Fall+2012

Course Wrap Up Earth Science Greatest Discoveries will Bill Nye or Free time to get caught up on any last minute assignments
 * Jan 29****, Tuesday**

7th: Course Wrap Up
 * Jan 25****, Friday (Period 4 Double Exam, No 3rd)**

4th: Final Exam Review Puzzle #2 7th: Universe "SuperNovae"
 * Jan 24****, Thursday (Double 8th, No 9th)**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

7th: Universe "Most Dangerous Places"
 * Jan 23****, Wednesday (Double 3rd, No 4th)**

4th Period: Final Exam Review Part 2
 * Jan 22****, Tuesday**
 * 7th Period Final Exam Part 2**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

4th Period: Final Exam Review Part 1
 * Jan 21****, Monday**
 * 7th Period Final Exam Part 1**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

7th Period: Final Exam Review Part 2 4th Period:
 * January 18****, Friday**
 * Please begin by taking [|this] online survey to help out AP Environmental Students
 * Create and email me a Wordle for either Earth & Space Science OR for 1 Major Course Unit we studied:
 * 1) Go [|here]
 * 2) Click "Create" or "Create Your Own"
 * 3) Add all of the vocab, big ideas, short phrases, and any other important items in the field reading: "Paste in a bunch of text:"
 * 4) Edit the Font, Color, Layout, etc. to make the Wordle as visually appealing as possible
 * 5) Take a snapshot, screen capture, etc. of the completed Wordle and send it to me via email. (mchughc@nasdschools.org) ***Note: on a Mac you can easily take a snapshot by clicking "Shift + Command + 4" and then clicking and dragging across the region you want. The snapshot will automatically be saved on your desktop.**
 * Final Exam Period 7 (Mon 1/21 & 1/22) Period 4 Double (Fri 1/25).**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**
 * End of 2nd Marking Period Mon. 1/28**

7th Period: Final Exam Review Part 1 4th Period: Course Summary: "Big Ideas in Geoscience" video (question sheets collected for credit)
 * January 17****, Thursday**
 * Final Exam Period 7 (Mon 1/21 & 1/22) Period 4 Double (Fri 1/25).**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**
 * End of 2nd Marking Period Mon. 1/28**

7th Period: Course Summary: "Big Ideas in Geoscience" video (question sheets collected for credit)
 * January 16****, Wednesday**
 * Final Exam Period 7 (Mon 1/21 & 1/22) Period 4 Double (Fri 1/25)**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

Began work on Final Exam Extra Credit Review Puzzle (due on the day of the final exam)
 * January 15****, Tuesday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

4th: Earth Bio Atmosphere 7th: Finish How the Earth was Made
 * January 14****, Monday (Double 4th and Regular 7th Period)**

How the Earth was Made
 * January 11****, Friday (Regular 7th, no 4th Period)**

Return and cover Astronomy Unit Test Return all unit tests. **STUDY THESE FOR FINAL EXAM!** Finish viewing Universe: Space Travel
 * January 10****, Thursday**
 * View Sagan on [|4th Dimension]** **(a [|better explanation]?)**


 * January 9****, Wednesday**
 * Test Make Ups** / Began Viewing Universe: Space Travel
 * End of 2nd Marking Period Mon. 1/28**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.


 * January 8****, Tuesday**
 * Astronomy Unit Test Today!**
 * Bonus Puzzle afterward**
 * End of 2nd Marking Period Mon. 1/28**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

CPS Review of Astronomy Unit
 * January 7****, Monday**
 * Astronomy Unit Test Tomorrow**
 * End of 2nd Marking Period Mon. 1/28**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Checked and covered Astronomy Unit Study Guide Began work on Astronomy Unit Extra Credit Review Puzzle (due Tuesday)
 * January 4****, Friday**
 * Astronomy Unit Test Tuesday 1/8**

Covered remaining of CH 31 Notes
 * January 3****, Thursday**
 * [|Details]
 * [[file:nahsearthscience/ES Chapter 31 08-09.ppt|Download]]
 * 11 MB

Students began Astronomy Unit Study Guide
 * Astronomy Unit Test Tuesday 1/8**
 * Homework:** Finish Unit Study Guide for tomorrow

Continued CH 31 Notes
 * January 2****, Wednesday**
 * [|Details]
 * [[file:nahsearthscience/ES Chapter 31 08-09.ppt|Download]]
 * 11 MB

Viewed Universe: Milky Way (Question sheet collected for credit)
 * Dec 21****, Friday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished "Life and Death of a Star" and collected question sheets for credit. (10:00) Covered first part of CH 31 Notes (Slides 1-15)
 * Dec 20****, Thursday**
 * [|Details]
 * [[file:nahsearthscience/ES Chapter 31 08-09.ppt|Download]]
 * 11 MB


 * Homework:** Online discussion response "Stellar Life Cycles" **(due tomorrow)**

Viewed Universe: Life and Death of a Star (Question sheet collected for credit)
 * Dec 19****, Wednesday (SWPBS mtg. 4th period)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.


