERNAL and INTERNAL learning strategies.
Learning Tasks: - How do you know you've learned?/what do you do you if you haven't? - HUSKIE PRIDE - PRIDE & Safety Contract (DUE Thur) - The value of a TEAM - Team challenges
Success Criteria: 
I CAN: build relationships with my teammates
I CAN: explain the value I bring to my team
I CAN: explain the value my team brings to me
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WED 1/31 WU: How is it that you are so valuable to your team?
Learning Tasks:  Earth as seen from the ISS - Finish Team Challenges (cup challenge AND loaded questions)
Success Criteria: I CAN: tell someone where to locate the syllabus & describe what is in it
I CAN: build relationships with my teammates
I CAN: explain the value I bring to my team
I CAN: explain the value my team brings to me
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THUR 2/1 WU:  When you look out at the night sky, what celestial objects can you possibly see?
Learning Tasks: DUE: PRIDE & Safety Contract -Syllabus challenge Kahoot - let's start with pictures!! - What's bigger than big? 

YouTube Video

YouTube Video


Success Criteria: I CAN: describe celestial objects found in the universe.  
I CAN: discuss my understandings about the scale of the universe with others.
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FRI 2/2 WU: Put these in order from smallest to largest: planet, universe, galaxy, solar system. 
Learning Tasks: scale interactive http://astro.unl.edu/interactives/scale/scale.html
Practice on Scale http://astro.unl.edu/classaction/questions/intro/ca_intro_scale.html - Cornell Note-taking training - (slides 1 - 5) 
 Image result for cornell notes
Success Criteria: I CAN: discuss my understandings about the scale of the universe with others.
I CAN:  tell another where the energy for Earth comes from.
 
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MON 2/5 WU: What atomic feature makes 1 element different from another? 
Learning Tasks: (slides 5 - 11)  What does the sun do?    
Success Criteria: I CAN: explain how the sun releases its energy
I CAN: explain what nuclear fusion requires
I CAN: explain what nuclear fusion makes 
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TUES 2/6  WU:  What does fusion produce?  (2 answers)
Learning Tasks: Exit ticket discussion - (slides 12 - 15) How is it that the sun acquires these ingredients? (video clip, model) 
Success criteria: I CAN: explain how the sun achieves the requirements for nuclear fusion to occur
I CAN: describe where fusion actually occurs in the sun/stars and why
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WED 2/7 WU:  What is plasma AND why does it make sense that it is making up the stars?
Learning Tasks: (slides 15-21)What is plasma?  (states of matter picture match, video)  DUE: 1st page of cornell notes
 Success Criteria: I CAN: distinguish between the different states of matter and explain why plasma is the state that exists in the stars 
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THUR 2/8  WU:  What is the highest and lowest EM energy type?
Learning Tasks: (slides 22) What types of energy come from fusion?  How do they differ from one another?  (EM radiation card sort, EM model, Sun model showing energy change) 
Success Criteria: I CAN: list the different types of radiation coming out of fusion and differentiate between them
I CAN: explain how the energy coming from fusion changes form as it moves outward from the core of the star
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FRI 2/9  WU:  What type of EM energy comes from fusion?
Learning Tasks: (slides 23 - 26) Due to fusion in the core, what is the anatomy of the sun?  - EXIT TICKET
Success Criteria: 
I CAN: explain how the energy coming from fusion changes form as it moves outward from the core of the star
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MON 2/12  WU: What form of EM energy comes off of fusion?  What forms come off the surface of the sun?
Learning Tasks: Discuss yesterday's exit ticket (where is your learning?) - slides 27-29 - Layers of the sun paper model!
Success Criteria: I CAN: draw the anatomy of star (layers)
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TUES 2/13  WU:  Name the layers of the sun from the CORE out (include atmosphere layers).
Learning Tasks: Check Star models - Review sun layers - Slides 30-31   Why doesn't the sun explode?  - I CAN statement work (groups) -Practice quiz (get stamp/grade)   ...QUIZ TOMORROW...scale, fusion, sun layers, forces
Success Criteria: I CAN: draw the anatomy of star (layers)
I CAN: explain why the sun isn't exploding from fusion
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WED 2/14 WU: Our sun will not explode because the fusion force out is counterbalanced by the _____________ force in.
Learning Tasks: DUE: Practice Quiz (stamp & grade) - QUIZ (scale, fusion, sun layers, forces) - Sun features & activity(Slides 32 - 34)  What are the features on the sun's surface that result from fusion going on in the core?   How do the solar storms interact with the Earth?
Success Criteria: I CAN: describe solar features such as sun spots, prominences, flares & CMEs
I CAN: describe the components & impacts of solar weather on Earth
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THUR 2/15 WU: What does Earth have that protects us from solar wind?
Learning Tasks: Review Quiz results - Solar activities & features (Slides 34-44) - DEMO: auroras - Start BBC documentary "The Sun" - SEG 1 (entire) QUIZ THUR

