Scroll down to dotted lines to view "Today in class" assignments, activities, and homework
***Our textbook is available online!***
Go to my.hrw.com; Enter username and password (these were given to students and taped on the inside cover of their agenda); Click on "Go to the Interactive Online Edition"; near the top of the page click on tab "Book Pages"
***Help Sessions: I will work with students ANY MORNING 7:45-8:15 as long as I do not have other obligations or meetings; I do not have a scheduled day of the week for help/study sessions. Students need to arrange help/study session and obtain a hall pass PRIOR to the day arranged. Often, I will announce a review session prior to major tests.
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Thursday 5/7/09
Today in class:
-Turn in packets
-Science Checkpoints Test
-Students working on lab reports (due Tues. 5/12)
Homework: None (or work on lab report)
Wednesday 5/6/09
Today in class:
-Final Lab Report (Planet Goo-mee-bara/Gummy Bear Lab) due Monday 5/11/09
-Turn in both packets ONLY if complete ("Explore the Solar System/Inner and Outer Planets" packet AND "Solar Systems and Stars" - they were homework!)
-Discuss 'Survivor Science' (activity for the last 2 weeks of school)
-Bill Nye Video - "Outer Space" (20 min.)
-Finishing packets or working on lab report
Homework: If you did not complete both packet - your homework is to finish both and turn them in Thursday - NO EXCEPTIONS
Tuesday 5/5/09
-Mr. Bodenhamer out today
-Independant reading p.614-623
-Complete "Solar Systems and Stars" packet (dealing with the formation of stars systems and the structure of our Sun)
-Collect data from Gummy Bears for lab report (only if time allows)
Homework: Finish "Explore the Solar System/Inner and Outer Planets" packet AND "Solar Systems and Stars" packet
Monday 5/4/09
Today in class:
-Begin formal lab report (Gummy Bear/Planet Goo-mee-bara) by writing 'Problem', 'Background Information', and 'Hypothesis'
-Continue Planet research until all students are finished with three parts above
-Observe Gummy Bears (3 days was obviously too long to leave it -- most students started another Gummy Bear to view tomorrow)
Homework: By Wednesday, have "Explore the Solar System/Inner and Outer Planets" packet completed
**WEEKEND**
Friday 5/1/08
Today in class:
-Return and discuss 'Seasons, the Moon, Moon Phases Quiz'
-A visit to Planet Goo-mee-bara lab activity (a gummy bear measurement lab that we will be using for our last formal lab report write-up)
-Continue with our solar system planet research or begin to formulate 'question, background information, and hypothesis' for lab report
Homework: Think about, and perhaps write down 'question, background information, and hypothesis' for Planet Goo-mee-bara lab report
Thursday 4/30/09
Today in class:
-Seasons, the Moon, Moon Phases Quiz
-Continue planet research (student complete an information packet about each planet of the solar system using information found in our textbook - including the dwarf planet Pluto)
-Students access NASA website for up-to-date information about the individual planets (solarsystem.nasa.gov/planets)
Homework: Have planet packet complete for Mercury, Venus, Earth, and Mars
Wednesday 4/29/09
Today in class:
-Finish "A Spin Around the Solar System: The Inner and Outer Planets" video
-Discuss and remind of tomorrow's quiz
-Begin planet research (student complete an information packet about each planet of the solar system using information found in our textbook - including the dwarf planet Pluto -- we will use further reference materials to fill in any missing information)
Homework: Review for quiz
Tuesday 4/28/09:
Today in class:
-Turn in "Directed Reading A - Planetary Motions"
Monday 4/27/09
Today in class:
-"Tonight's Sky" Internet clip of this month's sky viewing (not 5th period)
-Show scaled sizes of Sun, Earth, and Moon; and scaled distance from Earth to Moon
-Brainpop marathon (watch 3 BrainPop video clips: Galileo, Newton's Laws, and Gravity as background information before we "journey awayfrom Earth" and begin studying our solar system
-Read aloud p.630-633 "Planetary Motion"
-Complete Planetary Motion" worksheet
Homework: Complete Planetary Motion" worksheet
**WEEKEND**
Friday 4/24/09
Today in class:
-Turn in "Constellations" worksheet
-"The Moon" Bill Nye video
-Show scaled sizes of Sun, Earth, and Moon; and scaled distance from Earth to Moon
-Oreo cookie moon phases (student pairs use mini Oreo cookies to display the phases of the Moon as it changes throughout a month -- teacher checks for correct order, orientation, and names)-not 4th period
-"Tonight's Sky" Internet clip of this month's sky viewing (only4th and 5th periods)
Homework: None
Thursday 4/23/00 -CRCT Testing Today - Social Studies
Today in class:
-check with individual students for missing assignments (progress report goes home next week)
-Review eclipses; show animations of solar and lunar eclipses; and, show view of eclipses as seen from Earth
-Discuss constellations (what they are; common constellations, what is viewable at this time of year, etc)
-Finish "Constellations" worksheet and turn in
-Finding constellations - "Picture-Perfect Constellations" activity sheet
-Cryptogram/wordsearch (for student who have complete above assignments)
Homework: Finish "Constellations" worksheet and turn in
Wednesday 4/22/09 -CRCT Testing Today - Science
Today in class:
-Warm-up: Check "Sun-Earth-Moon System" worksheet using key on overhead
-Finish "The Moon - Earth's Satellite" worksheet and turn in
-Begin reading p.564-570 "Constellations" and start on constellation worksheet
Homework: NONE
Tuesday 4/21/09 -CRCT Testing Today - Math
Today in class:
-Warm up: clear out binder of all Meteorology Unit papers and file in student files
-Finish "Sun-Earth-Moon System" worksheet
-Begin "The Moon - Earth's Satellite" worksheet
Homework: None (or you can study all earth science topics studied this year in preparation for science CRCT)