 * Next Time, insert Universe: "Supernovae" around this point. Also[| this].**

Covered [|CH 30 Notes] 61 - end Viewed accompanying video clip: Death of a Star
 * Dec 18****, Tuesday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Students finished work on the [|H-R Diagram Gizmo]**.** If you finish early, respond to the online discussion topic for this week.
 * Dec 17, Monday**
 * Progress Reports coming soon; use class time to get/stay caught up on assignments!**
 * Homework:**Finish the gizmo if not done in class. Online discussion response "[|Stellar Life Cycles]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Doppler Effect [|Vid. Clip] (2:00) Briefly finish [|CH 30 Notes] thru slide 56 Began work on the [|H-R Diagram Gizmo]
 * Dec 14, Friday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Check and cover homework Covered [|CH 30 Notes] 33 - 56 w/ Doppler Effect [|Vid. Clip] (2:00)
 * Dec 13****, Thursday**
 * Announcement:** I've updated the "Extra Credit" page on our class website. I think you'll find any of these bonus opportunities a fun and rewarding opportunity.
 * Homework: O**nline discussion response "[|Solar System Formation]" **(due tomorrow!)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed: Planets and[| Stars to Scale] (2:30) and the observable universe (Beyond the Big Bang 4:40 - 7:50) Viewed [|Prezi] on "Solar System Scale Model" by McHugh When you get a chance, check out the "Solar System to Scale" banner hanging above the laptop cart Begin homework sheet, Finish [|Scale of the Universe Quiz] from Tuesday, and/or respond to the online discussion for this week.
 * Dec 12****, Wednesday**
 * Homework:** [|29.4 Study Guide]
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Cosmic Voyage DVD (Question Sheets Collected for Credit)
 * Dec 11****, Tuesday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Students completed the [|Scale of the Universe Quiz] *Note: this is the only class period reserved for this activity. Please remember to click "submit" or your answers will not be sent
 * Dec 10, Monday**
 * Homework: O**nline discussion response "[|Solar System Formation]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed The Universe: "End of the Earth" (20:00 first half) Worked to finish the Celestia activity, respond to online discussion, etc.
 * Dec 7, Friday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished [|CH 29 Notes]
 * Dec 6, Thursday**
 * Homework:** Complete online discussion response "Human Impact" **(due tomorrow)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.

Students finished work on the [|Celestia part 1] activity. ***Please note:** this is the only remaining class time reserved for this activity. (here is the [|answer sheet] to use). Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets.
 * Dec 5, Wednesday**
 * Celestia Part 1 due Friday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.


 * Next Time, insert Universe: "Nebulae" around this point**

Checked and covered homework Viewed vid. on Eagle Nebula (2:00) and other Short vid. on Nebulae Introduced and began work on Scale of the Universe: [|Celestia part 1] (here is the [|answer sheet] to use).
 * Dec 4, Tuesday**
 * 1) How to open Celestia
 * 2) Follow the printed guide and answer questions on answer sheet
 * 3) Purpose: To teach the scale (sizes and distances) of our solar system, galaxy and the known universe
 * 4) Controls: Much like a flight simulator. Accelerate(A), Stop(S), Center(C), Arrows control direction of flight. You will quickly learn that it can be difficult to steer your ship to a target. This is why Center(C) is a huge help once you've clicked "Location, and Selected" a target. Center(C) even helps if you've zoomed past a target. Don't neglect the mouse clicker (it is great for things you can actually see on your screen). Finally, the "Location" options can mess things up a bit; you should generally stick to "Follow" whatever your target is.
 * 5) Use Internet to learn about things you encounter or to answer additional questions you have
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished viewing The Universe: Alien Planets (10:00) Viewed streaming vid. on Kepler's laws (3:30) Covered [|CH 29 Notes] 13-28 w/ Demo: "[|Orbiting the center of mass]"
 * Dec 3, Monday**
 * Homework:** [|29.1 Study Guide] and complete online discussion response "[|Human Impact]" **(due Friday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed The Universe: Alien Planets with video question sheet
 * Nov 30, Friday**


 * You really need to consider learning about and then incorporating [|planet hunters] into this part of the course!**