YouTube Video

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FRI 2/16 WU: Explain exactly how and why auroras form at Earth's poles.
Learning Tasks: Finish Solar activities & features NOTES ARE DONE!!  - MOVIE DAY! (bring snacks if you'd like) BBC documentary "The Sun" - SEG 1 FINAL QUIZ THUR! 

YouTube Video

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MON 2/19 WU: What will happen in 5 billion years when the sun runs out of hydrogen in the core?
Learning Tasks: 20 min BBC - Slide 45 recap - SEGMENT 1 I CAN statements (groups) - practice quiz (stamp/grade) -  SEG 1 FINAL QUIZ THUR!  **below is the short notes summary video for segment 1 

YouTube Video

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TUES 2/20  WU:  Why do solar prominences and CMEs have loop-like appearances?
Learning Tasks:  DUE: Practice Quiz & Cornell Notes (Seg 1) - QUIZ (Seg 1)  Begin Segment 2 (Slides 46 - 50) discussion, video clip, argument 
I CAN: explain what happens next when the sun and other stars run out of Hydrogen in the core
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WED 2/21 DUE: WU: Play-by-play through what happens next when the hydrogen runs out in the sun's core. 
Learning Tasks: Segment 2 (slides 50 )  Draw a model, video clips, discussion 
I CAN: describe how the change in element fusion causes a change in the nature of the star (in terms of stability of forces, temperature and size)
I CAN: compare how stars of different masses progress through their star life cycle
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THUR 2/22 NEW: WU: The path that a star takes through its series of stages depends on the star's __________.
Learning Tasks : Segment 2 (slides 51-58) - Star cycle of Stars poster journey 
I CAN: describe how the change in element fusion causes a change in the nature of the star (in terms of stability of forces, temperature and size)
I CAN: compare how stars of different masses progress through their star life cycle
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FRI 2/23 WU:  How does the series of fusion differ in a medium-mass star vs a high-mass star?
Learning Tasks: Cycle of stars poster journey 
I CAN: describe how the change in element fusion causes a change in the nature of the star (in terms of stability of forces, temperature and size)
I CAN: compare how stars of different masses progress through their star life cycle
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MON 2/26 WU: Will our sun ever go into a supernova explosion?  Explain.
Learning Tasks: Finish Cycle of stars poster journey - Open sheet poster QUIZ tomorrow!!
I CAN: describe how the change in element fusion causes a change in the nature of the star (in terms of stability of forces, temperature and size)
I CAN: compare how stars of different masses progress through their star life cycle
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TUES 2/27 WU:  Will a HIGH or LOW mass star likely fuse through many elements until it reaches iron?  Explain.
Learning Tasks:  Open-sheet QUIZ *turn in quiz with your packet - Star Life Cycle model drawings (DUE tomorrow)...make them neat, colorful & as accurate as possible! **feel free to google example images to help :)
I CAN: compare how stars of different masses progress through their star life cycle
I CAN: describe how the change in element fusion causes a change in the nature of the star (in terms of stability of forces, temperature and size)
I CAN: compare how stars of different masses progress through their star life cycle
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WED 2/28 WU:  Considering the visible light portion of the EM spectrum, which light color has the lowest frequency (longest wavelength)?