Monday 4/20/09
Today in class:
-Turn in 'Directed Reading A - Moons' worksheet (if not turned in on Friday)
-warm up: 3 CRCT practice questions
-"The Inner Planets - The Moon" 10 min. Discovery Education video
-"Moon Phases" 1 min. Discovery Education video
-Discuss moon phases, shape names(new, crescent, quarter, gibbous, full), and waning and waxing phases
-Model the moon phases using a small light and a moon globe
-Solar and lunar eclipses
Homework: None
**WEEKEND**
Friday 4/17/09 -CRCT Testing Today - English/Language Arts
Today in class:
-Warm up: 5min. -finish 'Directed Reading A - Moons' worksheet (or work on 'Sun-Earth-Moon System' worksheet) + give a few answers to second sheet
-"The Inner Planets - The Moon" 10 min. Discovery Education video
-"Moon Phases" 1 min. Discovery Education video
-Discuss and explain a 'waning' and waxing' moon
-Discuss moon shapes: new, crescent, quarter, gibbous, full
Homework: Both worksheets ('Directed Reading A - Moons' or 'Sun-Earth-Moon System') should be finished if not completed at school
Thursday 4/16/09 -CRCT Testing Begins Today - Reading
Today in class:(shortened class times due to CRCT)
-Continue Group Seasons Activity comprehension check
-Read silently Section 4 Chapter 21 p.660-663 "Moons"
-Begin working on 2 worksheets that go along with the reading assignment
Homework: None
Wednesday 4/15/09
Today in class:
-Turn in homework assignment (12 questions about 'seasons')
-Warm up (students view a diagram showing Earth's seasons as it revolves around the Sun and were asked if they noticed anything odd about the information shown --- the Earth is closer to the Sun during our winter season and farther away from Sun during our summer season)
-Discuss and model solstices and equinoxes
-Show overhead projector sheets showing # of daylight and nighttime hours as the seasons change
-BrainPop video clip "Solstices and Equinoxes"
-Group Seasons Activity (student groups discuss all of the concepts dealing with the seasons and must all be able to model these concepts using a sun model and an earth globe
-Teacher begin checking comprehension by quizzing each group and having them model the seasonal situations
Homework: None (CRCT begins tomorrow - get plenty of sleep and have a good breakfast)
Tuesday 4/14/09
Today in class:
-Warm up: 3 CRCT Astronomy practice questions + discuss
-What are seasons and why do they happen? (students brainstorm and share what they already know; discuss Earth's tilt and Earth's revolution around the Sun; and the teacher models seasonal changes using a light to represent the Sun and a globe)
-Watch satellite images of earth of how light hits Earth and changes throughout a year
-BrainPop video clip "Seasons"
-Read aloud p.518-520 (Weather vs. Climate and Seasonal Changes)
-Begin 'Seasons' worksheet using text book, Internet, and other reference books
Homework: Finish 'Seasons' worksheet
Monday 4/13/09
Today in class:
-Welcome back + pep talk (keep up your efforts and performance all the way to the end of school)
-CRCT practice questions (dealing with topics not yet covered this year = astronomy questions that could be on test)
-Discuss CRCT (what it means for 6th graders; why its important overall; the CRCT schedule for this week and next; etc)
-Go over the CRCT practice questions giving hints that may help while taking test
-Begin Astronomy Unit by discussing 'Seasons'
Homework: None
***SPRING BREAK***
Friday 4/3/09
Today in class:
-Turn in Severe Weather Mini Project
-Guest Speaker (meteorologist Steve Milone from FOX 5 news will be making a presentation to all 6th grade sciecne classes)
Homework: Have a safe and relaxing Spring Break --see you 4/13
Thursday 4/2/09
Today in class:
-Discuss tomorrow's guest speaker,meteorologist Steve Milone from FOX 5 news, and talk about possible questions to ask
-Working on Severe Weather Mini Project
-Interactive online weather games (only for students that have finished mini project)
Homework: Finish Severe Weather Mini Project (must be turned in immediately upon entering class on Friday)
Wednesday 4/1/09
Today in class:
-Explain Severe Weather Mini Project emergency plan
-Student researching from Internet using laptop computers
-Students working on Severe Weather Mini Project
Homework: None (or students may continue working on mini project -- Due Friday)
Tuesday 3/31/09
Today in class:
-Warm up: finish -"Hurricane Hunt" -- Information about Hurricanes note-taking from reading a packet of hurricane sheets
-Return Meteorology/Weather Test
-Go over answers to "Hurricane Hunt"
-Discuss Severe Weather Mini Project (students will be creating a family emergency plan for a severe weather event)
Homework: None
Monday 3/30/09
Today in class:
-Finish "Hurricanes, Tornadoes, and Thunderstorms" Discovery School steaming video
-"Tornado Tracks" -- Information about Tornadoes note-taking from a Powerpoint slide show
-"Hurricane Hunt" -- Information about Hurricanes note-taking from reading a packet of hurricane sheets
-"Thunderstorm Thriller" --Information about Thunder and Lightning note-taking from reading p.496-497 in textbook
Homework: Complete "Thunderstorm Thriller" (Directed Reading A Section: Severe Weather -- Thunder and Lightning note-taking from reading p.496-497 in textbook
**WEEKEND**
Friday 3/27/09
Today in class:
-Return tests (essays not graded yet -- to give students an overall idea of how they did on test)
-Brainstorm severe weather (talk about things already learned or known about hurricane and tornadoes)
-Discuss and diagram on board why hurricanes rotate counter-clockwise in Northern Hemisphere but winds and surface currents turn right, or clockwise (winds moving from high pressure area to low pressure center; winds turn to the right; and, overall rotation around "low" turn counter-clockwise due to the right hand turns of incoming winds)
-Begin "Hurricanes, Tornadoes, and Thunderstorms" Discovery School steaming video (24 min.)
