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First Day – 9/4/13
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  1. First Day – 9/4/13 Supplies: Planner, Pencil, Ruler & Science Notebook Independent: In your student planner find the date and record the topic (Notebook Setup) for the subject of science. Independent: Pick up a 3” by 5” index card at the front of the room, number the card 1-6 and write five things about you that most people don’t know. Lastly, explain how you would spend $10 million. Your responses are secret! Don’t tell anyone! These will be shared later so don’t share something that is too personal. On the back, write your first and last name, parents name and a contact phone number and/or email Independent: Pick up a piece of white paper to make a name tag. Fold it hotdog style and write your name on both sides in block or bubble letters. Independent: Follow and listen to instructions on how to set up a science notebook. Table of Contents (Date /Topic / Page) Daily Entries with underlined topic and pages numbered (Cornell Note Taking) Glossary/Formulas Independent: Record in your notebook - Science Summary (In 4-5 sentences explain what you learned or have questions about in science today.) Be sure to provide examples and details as you explain your reflection. This is also a great place to write down a question you might have about the science topic. Group: Share examples of science summaries.

  2. Notebook Setup – 9/5/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: In your student planner find the date and record the topic (Organization) for science. Independent: Learning Target I can organize my science notebook by always including dates of entries, topic of study, science starter (bell work), data table & graphs, glossary & formulas and reflection responses to lesson questions. Independent: Science Starter Make a list of five naturally occurring catastrophic events and a list of five human caused/made catastrophic events. Group: Collect, correct (science starter) & pass back notebooks. Independent: Record in your notebook - Science Summary (In 4-5 sentences explain what you learned or have questions about in science today.) Be sure to provide examples and details as you explain your reflection. This is also a great place to write down a question you might have about the science topic. Group: Share examples of science summaries.

  3. CE 1.1-1.2 Catastrophic Events -9/6/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook, Globe & Map Independent: student planner CE 1.1-1.2 Catastrophic Events (1 min.) Independent: Learning TargetI can provide examples of different scientists and the tools that they use to study catastrophic events. (4 min.) Independent: Record in your notebook - Science Starter Make a list of five naturally occurring catastrophic events. (3 min.) Independent: In your notebook create a catastrophic concept map. See example. Independent: On the map of Earth in your notebook use a pencil to mark locations of catastrophic events. Use an “H” for hurricanes, “T” for tornadoes, “V” for volcanoes and “E” for earthquakes. Group: Share your ideas from your own concept map and world map. Independent: Update your own concept map and world map in your notebook. Group: glossary. Catastrophic event, Hurricane, Tornado, Earthquake & Volcano Independent: Science Summary Group: Share examples of science summaries.

