Honors Earth Science 1

Unit Materials:                
Unit 1                                
Unit 2                                
Unit 3                 
                                
                                                                      

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

Warm ups:

RULES: 
Write date, question & short answer.
Absent? Make this up!
Accumulate for 2 weeks, then turn in.  
Every day is 1 point.
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NGSS Unit 2 Earth's Systems

WED 11/1 WU: What do you think the phrase "Earth Systems" means? 
Learning Tasks:  Begin Unit 2 Slides 1-3 (Earth systems...video clip, internal vs surface processes cardsort...whiteboards sorting with reasoning, Earth is amazing video clip) 
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

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 (causal) 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:  Go over Unit 1 Tests  - Finish discussing surface vs internal processes - Slides 4-7 (card sorts & discussions) 
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 
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 -  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: NONE
Learning Tasks:  Glaciers video (video questions sheet)
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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:  Intro Semester Project (Paper DUE DEC 19)
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 (stacked on the front counter)...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 - Seismic waves, layers of the Earth &  magnetic field models & notes/discussion -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 evidence do we have that a liquid core layer exists inside the Earth?
Learning Tasks: Finish density notes - White-board modeling (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's 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 - Unit 2 Segment 4 Intro
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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) - Notes: What are the climate trends (in terms of temperature)?  What is the IPCC and what is its value?  How are greenhouse gases unique from other gases?
I CAN: interpret data to help understand current global climate change trends (in terms of temperature trends)
I CAN: explain what the IPCC is, it's purpose and it's value in understanding global climate trends
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MON 12/11 NEW: WU:  Describe the current global temperature trend.  
Learning Tasks: Map out the greenhouse effect - describe how GHGs are different from other gases

YouTube Video

 

YouTube Video


I CAN: describe how greenhouse gases are different from other gases and the role they play in the greenhouse effect. 
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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: Show the 2 video clips from yesterday -  Segment review ...quiz prep!
I CAN: describe how greenhouse gases are different from other gases and the role they play in the greenhouse effect. 
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: explain how our planet has cycles of global climate change throughout history and can describe the global climate trend occurring now.
I CAN: explain what the IPCC is, it's purpose and it's value in understanding global climate trends
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WED 12/13 WU: In order for GHGs to absorb (trap) infrared energy, the Earth needs to ABSORB or REFLECT the sun's energy.  (which one)
Learning Tasks:  QUIZ (Unit 2 Seg 4) - Semester paper work time (Killmer's chromebooks)
I CAN: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
I CAN: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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THUR 12/14 WU: Semester paper - the first option set requires you to construct an explanation based on evidence.  If you are explaining how access to a resource has impacted human activity (pop size, migration patterns), what will you research to help you construct the explanation?  ...provide evidence?
Learning Tasks: Semester paper work time (Kozian's chromebooks)
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FRI 12/15  DUE: WU: Semester paper - 2nd option set requires you to design your OWN solution.  How would researching current practices and drawbacks of those help in this mission?
Learning Tasks: Semester paper work time (Kozian's chromebooks) (DUE TUES)
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MON 12/18  **no more warm ups until after break! :)
Learning Tasks:Semester paper work time (Kozian's chromebooks) 
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TUES 12/19 **no warm up
Learning Tasks:  LAST WORK DAY!! Semester paper work time (Kozian's chromebooks)...(DUE TOMORROW! ...Print out OR share with me)
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WED 12/20 **no warm up
Learning Tasks: DUE: Semester paper - Discuss engagement & teaching strategies - Semester project work time (game/model, tri-fold poster)...DUE WED following break
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THUR 12/21 **no warm up
Learning Tasks: Semester project work time (game/model, tri-fold poster)... DUE WED following break
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FRI 12/22 **No warm up
Learning Tasks: Semester project work time (game/model, tri-fold poster)...DUE WED following break
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HOLIDAY BREAK
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MON 1/8  **No warm up
Learning Tasks: semester project work time - game/model, tri-fold poster
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TUES 1/9 **No warm up
Learning Tasks: Last-minute finishing touches game/model, tri-fold poster.. .DUE TOMORROW!
I CAN: design & set up a poster and game/model to help teach my content.
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WED 1/10 NEW:  WU: List some strategies you can employ to make your "presentation" more like an engaging teaching session.
Learning Tasks: DUE: Semester project (game/model, tri-fold poster)  - Discuss engagement, teaching & note-taking strategies -  Discuss 2 evaluation requirement expectations - Teaching rounds ...small groups take notes (take-home points)
I CAN: practice teaching my content; implementing strategies to engage my audience & convey the content
I CAN: work to improve 
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THUR 1/11 WU:  What can you do to prevent yourself from turning in toward your poster while "teaching"?  Also, how shall you dress tomorrow? 
Learning Tasks: Teaching rounds  ...small groups take notes (take-home points)  
**REMEMBER: 1st hour normal tomorrow.  2nd hour come straight to my room, grab your supplies then report to cafeteria commons and claim your space.
I CAN: practice teaching my content; implementing strategies to engage my audience & convey the content
I CAN: work to improve 
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FRI 1/12
Learning Tasks:  EARTH FAIR!!  Hours 2-4 set up in cafeteria commons!  Dress nicely :)  
Class-time:  WU: Write down highlights about today's event :O)
Discuss how it went!  Highlights...lowlights... - evaluations/notes?? **sign out to any of your missed morning classes (front counter)
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MON 1/15  WU: Describe with detail, 2 ways human societies have been impacted (topics #1-7).
Learning Tasks: 1/2 groups man their posters, while other 1/2 evaluates & takes notes.
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TUES 1/16  WU: Describe 1 design solution to topic 8,9,10, or 11. Provide 1 benefit and 1 drawback to the design solution.
Learning Tasks: Switch from yesterday...so the other 1/2 mans their posters, while the others evaluate & take notes.
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WED 1/17  WU: What star life cycle stage is the sun currently in?
Learning Tasks: Exam review
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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
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FRI 1/19  DUE: (take photo of your WU to study with) WU: What is caused by excess nitrates in the creek? Why is this a problem?
Learning Tasks: Exam review
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6th hour exam...see you WED 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:   Review project targets - 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?
Learning Tasks:  Continue work on Part 1 & 2 of Field study (see the sheet you were given on Friday) 
Sign out a chrome book if you would like to use one.  Work as a team...assign who is doing what....be sure to proof-read all sections & include your name on "your section".  
Remember this is not a "research paper" and does NOT need an intro, body and conclusion.  Instead it's an informational abstract that should instead include headings with paragraph descriptions.  
The whole thing is 9 paragraphs (3 from part 1 ISSUES and 6 from part 2 best management practices)....DUE before you leave class tomorrow & you will have tomorrow classtime to work as well!  **When done share with Mrs. Poulsen (dpoulsen@portageps.org)
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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:  Finish work on Part 1 & 2 of field study...DUE to teacher before you leave (share with Mrs. Poulsen) **be sure to proofread all parts & hold your team accountable for their parts...Include with each sub-heading the name of the student who completed that section. 
Chemistry practices tests (sign up) 