Homework: None
Thursday 3/26/09
Today in class:
-Meteorology/Weather Unit Test
Wednesday 3/25/09
Today in class:
**Early Release Day**
Today in class:
-Discuss today's weather map (comparing it to earlier days this week and looking at and making predictions based on weather map symbols shown)
-Review for tomorrow's test (going through study guide; answering questions about unclear topics; and reviewing concepts by request)
Homework: Study for tomorrow's Weather Test
Tuesday 3/24/09
Today in class:
-Warm up: finish "Weather Patterns on a Map" worksheet with newspaper weather map
-Check completion of "Meteorology Study Guide"
-Discuss today's current weather map; why is our weather changing? what can the symbols on the map tell us about what current temperatures, air pressures, cloud cover, and winds might be now and what can they tell us about what to expect in future days?
-Discuss/give answers to questions #7-17 p.510
-Begin going over "Meteorology Study Guide" answers
Homework: None (study for Thursday's test)
Monday 3/23/09
Today in class:
-Warm up: add heat energy, isobar, and isotherm definitions to study guide
-Preview of today and of days before test (grading of study guide, going over study guide, review weather maps, etc.)
-Read aloud "Weather Maps" p.506-507
-Discuss station models
-Show current national weather map and discuss what is shown: fronts, isotherm/isobar lines, high and low pressure areas, precipitation/snowfall
-"Weather Patterns on a Map" worksheet (students are given a newspaper weather map and answer questions based on information given on map)
Homework: Finish Study Guide (it will be checked for a completion grade)
**WEEKEND**
Friday 3/20/09
Today in class:
all classes working on:
-questions at end of 'Understanding Weather' packet 7-17 p.510
-finishing 'Where does the water come from?' condensation lab activity questions
-'Weather Fronts' information foldable
Homework: Work on study guide (due Tuesday)
Thursday 3/19/09
Today in class:
-Warm up: complete weather instruments worksheet
-Give out study guide
-(4th,5th,6th go over density square notes)
-(2nd,3rd finish 'Where does the water come from?' condensation lab activity questions)
-Add weather instrument information left off from yesterday (weather balloons, radar, weather satellites)
-(2nd, 3rd Complete questions at end of 'Understanding Weather' packet 7-17 p.510
Homework: for 2nd and 3rd period only - finish questions at end of 'Understanding Weather' packet 7-17 p.510 (other classes no homework)
Wednesday 3/18/09
Today in class:
-Discuss weather conditions this morning as students were coming to school (seeing fog and feeling mist = low stratus cloud, high humidity)
-Review humidity, relative humidity, and dew point (show density square diagrams on the board which show different temperatures/air pressure and relate how these differences affect humidity, etc.)
-Show 'weather.com' current weather for today; look at temperature, cloud cover, relative humidity, wind direction and speed,and dew point
-Introduce weather instruments and what they measure (thermometer, anemometer, wind vane, wind sock, barometer, rain gauge, and psychrometer; try to take actual measurements and compare them to weather.com)
-'Where does the water come from?' condensation lab activity which determines the dew point temperature in our classroom (2nd and 3rd period only - other classes will complete tomorrow)
Homework: None
Tuesday 3/17/09
Today in class:
-Discuss 'humidity'
-Watch Brain Pop "Humidity" (3 min.)