Learning Tasks: Seg 2 - (slides 58-63) the visible light portion of the spectrum can tell us things! - start LAB: Visible light spectrum  
Success Criteria: I CAN: compare the EM visible light frequency emissions from one element to another
I CAN: describe how we use EM visible light frequency emissions to determine the make up the stars
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THUR 3/1 WU: Astronomers spot a glowing cloud of gas.  How is it possible to detect what it is made of? 
Learning Tasks:  DUE: Star life cycle model - Finish LAB: Visible light spectrum (turn in) - (Slides 64 - 69) Doppler effect (how does it apply to astronomy...what can we learn from it?) -DEMO:slinky - interactive, argumentation, modeling   **SEG 2 QUIZ WED ***UNIT 1 TEST (all) ONE week from today!! 
I CAN: compare the EM visible light frequency emissions from one element to another
I CAN: describe how we use EM visible light frequency emissions to determine the make up the stars
I CAN: Explain how we determine the speed and direction (toward or away) of stars & galaxies using doppler effect 
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FRI 3/2 WU:  TRUE or FALSE: As a star emitting light moves toward Earth, its wavelengths get squished up and shorten on the side facing Earth.  **explain how this a true or a false statement.
Learning Tasks: DUE: Spectrum LAB - Doppler Effect video clips - I CAN statement work - practice quiz (stamped & graded) - HW: study!, finish cornell note summaries (QUIZ tomorrow!) 
Success Criteria: I CAN: Explain how we determine the speed and direction (toward or away) of stars & galaxies using doppler effect 
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MON 3/5 WU:  Draw a model showing a star that is red-shifting from Earth's perspective.
Learning Tasks: Get stamp for completed HW (access key) -  Seg 2 Final Quiz (turn in seg 2 cornell notes & practice quiz) - 
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TUES 3/6  WU:  The Big Bang Theory is the scientific theory that explains the formation of the ______________.
Learning Tasks: Segment 3  (How did our universe form?)  (Slides 70-81) ...no practice or final quiz for this segment... - Space Unit review sheet 
I CAN: explain, referencing evidence, how the universe formed.
(construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe)
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WED 3/7 WU:  Describe 3 lines of evidence for the Big Bang Theory. *hang onto your warm ups for now & use them to study.  Turn them in Mon.
Learning Tasks: Kahoot! - Finish review sheet (work time) - HW: study!!  Unit TEST MONDAY!!
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THUR 3/8 **Turn in warm ups from last 2 weeks and start new today!  NEW: WU: How is the visible spectrum used to provide evidence for the Big Bang Theory?  
Learning Tasks: Turn in unit review sheet - Unit TEST - Permission slip for creek...return ASAP
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NGSS Unit 2 Earth's Systems

WED 11/1 WU: What does the phrase "Earth Systems" mean? 
Learning Tasks: Unit 2 Seg 1 Slides 3-4 (internal vs surface processes cardsort...whiteboards sorting with reasoning, Earth is amazing video clip) Slides 5 (scales...re-sort cards & discuss)
I CAN: explain what is meant by the phrase "Earth systems".
I CAN: distinguish internal Earth processes from surface Earth processes and provide examples of each.
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THUR 11/2 WU:  Name the 6 Earth processes that are working to change the Earth constantly (discussed from yesterday).
Learning Tasks:  Video: colliding plates (national geographic) - address the questions on the board during the video...turn in before you leave (list 3 ways Earth has changed...include the evidence scientists have used to make this claim) 