  4. CE 1.1-1.2 Catastrophic Events -9/9/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook, Globe & Map Independent: student planner CE 1.1-1.2 Catastrophic Events (1 min.) Independent: Learning TargetI can provide examples of different scientists and the tools that they use to study catastrophic events. (4 min.) Independent: Record in your notebook - Science Starter Make a list of three catastrophic events that may cause other catastrophic events. (3 min.) Independent: Finish Cornell style notes on the topic of C.E. subtopics. Where are they located? Why do they occur there? Independent: On the map of Earth in your notebook use a pencil to mark locations of catastrophic events. Use an “H” for hurricanes, “T” for tornadoes, “V” for volcanoes and “E” for earthquakes Group: Share world maps and update your world map in your notebook. Group: Read - How Scientists Study the Earth pg. 6 Group: Read – Views from Space pg. 8 Independent: Take Cornell notes on the above two reading articles in your notebook. Group: glossary. Catastrophic event, Hurricane, Tornado, Earthquake & Volcano Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  5. CE 2.1 Storms -9/10/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI can provide a list of examples of different tools that scientists use while studying catastrophic events. (4 min.) Independent: Record in your notebook - Science Starter Why do you think that it is important to study different catastrophic events? Explain. (3 min.) Group: Read - How Scientists Study the Earth pg. 6 Group: Read – Views from Space pg. 8 Independent: Take Cornell notes on the above two reading articles in your notebook. Independent: Take Cornell notes on the video: Understanding Weather Group: glossary. Catastrophic event, Hurricane, Tornado, Earthquake & Volcano Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  6. CE 2.1 Storms -9/11/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook & Vortex Model Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI understand and can provide an example of how storms are created and the harm or change they can do to Earth’s surface and atmosphere. (3 min.) Independent: Science Starter What is density? Order the following liquids based upon density: water, air, oil & helium. Least to greatest. (3 min.) Independent: Read – Introduction & Getting Started pgs. 12-14 Group: Follow Procedures as a class pgs. 14-15 Independent: Answer Reflection Questions 1-2 pg. 15 Independent: Take Cornell notes on the video: Understanding Weather Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, Vortex Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  7. CE 2.1 Storms -9/12/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI understand and can provide an example of how storms are created and the harm or change they can do to Earth’s surface and atmosphere. (3 min.) Independent: Science Starter Draw a small picture of a hurricane vortex. Label your drawing with warm air & cold air. Show direction with arrows and explain your model with the word “dense” or “density”. (3 min.) Independent: Read – Introduction & Getting Started pgs. 12-14 Group: Follow Procedures as a class pgs. 14-15 Independent: Answer Reflection Questions 1-2 pg. 15 (10 min.) Independent: Take Cornell notes on the video: Understanding Weather Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, Vortex Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  8. CE 2.1 Storms -9/13/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI understand and can explain the differences between tornadoes and hurricanes. (3 min.) Independent: Science Starter Where else might a vortex occur besides a hurricane or tornado? Using words and/or pictures provide 3 examples. (i.e. flushing toilet) (3 min.) Independent: Answer Reflection Questions 1-2 pg. 15 (10 min.) Finish Discussion Independent: Take Cornell notes on the video: Understanding Weather Independent: Read – What is a Vortex? Pg. 18 Group: Read & Take Notes “That’s a Fact” pg. 20 Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, Vortex Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  9. In the Doghouse - 9/16/13 Supplies: Planner, Pencil Independent: student planner In the Doghouse (1 min.) Independent: After teacher instruction, work on the pre-assessment “In the Doghouse” Independent: You have the entire class period. Independent: If you finish you may read a book or work on something quietly. No Talking! Group: Collect “In the Doghouse” end of period. Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  10. CE 2.1 Storms - 9/17/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI understand the parts that make up the scientific process. (3 min.) Independent: Science Starter What is the scientific process? Make a list of the parts that make up the scientific process. (3 min.) Independent: Using a grading rubric & teacher instruction , score “In the Doghouse” with a red pen. Group: Review “Understanding Weather” video notes. Independent: Read – What is a Vortex? Pg. 18 Group: Read & Take (Cornell) Notes “That’s a Fact” pg. 20 Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, Vortex Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  11. CE 2.1 Storms - 9/18/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI understand the similarities and differences between thunderstorms, tornadoes & hurricanes. (3 min.) Independent: Science Starter CE Target Practice 1 (Quiz) pencil only & no use of science notebook. Thank you. Group: Use a grading rubric, class discussion & teacher instruction to correct target practice. Red pen only for correcting Group: Review “Understanding Weather” video notes. Independent: Read – What is a Vortex? Pg. 18 Group: Read & Take (Cornell) Notes “That’s a Fact” pg. 20 Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, Vortex Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  12. CE 2.1 Storms - 9/19/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.) Independent: Learning TargetI understand the similarities and differences between thunderstorms, tornadoes & hurricanes. (3 min.) Independent: Science Starter Pick up a red pen (Mr. J’s table) In your notebook go through and mark an “S” next to each science starters, a “T” next to each learning target and a “X” next to each science summaries. Independent: On your purple notebook score sheet record your totals for each part of your notebook. So far you should have 8 science starters, 9 learning targets & 10 science summaries. Independent: Read – What is a Vortex? Pg. 18 – Take Cornell Notes Group: Read & Take (Cornell) Notes “That’s a Fact” pg. 20 Group: Share “That’s a Fact” notes with the class. Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, Vortex Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  13. CE 3.1 Heating Earth’s Surfaces - 9/20/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook & Lab Equipment Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.) Independent: Learning TargetI understand that different surfaces on Earth absorb and retain heat differently. (3 min.) Independent: Science Starter Copy down the following data table on the next upcoming slide. Group: Read – Introduction, Getting Started & Procedures pgs. 26-30 Independent: Use the scientific method as you conduct this experiment. Group: glossary. Atmosphere, radiation, climate, conduction, convection, gas, ocean, weather, thermal energy Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  14. Data – CE 3.1 Heating Earth’s Surfaces Heating: Cooling:

  15. CE 3.1 Heating Earth’s Surfaces Question: How do different surfaces of Earth absorb the sun’s thermal energy? Hypothesis: If… then… because… Materials: • Notebook & Pencil • 2 Glass Beakers • 2 Thermometers • Heat Lamp • Stop watch • 200 ml soil & water

  16. CE 3.1 Heating Earth’s Surfaces Procedures: 1. Gather materials • Identify variables Graph: Conclusion: My hypothesis was…

  17. CE 3.1 Heating Earth’s Surfaces - 9/25/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook & Lab Equipment Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.) Independent: Learning TargetI understand that different surfaces on Earth absorb and retain heat differently. (3 min.) Independent: Science Starter Why does Earth have seasons? Use pictures and words to describe this phenomenon. Group: Review any unfinished reading in the book. Group: Make a graph showing the data from your lab Heating & Cooling Earth’s surfaces. Group: glossary. Atmosphere, radiation, climate, conduction, convection, gas, ocean, weather, thermal energy Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  18. CE 3.1 Heating Earth’s Surfaces - 9/26/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.) Independent: Learning TargetI understand that different surfaces on Earth absorb and retain heat differently. (3 min.) Independent: Science Starter Who is Joseph Henry and what is he known for? Why are weather predictions important? Group: Discuss Heating & Cooling lab data. Group: Answer reflection questions 1.A-E pg. 30 Group: Make a graph showing the data from your lab Heating & Cooling Earth’s surfaces. Group: Where do variable go on a graph? What type of graph should be made? Group: glossary. Atmosphere, radiation, climate, conduction, convection, gas, ocean, weather, thermal energy Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  19. CE 3.1 Heating Earth’s Surfaces - 9/27/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.) Independent: Learning TargetI understand that different surfaces on Earth absorb and retain heat differently. (3 min.) Independent: Science Starter What are the three variables in an experiment? Explain each type of variable and what it does in the experiment. Group: Discuss Heating & Cooling lab data. Group: Answer reflection questions 1.A-E pg. 30 Group: Make a graph showing the data from your lab Heating & Cooling Earth’s surfaces. Group: Individually and as a class finish the scientific method for the Heating & Cooling Earth’s Surfaces lab. Group: glossary. Atmosphere, radiation, climate, conduction, convection, gas, ocean, weather, thermal energy Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  20. CE 3.1 Heating Earth’s Surfaces - 9/30/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.) Independent: Learning TargetI understand that different surfaces on Earth absorb and retain heat differently. (3 min.) Independent: Science Starter What things contribute to all storms? Independent: Finish conclusion for the Heating & Cooling of Earth’s Surface lab. Group: Answer reflection questions 1.A-E pg. 30 Group: As a class discuss reflection questions Group: Watch video of salt mine & tornado train Group: glossary. Update glossary Atmosphere, radiation, climate, conduction, convection, gas, ocean, weather, thermal energy Independent: Science Summary (4-5 Sentences) Group: Share examples of science summaries.