Review group presentation on "The Search for Extrasolar Planets" About [|Voyager 1 & 2] (4:30) Returned and covered Rock Unit Test (time permitting)
 * Nov 29, Thursday**
 * Homework:** Online discussion response "[|Natural Disasters]" **(due tomorrow)**

Drake equation for the potential of intelligent life in the galaxy Sagan ([|8:30]) Continue **"The Search for Extrasolar Planets"** Google Docs activity **(Be prepared to present your group slides by tomorrow)**
 * Nov 28, Wednesday**
 * How Planet Hunting Works (Nice [|Animations])
 * As a side note, you may also be interested in more info on the [|Drake Equation]

[|Earth-like planet found!?] **(September 2010)** [|Video (Michio Kaku)] (3:00) [|Video] (3:30) "The number of systems (solar) with potentially habitable planets is probably on the order of 10 or 20 percent, and when you multiply that by the hundreds of billions of stars in the Milky Way, that's a large number. There **could be** tens of billions of these systems in our (Milky Way) galaxy," said Vogt. Introduce **"The Search for Extrasolar Planets"** Google Docs activity
 * Nov 27, Tuesday**
 * McHugh: Some other interesting thoughts to consider:** 1. The estimated age of the universe according to the big bang theory is about 13.75 billion years. 2. The estimated age of earth is about 4.54 billion years. 3. The estimated age of the human species is measured in 100,000's years, but evolutionary biologists figure that life in general has been evolving on earth for over 3 billion years. 4. What do you think all of this suggests about the possibility of other life out there in the universe?
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finish viewing the last 10-15 min. Beyond the Big Bang Complete online discussion response "[|Natural Disasters]" **(due Friday)**
 * Nov 26****, Monday**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.


 * Nov 21****, Wednesday**
 * Period 4:** Finished viewing Beyond the Big Bang
 * Period 7:** Pep rally festivities to begin a little before 1 PM (View a portion of Cosmic Collisions on Netflix)

Period 4: Begin Beyond the Big Bang Period 7: Finished viewing Beyond the Big Bang
 * Nov 20****, Tuesday**

Period 4: Hurricane Gizmo on explorelearning.com (Begin video tomorrow) Period 7: Begin viewing Beyond the Big Bang
 * Nov 19****, Monday**

Students finished work on the [|Solar System Explorer Gizmo]. Returned student work.
 * Nov 16****, Friday**
 * Homework:** Finish the Gizmo if not done in class
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Covered [|CH 29 Notes] 1-12. Viewed clip on Mars Orbit: "Retrograde Motion" Began work on the [|Solar System Explorer Gizmo] (as a class).
 * Nov 15****, Thursday**
 * Homework:** New Discussion response: " [|Natural Resources] " **(due tomorrow)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

If you finish early, grab a laptop and respond to the online discussion for this week Began [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * Nov 14****, Wednesday**
 * Rock Unit Test Today!**

Checked and covered homework Offered Rock Unit Test extra credit review puzzle. (due tomorrow) CPS review of rock unit
 * Nov 13****, Tuesday**
 * Rock Unit Test tomorrow**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Checked and covered the homework Began work on Rock Unit Study Guide (due tomorrow) Offered Rock Unit Test extra credit review puzzle. (due Wednesday) (Extra Time?) Begin [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * Nov 12****, Monday**
 * Rock Unit Test Wednesday Nov. 14**
 * Homework:** New Discussion response: " [|Natural Resources] " **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

[|Rock Cycle Concept Map Activity.] **(Make sure to completely write the info in each space) *This will be a useful study tool** Complete online discussion response and/or [|6.3 study guide]
 * Nov 9****, Friday**
 * Check and cover
 * Rock Unit Test Wednesday Nov. 14**
 * Homework:** [|6.3 study guide]

Checked and covered homework Students completed the Metamorphic Rock Lab Activity:
 * Nov 8****, Thursday**
 * 1) Dissecting microscopes are available
 * 2) Number the samples on your lab sheet #45 through 50.
 * 3) Here are your answer choices: **Slate, Gneiss, Quartzite, Marble, Hornblende Schist, and Mica Schist**
 * 4) Use the table on the front of this sheet, large **separate table**, and the **Internet**/other appropriate available resources to I.D. the samples and to answer the questions. HCl is available to help ID marble; ask for a small drop, wash your hands when done, **DO NOT get in eye**s.
 * 5) Students not present for this lab... in order to receive credit, write a summary explaining: What is metamorphism? What are the major types of metamorphic rocks? How do foliated compare to non-foliated metamorphic rocks? (examples of each) What is contact metamorphism? What is hydrothermal metamorphism?
 * Homework:** New Discussion response: " [|Rock Cycle] " **(due tomorrow)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface


 * Next Time, insert Earth Biography "Atmosphere" around this point**
 * And incorporate new Google Docs activity "[|Investigating a Landslide]"**

Brain Pop Cartoon "[|Weathering]" (1:50) Brain Pop Cartoon "[|Erosion]" (1:57) [|Types of Metamorphic Rocks] (4:00) [|About Metamorphic Rocks] (2:00) Viewed short clip on "How Metamorphic Rocks are Formed" Completed the remaining [|CH 6 Notes]
 * Nov 7****, Wednesday**
 * Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due tomorrow) **and** New Discussion response: " [|Rock Cycle] " **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Viewed Brain Pop Cartoon "[|Geologic Time]" (3:19) and Short Streaming Vids: Sed. Rocks, Chemical Weathering and Erosion [|About Sedimentary Rocks] (2:00) [| Intro to Sedimentary Rocks] (8:00) Covered [|CH 6 Notes] through slide 28 Smithsonian Virtual Field Trip [|Panoramas] (and mineral, rock, gem images time permitting)
 * Nov 6****, Tuesday**
 * Homework:** New Discussion response: " [|Rock Cycle] " **(due Friday).**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Viewed "How the Earth was Made"
 * Nov 5****, Monday (IEP mtg. 4th Pd.)**
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Finish rock model lab activity from last week (10 min.):**
 * 1) **Peel paper cups away from rock models**
 * 2) **Answer remaining worksheet questions (Original rock samples #1, 2, & 3 are on hand)**
 * 3) **Turn in worksheet.**


 * Oct 29, Monday - Nov. 2, Friday (School Closed for Hurricane Sandy)**


 * Oct 26, Friday (Half-Day In-service Periods 1-4 only)**

>> "Rock Forming Minerals")
 * Oct 25, Thursday**
 * The end of the 1st marking period is Nov. 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Begin "Rock Forming Minerals" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Brief tour of features for those who haven't logged in yet (who knows some features?)
 * 3) Under documents **open the 2 files**: "Rock Forming Minerals" that I've shared with you. (***Notice one is a Presentation, while the other is a Google Form)**
 * 4) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 5) Your name should already be on one of the slides. You may edit it, add to it, create new slides for more room, etc.
 * Click on Mr. McHugh's pagefor specifics on what your slides should include (See the assignment
 * 1) Once you're done creating your slides, **add 2 related multiple choice questions** to the Google Form. (Click "Form" and "Edit Form")
 * 2) Once everyone is done adding questions, everyone will take the quiz (You should reference the presentation to help answer the questions)
 * Homework:** New Discussion response: " [|Life Evolves on Earth] " **(due Tomorrow)**

Check and cover homework Viewed Bill [|Nye on November Election] Rock Cycle Lab: Creating models of a sedimentary rock. Please help clean up lab areas by returning materials to designated table in the back. Thanks!
 * Oct 24, Wednesday**
 * The end of the 1st marking period is Nov. 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Collect remaining Rock Cycle Gizmos**
 * P.S. Don't forget about Rock Cycle Gizmo (if you haven't finished yet)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Brain Pop Cartoon "[|Rock Cycle]" (2:00) Review of Class Performance Returned and covered Mineral Test Finished work on the [|Rock Cycle Gizmo], Igneous Rock lab, and weekly discussion response if necessary. (Gizmo due Tomorrow)
 * Oct 23, Tuesday**
 * The end of the 1st marking period is Nov 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** [|5.1 Study Guide] and finish Rock Cycle Gizmo
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.


 * Oct 22, Monday**
 * Bio Keystone Benchmark on Study Island**
 * If you finish early, get right on to the online discussion response for this week. Get caught up on any missing work, etc.**
 * Please note: this is an official testing situation. Please DO NOT distract test takers. Make sure to work on whatever your working on quietly...that's all.**
 * Homework:** New Discussion response: " [|Life Evolves on Earth] " **(due Friday)**