YouTube Video


I CAN: explain how Earth features such as mountains, valleys, trenches, ridges, etc are formed from destructive and constructive processes.
I CAN: distinguish between destructive (wearing down) and constructive (building up) processes and provide examples of each.
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FRI 11/3 (half day) WU: Sort the 6 Earth processes into destructive (wearing down) or constructive (building up) processes.  *NOTE: in each case, they will not be both*
Learning Tasks: Complete the biozone pages 106 &107...(read, underline/highlight key content, answer questions...graded on accuracy, but last question graded on completion)DUE BEFORE YOU LEAVE (turn in to turn in tray)
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MON 11/6 WU:  Describe orogeny and indicate if it is a destructive force or a constructive force...and why.
Learning Tasks: Unit 2 Segment 1 Slides 5-7 (card sorts & discussions) -..begin slide 8 (Earth features info sheets)   
I CAN: describe how internal and surface Earth processes occur on different temporal (time) scales.
I CAN: explain how Earth features such as mountains, valleys, trenches, ridges, etc are formed from destructive and constructive processes.
I CAN: distinguish between destructive (wearing down) and constructive (building up) processes and provide examples of each.
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TUES 11/7  WU: Describe what mass wasting is and also its spatial and temporal scales of operation.
Learning Tasks:  Unit 2 Seg 1 Slide 8 (Earth features info sheets)...Jigsaw groups & gallery walk the posters with small group teachings   **SHORT QUIZ THUR
I CAN: explain how Earth features such as mountains, valleys, trenches, ridges, etc are formed from destructive and constructive processes.
I CAN: distinguish between destructive (wearing down) and constructive (building up) processes and provide examples of each.
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WED 11/8  WU:  Look at this Earth feature below.  Describe the constructive or destructive Earth processes at play to create this.  Describe the spacial and temporal scale of operation of the Earth processes.
Learning Tasks: Slide 9 - Practice rounds - practice quiz -productive talk...Reminder: QUICK QUIZ tomorrow!
I CAN: Develop a model to illustrate how Earth's internal and surface processes operate at different spatial & temporal scales to form continental and ocean-floor features.
I CAN: Use a model to illustrate the relationship between... 1.  the formation of continental and ocean floor features and 2. Earth's internal and surface processes operating on different temporal or spatial scales.
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THUR 11/9  WU:  If an Earth feature is created by plate tectonic type movements, what type of temporal scale is it likely operating on?
Learning Tasks:  Unit 2 Segment 1 QUIZ -  Unit 2 Segment 2: Begin work on Biozone pages 108,109, 112 (Not homework...will have additional time to finish in class tomorrow)
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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FRI 11/10 WU:
Learning Tasks: Work time Biozone pages 108, 109, 112 (show completion & green pen grade...show graded for credit) - Begin feedback slides work (start together, then finish in teams)
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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MON 11/13 WU: Write a highlight from Friday's glacier video.
Learning Tasks: Work time Biozone pages 108, 109, 112 (show completion & green pen grade...don't turn in until segment quiz :)) - Feedback slides (complete...as HW if necessary)
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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TUES 11/14  WU: Define both negative and positive feedback loops.  
Learning Tasks: DUE: Feedback slides sheets - discuss & grade 
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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WED 11/15 WU: Describe how an increase in GHGs leads to a positive feedback loop for the melting glaciers.
Learning Tasks: GLOBE MAPS WORK (exercise 1)
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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THUR 11/16  WU: Describe the positive feedback example of clear cutting vegetation along a river, water runoff and soil erosion.
Learning Tasks: GLOBE MAPS WORK (exercise 2 &  skip 3)
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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FRI 11/17 DUE: WU:  Describe a pattern for your variable throughout the year (from yesterday).  Was this pattern similar to another variable?  Explain how this may be.
Learning Tasks: GLOBE MAPS WORK (exercise 4)
I CAN: distinguish between positive and negative feedbacks and provide examples of each.
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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MON 11/20 NEW: WU: An increase in one variable triggers a decrease in another variable, which then causes an increase in the original variable....   Is this an example of a positive or a negative feedback?  Explain.
Learning Tasks:  Practice "reading" a map - TESTING TIME!!
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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TUES 11/21 WU: How can variation or uncertainty in the data (ex. Limitations, accuracy, any bias in the data resulting from choice of sample, scale, instrumentation, etc) affect the interpretation of the data? Pick one and explain.
Learning Tasks:  Finish TESTING TIME!! (turn in)
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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MON 11/27  WU: Technology is used to gather information and data.  What type of technology was used to create the global maps we used in the lab?
Learning Tasks:  The Worlds Worst Disasters (When America Shook, Killer Volcanoes, OR Devastating Landslides) - Students not done with quiz will finish today
I CAN: explain how one change to Earth's surface can create feedbacks that cause change to other Earth systems.
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TUES 11/28  WU:  How do you think we are able to know what the structure of the Earth is INSIDE?
Learning Tasks: Unit 2 Segment 3 (How do we know what's inside??)...start cornell notes - Groupwork "How do we know what's inside?"...shareout... take notes on bullet points - Seismic waves discussion & notes
I CAN: explain how we determine the 3-dimensional structure of the planet through seismic waves.
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WED 11/29   WU: Yesterday we spoke of vibrations or tremors.  What can be a source of these?
Learning Tasks:   Biozone pg 105 (groups) - Continue discussions on models of seismic waves - Begin magnetic field notes - HW: Biozone pg 102 & 103
I CAN: explain how we determine the 3-dimensional structure of the planet through seismic waves.
I CAN: describe how magnetic field changes can help determine the 3-dimensional structure of the planet.
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THUR 11/30   WU: NONE
Learning Tasks: Watch Structure of Earth Video (below) - Work on biozone pages that were given as homework last night...complete ALL sheets (DUE tomorrow)