**NOTE: Remember to go to FIRST LUNCH tomorrow!!  Report to the bus loop immediately following lunch (no restrooms available at park...go B4 you leave!).  Wear clothes you can get plenty dirty and you MUST wear shoes that you can go into the water with.
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FRI 10/20  NO WARM UP
Learning Tasks: PORTAGE CREEK FIELD STUDY!!  5th - 7th hours!!     
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MON 10/23 WU:  Write a brief summary of the evidence you saw on Friday of the BMPs chosen for the Milham Park project.
Learning Tasks:  
- Examine Creek Data (discuss trends & any outliers) 
- Group share out on BMPs (white boards at tables) ...any evidence of the BMPs from the project? (take notes)
- Review semester project 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 is the aquatic issue with Nitrogen & Phosphorus overload?
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! :)
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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 (half day) DUE: WU: What is the problem associated with erosion?
Learning Tasks:  Analysis work (independent or partner) ...remember HIGH EXPECTATIONS :)
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MON 10/30 WU: Describe another BMP that could be implemented at the creek to combat nitrogen overload, phophorus overload and/or erosion issues. 
Learning Tasks: Finish analysis work?  ...share with Mrs. Poulsen (dpoulsen@portageps.org)
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TUES 10/31 WU:  How can erosion BMPs explain the reasoning behind a drop in Nitrogen in the creek?
Learning Tasks:  Finish analysis work...share with Mrs. Poulsen (dpoulsen@portageps.org)
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NGSS Unit 1 Earth's Place in the Universe

WED 9/6 
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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THUR 9/7 WU: Compare/contrast EXTERNAL and INTERNAL learning strategies.
Learning Tasks: How do you know you have learned?/what do you do if you haven't? - HUSKIE PRIDE!! - PRIDE & Safety Contract (DUE tomorrow) - 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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FRI 9/8 WU: How is it that you are so valuable to your team?
Learning Tasks: DUE: PRIDE & Safety Contract -  Earth as seen from the ISS -  Finish Team Challenges 

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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MON 9/11 WU:  When you look out at the night sky, what celestial objects can you possibly see?
Learning Tasks: 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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TUES 9/12 WU: Put these in order from smallest to largest: planet, universe, galaxy, solar system. 
Learning Tasksscale interactive http://astro.unl.edu/interactives/scale/scale.html
Cornell Note-taking training - (slides 1 - 7)   
 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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WED 9/13 WU:  What atomic feature makes 1 element different from another?
Learning Tasks: (slides 7 - 12)  How does the sun produce its energy and what are the common elements found inside the sun? 
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 
I CAN: explain how the sun achieves the requirements for nuclear fusion to occur
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THUR 9/14 WU:  What does fusion produce?  (2 answers)
Learning Tasks: (slides 12 - 20)  Tell me more about fusion... 
Success criteria: I CAN: describe where fusion actually occurs in the sun/stars and why
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FRI 9/15 DUE: WU:  Where specifically does fusion take place in the stars?  Why is this?
Learning Tasks: (slide 21) What state of matter do elements exist in the stars? What types of energy come from fusion? How do they differ from one another? (States of matter cardsort, EM radiation card sort, EM model, Sun model showing energy change)   DUE: 1st sheet 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
I CAN: list the different types of radiation coming out of fusion and differentiate between them
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MON 9/18 NEW: WU:  What is plasma AND why does it make sense that it is making up the stars?
Learning Tasks(slides 22 - 26)  Review cornell structure & thoughtful/helpful summaries - Due to fusion in the core, what is the anatomy of the sun? 
Success Criteria: 
I CAN: explain that the energy coming from fusion changes form as it moves outward from the core of the star
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TUES 9/19 WU: What types of EM radiation come from the sun's surface?
Learning Tasks(slides 27 - 32)  Anatomy of the sun - Why doesn't the sun explode?  What are the features of the sun as a result of fusion going on in the core?  
Success Criteria:  
I CAN: draw the anatomy of star (layers & features)
I CAN: draw a diagram with force arrows to show the forces acting upon a stable star
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WED 9/20 WU:  Name the layers of the sun from CORE on out (include the atmospheric layers too).
Learning Tasks: (slides 33)  Review the layers of the sun - Build a star! - What are solar storms?  - EXIT TICKET
Success Criteria: I CAN: draw the anatomy of star (layers & features)
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THUR 9/21 WU: What is the solar cycle? What are indicators for it?
Learning Tasks:  Review Exit Ticket - (slides 34-45) - DEMO: Solar wind & auroras - ...QUIZ TUES
Success Criteria: I CAN: describe the components & impacts of solar weather on Earth
I CAN: explain the solar cycle and identify/describe indicators for it
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FRI 9/22 WU:  How is Earth protected from solar weather?
Learning Tasks:  Slides 41-45 (finish segment...solar features) - BBC documentary "The Sun" 