Finished remaining igneous rock labs from yesterday. Introduced and began the [|Rock Cycle Gizmo]. Make sure to read and follow directions carefully; I'm looking for **correct answers** to the questions as well as **a diagram that will be sketched** as you complete the directions.
 * Oct 19, Friday**
 * The end of the 1st marking period is Nov 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Students completed the Igneous Rock Lab. Igneous rock textures: [|Phaneritic], [|Aphanitic], [|Porphyritic], [|Vesicular], [|Glassy]. Samples for today's lab include #3 & 4 (found in ziplock bags), and #30, 32, 33, 34, 35, 36 from the mineral/rock kit; **make sure you number these in order on lab sheet and that your samples match my master kit**.
 * Oct 18, Thursday**
 * The end of the 1st marking period is Nov 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Use Internet info, tables, images, etc. to aid in identification (not required)**
 * Note: If you were absent for this activity, write a 2 paragraph summary explaining the properties used to identify igneous rock samples. Include a description of how each of the following would be classified and explain why: Pumice, Granite, Basalt, and Obsidian.**
 * Homework: (Study Island Assignment due tomorrow. You must achieve a minimum score of 70% to receive credit.)**
 * Homework:** New Discussion response: " [|Earth is a Water Planet] " **(due tomorrow)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Finished Earth Bio DVD: Volcanoes Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "Granite Formation" (5:00) "How Igneous Rocks are Formed" (2:00) and Brain Pop Cartoon "[|Major Rock Types]" (2:00) Show Iceland pics from 2010 trip
 * Oct 17, Wednesday**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Earth Bio DVD: Volcanoes
 * Oct 16, Tuesday**
 * Test Make Ups, etc.**


 * Oct 15, Monday**
 * Collected Extra Credit Review**
 * Mineral Test and Lab Practical Today!** Done early?: Mineral Hidden Message Bonus Puzzle, or finish lab work, etc.
 * Homework: (Study Island Assignment due Friday 10/19. You must achieve a minimum score of 70% to receive credit.)**
 * Homework:** New Discussion response: " [|Earth is a Water Planet] " **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.2.1** Evaluate factors affecting availability, location, extraction, and use of natural resources.

Collect Mineral ID Lab and handout extra credit review puzzles CPS review for mineral test Finish Mineral Lab and/or Extra Credit Crossword Puzzle, online discussions, study island, etc.
 * Oct 12, Friday**
 * Mineral Test and Lab Practical Monday**
 * Homework: ** **(Study Island Assignment due Friday 10/19. You must achieve a minimum score of 70% to receive credit.)**

Students used this period to:
 * Oct 11, Thursday**
 * Checked and displayed homework key**
 * Offered extra credit review puzzle (due Monday). Mineral Test and Lab Practical**** Monday 10/15 **
 * 1) **Finish this lab (due tomorrow)**
 * 2) **Complete online discussion responses**
 * 3) **Study Island**
 * Homework:** New Discussion response: " [|Earth is Constantly Changing] " **(due tomorrow)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Students continued the Mineral I.D. Lab. Please take a chance to look at the samples in Moh's hardness kit. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!
 * Oct 10, Wednesday**
 * Checked and displayed homework key**
 * Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties.**** Note: This lab will be graded on completeness and correctness. If you are on track, today you should be looking at (samples 14-22 MINUS 19). There will be some more time tomorrow to finish this lab.**
 * Homework: ** [|4.2a Study Guide] ** (due Tomorrow). Don't forget online discussion, and study island **
 * Mineral Test and Lab Practical**** Monday 10/15 **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Demonstrations of "special" mineral properties (fluorescence, magnetism, smell, etc.) Finished [|CH 4 Notes] Dissecting microscopes are available Students completed Part 3 of the Mineral I.D. Lab (samples 14-22 MINUS 19). See directions below. Note: something that had metallic luster may appear as rusty. (You should really take a look at the mini __**luster, cleavage, and fracture kits**__ today). **Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties.** **It would also be a good idea to compare your samples to those of a neighboring group.** New Discussion response: " [|Earth is Constantly Changing] " **(due Friday)**
 * Oct 9, Tuesday**
 * Note: This lab will be graded on completeness and correctness. **
 * Homework: ** [|4.1 Study Guide] due tomorrow
 * (Study Island Assignment due Friday 10/19. You must achieve a minimum score of 70% to receive credit.)**
 * Mineral Test and Lab Practical**** Monday 10/15 **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Viewed Earth Biography: Rare Earth
 * Oct 5, Friday**