-Give out 'Humidity, Relative Humidity, and Dew Point' density square notes and explain (not 5th and 6th - will discuss tomorrow)
-Work on "Understanding Weather" worksheet packet (up to 'Severe Weather' - do not begin 'Severe Weather')
-AIMS multimedia "Weather and Climate" 15 min. video (2nd and 3rd periods only)
Homework: Complete "Understanding Weather" worksheet packet (up to 'Severe Weather' - do not begin 'Severe Weather')
Monday 3/16/09
Today in class:
-(4th period finished "Clouds" powerpoint; 5th and 6th periods finished "Clouds" weather fundamentals video)
-Warm up: from the front lab table, take and complete "Clouds" worksheet (identifying different types of clouds based on their shape and their location in the sky - or involove stormy weather)
-"Understanding Weather" worksheet packet (students read section 1, chapter 19 and complete first 1 to 2 pages)
Homework:
2nd and 3rd periods: finish first 2 pages of
weather packet
4th and 5th periods: None
6th period: finish first page of weather packet
**WEEKEND**
Friday 3/13/09
Student Off - Teacher Workday
Thursday 3/12/09
Today in class:
-(again, 4th period will complete Wed. 3/11 activities)
-Complete note-taking with "Clouds" PowerPoint slide show
-Weather Fundamentals "Clouds" video with question sheet
-Show unusual cloud pictures (lenticular, noctilucent)
-(2nd period only - used last 5 minutes outside viewing and identifying today's clouds)
Homework: none
Wednesday 3/11/09
Today in class:
-(today, 4th period completed yesterday's activities: 3/10/09)
all other classes:
-Turn in "Air Movement" review worksheet
-Finish 2 parts of 2 past assignments dealing with land breezes and sea breezes (we left these blank originally)
-Brainstorm what students remember about clouds
-Read silently p.486-488 "Clouds"
-Quick review on Atmosphere Layers and Global Winds (to make sure all students understand the important parts of these topics)
-Begin 'Clouds' powerpoint slide show with note-taking sheet (5th and 6th will start this tomorrow)
Homework: None
Tuesday 3/10/09
Today in class: (4th period did not do the following lesson; instead they completed the "Land and Sea Breezes" lab)
-Turn in lab sheet
-Finish 'Atmosphere' crossword puzzle
-Discuss data collected from the "Land and Sea Breezes" lab (majority of student data showed that the land(sand and soil) heated up more quickly than the water)
-Discuss how these results give us an understanding of air movement out in the real world (specifically land and sea breezes; mountain and valley breezes) Have students help explain land and sea breezes using drawing on the board
-Show computer animation of land and sea breezes
-"Air Movement" review worksheet (not 6th period)
Homework: Finish crossword and "Air Movement" review worksheet (not 6th period due to fire drill)
Monday 3/9/09
Today in class:
-Turn in 'Global Winds' worksheet (if not turned in Friday)
-Discuss procedures for today's lab activity
-"Land and Sea Breezes" lab
-Begin 'Atmosphere' crossword puzzle
Homework: finish lab sheet (complete all questions/fill all blanks)
**WEEKEND**
Friday 3/6/09
Today in class:
-Warm up: student checking answers for "Global Winds" information chart and location on the globe
-"Winds" Brainpop video clip (3 min.)
-"Air Currents - Sailing Around the World using Global Winds" Discovery Science streaming video (10 min.) students took notes (5-10 statements from video about wind or global winds)
-'Global Winds' worksheet
Homework: Finish 'Global Winds' worksheet (if not completed in class)
Thursday 3/5/09
Today in class:
-Show and discuss the electromagnetic spectrum which shows the different energy wavelengths coming from the Sun: radio waves, microwaves, infrared waves, visible spectrum, ultraviolet waves, x-rays, and gamma rays
-Finish reading Section 3 Chapter 15 "Global and Local Winds" using automated reading from online textbook
-'Global Winds' worksheet
Homework: Finish 'Global Winds' worksheet - both sides (if not completed in class)
Wednesday 3/4/09
Today in class:
-Finish going over worksheet packet on 'Atmosphere and Energy Transfer in our Atmosphere'
-'How close can you get?' (students are grouped together as tightly as they can and describe what they are feeling and are asked where they would like to move. Ex: feeling pressed, feeling pressure, compacted; then, most wanted to move away from one another)
-Relate 'Density Squares' to group activity and air molecules as they relate to density, temperature, and now, high and low pressure; And, the movement of air from high pressure to low pressure is WIND
-Begin reading Section 3 Chapter 15 "Global and Local Winds" using automated reading from online textbook
Homework: None
Tuesday 3/3/09
6th grade Language Arts Field Trip (Georgia Tech Performing Arts Center)
Monday 3/2/09
School Out due to SNOW/ICE
**WEEKEND**
Friday 2/27/08
Today in class:
-Dicuss what happens to light energy as it approaches the Earth
-Discuss the 3 types of energy tranfer= convection, conduction, and radiation (how heat energy moves once it's on or around Earth)
-Energy Transfer examples (pot on stove, sand on the beach, etc)
-Begin going over worksheet packet on 'Atmosphere and Energy Transfer in our Atmosphere'
Thursday 2/26/09
Today in class:
-Warm up: Complete "Sea of Air" sheet (other side of "Demonstration Observations" worksheet)
-Space Science in Action "Earth's Atmosphere" video with question sheet (23 minutes)
-Continue working on worksheet packet on layers of the Atmosphere and Energy Transfer in our Atmosphere (conduction, convection, radiation)
Homework: Finish worksheet packet on layers of the Atmosphere and Energy Transfer in our Atmosphere (at least finish up to the last, back page )
Wednesday 2/25/09
Early Release Day
-6th grade Latin American activities: Latin American food, movie:"Road to ElDorado", Aztec and Incan Gods, Pok-a-Tok game, limbo, etc. "Good Fun"
Tuesday 2/24/09
Today in class:
-Finish Earth's Atmosphere power point slide show with note-taking sheet
-Read silently section 2 chapter 15 p.454-457
-Begin worksheet packet on layers of the Atmosphere and Energy Transfer in our Atmosphere (conduction, convection, radiation)
Homework: Finish at least 1st page of packet, front and back (completed packet due Friday)
Monday 2/23/09
Today in class:
-Warm up: take all hydrology materials from binder and file them in student files
-Discuss explanations of Friday's demonstrations (all related to air, air pressure, temperature, etc)
-'Earth's Atmosphere' Brainpop video segment (5 min.)