YouTube Video

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MON 9/25 WU:  Name and describe 3 solar features.
Learning Tasks: 15 min video - I CAN statements (group challenge) - Biozone pg 36 & 37 - Practice Quiz...DUE tomorrow!  :) - QUIZ tomorrow!

YouTube Video

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TUES 9/26 WU: What are auroras and what causes them to occur?
Learning tasks: DUE: Segment 1 cornell notes & Practice Quiz (stamp/grade) - QUIZ (segment 1) - 
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WED 9/27 WU:  How long is our sun predicted to continue fusing Hydrogen in the core?
Learning Tasks: Begin Segment 2 (Slides 47 - 51) discussion, video clip, argument,  Draw a model, video clips, discussion  
Success Criteria: I CAN: explain what happens next when the sun and other stars run out of Hydrogen in the core
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THUR 9/28 WU:  Play-by-play what will happen to our sun when the H in the core runs out.
Learning Tasks: Segment 2 (slides 52-53) - video clip, Biozone pages (team and HW)  
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 9/29 (1/2 day) DUE: WU:  How is fusion different in a low-mass star vs a medium-mass star like our sun?
Learning Tasks: DUE: Biozone pages (stamp/grade)...KEEP with your notes! - 
I CAN: compare how stars of different masses progress through their star life cycle
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MON 10/2 NEW: WU: Describe & contrast the fusion layers in the core of a "dying" high-mass star vs low-mass star. 
Learning Tasks: poster journey
I CAN: compare how stars of different masses progress through their star life cycle
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TUES 10/3 WU:  The pathway a star will take in its life cycle is dependent upon the star's _____________.
Learning Tasks: Slide 57 & 58 - continue poster journey 
I CAN: compare how stars of different masses progress through their star life cycle
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WED 10/4 WU:  Where is our sun in its life cycle and how long will it stay in the stage that it's in?  
Learning Tasks: Finish poster activity  
Success Criteria: 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 10/5 WU: Will a HIGH or LOW mass star likely fuse through many elements until it reaches iron?  Explain.
Learning Tasks: Open-packet poster quiz *turn in your packet with your quiz - Star life cycle models ...make them neat, colorful and as accurate as possible!  **feel free to google example images -fun!
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 10/6  WU: Which visible light color has the lowest energy/lowest frequency/longest wavelength?
Learning Tasks: View slides 59-63...discuss and take notes  -LAB: spectrum tubes...what is the gas??  
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
I CAN: Explain how we determine the speed and direction (toward or away) of stars & galaxies using doppler effect 
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MON 10/9 WU: Scientists examine the light emission coming from the atmosphere of a star.  They discover it consists of Hydrogen.  How did they do this? 
Learning Tasks: Finish the lab (Finish analysis questions as HW...DUE TOMORROW) - (slides 64-68) - Doppler Effect - argumentation, DEMO (slinky), interactive & modeling  - SEGMENT 2 DONE!!  HW: I CAN statement work & Practice quiz (grade & stamp tomorrow before quiz)HW: study your cornell notes! Quiz tomorrow!

YouTube Video

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TUES 10/10 WU: Draw a model showing a star blue-shifting. 
Learning Tasks: DUE: Spectrum lab,  Seg 2 cornell notes, practice quiz, Biozone pages & star life cycle modelSegment 2 QUIZ - 
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WED 10/11 WU:The Big Bang Theory is the scientific theory that explains the formation of the ______________.
Learning Tasks: segment 3 (slides 74-76...review) - review - No practice quiz :(...no final quiz... 
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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THUR 10/12 WU: How is examining light spectra of objects out there used to provide evidence of the Big Bang?
Learning Tasks: Finish segment 3 (slides 77-81) - Biozone pgs (DUE MON) - Unit review (DUE MON)  **HW study - TEST MONDAY! 
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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FRI 10/13 WU:  What element did we discover the universe is made mostly of AND how did we determine this?  *hang onto your warm ups for now & use them to study.  Turn them in Mon.
Learning Tasks:   Introduce Semester Project (Creek field study) - Your TEAM is your TABLE -  outline research, case study & permission slip  **HW study - TEST MONDAY! 
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MON 10/16 NEW: WU:  Where does the energy Earth receives specifically come from?  *start a new warm up today & turn in your old one (2 weeks)
Learning Tasks: Turn in unit review  -  Space unit TEST 
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Unit 4 CLIMATE CHANGE

