Spring+2013


 * Email Mr. McHugh at: mchughc@nasdschools.org**

Great series of Youtube Vids: "[|Deep Astronomy]" Michio Kaku: "[|Big Think]"

**Grade Assemblies (8/26/13) ** **Period 3 Grade 11 ** **Period 4 Grade 12 ** **Period 8 Grade 10 **
 * Period 9 Grade 9 **


 * June 3****, Monday (Period 4 Senior Final; No Period 3. Period 9 Final; No Period 8)**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

Everyone else, work on an extra credit review or other work quietly
 * May 31****, Friday (Period 3 Senior Final; No Period 4. Period 8 Final; No Period 9)**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

CPS Final Exam Review. **Offer 2nd extra credit review puzzle**
 * May 30****, Thursday**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

Astronomy Unit Test Make-ups (Your score for this test will be pulled from this section of the final exam) Return previous unit tests, cover astronomy unit test CPS Final Exam Review
 * May 29****, Wednesday**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

Astronomy Unit Test Make-ups Everyone else, please work on final exam review or something else quietly
 * May 28****, Tuesday**


 * May 24****, Friday (Graduation Project Day)**

Astronomy Unit Test Today If you finish early, try the hidden message puzzle, or work on any incomplete coursework quietly. Thanks!
 * May 23****, Thursday (Dept. Meeting 2nd Period)**

CPS Clicker Review of Astronomy Unit
 * May 22****, Wednesday**
 * Astronomy Unit Test Tomorrow**

Period 9: Viewed The Universe: Milky Way
 * May 21****, Tuesday**

Period 9: Viewed The Universe: Space Travel
 * May 20****, Monday**

Check and cover Astronomy Unit Study Guide Extra Credit Review Puzzle Offered
 * May 17****, Friday (Regular School Day)**
 * Astronomy Unit Test Thursday 5/23**

Period 9: Finished Beyond the Big Bang; Big Think, Deep Space, etc.
 * May 16****, Thursday**

Students began work on the Astronomy Unit Study Guide **(due Friday)**
 * May 15****, Wednesday (Both sections meet today)**
 * Astronomy Unit Test Thursday 5/23**

Period 9: Continued Beyond the Big Bang
 * May 14****, Tuesday**

Period 9: Viewed first part of Beyond the Big Bang
 * May 13****, Monday**

Viewed Universe: Life and Death of a Star
 * May 10****, Friday**
 * After keystone exams, we will review and test on the Astronomy unit**

Covered [|CH 30 Notes] 61 - end Viewed accompanying video clip: Death of a Star
 * May 9****, Thursday**
 * Homework:** Complete online discussion response "[|Stellar Life Cycles]" **(due tomorrow)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Students completed the [|H-R Diagram Gizmo]**.**
 * May 8****, Wednesday**
 * Homework:** Complete online discussion response "[|Stellar Life Cycles]" **(due Friday)**
 * 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 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 to me. If you finish early, respond to the online discussion topic "[|Stellar Life Cycles]" **(due Friday)**
 * May 7****, Tuesday (Double Period 3 and 9)**
 * First half of double period:**
 * Second half of double period:**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.


 * May 6****, Monday (No Period 3 or 9)**

[|Here] is a great description of human perspective "Frame of Reference" and how it limits our understanding of the nature of atoms and the universe.

Viewed The Universe: "End of the Earth" (20:00 first half; question sheets collected)
 * May 3****, Friday Operation Arrive Alive 1st and 2nd Period; ALSO IEP Mtg 1st period (unknown student)**
 * Homework:** Complete online discussion response "[|Solar System Formation]" **(due Friday)**

Checked and covered homework Covered [|CH 30 Notes] 33 - 56 w/ Doppler Effect [|Vid. Clip] (2:00) [|How the Universe was Formed] (3:28) and What is the Universe [|expanding into]? (5:48)
 * May 2, Thursday**
 * Homework:** Complete online discussion response "[|Solar System Formation]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished [|CH 29 Notes]
 * May 1, Wednesday**
 * Homework:** [|29.4 Study Guide] (for tomorrow). Complete online discussion response "[|Solar System Formation]" **(due Friday)**

Complete online discussion response "[|Solar System Formation]" **(due Friday)**
 * April 30, Tuesday (SWPBS Meeting 1st Period?) (Lockdown; lost 3rd period)**
 * 9th period Viewed Universe "Nebulae"**

Finish Celestia activity
 * April 29, Monday**
 * Homework:** Complete online discussion response "[|Solar System Formation]" **(due Friday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.