YouTube Video


I CAN: describe how magnetic field changes can help determine the 3-dimensional structure of the planet.
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FRI 12/1 WU: If P-waves can travel through anything, why are there shadow areas where they aren't detected when an earthquake occurs?
Learning Tasks: DUE: Biozone pgs 102-104 (discuss answers) - Magnetic field notes - What role does density play?  
I CAN: explain the role density plays in the 3-dimensional structure of the planet (including the material making it up as well as the layering).
I CAN: develop a model based on evidence of Earth's interior to describe the cycling of matter (Earth material) by thermal convection (heat).
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MON 12/4  WU:  What are the lines of evidence for a liquid core layer?
Learning Tasks: Finish notes - whiteboard modeling (aka practice quiz) 
I CAN: explain the role density plays in the 3-dimensional structure of the planet (including the material making it up as well as the layering).
I CAN: develop a model based on evidence of Earth's interior to describe the cycling of matter (Earth material) by thermal convection (heat).
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TUES 12/5 WU:  What role does density play in the Earth layers?
Learning Tasks: Share out whiteboard models - Unit 2 Segment 3 Final Quiz tomorrow
I CAN: explain the role density plays in the 3-dimensional structure of the planet (including the material making it up as well as the layering).
I CAN: develop a model based on evidence of Earth's interior to describe the cycling of matter (Earth material) by thermal convection (heat).
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WED 12/6 WU:  How do we know the Earth's magnetic field has flipped over the years?
Learning Tasks:  Unit 2 Segment 3 Final QUIZ - Intro Unit 2 Segment 4 Climate Change
I CAN: develop and use models based on evidence of Earth's interior to describe the cycling of matter by thermal convection. 
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THUR 12/7 WU: What is the difference between weather and climate?
Learning Tasks: Unit 2 Seg 4: biozone pages 152-155...includes quick lab exercise - Slides 49 & 50
I CAN: describe where most of the incoming energy for our Earth comes from and how it moves in and around the Earth system.
I CAN: describe how energy (insolation) coming into the Earth system isn't equal throughout the system.
I CAN: describe how our Earth motions create changes in insolation throughout an Earth year.
I CAN: explain how our planet has cycles of global climate change throughout history and can describe the global climate trend occurring now.
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FRI 12/8 DUE: WU: If 1 square was lit by a light at 90 degrees and 4 squares lit by the same light at a 66 degree angle, how much energy is hitting each of the 4 squares?  How does this question answer tie in with insolation for the Earth?
Learning Tasks: DUE: Biozone page 152-155 (discuss 3 take-home points...turn in) - Slides IPCC/NOAA/NASA graphs interpretation stations ...write facts pulled from the graphs -NOTES: Take-away points learned today
I CAN: interpret data to help understand current global climate change trends (in terms of temperature)
I CAN: explain what the IPCC is, it's purpose and it's value in understanding global climate trends