MON 3/20
WU: What is the difference between climate and weather?
A:   Intro Climate Change (climate vs weather) (quick explanation) https://www.youtube.com/watch?v=n94lepehpm4 (Bill Nye) https://www.youtube.com/watch?v=EtW2rrLHs08 
 (graph) http://earthobservatory.nasa.gov/Features/GlobalWarming/page3.php ... Looking at the data (groups)  - U4S1 foundation time
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TUES 3/21
WU: What are factors that determine climate?  (if you were to hop into a plane and land anywhere...what climate would you encounter and why)
A:   Review climate factors - Start Milankovich cycle tutorials together (finish on own) - Milankovich Cycle Dance ...haha - U4S1 foundation time 
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WED 3/22
WU: List the 3 Earth motions of the Milankovich cycles and the time-frames they occur.
A: U4S1 (stamps/grading & practice quiz) - Albedo vs absorption ** Seg 1 & seg 2 final quizzes will be together this week Monday!  
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THUR 3/23
WU:  What is albedo and what is something that has HIGH albedo?
A: Review causes of climate change (causes video 13 min) https://www.youtube.com/watch?v=RHrFBOUl6-8&t=24s- (effects of a warming planet https://www.youtube.com/watch?v=ab6jV4VBWZE  -Feedback activity (groups) - U4S2 foundation time ** U4S2 & U4S1 FINAL QUIZ MON!
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FRI 3/24
DUE: WU: List the causes for global climate change.
A: Permafrost melting (positive feedback) (7 min) https://www.youtube.com/watch?v=2w4UQfJHD-A - Seg 1 & 2 kahoot review -  U4S2 (and U4S1)...stamps/grade & practice quiz **Seg 1 & Seg 2 Final QUIZ Monday!
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MON 3/27
NEW: WU: Enriching portions of the ocean with iron increases the growth of phytoplankton which pull CO2 out of the atmosphere.  This is a _______ feedback. 
A: U4S1 & U4S2 Final QUIZ (on paper, not phone)  - VIDEO: Strange Days: The One Degree Factor
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TUES 3/28
WU: Write one fact or tidbit from yesterday's video.
A:   Video: Six Degrees could change the world
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WED 3/29
WU:  Name as many GHGs as you can. What do you think makes greenhouse gases different from regular gases? 
A:  Discuss video facts - Greenhouse effect drawing, discussion & demo 
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THUR 3/30
WU:  What type of wavelengths do most GHGs absorb?  ...where are these wavelengths coming from?
A: Hey-there are 2 notes videos for segment 3 (A&B) :)
-go over quizzes - CO2 in the atmosphere (3min)  https://www.youtube.com/watch?v=x1SgmFa0r04   GHG cartoons explanation (graded as lab grade)...DUE WED after break (finish today??...rip out and turn in)  **FINAL QUIZ WED after break
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SPRING BREAK 
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MON 4/10
WU: Which GHG is the strongest?  Which GHG is responsible for the most trapping of heat?
A:   video clips:  https://www.youtube.com/watch?v=sTvqIijqvTg &  https://www.youtube.com/watch?v=SeYfl45X1wo - GHG cardwork - U4S3 (stamps/grade & practice quiz)  **U4S3 Final Quiz Wednesday!  
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TUES 4/11  NO class (1,2,3 hrs only)
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WED 4/12 (4,5,6,7 hrs only)
WU:  Do GHGs make up most of the atmosphere composition?
A: DUE: GHG CartoonsSegment 3 kahoot review - U4S3 Final QUIZ   - U4S4 work time ** TEST FRI!
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THUR 4/13
WU: Which protocol limits the emissions of GHGs, in particular carbon dioxide? 
A: Impacts (4 min) https://www.youtube.com/watch?v=n21SGSgesmo -Unit 4 review (stamp/grade) - TEST TOMORROW! 
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FRI 4/14
DUE: WU: List 3 consequences of a warming planet.
A:  relax - catch up <3
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MON 4/17
NEW: WU: Which protocol banned the use of CFCs?
A: DUE: Foundation work, notes & review Unit 4 Test