  21. CE 4.1 Temperature of Air – 10/1/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.1 Temperature of Air (1 min.) Independent: Learning TargetI understand and can demonstrate how changing the surface temperature changes the air above it. (3 min.) Independent: Science Starter Look at the picture on pg. 31 in your book. What surfaces reflect and absorb the sun’s radiation? Explain your examples. Group: Update table of contents in your notebook & read introduction pg. 42 Group: Read, follow & listen to teacher instructions for CE 4.1 book procedures pgs. 44-45 Group: Work together as a group to collect data for CE 4.1 lab. Independent: Finish the components of the scientific process with this lab. Independent: Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  22. CE 4.1 Temperature of Air – 10/2/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.1 Temperature of Air (1 min.) Independent: Learning TargetI understand and can demonstrate how changing the surface temperature changes the air above it. (3 min.) Independent: Science Starter Target Practice 3. No notebooks for reference! Group: Share your data and findings from CE 4.1 lab Individual: Finish completing the rest of the scientific process. (Materials, Procedures (variables) and Conclusion) Group: Answer 4.1 reflection questions 1.A-D & 2. pg. 45 Independent: Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  23. CE 4.1 Temperature of Air – 10/3/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.1 Temperature of Air (1 min.) Independent: Learning TargetI understand and can demonstrate how changing the surface temperature changes the air above it. (3 min.) Independent: Science Starter What is Earth’s atmosphere? What are the components that make up Earth’s atmosphere? Look on CE pg. 36 for a reference. Group: Share your data and findings from CE 4.1 lab Individual: Finish completing the rest of the scientific process. (Materials, Procedures (variables) and Conclusion) Group: Answer 4.1 reflection questions 1.A-D & 2. pg. 45 Independent: Update glossary…Update glossary… Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  24. CE 4.2 How Warm Air & Cool Air Move– 10/4/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.2 How Warm Air & Cool Air Move (1 min.) Independent: Learning TargetI understand and can demonstrate how warm air and cool air move. (3 min.) Independent: Science Starter Why does some air sink and some air rise? Use pictures and/or words to describe your answer. Group: Discuss the question & write a hypothesis for CE 4.2 lab. Group: Read procedures and listen to teacher instructions for CE 4.2 lab. Group: Work together to complete lab & take observations of lab. Independent: Finish making the rest of the scientific process for this lab. Independent: Finish completing the rest of the scientific process. (Materials, Procedures (variables) and Conclusion) Group: Answer 4.2 reflection questions 1.A-E, 2, 3, 4 & 5 pg. 48 Independent: Update glossary…Update glossary… Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  25. CE 4.2 How Warm Air & Cool Air Move– 10/7/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.2 How Warm Air & Cool Air Move (1 min.) Independent: Learning TargetI understand and can demonstrate how warm air and cool air move. (3 min.) Independent: Science Starter Use your own ruler or use one in the kits to measure the following using centimeters: A. Diameter of plastic container, B. height of plastic container, C. diameter of convection tube & D. length of convection tube. Independent: Finish making the rest of the scientific process for this lab. Independent: Finish completing the rest of the scientific process. (Materials, Procedures (variables) and Conclusion) Group: Work together toAnswer 4.2 reflection questions 1.A-E, 2, 3, 4 & 5 pg. 48 Independent: Update glossary…Update glossary… Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  26. CE 4.2 How Warm Air & Cool Air Move– 10/8/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.2 How Warm Air & Cool Air Move (1 min.) Independent: Learning TargetI understand and can demonstrate how warm air and cool air move. (3 min.) Independent: Science Starter Update your glossary radiation, climate, conduction, convection, gas, ocean, weather, thermal energy, hurricane, thunderstorm, tornado, vortex, catastrophic event, earthquake, volcano, heat, temperature, stable air mass, unstable air mass, atmosphere, sun Group: Work together toAnswer 4.2 reflection questions 1.A-E, 2, 3, 4 & 5 pg. 48 Group: Read – Air Masses & What’s the Forecast pgs. 49-53 Group: Set up for tomorrow – Lesson 5 Convection Currents in the Air pg. 54 Independent: Update glossary…Update glossary… Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  27. CE 5.1 Colliding Air Masses– 10/9/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.) Independent: Learning TargetI understand what an air mass is and what happens when different air masses collide. (3 min.) Independent: Science Starter Finish copying down 5.1 observation table and begin writing hypothesis. Group: Set up Lesson 5 Convection Currents in the Air pg. 54 Independent: Draw convection tubes of observations of each experiment. Independent: Finish scientific process for lesson CE 5.1 Independent: Update glossary…Update glossary… Update glossary heat, temperature, stable air mass, unstable air mass, gas, atmosphere, sun, ocean Independent: Science Summary (4-5 Sentences)

  28. CE 5.1 Colliding Air Masses– 10/10/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.) Independent: Learning TargetI understand what an air mass is and what happens when different air masses collide. (3 min.) Independent: Science Starter CE 4 Target Practice (This is from Lesson 4.) Independent: Draw convection tubes of observations of each experiment. Independent: Finish scientific process for lesson CE 5.1 Independent: 5.1 Reflection Questions 1. A-C Group: Read & Take Cornell Notes – Why Does the Wind Blow?, Weather Fronts & Trouble in Tornado Independent: Update glossary…Update glossary… Update glossary air mass, stable & unstable air mass, weather front & convection current Independent: Science Summary (4-5 Sentences)