YouTube Video


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MON 12/11 NEW: WU:  Describe the current global temperature trend.
Learning Tasks: GHGs & Greenhouse effect (modeling)- Causes for climate change (slide 58-60) - Begin causes for climate change mini-research, presentation & picture card (work time) **Killmer's chromebooks  DUE THUR
I CAN: explain the difference between a normal gas and a greenhouse gas
I CAN: model the energy flux in the greenhouse effect
I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system.
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TUES 12/12 WU:  What type of energy do GHG absorb and emit and WHERE specifically does this energy come from right before it hits the GHGs?
Learning Tasks: Causes for climate change mini-research, presentation & picture card (work time) **Killmer's chromebooks   DUE THUR
I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system.
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WED 12/13 WU: GHGs preventing the infrared energy from leaving Earth would be which energy flux impact for the Earth system: INPUTS, OUTPUTS, DISTRIBUTION/STORAGE
Learning Tasks: Causes for climate change mini-research, presentation & picture card (work time) **Killmer's chromebooks  DUE tomorrow!!  **SHARE YOUR PRESENTATION WITH MRS. POULSEN (dpoulsen@portageps.org)
I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system.
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THUR 12/14 WU:  Briefly describe how your assigned cause is a CAUSE for climate change for our Earth.
Learning Tasks: DUE presentation & picture cards - present! (audience takes notes)
I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system.
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FRI 12/15 WU:  In what way can climate change be a very long process and in what way a very short process?  **Use examples to support your claim.
Learning Tasks: Present! (audience takes notes) - Earth's historical climate change video clip

YouTube Video

I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system.
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MON 12/18 WU:  Describe how causes for climate change can impact energy INPUT for our Earth system. **use specific examples to support your claim.
Learning Tasks: Climate Change Card Practice! 
I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system. 
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TUES 12/19 WU:  Describe how causes for climate change can impact energy OUTPUT for our Earth system.  **use specific examples to support your claim.
Learning Tasks: Biozone packet depth & details (& a bit on effects) (GRADE
I CAN: describe causes for climate change; their implications on INPUTS, OUTPUTS, DISTRIBUTION and STORAGE of energy in the Earth system.
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WED 12/20 WU:  NONE
Learning Tasks:  DUE: Biozone packet (grade) - Practice Quiz (check & grade)
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THUR 12/21 WU:  Describe how causes for climate change can impact the STORAGE and DISTRIBUTION of energy in the Earth system.  **use specific examples to support your claim.
Learning Tasks: Unit 2 Segment 4 Final QUIZ 
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FRI 12/22 DUE: WU:  What are your plans for break?
Learning Tasks: National Geographic Strange Days: The One Degree Factor
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MON 1/8 WU: How do greenhouse gases impact global warming?
Learning tasks:  Online & Lab Packets...your own pace and sequence!  (Killmer's chromebooks)
I CAN: describe effects of a warming planet.
I CAN: perform experiments to demonstrate albedo & the effects of GHGs. (analyzing results & sketching models of what is happening)