Unit 3 OCEANS
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FRI 3/3
NEW: WU:  How are YOU connected to the ocean?
A: Intro to Oceanography
David Gallo: Underwater Astonishments https://www.youtube.com/watch?v=YVvn8dpSAt0 
David Gallo: Looking deep into the ocean https://www.youtube.com/watch?v=4lJ5gV6lInk
David Gallo: The deep oceans a ribbon of life https://www.youtube.com/watch?v=eIs5CKzckq0
REMINDER: Research paper DUE next week Thursday
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MON 3/6
WU:  What do you think is the number 1 cause for ocean currents?
A: Motion in the ocean lab - Unit 3 Packets ...HW: U3S1 Notes  ...final quizzes for Seg 1 & 2 happening together **Research paper DUE THUR
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TUES 3/7
WU: What percentage of surface area of the planet is covered by ocean?  Name the ocean on our west coast and name the ocean on our east coast.
A:  Motion in the ocean cartoons - Discussion on Coriolis Effect  
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WED 3/8
WU: Which 2 factors from the lab impact ocean water DENSITY?  How does this create motion?
A: Global Wind Map Drawings - U3S1 foundation work time  **should practice quiz today!! (stamp & grade notes & quiz!) ANNOUNCEMENT: Due to research paper due date tomorrow, the final quiz for segment 1 will be given with segment 2 final quiz (together)   **Research paper DUE tomorrow!
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THUR 3/9
WU:  Which side of the ocean basin is WARMEST (West OR East)?  Explain. 
A: DUE: Research paper (small group share main points) - 
Seg 2: Salinity DEMO/LAB  - U3S2 foundation time (Final Quiz MON) 
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FRI 3/10 (1/2 day PM schedule)
DUE: WU: Write how the following factors impact ocean water salinity:  melting glaciers, rivers draining, precipitation, freezing, evaporation   (you can use arrows) 
A: Temp Layers Quick activity - U3S2 foundation work time  - Practice Quiz (stamps & grading)  -  FINAL quiz (Seg 1 & 2) Monday!
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MON 3/13
NEW: WU: Name the 3 temperature layers in the ocean (include both names if applicable).
A: U3S1 Final QUIZ & U3S2 Final QUIZ  -  Compare the TWO ocean current systems in the ocean - U3S3 foundation work time (final quiz embedded in unit test) 
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TUES 3/14
WU: Name the current that runs along our West Coast and describe how it may impact climate there.   
A: Map comparison activity (review together) - Unit 3 TEST Thursday!
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WED 3/15
WU: Describe how the climate in the British Isles is impacted by the ocean. 
A:  Unit review time (stamp & access key), buddy study - HW: study!  Test tomorrow!
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THUR 3/16
WU:What is the driving force for the global conveyor belt and what does it convey?
A: DUE: U3 foundation work, notes, unit review - Unit 3 TEST
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FRI 3/17
WU: NONE
A: Work on student survey & 3D model (semester project work day)
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UNIT 1
MON 1/30 
WU: How do you know you've learned something?  (clues)
A: NAMES - Get to know your group -  PRIDE    
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TUES 1/31
WU: What do you do if you are absent from this class?
A:  Syllabus crash course Kahoot - Class pets <3 - PRIDE & Safety Contract (DUE FRI)  
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WED 2/1
WU: Break up the phrase EARTH SYSTEM SCIENCE and what do you think it means?
A: Learner Style Quiz (HW: DUE FRI) - Books -  Earth as seen from the ISS  -   Unit 1 (Environmental Issues) Intro and Seg 1 foundation -  work time (learner style quiz and/or reading and/or segment 1 notes) -visualize Earth spheres ...seg 1 final quiz FRIDAY  **print out notes skeleton if you'd like to use it**
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THUR 2/2
WU: Name the 4 Earth spheres and an example of something that belongs to each.
A:  4 corners - Card work - U1S1 foundation time   
MASTERY:  What needs stamps?  1.  notes       2.  reading ?s        3. practice quiz (2)
What needs self-graded with green pen?      1. reading ?s        2. practice quiz
Teacher must see practice quiz results before you leave today! 
WARNING: You should be ready to FINAL QUIZ tomorrow  
REMINDER: Contracts & Learning Styles quiz due tomorrow
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FRI 2/3
WU: Open system or closed system?  ...Bob's cage, pond, Earth, space ship in space
A: DUE: PRIDE & Safety contract and Learner Styles Quiz 5 min study -  FINAL U1S1 QUIZ   -  U1S2 foundation time (video notes & reading) 
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MON 2/6 
WU:  Environmental issues, energy resources, oceanography, climate change, astronomy:  Which of these topics do you have the most interest in and why?
A: Intro Semester Project (Sign up for topic)  -   **Research paper DUE THUR MAR 9 - (laptops)  Work time on research project .... Research enough to make a general outline of paragraphs (what you will dive into for your paper).  TURN IN BEFORE YOU LEAVE 