  29. CE 5.1 Colliding Air Masses– 10/11/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.) Independent: Learning TargetI understand what an air mass is and what happens when different air masses collide. (3 min.) Independent: Science Starter Notebook Check 9/19/13 – 10/10/13 (Begin scoring.) Independent: Finish scientific process for lesson CE 5.1 (materials list & procedures) Independent: 5.1 Reflection Questions pg. 58, 1. A-C (only these three questions!) Group: Read & Take Cornell Notes – Why Does the Wind Blow?, Weather Fronts & Trouble in Tornado Alley Independent: Update glossary…Update glossary… Update glossary air mass, stable & unstable air mass, weather front & convection current Independent: Science Summary (4-5 Sentences)

  30. CE 5.1 Colliding Air Masses– 10/14/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? Independent: Learning TargetI understand what an air mass is and what happens when different air masses collide. (3 min.) Independent: Science Starter Finish these sentences to make them accurate and complete. • Cold air __________ because it is more __________. • Warm air __________ because it is less __________. • When warmer air rises and cooler air sinks causing thermal energy to be transferred this is known as a __________ current. Group: Share scientific process for lesson CE 5.1 (materials list & procedures) Group: Share5.1 Reflection Questions pg. 58, 1. A-C Group: Together as a classread & take Cornell notes – Why Does the Wind Blow?, Weather Fronts & Trouble in Tornado Alley Independent: Update glossary…Update glossary… Update glossary air mass, stable & unstable air mass, weather front & convection current Independent: Science Summary (4-5 Sentences)

  31. CE 5.1 Colliding Air Masses– 10/15/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning TargetI understand convection and when different air masses collide it creates wind and spiraling storms. (3 min.) Independent: Science Starter Finish these sentences to make them accurate and complete. A. __________ breezes happen usually at night when the water is warmer than land. B. __________ breezes happen when the land warms faster than water usually during the day. C. __________ are convection currents between Earth’s equator and poles. D. __________ are narrow tubes of air in the upper troposphere. Group: Read & take Cornell notes - Weather Fronts pg. 63 & Trouble in Tornado Alley pg. 64 Group: Computer simulations demonstrations Group:Independent: Update glossary…Update glossary… Update glossary air mass, stable & unstable air mass, weather front & convection current Independent: Science Summary (4-5 Sentences)

  32. CE 6.1 Evaporation & Condensation – 10/16/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6.1 Evaporation & Condensation (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand and can demonstrate why water condenses and evaporates. Independent: Science Starter Fill in the blank to make them accurate and complete. • __________ Cool air pushes into a warm air. • __________ Warm air pushes into cold air. • __________ Both air masses move toward each other. • __________ Cool & cold air masses meet and warm air is trapped between. Group: Read introduction & getting started pg. 68 Group: Answer & follow teacher and book procedures for lessons CE 6.1 for lab Group:Independent: Update glossary…Update glossary… Update glossary air pressure, cloud, evaporation, condensation, vapor, precipitation, melting, freezing, sublimation, transpiration, ground water, water table & water cycle Independent: Science Summary (4-5 Sentences)

  33. CE 6.2 Air Pressure On Cloud Formation– 10/17/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6.2 Air Pressure on Cloud Formation(1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand and can demonstrate how air pressure influences weather & cloud formation. Independent: Science Starter Make a list without looking in the book on page 68 of the ingredients that are needed to make a cloud. Group: Finish scientific process for 6.1 & answer reflection questions 1,2 &3 on pg. 71 Independent: Draw the Water Cycle and States of Matter diagram. Pg. 72 Group: Follow & answer teacher and book procedures for CE 6.2 Cloud Formation pg. 73 Group:Independent: Update glossary…Update glossary… Update glossary air pressure, cloud, evaporation, condensation, vapor, precipitation, melting, freezing, sublimation, transpiration, ground water, water table & water cycle Independent: Science Summary (4-5 Sentences)