Dissecting microscopes are available How to I.D. mineral cleavage (tendency of minerals to break along planes of weakness). [|wikipedia] [|pics] [|vs. fracture] Students completed Part 2 of the Mineral I.D. Lab (samples 6-13). See directions below. **Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. It would also be a good idea to compare your samples to those of a neighboring group.**
 * Oct 4, Thursday**
 * Note: This lab will be graded on completeness and correctness. **
 * Homework:** New Discussion response: " [|How old is earth?] "
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Continued [|CH 4 Notes] (slide 29 thru 44 before Mineral I.D. Lab) Examine / Review Mineral Properties Kits I will lead lab groups through checking your kits and I.D.ing sample #2. Students completed Part 1 of the Mineral I.D. Lab (samples 1-5). Directions on the handout lead you to collect data on all samples before attempting to I.D. Some people prefer to use flowcharts to I.D. samples one at a time. **I have HCl up front if you think you need it to positively I.D. a sample. (NOTE: It is dangerous to eyes and skin! If you mess around with it, you will receive disciplinary action). The only other safety concern is sharp edges (BE AWARE: Glass can cut you! DO NOT handle broken glass)**
 * Oct 3, Wednesday**
 * Also, you need to make sure you are working with the correct sample each time. If your sample has no number on it, check other kits around you or my master kit up front. The same goes for the Moh's hardness kit you are using. **
 * Mineral Sample # || Clues and Hints ||
 * 1 || Non-metallic Dark colored ||
 * 2 || Rhombohedral? ||
 * 3 || Pretty easy ||
 * 4 || Non-metallic Light colored ||
 * 5 ||  ||
 * 6 || Non-metallic Light colored ||
 * 7 || VERY Similar to #8 ||
 * 8 || Vitreous = "glassy" ||
 * 9 || Non-metallic Light Colored. Texture / Feel ||
 * 10 || "Striations!?" Only appears on Table. NOT ON FLOWCHART ||
 * 11 || Often confused with #13 ||
 * 12 || Pretty Easy ||
 * 13 || Often confused with #11 ||
 * 14 || Sometimes confused with #9 (Look at ALL details) ||
 * 15 || Pretty easy ||
 * 16 || Pretty easy ||
 * 17 || Look at various samples with a magnifying glass or dissecting scope. (See any surface patterns?) ||
 * 18 || ONLY FOUND ON TABLE ||
 * 20 || Often confused with 27, but shouldn't be ||
 * 21 || Pretty easy ||
 * 22 || Metallic luster ||
 * 23 || Often mis- I.D.'d as #2, but shouldn't be ||
 * 24 || Metallic luster, even if sample doesn't appear so ||
 * 25 || Metallic luster, even if sample doesn't appear so ||
 * 26 || Metallic luster, even if sample doesn't appear so ||
 * 27 || Often confused with 20, but shouldn't be ||
 * 28 ||  ||
 * 29 || NOT ON FLOWCHART ||
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Take a moment to check your crystal garden (please handle with care) Continued [|CH 4 Notes] (thru slide 44 before Mineral I.D. Lab) Brain Pop Cartoon "[|Mineral Identification]" (2:00)
 * Oct 2, Tuesday**
 * Homework:** New Discussion response: " [|How old is earth?] "
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

On a separate (yet maybe connected) note: If you bring me 1 (12 oz. can) of soda before homeroom tomorrow, I will award you 5 extra credit points! Returned and covered Unit 1 Test Continue Crystal Garden lab:
 * Oct 1, Monday** (Optional Demos: "Sodium Acetate Trihydrate" and "Which Minerals will Fizz?") *Note: you will need a 5:1 ratio of sodium to water for the aforementioned demo
 * Announcement:** Review declining participation in [|discussion forum]. Bottom line: I covered a lot of folks by accepting late responses on paper, but not anymore. No offense.
 * Review lab sheet together
 * Create crystal mixture (as a class)
 * Add 100 mL of crystal mixture to your base
 * Homework:** New Discussion response: " [|How old is earth?] "
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.


 * Sept 28, Friday**
 * Lab: [|Growing Crystals]**
 * 1) **Demo [|videos] of the process**
 * 2) **Before participating in this activity, you must successfully complete this quick online [|tutorial].**
 * 3) Display / Print [|explanation] ([|more detailed explanation]) of **physical** process of crystal formation
 * 4) **SAFETY** : This lab involves the use of ammonia and other toxic substances. Goggles and gloves will be worn at all times when working with these substances. __Deliberate safety violations, horseplay, etc. will be met with serious disciplinary action__.
 * 5) **Part 1 of lab today**: Designing your crystal garden base (I would recommend some kind of branching shape.) Also consider how the base will be attached. **DO NOT** make it too tall. (this will limit the capillary action and you won't get crystals all the way up the base)
 * Homework: Bonus Challenge!: Prep and deliver a brief presentation on "What is a diamond?" using any reasonable presentation technology format of your choice (must be easily accessible via school laptop, etc.). Or you may suggest a different, yet geology-related Earth Science topic to me for consideration. Good luck!**