-Earth's Atmosphere power point slide show with note-taking sheet (to be finished Tuesday)
Homework: None
**WEEKEND**
Friday 2/20/09
Today in class:
-Finish "Finding Nemo" and turn in question sheet(some classes only; last 5 minutes)
-Demonstrations and observations (leading into our next unit on Meteorology, students will view 3 demonstrations dealing with air and air pressure; write down their observations; and attempt to explain what occurred
-Introduction to Earth's Atmosphere (powerpoint slide show + note-taking sheet)
Homework: None
Thursday 2/19/09
Today in class:
-"Finding Nemo" with question sheet that directly relates movie to actual oceans of the world, ocean currents, parts of the ocean seafloor, ocean zones, and classifications of marine life
Homework: None
Wednesday 2/18/09
Today in class:
-Winding up Hydrology Unit
-"Finding Nemo" with question sheet that directly relates movie to actual oceans of the world, ocean currents, parts of the ocean seafloor, ocean zones, and classifications of marine life
Homework: None
Tuesday 2/17/08
Today in class:
-Check missing assignment/grade reports (check for missing assignments)
-Return Hydrology Test
-Return other graded assignments
-Science S2 Checkpoints pretest
Homework: None
Monday 2/16/08
-School Out: Presidents' Day
**WEEKEND**
Friday 2/13/09
Today in class:
-Happy Valentine's Day!
-Hydrology Unit Test
Homework: None
Thursday 2/12/09
Today in class:
-Review Day
-Go over homework: "Life in the Ocean" worksheet
-Go through Hydrology Test study guide answers
-Address anything where students need further explanation
Homework: Study/review for tomorrow's test
Wednesday 2/11/09
Today in class:
-Warm up-- add terms to vocabulary list: plankton, nekton, benthos, benthic environment, intertidal zone, sublittoral zone, bathyal zone, abyssal zone,hadal zone, pelagic environment, neritic zone, oceanic zone
-Share info about Thrusday/Friday help sessions
-Go over changes for the study guide
-Reveiw activities (ocean seafloor and ocean zones flash cards; identifying pictures as plankton, nekton, or benthos)
-Begin "Life in the Ocean" worksheet
Homework: Finish "Life in the Ocean" worksheet
Tuesday 2/10/09
Today in class:
-Warm up- add vocabulary terms to list: continental shelf,continental slope,continental rise,abyssal plain,
mid-ocean ridge,rift valley,seamount,ocean trench,plankton,nekton,benthos,benthic environment, intertidal zone,sublittoral zone,bathyal zone,abyssal zone,hadal zone,pelagic environment,neritic zone, oceanic zone
-Label "'Mapping the Ocean Floor' graph
-Complete "Ups and Downs at the Bottom" (other side of 'Mapping the Ocean Floor')
-Seafloor video clip (8 minutes)
-Read 'Ocean Zones" 388-393
-Give out study guide for Friday's test
Homework: Begin to complete study guide
Monday 2/9/09
Today in class:
-Brainstorm/share what students already know about the ocean seafloor
-Read aloud 'The Ocean Floor' p.382-387 Section 2 Chapter 13
-'Mapping the Ocean Floor' graphing activity (based on using sonar readings)
Homework: Finish 'Mapping the Ocean Floor' graphing activity
**WEEKEND**
Friday 2/6/09
Today in class:
-"Ocean Currents and Ocean Waves" stations activity (students rotate between stations where they investigate the movements of "ocean" water using flow models or water-filled pans; freshwater and saltwater movements, warm water-cold water movements, wave movements, Coriolis Effect, continental deflections,etc.)
Homework: None
Thursday 2/5/09
Today in class:
-Give out "Ocean Waves and Tides" notes sheet
-Mark agenda with next Friday's test
-Review moon's revolution around Earth and Earth's rotation on axis
-Go over "Tides" worksheet answers
-Go over "Surface Currents" worksheet answers
Homework: None (finish any missing assignments)
Wednesday 2/4/09
Today in class:
-Turn in "Waves" worksheet
-Tides video clip #1 (2 min.)
-Read aloud "Tides" p.432-435
-Tides video clip #2 (5 min.)
-Begin "Tides" worksheet
Homework: Finish "Tides" worksheet
Tuesday 2/3/09
Today in class:
-Check missing assignment/grade reports
-Turn in "Types of Waves" worksheet
-Add vocabulary terms to list: tide, tidal range, spring tide, neap tide
-Complete "Wave" section quiz worksheet (not real quiz)
-Brainstorm what students already know about tides
-Begin reading aloud "Tides" p.432
Homework: Finish "Wave" section quiz worksheet if not finished in class
Monday 2/2/09
Today in class:
-Review waves (basic parts of a wave; how waves begin; etc.)