  34. CE 6.3 Weather Maps – 10/18/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6.3 Weather Maps (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand and can explain the symbols & components that make up a weather map. Independent: Science Starter Fill in the blanks to make the following true. • __________ is associated with cloud formation on a weather map. • __________ is associated with clear skies on a weather map. • Black lines with half circles or triangles on a weather map indicate __________. Group: Finish scientific process for 6.1 & 6.2 answer reflection (6.1 1.A-C, pg. 71), (6.2 1. A-D, pg. 74) & (6.3 1. A-F, pg. 75) Independent: Draw the Water Cycle and States of Matter diagram. Pg. 72 Group: Read & take Cornell Notes – The Truth About Air pg. 76 Group:Independent: Update glossary…Update glossary… Update glossary air pressure, cloud, evaporation, condensation, vapor, precipitation, melting, freezing, sublimation, transpiration, ground water, water table & water cycle Independent: Science Summary (4-5 Sentences)

  35. CE 6 Temperature, Pressure & Cloud Formation 10/21/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6 Temperature, Pressure & Cloud Formation (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand, can draw and explain the Earth’s water cycle. I can also draw and explain the states of matter of water and how it relates to Earth’s water cycle. Independent: Science Starter Fill in the blanks to make the following true. • __________creates more condensation & evaporation. • __________ particles are needed so that water can __________. • __________ pressure is usually associated with __________. Group: Draw the Water Cycle and States of Matter diagram. Pg. 72 Group: Read & take Cornell Notes – The Truth About Air pg. 76 Group: Meteorologist Video & Take Cornell Notes Group:Independent: Update glossary…Update glossary… Update glossary air pressure, cloud, evaporation, condensation, vapor, precipitation, melting, freezing, sublimation, transpiration, ground water, water table & water cycle Independent: Science Summary (4-5 Sentences)

  36. CE 7.1 Effect of Temperature on Ocean Currents - 10/22/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.1 Effect of Temperature on Ocean Currents (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand, can draw and explain why temperature effects the currents in oceans. Independent: Science Starter Please answer each question. • Where do hurricanes form on Earth? Why? • What are meteorologist measuring when they enter the eye of a hurricane? Group: Set up scientific investigation for Ocean Currents and Heating of Earth pg. 80 Group: Read & take Cornell Notes – The Truth About Air pg. 76 Group:Independent: Update glossary…Update glossary… Update glossary convection, current, upwelling, potassium permanganate, surface currents, El Nino, La Nina Independent: Science Summary (4-5 Sentences)

  37. CE 7.1 Effect of Temperature on Ocean Currents - 10/23/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.1 Effect of Temperature on Ocean Currents (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand, can draw and explain why temperature effects the currents in oceans. Independent: Science Starter Finish writing your procedures & conclusion for yesterdays labs on heating the globe and ocean currents. Group: Set up scientific investigation for the Effect of Temperature on Ocean Currents pg. 83 Group: Read & take Cornell Notes – The Truth About Air pg. 76 Group:Independent: Update glossary…Update glossary… Update glossary convection, current, upwelling, potassium permanganate, surface currents, El Nino, La Nina Independent: Science Summary (4-5 Sentences)

  38. CE 7.2 Investigating Surface Currents - 10/28/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.2 Investigating Surface Currents (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE? Independent: Learning Target I understand and can explain how the ocean and surface currents influence weather. Independent: Science Starter Finish writing your procedures & conclusion from last weeks labs on Effects of Temperature on Ocean Currents. Group: Set up scientific investigation for the Investigating Surface Currents pg. 88 Group: Read & take Cornell Notes – The Truth About Air pg. 76 Independent: Answer Reflection Questions 1. A-C & 2. A-C pg. 91 Independent: Read & Cornell Notes – El Nino Stirs up the World’s Weather pg. 92 Group:Independent: Update glossary…Update glossary… Update glossary convection, current, upwelling, potassium permanganate, surface currents, El Nino, La Nina Independent: Science Summary (4-5 Sentences)

  39. CE 7.2 Investigating Surface Currents - 10/29/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.2 Investigating Surface Currents (1 min.) Catastrophic Storms Unit Test Thursday, October 31 Independent: Learning Target I understand and can explain what causes ocean currents. Independent: Science Starter Target Practice 7 Group: Correct T.P. 7 with a red pen and turn in to the teacher. Independent: Answer Reflection Questions 1. A-C & 2. A & C pg. 91 Independent: Read & Cornell Notes – El Nino Stirs up the World’s Weather pg. 92 Group: Read & take Cornell Notes – The Truth About Air pg. 76 Group:Independent: Update glossary…Update glossary… Update glossary convection, current, upwelling, potassium permanganate, surface currents, El Nino, La Nina Independent: Science Summary (4-5 Sentences)