I CAN: participate in on-line tutorials that help me see and better understand (able to describe in detail) the workings of albedo, Earth cycles, greenhouse gases and global warming.
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TUES 1/9  WU: When performing an experiment with a control group, how important is it that both the experimental group and the control group are the same?
Learning Tasks: Online & Lab packets...your own pace & sequence!  LABS can start today!!  (Killmer's chromebooks)
I CAN: describe effects of a warming planet.
I CAN: perform experiments to demonstrate albedo & the effects of GHGs. (analyzing results & sketching models of what is happening)
I CAN: participate in on-line tutorials that help me see and better understand (able to describe in detail) the workings of albedo, Earth cycles, greenhouse gases and global warming.
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WED 1/10 WU: Why do scientists have numerous climate change models rather than to rely on just one?
Learning Tasks: Online & Lab packets...your own pace & sequence!  (Killmer's chromebooks)
**Be thorough and NEAT on all work - especially the LABS! :)
I CAN: describe effects of a warming planet.
I CAN: perform experiments to demonstrate albedo & the effects of GHGs. (analyzing results & sketching models of what is happening)
I CAN: participate in on-line tutorials that help me see and better understand (able to describe in detail) the workings of albedo, Earth cycles, greenhouse gases and global warming.
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THUR 1/11  WU:  The greenhouse effect lab is using plastic wrap.  What is the plastic wrap representing?  
Learning Tasks:  Evaluation...where are you all at?? Continue working on online & lab packets...your own pace & sequence (Killmer's chromebooks)
 I CAN: describe effects of a warming planet.
I CAN: perform experiments to demonstrate albedo & the effects of GHGs. (analyzing results & sketching models of what is happening)
I CAN: participate in on-line tutorials that help me see and better understand (able to describe in detail) the workings of albedo, Earth cycles, greenhouse gases and global warming.
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FRI 1/12  WU: NONE 
Learning Tasks: Continue working on online & lab packets...your own pace & sequence (Killmer's chromebooks) - DUE MONDAY (start of the hour)!!
I CAN: describe effects of a warming planet.
I CAN: perform experiments to demonstrate albedo & the effects of GHGs. (analyzing results & sketching models of what is happening)
I CAN: participate in on-line tutorials that help me see and better understand (able to describe in detail) the workings of albedo, Earth cycles, greenhouse gases and global warming.
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MON 1/15 WU:  What role does albedo (reflectivity) play in global climate change?
Learning Tasks: DUE: Online & Lab packets (turn in) -  Review session U2S3 Quiz tutor & closure (groups & independent)
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TUES 1/16 WU: What type of wavelengths do GHGs absorb and re-emit?
Learning Tasks: U2S4 Quiz tutor & closure - Exam Review work time
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WED 1/17 WU:  What life cycle stage is the sun in right now?
Learning Tasks: Exam review work time
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THUR 1/18 WU: Material moves through the mantle by ____________ convection.  When mantle movement is up toward the crust, what feature is formed?
Learning Tasks: Exam review work time
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FRI 1/19 DUE: (take photo of your WU to study with) WU: What is ONE way we KNOW there is a liquid outer core inside our planet?
Learning Tasks: Exam review work time
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See you next week!