Viewed streaming vid. Rocks and Minerals (3:00) Covered [|CH 4 Notes] thru slide 13 (Minerals from solution) Brain Pop Cartoon "[|Crystals]" (2:00)
 * Sept 27, Thursday**
 * Important Announcement:** There is an online discussion topic assignment every week. Your complete response is due by the end of the school day on Friday of each week. If you missed the first and/or second discussions so far, you can write your responses to them on paper by tomorrow and still receive credit. **Last opportunity for this!**
 * Finished Earth Bio Ice DVD (10 min.)**
 * Homework:** New Discussion response: " [|Earth Systems Interactions] " (due tomorrow)
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Scheduled test make ups.
 * Sept 26****, Wednesday**
 * Earth Bio Ice DVD; collect / discuss.**

Done early? Please work quietly on classwork, Unit 1 Hidden Message Puzzle, read, etc.
 * Sept 25****, Tuesday**
 * Unit 1 Test Today**
 * Homework:** New DIscussion response: " [|Earth Systems Interactions] " (due Friday)

Checked and covered the homework Unit 1 test review puzzle extra credit offered (due Tomorrow) Discussed content and format for test Tomorrow CPS clicker review of unit 1.
 * Sept 24****, Monday**
 * Reminder:** Make sure to complete your Topo Gizmo document. (I will be grading that very soon)
 * Unit 1 Test** **Tomorrow**
 * Homework:** New DIscussion response: "[|Earth Systems Interactions]" (due Friday)

Checked and covered the homework Completed work on the Gizmo activities Unit 1 Hidden Message Puzzle available
 * Sept 21****, Friday**
 * Unit 1 Test Tue****sday 9/25**
 * Online Discussion response due Today**
 * Homework: ** **Completed Gizmos due Monday and** [|Study Guide 2.2]
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

Continued work on the Gizmo activities (see yesterday's entry below). If you finish early, see map projections activity from 9/17 below. There will be a few test questions on map projections.
 * Sept 20****, Thursday**
 * Check out some topo maps of our region that I just hung up in the classroom
 * Completed Gizmos due Monday**
 * Online Discussion response due Tomorrow**
 * Unit 1 Test Tue****sday 9/25**
 * Homework:** [|Study Guide 2.1]
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

I introduced and students began work on the [|Topographic Map Activity]
 * Sept 19****, Wednesday**
 * Homework:** [|Study Guide 2.1]
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

**Sept 18, Tuesday (Next Time Earth Bio "Rare Earth")**
"Reliability of Sources" with Mrs. Madden in the Library

**September 17, Monday** Demonstrated how to measure distance on Google Earth Finish and **submit Google Earth activity** from last time Map Projections Activity:
 * Tomorrow this class will meet in the Library (Go directly there) **
 * 1) Visit the [|Globe Projector] (Keep the "database" slider on the right in "outline" mode. Move the left slider up and down. On paper make brief notes on the different types of projections you see (I think there are 3 types found there))
 * 2) Now go through the  Round Earth, Flat Maps  feature, again making a few careful notes on the purposes of each map projection you read about.
 * 3) **Turn in your paper**

Finish notes through latitude and longitude Who can provide the most accurate latitude and longitude coordinates: I introduced and students began: Google Earth Science Places of Interest
 * Sept 14****, Friday**
 * 1) For Pennsylvania?
 * 2) For the town of Northampton?
 * 3) For the NAHS cafeteria?
 * [|Details]
 * [[file:nahsearthscience/Locating Places on Google Earth.doc|Download]]
 * 49 KB


 * Degree of detail of your answer depends on how large the object is. (i.e. coordinates for an ocean may be given in degrees alone)
 * For the Chicxulub crater; determine how it was formed and what was the result to life on earth.
 * For #12, use Jacobsburg State Park as the closest
 * S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.

Checked and covered homework Covered [|Unit 1 Notes] slides 37 to 47 or to the end (with map projections demo) I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish tomorrow on your own)
 * Sept 13****, Thursday**
 * Homework: Respond to Online Discussion by tomorrow**

Covered [|Unit 1 Notes] through scientific method (22-36).
 * Sept 12****, Wednesday**
 * Collected Intro to Data Collection Lab**
 * "The Scientific Method [|Made Easy]" (10:00)**
 * Homework:** [|1.1 Study Guide] and [|1.2 Study Guide]

Check and display homework key I introduced and students performed the "Intro to Data Colection" Lab
 * Sept 11****, Tuesday (Get Ice and Hot Water)**
 * Safety for this lab:**
 * 1) **Keep computer far from beakers of hot and cold water**
 * 2) **Follow lab and teacher instructions carefully (I'll walk you through setup, then you've got to read)**
 * Collected Intro to Data Collection Lab (Finish for tomorrow if not done in class)**


 * S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.
 * S11.A.2.1.4** Critique the results and conclusions of scientific inquiry for consistency and logic.
 * S11.A.2.1.5 ** Communicate results of investigations using multiple representations.