Finished viewing final 10 min. of Alien Planets Students finished work on the [|Celestia part 1] activity. Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets.
 * April 26, Friday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed The Universe: Alien Planets with video question sheet
 * April 25, Thursday**
 * Note to self: consider learning about and then incorporating [|planet hunters] into this part of the course!**

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).
 * April 24, Wednesday**
 * 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.

Returned and covered Rock Unit Test About [|Voyager 1 & 2] (4:30) Viewed streaming vid. on Kepler's laws (3:30) Covered [|CH 29 Notes] 13-28 w/ Demo: "[|Orbiting the center of mass]"
 * April 23, Tuesday**
 * Homework:** [|29.1 Study Guide] and Online discussion response "[|Search for Extrasolar Planets]" **(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.

Drake equation for the potential of intelligent life in the galaxy Sagan ([|8:30]) Continue **"The Search for Extrasolar Planets"** Google Docs activity
 * April 22, Monday**
 * How Planet Hunting Works (Nice [|Animations])
 * As a side note, you may also be interested in more info on the [|Drake Equation]
 * TED Talk on [|Drake Equation] (7:28) Big Think Michio Kaku "[|Will Mankind Destroy Itself?]" (6:00)
 * Homework:** Online discussion response "[|Search for Extrasolar Planets]" **(due Friday)**

[|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
 * April 19****, Friday**
 * Extra Credit:** Earth Day [|Stewardship Events at Jacobsburg] State Park **Saturday April 20th**
 * 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.

Students finished work on the [|Solar System Explorer Gizmo]. Returned student work.
 * April 18****, Thursday**
 * Extra Credit:** Earth Day [|Stewardship Events at Jacobsburg] State Park **Saturday April 20th**
 * 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).
 * April 17****, Wednesday**
 * Extra Credit:** Earth Day [|Stewardship Events at Jacobsburg] State Park **Saturday April 20th**
 * Homework:** New 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.

If you finish early, grab a laptop and respond to New Discussion response: " [|Human Impact] " **(due Friday)** Began [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * April 16, Tuesday**
 * Rock Unit Test Today!**

Checked and covered homework CPS review of rock unit Offered Rock Unit Test extra credit review puzzle. (due tomorrow)
 * April 15, Monday**
 * Heads Up: I'll be watching closely for a professionalism grade this week.**
 * Rock Unit Test tomorrow**
 * Homework:** New Discussion response: " [|Human Impact] " **(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.

Checked and covered the homework Began work on Rock Unit Study Guide (due Monday) and Rock Unit Test extra credit review puzzle. (due Tuesday) Also, make sure you have completed the online discussion for this week
 * April 12, Friday**
 * Rock Unit Test Tuesday April 16th. Today is the last day to earn full credit for the sustainability discussion.**
 * Homework:** **Rock Unit Study Guide**
 * 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 the end of Earth Bio Atmosphere (10 min.) [|Rock Cycle Concept Map Activity.] **(Make sure to completely write the info in each space) *This will be a useful study tool** Begin work on [|6.3 study guide]
 * April 11, Thursday**
 * ** Check for credit ** and cover
 * Rock Unit Test Tuesday April 16th**
 * Homework:** [|6.3 study guide]


 * April 10, Wednesday (All day KtO Meeting at admin.)**
 * Viewed Earth Biography "Atmosphere"**

Students completed the Metamorphic Rock Lab Activity:
 * April 9****, Tuesday**
 * 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?
 * When you finish** this lab, please complete the landslide activity from yesterday and/or any online discussions you need to.
 * Homework:** New Discussion response "[|Natural Hazards]": **(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

Login to your school Google Docs account and complete the "[|Investigating a Landslide]" (Please remember to immediately rename your document as your last name(s) and share it to me: mchughc@nasdschools.org)
 * April 8****, Monday**
 * Homework:** New Discussion response "[|Natural Hazards]": **(due Friday)**


 * April 5****, Friday**
 * Checked and covered homework**
 * Finish rock model lab activity (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.**
 * Complete online discussion for the week if you haven't already done so**