-Watch 'Relationship Between Wind and Ocean Waves" (a 4-5 minute Discovery Channel video clip (as an introduction to today's lesson about waves as they approach the shoreline)
-Read aloud p.428-431 'Types of Waves'
-While reading, we watched a number of animations and viewed diagrams on the board dealing with waves near the shoreline, longshore currents, and storm surges
-Complete "Types of Waves" worksheet (the other side of Friday's worksheet "Directed Reading A Section: Waves")
Homework: Finish "Types of Waves" worksheet (see above)
**WEEKEND**
Friday 1/30/09
Today in class:
-Turn in lab report
-Warm up: add these terms to vocabulary list - wave height, crest, trough, wavelength. breaker. longshore current, storm surge, swell, whitecap, wave speed, wave period/frequency
-Discuss school habits, such as turning in work on time
-Have students share what they know about waves, specifically ocean waves
-Read aloud 'Waves' p.426-427
-Complete side 1 of 'Directed Reading A - Waves' worksheet
Homework: None
Thursday 1/29/09
Today in class:
-Go over lab report specifics (general questions, hypothesis, analysis, conclusion)
-Show video clips and animations about El Nino, La Nina, Coriolis Effect
-'Sail Around the World' worksheet about global surface currents (worksheet name = Reinforcement: Going with the Flow)
-Student working on final lab report revisions (if finished with all other work)
Homework: Finish formal, typed lab report
**Internet Down Tuesday and Wednesday**
Monday 1/26/09
Today in class:
-Warm up: from your binder sheets, review the steps of the scientific method
-Ocean Currents review (discussed surface and deep currents and the important aspects of each)
-Brainpop "Ocean Currents" video clip
-Discuss Friday's "What Can You Learn From An Egg" lab activity (today we had 7 beakers displayed in the front of the room showing what occurred at each step of the activity)
-Begin rough draft of formal lab report (must be typed; discussed the report format; and began transferring information from Friday's data sheet onto lab template)
Homework: Finish copying information from "What Can You Learn From An Egg" lab sheet onto lap report template (we will work to revise on Tuesday)
**WEEKEND**
Friday 1/23/09
Today in class:
-Turn in 'Directed Reading A - Currents' worksheet packet
-Return and go over Water Cycle Hydrology Quiz
-"What Can You Learn From An Egg" lab activity (this will be used for a formal lab writeup that we will work on next week)
Homework: None
Thursday 1/22/09
Today in class:
-Add these terms to vocabulary list: ocean current, surface current, deep current (also called density current) -- define terms after finishing quiz
-Water Cycle Hydrology Quiz
-Define vocab terms
-Finish reading p.416-421
-Finish 'Directed Reading A - Currents' worksheet packet
Homework: finish 'Directed Reading A - Currents' worksheet packet
Wednesday 1/21/09
Today in class:
-Turn in "Section: Earth's Oceans" review worksheet and 'Do or Die' penalties
-Give #'s for sheets in binder
-Go over quiz topics and which # assignments in binders to study for quiz
-Go over "Oceans of the World" worksheet
-Go over "Characteristics of Ocean Water" worksheet
-Begin 'Movement of Ocean Water' reading p.416-421 (dealing with ocean currents)
-Begin 'Directed Reading A - Currents' worksheet packet (to be continued after tomorrow's quiz)
Homework: Review for tomorrow's QUIZ
Tuesday 1/20/09
Today in class:
-Turn in 'Surf and Sand Count' and Graph(if not already turned in)
-Warm Up: Add 'Coriolis Effect' to vocabulary list and define
-"Land And Water On The Earth" reading selection/notes sheet
-'Do or Die' Review Activty Game (with penalties if earned)
-"Section: Earth's Oceans" review worksheet (students work independently using book and notebook materials)
-Coriolis Effect activity (2nd and 3rd periods only)
Homework: Finish "Section: Earth's Oceans" review worksheet and 'Do or Die' penalties (many students finished during class)
Monday 1/19/09
-School Out -- MLK Day
**WEEKEND**
Friday 1/16/09
Today in class:
-Announce quiz next Thursday 1/22/09 (Water Cycle, Freshwater vs. Saltwater, Land vs. Water)
-Go over 'Groundwater' worksheet
-Binder/notebook organization (students are numbering their assignments and keeping them in a specific order in their binders)
-Graphing 'Land vs. Water' (using the % of land and water computed from the 'Surf and Sand Count' activity, student create an accurate graph showing the amount of land compared to the amount of water on Earth)
-"Comparing Saltwater to Freshwater" lab activity (only some students were able to get to this)
Homework: None (or finish 'Land vs. Water' graph)
Thursday 1/15/09
Today in class:
-Warm up: add 'salinity' to vocabulary list and define
-Finish pie graph of Earth's water
-Textbook check (while students are working on graph)
-Mystery Lesson revealed (answer is given-the great pacific garbage patch- and article is read aloud in class dealing with this enormous disaster)
-'Surf and Sand Count' (students calculate the amount of land vs. the amount of water on earth)
-Graphing land vs. water (student create an accurate pie graph showing their result to the 'Surf and Sand Count'
Homework: Finish 'Surf and Sand Count' and pie graph
Wednesday 1/14/09
Today in class:
-Turn in 'Oceans of the World' and 'Characteristics of Ocean Water' worksheets
-Review hydrology unit so far (water cycle, freshwater of earth, groundwater, major oceans)
-'It's a Mystery' (students engage in a mystery lesson. They are given initial statements and 3 additional picture clues to attempt to figure out the topic) =answer comes tomorrow
-Graphing the location and amounts of Earth's freshwater
Homework: None
Tuesday 1/13/09
Today in class:
-Bodenhamer out (substitute)
-'Oceans of the World' worksheet (10 minutes)
-"Oceans" Earth Science in Action video with question sheet