Outline Example:  TOPIC - ACID RAIN  Para 1 - intro    Para 2 - What is acid rain? What are causes?    Para 3 - Impacts & where in the US is it a big problem (and why). Para 4 - What is being done to help prevent the sources &/or treat the problem  Para 5 - conclusion
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TUES 2/7
WU: You are a water molecule in a lake.  Name the next 3 steps that will happen to you as part of the water cycle.
A: Semester Project Research time :)  (laptops)  -Be sure to consult the back of the sheet for paper requirement info...make sure we connect about your topic and paragraph ideas before you leave **Semester Research Paper DUE MAR 9
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WED 2/8
WU:  What is evapotranspiration?
A: review terms (speedwork) - U1S2 foundation time (practice quiz ...stamp, grade, stamp again) (FINAL QUIZ tomorrow)  Teacher should see your practice quiz results before you leave today!  
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THUR 2/9
DUE: WU:  What percentage of the water on Earth is salty?
A:  U1S2 FINAL QUIZ  -  Intro Seg 3 (DEMO: Sources of C & cycle)  -  U1S3 taskwork time   (U1S3 Final Quiz WED) 
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FRI 2/10  NO CLASS (1/2 day)
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MON 2/13
NEW: WU: What is the problem associated with increasing levels of CO2 going into the atmosphere?
A:  Forms of carbon sheet (together) - Carbon Cycle Story  DUE WED
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TUES 2/14
WU:  Of all 5 ways that carbon dioxide is released into the atmosphere, which one is solely controlled by humans?
A:  U1S3 taskwork time  **be sure to get everything stamped & graded, including practice quiz before you leave!  - FINAL QUIZ tomorrow!        
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WED 2/15
WU:  The ocean is a very large carbon sink.  Write a series of steps from the carbon cycle that can take place in the ocean.
A: Answer questions about carbon cycle - Intro Seg 4: Nitrogen cycle (final quiz MON  
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THUR 2/16
WU: How much of the atmosphere is N2 gas?  Is it usable in that form to humans? 
A:  DUE: C cycle story (share) - (U1S3 & U1S4 final quiz MON!)  map out N cycle together - N cycle card sort practice - N cycle cartoons 
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FRI 2/17
WU: What is the process that takes N2 gas out of the atmosphere?  What can do this?
A: Finish N cartoons - Nitrogen cycle Kahoot!  -  U1S4 stamps, grading practice quiz & cardsort time - work on researching your research project topic (for paper)  -Final Quiz U1S3 & U1S4 MON!
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MON 2/20 (sub)
WU:  What is eutrophication?  ...cause?  effect? 
A: (take a few min to review) U1S3 & U1S4 FINAL QUIZ (paper version) -  Air Pollution Fact Finding (partners or individual....make a google doc) 
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TUES 2/21  (sub)
WU: Name the 6 air pollutants in the Clean Air Act. 
A: Air Pollution Fact finding...DUE tomorrow
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WED 2/22
WU: Name 2 gases that contribute to acid rain.  Name a natural buffer to acid rain in nature. 
A: DUE: Air Pollution fact finding (share it with me dpoulsen) Cap & Trade/acid rain Article - pH scale review & Buffer demo  
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THUR 2/23
DUE: WUDescribe a technology that has been engineered to cut back air pollution emissions. 
A: Acid Rain animation http://www.sumanasinc.com/webcontent/animations/content/aciddeposition.html - 6 key air pollutants card sort  -  U1S5 practice quiz stamps & key  -U1S5 Final Quiz Tues and Unit TEST THUR  
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TUES 2/28
NEW: WU: Why is natural rain slightly acidic? How does the pH change after a buffer is added to an acidic solution of pH 2?
A: Kahoot Review Seg 5 - U1S5 Final Quiz- Go over seg 3 & 4 final quiz -  Intro Segment 6 (show temp inversion) -  Segment 6 foundation (reading & notes) time  - NO SEG 6 FINAL QUIZ  (UNIT TEST THUR)    
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WED 3/1
WU:  Warm air is at the warm Earth's surface.  Is this the set up for a temp inversion?  Explain.
A: Finish Seg 6 practice quiz (grade) - Unit 1 review (grade) - HW: Unit 1 TEST tomorrow!!  
Quizziz review.... go to join.quizizz.com and use game code 732768
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THUR 3/2
WU:What gas breaks down ozone and what is the protocol that banned it?
A: DUE: Unit notes, review & Foundation packet -  Unit 1 TEST  ...aaahhhh...relax :)
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FOR REFERENCE AND BACKGROUND:  https://www.youtube.com/watch?v=S27ycsxUtRM BBC new in China (1:33) - But what about the US? https://www.youtube.com/watch?v=3DASAap7Bbw    - Are we improving? NASA reports https://www.youtube.com/watch?v=aMnDoXuTGS4  - CBS thinking outside the box pollution solutions in China https://www.youtube.com/watch?v=4cOFf962PDc Segment 5 video notes and reading assignment (U1S5 Final Quiz THUR)