  40. CE 8 Storms Review - 10/30/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 8 Storms Review (1 min.) Catastrophic Storms Unit Test Thursday, October 31 Independent: Learning Target I understand and can explain what causes weather and storms. Independent: Science Starter Update glossary & read El Nino Stirs Up the World’s Weather pg.92 • Science • Catastrophic event • Weather • Climate • Thunderstorm • Hurricane • Tornado • Volcano • Earthquake • Vortex • Meteorologist • Atmosphere • Air • Air pressure • Cloud • Vapor • Precipitation • Evaporation • Condensation • Transpiration • Hydrosphere • Radiation • Conduction • Convection • States of matter (gas, liquid, solid) • Mass • Matter • Weight • Volume • Air masses • Stable air mass • Unstable air mass • Convection current • Weather front • Temperature • Heat • Sun • Ocean • Land • Current • Upwelling Group: Weather Jeopardy Independent: Science Summary (4-5 Sentences)

  41. CE 1.1 – CE 8 Unit Test - 10/31/13 • Need additional paper for the short answer questions? Have some available and staple to your test. • If you finish the test early please have something else to work on like a book to read. • Have you looked over your responses? • Don’t you have to be here anyway? Why not double check your answers. Where else do you have to be? Do well! • What grade will you earn? • If you’ve read all of this and want to use your notebook as a reference then feel free. I would! Happy Halloween!

  42. THE BODY SNATCHERS- 11/1/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner THE BODY SNATCHERS (1 min.) Did you miss the Catastrophic Storms Unit Test Thursday, October 31? See me! Independent: Learning Target I understand what parasites are and I can provide an example of a parasite and where it lives. Independent: Science Starter Brief Class Discussion • This video is about parasites that feed off of other living things. • The purpose of this video is to educate students about the microscopic world of parasitic organisms. Independent: Science Summary (4-5 Sentences)

  43. CE 10.1 Thinking About Earthquakes - 11/4/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 10.1 Thinking About Earthquakes (1 min.) Did you miss the Catastrophic Storms Unit Test Thursday, October 31? See me! Independent: Learning Target I understand what an earthquake is and where some occur. Independent: Science Starter Where are earthquakes likely to occur? Provide an example of an earthquake location. Group: Introduction & Getting Started (CE Concept Map) pgs. 114-115 Group:Answer Procedure questions 1.A-E, 2, 3, 4, 5 & 6 Group: Video on earthquakes. Independent: CE 10.1 Reflection Questions 1, 2. A-D, 3 & 4 pg. 117 Independent: Read – Myths About Earthquakes pgs. 118-119 Independent: Update glossary…New words… Update glossary constructive, destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology Independent: Science Summary (4-5 Sentences)

  44. CE 11.1 Testing the Motion of Waves - 11/5/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.1 Testing the Motion of Waves (1 min.) Yes! The end of 1st quarter! The beginning of 2nd quarter! Fresh start for all! Independent: Learning Target I know that there are different types of earthquake waves and I know the characteristics of each type of wave. Independent: Science Starter What is an earthquake? What causes an earthquake? What are the destructive affects of an earthquake? What are the positive affects of an earthquake? Group: Introduction & Getting Started pgs. 120-121 Group:Answer & Follow Procedures 1-22 pgs. 122-126 Independent: Use scientific process for this lab Independent: Answer reflection questions 1.A-C & 2.A&B pg.127 Independent: Read – Myths About Earthquakes pgs. 118-119 Independent: Update glossary…New words… Update glossary constructive, destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction Independent: Science Summary (4-5 Sentences)