-'Characteristics of Ocean Water' worksheet
-Turn in all completed assignments above
-Hydrology wordsearch (if time allows)
Homework: Finish 'Oceans of the World' and 'Characteristics of Ocean Water' worksheets
Monday 1/12/09
Today in class:
-Warm up: finish defining groundwater vocabulary from Friday
-'Groundwater' review worksheet
-Groundwater Brainpop video clip
-"The Water Cycle" Earth Science in Action video
Homework: Finish defining vocabulary from Friday AND finish both sides of 'Groundwater' worksheet
**WEEKEND**
Friday 1/9/09
Today in class:
-Turn in 'Water Cycle Station Activity' packet
-Copy down hydrology vocabulary terms (students will be responsible for understanding these terms and will add to list as we go through the unit)
-Checkpoints test - 1st Semester S1Post
-in textbook, read "River Systems" p.310 and "Water Underground" p.320-323
-Add to vocabulary list and define: watershed/drainage basin, divide, groundwater, water table, aquifer, permeable, and impermeable
Homework: None
Thursday 1/8/09
Today in class:
-Go over 'Studying the Water Cycle' activity sheet
-'Journey Through the Water Cycle' (students moves between locations on the water cycle as a molecule of water based on a roll of the die and the subsequent events that happen based on the roll)
-Finish 'Water Cycle Station Activity'(students rotate every 10 minutes between stations: water cycle questions and definitions, water cycle cloze activity sheet, illustrating the water cycle processes, crossword puzzle/word search, and a precipitation lab activity)
Homework: Finish 'Water Cycle Station Activity' packet
Wednesday 1/7/09
Today in class:
-We will review 'Studying the Water Cycle' activity sheet on Thursday of Friday
-Water Cycle Station Activity (students rotate every 10 minutes between stations: water cycle questions and definitions, water cycle cloze activity sheet, illustrating the water cycle processes, crossword puzzle/word search, and a precipitation lab activity)
Homework: None (students will finish stations activity on Thursday)
Tuesday 1/6/09
Today in class:
-Clear out binders/notebooks of all 1st semester items (kept on file in classroom)
-'What does it represent?' (students view beaker display at front of room and attempt to figure out what it shows. 'The Water Cycle', as an introduction to our Hydrology unit)
-Discuss what students already know about the water cycle
-Brainstorm processes that can be added to the water cycle besides evaporation, condensation, and precipitation (such as runoff, transpiration, percolation/infiltration, groundwater, collection, etc.)
-Brainpop video clip "The Water Cycle"
-'Studying the Water Cycle' activity sheet
Homework: Finish 'Studying the Water Cycle' activity sheet to discuss tomorrow
-----------------------------------------------------
Past test and quiz study guides and other important dates:
Thursday 4/30/09 QUIZ --- All about seasons, moon, moon phases, and eclipses (constellations- maybe)
This notes page was given as a study guide:
----Seasonal Changes
*Earth rotates about its axis causing night and day
*Earth revolves around the Sun in an elliptical orbit
-Earth’s tilt causes the seasons during its revolution around the Sun
*Equinox – equal amounts of Sun in northern and southern hemispheres
*Solstice –sun rays strike Earth at its greatest distance from the equator (tilted more directly toward the sun)
----The Moon’s Phases
*The Moon revolves around Earth in about 28 days
*Full Moon – can see entire disk of Moon
*New Moon – cannot see any of the disk of the Moon
*Quarter Moon (1st quarter or ¼ moon; 3rd quarter or ¾ moon) – can see exactly half of the Moon’s disk
*Crescent – can see less than half of the Moon’s disk
*Gibbous – can see more than half of the Moon’s disk
*Waxing – visible part of the Moon getting bigger each day (illuminated part of the moon is on the right)
*Waning – visible part of the Moon getting smaller each day (illuminated part of moon is on the left)
----Eclipses
*Solar eclipse–moon casts shadow on earth blocking the sun from viewers on Earth (Sun–Moon–Earth)
*Lunar eclipse- earth casts shadow on moon blocking the moon (mostly) from viewers on Earth (Sun–Earth–Moon)
-Severe Weather Mini Project due Friday 4/3/09
-Meteorology Test date: Thursday 3/26/09
Meteorology Study Guide
**ATMOSPHERE
-Know atmospheric layers in order from surface
-What are the 2 most common gases in Earth’s atmosphere? What are their percentages?
-What other gases are in Earth’s atmosphere?
-Where is pressure the greatest?
-Which layer has the lowest temperatures?
-Which layer the highest temperatures?
-Where is the Ozone Layer located?
-Which 2 layers contain the ionosphere where the Aurora Borealis are seen?
-The __________________________________ causes winds and ocean surface currents to turn left, or counterclockwise, in the Southern Hemisphere and right,or clockwise, in the Northern Hemisphere which is called the Coriolis Effect?
**ENERGY TRANSFER
-What is heat energy?
-Be able to draw a picture showing heat transfer by radiation, conduction, convection
- Write the definition of the 3 types of heat transfer; that is, how heat energy moves:
Radiation-
Conduction-
Convection-
**AIR MOVEMENT + WIND
-The _______________ receives the most direct sunlight, or heat energy from the Sun.
-Radiation from the Sun heats up Earth’s surface and the air in our atmosphere.
-Warm air ____________because it is less dense.
-Cool air ____________ because it is denser.
-What is wind?
-Air ‘wants’ to move from areas of ________ pressure to areas of ________ pressure.
-What are global winds?
-What are local winds and how are they different than the prevailing global winds?
-Be able to label the global winds and their direction of movement on a diagram: trade winds, prevailing westerlies, polar easterlies, doldrums
-Be able to explain how sea breezes and land breezes happen.