Unit 5 ASTRONOMY  ISS live: https://www.youtube.com/watch?v=njCDZWTI-xg   
-----------------------  Speed is relative! (2 min vid) https://www.youtube.com/watch?v=ZX0zcEZnIsA
                                                          How do we measure distance in space? (6 min) https://www.youtube.com/watch?v=Op3AYaJc0Xw
WED 12/21
WU: What is a light year?  
A:  Astronomy Intro - U5S1 notes 
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THUR 12/22
DUE: WU: Name the two astronomy units of distance and circle the largest.
A: 
Sun drawing (notes) - Sun features -  Aurora analogy demo - spaceweather.com - review terms - U5S1 work time
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MON 1/9
NEW: WU: Name the 2 most abundant elements in the stars AND what state of matter do they exist?
A: Finish notes - Kahoot review (U5S1) - partner review - practice quiz (stamp/grade) - flashcard work time  **Final Quiz tomorrow!

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TUES 1/10
WU:  What causes an aurora to occur and where on Earth do you see them?
A: 
U5S1 Final QUIZ - Fusion discussion - Star Life cycle drawing -HW: U5S2 Video notes AND Star Life Cycle video notes (for definition sheet)
Picture
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WED 1/11
WU:  Why does fusion only occur in the core but nowhere else in the star?  Write Einstein's famous fusion equation and explain what it is saying.
A: 
 Review fusion https://www.youtube.com/watch?v=LKUPAk5049M (only 1st 3 min) - Knock out the star life cycle chart - U5S2 work time (don't forget all of the flashcards!) ...final Quiz MON 

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THUR 1/12
WU: What important factor determines which path a star will take in its life cycle?
A: 
 Star life cycle sketch -    Picture sort -  Star life cycle card work (color cards)...U5S2 Final quiz MON!
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FRI 1/13
WU: Trace the pathway that a very HIGH(highest) mass star will take (from start to end) in its life cycle.
A: 5 min star life cycle video https://www.youtube.com/watch?v=PM9CQDlQI0A-Star life cycle card work (pink cards) - practice quiz (stamp/grade) ...U5S2 Final quiz MON!
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MON 1/16
WU: Which element fuses when a star is stable?  How many atoms are actually needed for this reaction?
A: U5S2 Final QUIZ - Notes: Big Bang Theory...LIVE!  - Hubble's discovery of red shifting galaxies https://www.youtube.com/watch?v=vr5ZWaKtjfw (zoom to 9:36)- U5S3 practice quiz & review  **NO U5S3 final quiz or Unit 5 Test** 
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TUES 1/17
WU:  Explain how the doppler red shift is evidence for the big bang.
A:  A most astounding fact - A cosmological trip through time -U5S3 practice quiz (stamps/grade) - Exam review time (10% of exam grade)  **Unit 5 foundation packets & ALL flashcards DUE TOMORROW!  
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WED 1/18
WU: What does the Big Bang Theory explain the formation of?  What is the estimated age of the universe?
A:  DUE: Unit 5 Foundation packets, notes & ALL flashcards - Exam review time (10% of exam grade) 
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THUR 1/19
WU:  Write out the N cycle.
A: Exam review time (10% of exam grade)  **Books due exam time, but turn in early on front counter if you'd like.
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FRI 1/20
DUE: WU:  Name a form of carbon in each Earth sphere and give an example of a sphere interaction involving carbon.
A: Exam review time (10% of exam grade)  **Books due exam time, but turn in early on front counter if you'd like.
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UNIT 2 Earth's energy resources
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FRI 10/14 HALF DAY (PM)
DUE: WU: What could cause a surface water area to have a low pH reading? 
A: Research paper work time - REMINDER: semester paper due Thur 10/27   -Unit 2 Seg 1 work time too
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MON 10/17
WU: none
A: Human Footprint
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TUES 10/18
NEW: WU: Name 2 nonrenewable energy resources.  Name 2 renewable energy resources.
U2S1 practice quiz (stamps & grade) -Final quiz tomorrow!
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WED 10/19
WU:  Write the steps of coal formation in order from least carbon concentration to most.  Write the combustion equation.
A:Coal formation & samples - U2S1 Final Quiz  - Intro seg 2 - Power plant drawings (coal, oil, nat. gas, uranium) (Final Quiz FRI) 
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THUR 10/20
WU: Compare and contrast a nuclear power-plant with a coal-burning power plant.
A:  U2S2 review (pros & cons)  -U2S2 practice quiz (stamps & grade)  - Final quiz tomorrow!
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FRI 10/21
WU: Name the 4 nonrenewable energy resources and the reactions happening in a powerplant for each.
A: U2S2 Final Quiz - U2S3&4 notes & reading - REMINDER: Semester paper is DUE next week THUR!!
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MON 10/24
WU: In general which are more efficient at converting energy into electricity...renewable or nonrenewable powerplants?  Explain.
A: Biofuel article - Discuss & draw biomass, biofuel, geothermal, hydroelectric, tidal - Final quiz WED!
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TUES 10/25
WU:  Compare and contrast biomass with biofuel.
A:  U2S3&4 practice quiz (stamps & grade) Final Quiz Tomorrow! 
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WED 10/26
WU: Compare and contrast hydroelectric and tidal energy.
A: U2S3&4 Final Quiz  - Solar energy systems pictures & discussion -   U2S5 notes  -RESEARCH PAPER DUE TOMORROW :)
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THUR 10/27
WU:   Compare and contrast passive & active solar systems for the home.    What does photovoltaic provide that passive and active do not?
A: DUE: Research paper (quick share)  - U2S5 solar cartoons, pros & cons  - Wind & Solar Map activities (together)  
6th hour: Finish cartoons & pros & cons and practice quiz (stamp & grade), get notes stamped too!  (FINAL QUIZ MON)
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FRI 10/28  (half day AM)
DUE: WU: What did you discover about Michigan with regard to wind & solar energy (from map activity)?
A: Discuss 3D model & survey (DUE NOV 18) - U2S5 review - be sure to practice quiz today!!  Final Quiz Mon! Unit TEST WED!
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MON 10/31
NEW: WU:  What can impact the efficiency of a wind turbine?
A: U2S5 Final Quiz - U2S6 notes (no practice or final quiz over seg 6) - begin unit review  -TEST WED!
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TUES 11/1
WU:  Compare the energy efficiency of a wind turbine with an oil-burning power plant by DRAWING a model of both and labeling energy conversions.  Circle the one that is most efficient.
A: Unit 2 review work time  **Check the key! - STUDY!! Kahoot?? https://create.kahoot.it/?_ga=1.90746783.48041957.1427482685&deviceId=c35d3ee4-ff73-418a-96df-5fca763ca646#quiz/0b98b112-d4d3-49f5-afef-a9c9d33dda1a (you will need to have an account to access this. If you don't use this one USERNAME: PNScience PASSWORD: Huskies - Unit 2 TEST tomorrow!!
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WED 11/2
WU: What major advantage does nuclear power have over all other options? 
A: DUE: Unit 2 Foundation Packet, Notes & review - Unit 2 TEST  
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THUR 11/3
WU:  NONE     ...no phones out, heads up and HUSKIE PRIDE :) 
A: Speaker (food production, resource use, environmental impact)
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FRI 11/4  (half day PM)
WU:  NONE
A: discuss yesterday -   ...work on survey and/or 3D model 
Planet Earth - Oceans! ??
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MON 11/7
How can you measure the efficiency of a light bulb?
A: Light bulb efficiency LAB (Class data collection) 
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TUES 11/8
WU:  When is a line graph most appropriate to display your data?  Bar graph?  
Is it bad science if a hypothesis is not supported by the experiment or investigation?
A: Finish Light bulb efficiency LAB 
Reminder:semester project tasks to be completed (3D model and survey) DUE NOV 18th  
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WED 11/9   *1st hour - lab     6th hour - ocean video
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THUR 11/10
6th hour: WU: What information would you want to know (research) in order to hypothesize which type of blade makes for a most efficient wind turbine?  Energy IN = Energy OUT (less heat, more electricity)
A: Wind Turbine Efficiency LAB (partners)