  45. CE 11.1 Testing the Motion of Waves - 11/6/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.1 Testing the Motion of Waves (1 min.) Yes! The end of 1st quarter! The beginning of 2nd quarter! Fresh start for all! Independent: Learning Target I know that there are different types of earthquake waves and I know the characteristics of each type of wave. Independent: Science Starter What is the difference between a P-wave and an S-wave? List two characteristics. Independent: Use scientific process for this lab Independent: Answer reflection questions 1.A-C & 2.A&B pg.127 Discuss as a Class Independent: Read – Myths About Earthquakes pgs. 118-119 Independent: Update glossary…New words… Update glossary constructive, destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction Independent: Science Summary (4-5 Sentences)

  46. CE 11.2 Designing & Building an Earthquake Resistant House - 11/7/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.2 Designing & Building an Earthquake Resistant House (1 min.) Yes! The end of 1st quarter! The beginning of 2nd quarter! Fresh start for all! Independent: Learning Target I know that there are different types of material that make up Earth’s crust and offer better resistance to earthquakes. Independent: Science Starter11.1 Reflection Questions 1.A-C & 2.A&B pg.127 Group: Read Designing Earthquake Resistant Buildings pgs.130-133 Group: In your group share each of your plans to create one group plan/structure. Group: Answer Procedure 7 Questions before you build A-D pg.129 Independent: Answer Procedure 8 Questions & Evaluate your design A-E pg.129 Independent: Read – Myths About Earthquakes pgs. 118-119 Independent: Update glossary…New words… Update glossary constructive, destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction Independent: Science Summary (4-5 Sentences)

  47. CE 11.2 Designing & Building an Earthquake Resistant House - 11/8/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.2 Designing & Building an Earthquake Resistant House (1 min.) It’s a new quarter! Did you know that you have an A in class? What will you do to maintain that A? Independent: Learning Target I know that there are different types of material that make up Earth’s crust and offer better resistance to earthquakes. Group: Science StarterShare your building plan & get ready to build! What is Veterans Day? Why is it celebrated? Let’s find out! http://www.history.com/topics/history-of-veterans-day/videos#bet-you-didnt-know-veterans-day Group: Answer Procedure 7 Questions before you build A-D pg.129 Independent: Answer Procedure 8 Questions & Evaluate your design A-E pg.129 Independent: Update glossary…New words… Update glossary constructive, destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction Independent: Science Summary (4-5 Sentences)

  48. CE 12.1 Recording Vibrations - 11/12/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.1 Recording Vibrations (1 min.) Did you know that you have an A in class? What will you do to maintain that A? Independent: Learning Target I understand and can demonstrate how seismographs are used to record Earth’s vibrations. Group: Science StarterWhat Earth material is the best to build on to resist damage to surface structures? Where would be the safest location on land in the event of an earthquake? Group: Read Introduction & Getting Started pgs. 134-135 Group: Answer and follow all procedures from teacher and book. (Remember: Direction, Distance & Force) Independent: Answer Reflection Questions 1.A-C & 2.A-D pg. 141 Independent: Update glossary…New words… Update glossary lithosphere, aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram Independent: Science Summary (4-5 Sentences)

  49. CE 12.2 Reading a Seismogram - 11/13/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.2 Reading a Seismogram (1 min.) Did you know that you have an A in class? What will you do to maintain that A? Independent: Learning Target I understand and can identify different marks and parts that make up a seismogram. Group: Science StarterWhy is it important for scientist to record earthquake vibrations? If you were to see p-waves on a seismogram how might they be different than s-waves? Group: 1964Alaska video segment Group: Answer and follow all procedures from teacher and book. Pgs.142-144 Your group will be starting at procedure 4 Independent: Answer Reflection Questions 1.A-C & 2.A&B pg. 145 Independent: Update glossary…New words… Update glossary lithosphere, aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram Independent: Science Summary (4-5 Sentences)

  50. CE 12.2 Reading a Seismogram - 11/14/13 Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.2 Reading a Seismogram (1 min.) Did you know that you have an A in class? What will you do to maintain that A? Independent: Learning Target I understand and can identify different marks and parts that make up a seismogram. Group: Science StarterCE Target Practice 10 Group: Answer and follow all procedures from teacher and book. Pgs.142-144 Your group will be starting at procedure 4 Independent: Answer Reflection Questions 1.A-C & 2.A&B pg. 145 Independent: Update glossary…New words… Update glossary lithosphere, aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram, amplitude, trough, crest, compression wave, rarefaction wave, frequency, hertz Independent: Science Summary (4-5 Sentences)