-Land breezes blow from _________ to _________
-Sea breezes blow from _________ to _________
-Sea and land breezes happen because ___________ heats up and cools off faster than __________.
**CLOUDS
-Clouds are classified by their shape and height.
-List the basic shape and height of a cirrus, cumulus, and stratus cloud?
-Cloud prefixes added onto one of the 3 basic cloud shape names: cirro- means __________; alto- means __________; strato- means __________
-Clouds related to heavy rain/snow have _________ as a prefix or suffix.
-A cumulonimbus cloud would be ________________in shape and be expected to bring____________________ type of weather.
-A cirrostratus cloud would be ________________ in shape and ________ in the sky.
-Explain how do clouds form? (be sure to include details for condensation such as dew point, relative humidity, etc.
**Weather Instruments
-Know what each instrument measures and what it looks like: Anemometer, Wind Vane /Weather Vane, Barometer,
Psychrometer, Thermometer, Wind Sock
**GENERAL WEATHER
-What is humidity?
-What is relative humidity?
-What is dew point?
-Example: if the air temperature is 73F and the dew point is 65F, what has to happen for condensation to start occurring?
-What factors affect weather?
-What is an air mass?
-What is air pressure?
-High pressure should bring __________________ skies. (‘H’ for happy!)
-Low pressure should bring ___________________ skies. (‘L’ for lousy!)
-Why would a high pressure area or low pressure area as you described above cause that type of weather?
-What is an isotherm on a weather map?
-What is an isobar on a weather map?
-What is a front?
**FRONTS
-Know Map Symbol for cold front, warm front, stationary front, and occluded front
-Be able to describe/draw each front (what is happening to the cooler air mass and the warmer air mass?
-What might the weather be like at this type of front?
-Be able to read a weather map and forecast the weather that might occur for a specific place using the weather map information.
** Hydrology Test - Study Guide ** Friday 2/13/09
(Chapters 13 and 14 in textbook)
*Study Session Thursday February 12th at 7:45 a.m.
>Water Cycle:
-Be able to label the water cycle diagram
-Water Cycle Vocab: Evaporation, transpiration, condensation, runoff, Precipitation, infiltration
>Saltwater vs. Freshwater:
-71% of earth is covered in __________.
-Out of that, 97% of the earth’s water is too _________.
-That leaves 3% fresh water; but humans can’t use most of it because it is ____________.
-Salinity is _______________________________________.
-List the 5 main oceans (be able to identify them on a map):_________,_________,_________,_________,_________
>Ocean Floor:
-Label the parts of the ocean floor using these terms:
continental shelf, continental slope, continental rise, abyssal plain, trench, mid-ocean ridges, seamounts, volcanic island
-How do we map the ocean floor today?
>Ocean Life:
-Be able to label the ocean zones: intertidal, sublittoral, bathyal, abyssal, and hadal; neritic and oceanic
-Which life zones are easily penetrated by sunlight?
-Plants and animals must adapt to being exposed to the atmosphere for periods of time in the ______ zone.
-Which of the major zone contains the largest volume of water?
-Which two zones are always completely dark and have lots of water pressure?
-Plankton___________________ in the currents.(give example)
-Nekton ____________________ in the currents.(give example)
-Benthos live on the ________________ of the ocean.(give example)
>Currents
-What are currents?
-List three factors that influence currents: _______________,_______________, _______________
-What are surface currents?
-What factors can change the direction of surface currents?
-What is the Coriolis Effect?
-Which way do surface currents move in the Northern Hemisphere? (clockwise or counter-clockwise?) In the Southern Hemisphere?
-What is a longshore current?
-What are deep water, or density, currents:
-What factors effect the density of seawatrer?
-Upwelling brings ______________ water to the ____________.
-Water in an upwelling contains lots of ______________.
-Why does ocean water that is covered by ice increase in density? (Think about what happens to water molecules in polar regions)
-Why does evaporation of seawater increase the density of the water?
>Waves:
-Be able to label a diagram with the parts of a wave
-Describe the sequence of events that occur in order for a wave to break on shore (include info. about the top and bottom of the wave and why the crest eventually crashes down)
-What is the wave period, or frequency?
-The water doesn’t move forward in a wave, only the ________________.
-How do the water particles move when a wave passes?
>Tides:
-A tide is the _____________ & ____________ of water level in oceans.
-The difference in levels of ocean water at high tide and low tide is called the ____________ _____________.
Tides are caused by the ______________________ pull of the ________ & _________.
-The moon’s pull is strongest on the part of the Earth ___________ the Moon.
-The ocean on this part of the Earth “bulges” and so does the area on the opposite side of the Earth, causing ___________ tides in both of these locations.
-The areas in between the two bulges experience ______ tides.
-Describe the positions of the Earth, Sun, and Moon during spring tides and describe what high tides and low tides are like with spring tides
-Describe the positions of the Earth, Sun, and Moon during neap tides and describe what high tides and low tides are like with neap tides
-Due Friday, 1/30/09: Formal, typed lab report ("What Can You Learn From An Egg" lab)
Quiz Thursday 1/22/09 - Water Cycle, Saltwater vs. Freshwater, Amount of Water vs. Land
-Understand hydrology vocabulary terms
-Be able to label a water cycle diagram
-Be able to label a map with the 5 major oceans
-Know % of saltwater compared to fresh water on earth
-Know % of earth covered by land and % covered by water
-Review information on assignments #1,2,4,6,8,15
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