1st hour: WU:  What did you discover (in your research) is an aspect about a turbine that allows for higher efficiency?
A: Finish Wind Turbine Efficiency LAB  
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FRI 11/11
DUE: WU: Describe another wind turbine design that is not "blades".
A: Wind turbine efficiency LAB ...DUE MON    
  **REMINDER: Surveys & Models DUE FRI next week (Crunched #s & photo)
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Unit 4 CLIMATE CHANGE

TUE 4/26
WU: What is the difference between climate and weather?
A:   Intro Climate Change (climate vs weather)  http://earthobservatory.nasa.gov/Features/GlobalWarming/page3.php ... Looking at the data (groups)  - U4S1 foundation time
-----------------------
WED 4/27
WU: What are factors that determine climate?  
A:   Start Milakovich cycle tutorials together (finish on own) - Milankovich Cycle Dance ...haha - U4S1 foundation time 
-----------------------
THUR 4/28
WU: List the 3 Earth motions in the Milankovich cycles and the time-frames they occur.
A: U4S1 Foundation time ** Seg 1 & seg 2 final quizzes will be together next week!  ** 3D teaching model, survey/interview DUE TOMORROW!   **REMINDER:  3D model, survey/interview DUE TOMORROW!
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FRI 4/29
WU:  What is albedo and what is something that has HIGH albedo?
A: DUE: 3D teaching model, survey/interview - Albedo vs absorption  -  U4S2 foundation time ** U4S2 & U4S1 FINAL QUIZ TUESDAY!
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MON 5/2
WU: List the causes for global climate change.
A: Review causes for climate change - Feedback activity (groups) -  U4S2 foundation time **Seg 1 & Seg 2 Final QUIZ tomorrow!
-----------------------
TUE 5/3
WU: None
A: U4S1 & U4S2 Final QUIZ  - 
----------------------
WED 5/4
WU: How are greenhouse gases different than regular gases?  Name as many GHGs as you can. 
A: Greenhouse effect drawing, discussion & demo -  GHG cartoons explanation (graded as lab grade) - U4S3 taskwork time 
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THUR 5/5
WU:  List the GHGs in order of lowest strength to highest strength (ignore water vapor).
A: video clips:  https://www.youtube.com/watch?v=sTvqIijqvTg &  https://www.youtube.com/watch?v=SeYfl45X1wo GHG review together - U4S3 foundation time  **U4S3 Final Quiz tomorrow!
---------------------
FRI 5/6
DUE: WU: Which GHG comes from rice cultivation and cows?
A: Finish segment 3! - work time on U4S4 (notes only) and unit review - U4S3 Final QUIZ  ** TEST TUES  **Posters DUE THUR! (work day WED)
---------------------
MON 5/9
WU:  Name the 2 protocols learned in this unit and what gas they banned/limited.
A: Review work time (get stamped and graded) - HW: study!!
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TUES 5/10
WU: List 4 consequences of a warming planet. Are they guaranteed to happen? Explain.
A: DUE: Foundation work, notes & review Unit 4 Test  -  work on posters
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WED 5/11
NONE 
A:  Poster work time -DUE TOMORROW!  Bring in everything...3D model, survey/interview stuff & poster!
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THUR 5/12
NONE
A:  DUE: Posters/3D model/survey or interview - Teaching tips - practice rounds!
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FRI 5/13
WU: Write 2 highlights from today's presentations. :)  
A: Middle school presentations!!  Class time: recap/discuss how presentations went - Intro to astronomy :)
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Thur 3/31 (half day)
A: No class (morning hours only)




 











Engage your audience tips:   **this isn't really a "presentation"...it's an engaging teaching session
1. Be enthusiastic ...smile ...show your interest in your subject! (You picked it :))
Introduce yourself. (You will have name tags)

2. ENGAGE - Select a few talking points from your poster.  ...turn them into questions for your audience.  Mentally prepare at least 3 questions to use (or use your survey ?s)

3. TEACH - Use your model!  Don't be afraid to have them try to guess what things are for and what they do.

4. Seek out your audience...don't necessarily wait for them to come to you (they are scared) 























































































































































                
 





               



ĉ
Daniall Poulsen,
Sep 11, 2017, 10:35 AM