PORTAGE CREEK FIELD STUDY

HS-ESS3-3 Create a computational simulation for developing, managing and utilizing energy & mineral resources based on cost-benefit ratios.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impact of human activities on natural systems.
HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

TUES 10/17 WU: Rain water in Portage drains into the Portage Creek.  Where does that water drain into?
Learning Tasks: Intro to Field Study - Team assignments - Job assignments - Data collections techniques, equipment & field notes instructions
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WED 10/18 WU:  What does it indicate about the health of the creek if you find a lot of "intolerant" macroinvertebrates on Friday?
Partner up (or work independently), sign out a chromebook with your initials (use deskspace or labspace and sit next to your partner).  Go to my website and click this link (http://www.greenlakeassociation.com/glaw/index.php/what-we-do/watershed-education/mapping-bmps/#sthash.0FJTaqNE.dpbs)   
**DO NOT DISTRACT OTHERS FROM WORKING.  YOUR NAME WRITTEN DOWN = DETENTION...and well, that will just make me sad....  Be wise about who you work with and where you choose to sit and stay.  Finish early?? ...find something quiet and independent to work on.  Do not be "that kid"...remember what it is to have HUSKIE PRIDE <3
1.  The map shows several BMPs (Best Management Practices) that were implemented in this area of Wisconsin.  Clicking on a blue target on the map will slide over information about the BMP that is there. Clicking on the diamond arrow on the red bar will let you see the map (click on the birds eye view icon to see it in real life). SO COOL!
2.  YOUR TASK:  On a sheet of paper (1 per partnership). Write down the NAME OF THE BMP and a DESCRIPTION (from the info AND from what it actually looks like on the google map ...also include WHAT IT IS AND WHAT IT HELPS DO for the watershed).  
Do this for 10 BMPs.  Turn in your work to the turn-in tray before you leave.  You will be graded on your descriptions (from the info & from what they actually look like, what it is & what it does)
DON'T FORGET TO TURN IN YOUR PERMISSION SLIPS!! (pile on my demo computer)
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THUR 10/19 WU:  What are the chemistry tests you are doing that pertain specifically to the BMPs (best management practices) that are a part of the Milham Park Project?
Learning Tasks:  Review creek goals - Practice testing (sign up for tests) - Macro invertebrates**remember to report out to the bus loop tomorrow right after 1st  hour!!  Wear junk clothes that you can get dirty AND you must wear shoes that you can go into the water in.  Bring an extra set of shoes and clothes for wearing in school after the trip (just in case).  
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FRI 10/20  NO WARMUP
Learning Tasks: PORTAGE CREEK FIELD STUDY!!  2nd - 4th hours!!  
**NOTE: 5th hour students may report to 5th hour and then sign out to attend one of your missed morning classes.  5th hour class period will be treated as a study hall today.  
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MON 10/23 WU:  Go to the Creek? YES =write a brief summary of what happened  NO = write a brief summary of your research
Learning Tasks:  DUE: research papers for those who could not attend trip (quick share) 
- Examine Creek Data (discuss trends & any outliers) 
- Group share out on basic assessment ...any evidence of the BMPs from the project? (take notes)
- Go over Lab expectations sheet  & begin analysis work (independent or partner).,..in google docs & share with me when complete!  HIGH EXPECTATIONS! :)
**Student conferences taking  place this week!  :)
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TUES 10/24  WU: What are the 3 main issues that gave way to the Milham Park Project?
Learning Tasks: Analysis work (independent or partner)...in google docs & share with me when complete -HIGH EXPECTATIONS :)
** Student conferences taking place this week!  :)
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WED 10/25 WU: According to our data, does the phosphate issue in Portage Creek seem to be better since the Milham Park project?  ...provide evidence & reasoning
Learning Tasks: Analysis work (independent or partner) ...in google docs & share with me when complete -HIGH EXPECTATIONS :)
** Student conferences taking place this week! :)
Honors presentation today ...more background info (take notes & incorporate this info in your analysis)
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THUR 10/26 WU:  Compare the before image of milham park to what you saw.  How has it changed in terms of erosion prevention measures?
Learning Tasks: Analysis work (independent or partner)...remember - HIGH EXPECTATIONS :)
** Student conferences taking place this week! :)

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FRI 10/27 DUE: WU: What is the problem associated with erosion?
Learning Tasks:  Continue analysis work (independent or partner) - finished?  Share with Mrs. Poulsen & work on something else quietly
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MON 10/30 NEW: WU: Describe another BMP that could be implemented at the creek to combat nitrogen overload, phosphorus overload and/or erosion issues.
Learning Tasks: Finish analysis...share with Mrs. Poulsen (dpoulsen@portageps.org) - Examine Unit 1 TESTS (test corrections...10 point test score!!)  **Student conferences
TEST CORRECTIONS RULES:  (10 point TEST grade)  
    For EVERY question you MISSED...  1.  Re-write the ENTIRE question AND the ENTIRE CORRECT answer.
                                                              2.  Consider WHY you missed it & WRITE your reasoning.  (i.e. misread the question, didn't study that section well, realized I did not write notes on that, didn't do the review, etc)
    Staple your test corrections to your 2 answer sheets and put in the pile on the front counter.
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TUES 10/31 WU:  How is the Portage Creek field study connected with Human Impact issues?  
Learning Tasks:  
20 minutes to Finish test corrections (goes in test category 10 points!...get closure) **NOTE: If you don't finish in the time provided, you must plan to return during seminar or before or after school (pre-arrange with teacher) TESTS & ANSWER SHEETS CANNOT LEAVE THE ROOM 
- Begin Unit 2  Earth Systems Slides 1 & 2 ...what does Earth Systems mean?
** Student conferences 
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ĉ
Daniall Poulsen,
Sep 11, 2017, 7:13 AM