Make sure these steps have been completed, then respond to the first online In order to facilitate Discussion Forum, setup wikispaces accounts: ***Please Note: Online discussion responses are due by Friday each week**
 * Sept 10, Monday**
 * Go to wikispaces.com
 * Create a new account username: YourLastName2012 password: **?** **(But make sure you write it down!)**
 * You **DO NOT** need to create your own wiki
 * You **DO** need to go to nahsearthscience.wikispaces.com and click "Join" and "Request Membership"
 * Once I approve your membership, you will then be able to **respond** to the [|first discussion]
 * Homework:**[[image:http://www.wikispaces.com/i/mime/32/application/octet-stream.png caption="external image octet-stream.png" link="file:nahsearthscience/Earth Sci Branches Class.isf"]] [[file:nahsearthscience/Earth Sci Branches Class.isf|Earth Sci Branches Class.isf]] (due at the beginning of class tomorrow)

For those sticking around, lets get back online and make sure wiki account, etc. is setup, then:
 * Sept 7, Friday (Period 4 Grade 12 Assembly for 18 of 25 students)**
 * Activity: Earth Systems Interactions**
 * 1) The main theme of this course is that there are MANY examples of interactions between earth systems: Lithosphere, Hydrosphere, Atmosphere, and Biosphere. **It's what earth science is all about**. Examples of such interactions include: weathering of rocks, respiration, volcanism, photosynthesis, and many, many more)
 * 2) Your Job: Work with a partner, using a textbook, Internet, etc. on blank paper:
 * 3) Explain and summarize an example of an interaction between at least 2 earth systems. Cite specific pages, images and information from the text or web. For example, if you choose to summarize interactions between the hydrosphere and lithosphere, you might mention weathering, but there are many other examples you can find in the textbook.
 * 4) Present your explanation to the class
 * 5) Class: can anyone identify other examples of interactions between these 2 earth systems OR additional systems involved in this specific interaction?

Covered [|Unit 1 Notes] to slide 21 "Lithosphere." View: "Earth Systems [|Science]" (6:00) Briefly review creating a wikispace account (time permitting)
 * Sept 6, Thursday**

Checked signed syllabus / Viewed streaming video "[|Why Earth Science?]" (6:30) **SWPBS Expectation Lessons (Cafeteria 1st 10 min. of 4th period)** In order to facilitate Discussion Forum, setup wikispaces accounts:
 * Sept 5, Wednesday**
 * Announcement:** **A textbook may be signed out at any point during this course. Any takers?**
 * Go to wikispaces.com
 * Create a new account username: YourLastName2012 password: **?** **(But make sure you write it down!)**
 * You **DO NOT** need to create your own wiki
 * You **DO** need to go to nahsearthscience.wikispaces.com and click "Join" and "Request Membership"
 * Once I approve your membership, you will then be able to **respond** to the [|first discussion]

**Quote of the Day: "A short saying often contains much wisdom." I begin class each day with a quote or a question on the board; just some food for thought.... maybe something to talk about. Anyway, it's a good idea to write some of them down in your notebook or somewhere, since you can earn extra credit by remembering them on quizzes and tests!** Attendance (during meet & greet activity), Welcome, and Fire Exit Procedure
 * September 4, Tuesday (****Periods 1 - 4 are 30 min.)**
 * How many of you love to get stuff for free?
 * What would you say if I offered you a bunch of cash for free!?
 * How much $ do you think NASD spends per student each year?
 * Our district [|website]. (Please pay particular attention to the final figure at the bottom)
 * I'm going to continue to try my best to give you your money's worth!
 * With that said, **Learning is an active process.** People learn in different ways, and at different speeds, etc. but I think we can all agree that we generally learn more effectively when we are actively engaged in the process. What is the best way to acquire **KNOWLEDGE**? Information is everywhere, I'm asking about [|knowledge] (Censor/Bleep 2nd vid. @ 2:45)
 * Homework:** Get syllabus signed for tomorrow. (10 points)
 * [|Details]
 * [[file:nahsearthscience/Earth Sylabus.doc|Download]]
 * 35 KB

Interview and introduce a neighbor (someone you don't know yet) / Cover course syllabus and expectations:
 * 1) Meet & Greet activity
 * 2) **Find out**& record on 1/2 sheet of paper:
 * His or her name (I've heard it said, "The most important thing you can remember about a person is their name.")
 * His or her interests, future plans, expectations for this course, etc.
 * 1) **Introduce** him or her briefly and effectively (30-60 sec.), tell us what you learned, and give us **one piece of info from the syllabus or one class rule**
 * 2) Class Website
 * 3) Textbooks (time permitting)