Viewed Brain Pop Cartoon "[|Weathering]" (1:50) Brain Pop Cartoon "[|Erosion]" (1:57) and [|Types of Metamorphic Rocks] (4:00) Covered the remaining [|CH 6 Notes] Viewed [|About Metamorphic Rocks] (2:00) Viewed short clip on "How Metamorphic Rocks are Formed"
 * April 4, Thursday**
 * The end of the 3rd marking period is tomorrow. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due tomorrow) **and** New Discussion response: "[|Sustainability and Earth Resources]" **(due 4/5/13)**
 * 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 [|Intro to Sedimentary Rocks] (8:00) Covered [|CH 6 Notes] through slide 28 Viewed Brain Pop Cartoon "[|Geologic Time]" (3:19) and Short Streaming Vids: Sed. Rocks, Chemical Weathering and Erosion [|About Sedimentary Rocks] (2:00) Smithsonian Virtual Field Trip [|Panoramas] (and mineral, rock, gem images time permitting)
 * April 3, Wednesday**
 * The end of the 3rd marking period is April 5th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** New Discussion response: "[|Sustainability and Earth 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 Lab: Creating models of a sedimentary rock. Period 9: Please help clean up lab areas by returning materials to designated table in the back. Thanks!
 * April 2, Tuesday**
 * The end of the 3rd marking period is April 5th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Finish rock cycle gizmo and/or complete online discussion**
 * Homework:** New Discussion response: "[|Sustainability and Earth 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

Viewed Earth Biography Oceans DVD (video question sheets collected for credit)
 * March 28, Thursday (V-Ball Tourney)**

Login to www.explorelearning.com (see username/password info on front board) and complete 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 on a separate paper** as you complete the directions sheet.
 * March 27, Wednesday (SWPBS meeting 3rd period today)**
 * Homework:** New discussion"[|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.

Checked and covered homework Returned and covered Mineral Test Brain Pop Cartoon "[|Rock Cycle]" (2:00) Finished work on the "Rock Forming Minerals" activity from yesterday Took the online quiz "[|Rock Forming Minerals]"
 * March 26, Tuesday**
 * Homework:** Get caught up on any "i" incomplete work, and complete online discussions. The end of the 3rd marking period is the week after spring break.
 * 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.

>> "Rock Forming Minerals")
 * March 25, Monday**
 * Reminder:** Make sure to finish / turn in igneous rock lab from Friday. Or see alternate activity below.
 * Begin "Rock Forming Minerals" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Under documents **open the file**: "Rock Forming Minerals" that I've shared with you.
 * 3) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 4) 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 page for specifics on what your slides should include (See the assignment
 * Include images of your rock, as well as images of the minerals it contains, and the process by which it forms. Your slides should also contain accurate, concise text information summarizing all of the aforementioned.
 * Homework:** [|5.1 Study Guide] new discussion"[|Rock Cycle]" **(due Thursday)**

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**.
 * March 22, Friday**
 * Use Internet info, tables, images, etc. to aid in identification**
 * 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.**
 * 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.

How the Earth was Made DVD (part 2)
 * March 21, Thursday**
 * Homework:** New Discussion response "[|Life Evolves on a Dynamic Earth]": **(due tomorrow)**

How the Earth was Made DVD (part 1)
 * March 20, Wednesday**

Complete online discussion for this week Get caught up on any incomplete classwork
 * March 19, Tuesday 9:30-11 IEP (2 Hour Delay)**
 * Homework:** New Discussion response "[|Life Evolves on a Dynamic Earth]": **(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.

Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "Granite Formation" (5:00) "How Igneous Rocks are Formed" (2:00) [|What are Igneous Rocks] (2:25) [|Igneous Rock Types] (2:00) [|Introduction to Igneous Rocks] (5:30) and Brain Pop Cartoon "[|Major Rock Types]" (2:00) Extra Time? Show pictures from 2012 trip to Yosemite / San Fran / Monterey
 * March 18, Monday**
 * Homework:** New Discussion response "[|Life Evolves on a Dynamic Earth]": **(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.

Earth Bio DVD: Volcanoes
 * March 15, Friday**
 * Test Make Ups, etc.**


 * Next Time: Do Rock Forming Minerals stuff first. Then Igenous, sedimentary, metamorphic, and finally rock cycle stuff.**


 * March 14, Thursday**
 * Collected Extra Credit Review**
 * Mineral Test and Lab Practical Today!** Done early?: Mineral Hidden Message Bonus Puzzle, or finish lab work, etc.
 * 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.
 * 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, etc.
 * March 13, Wednesday (Drop this review day)**
 * Mineral Test and Lab Practical Tomorrow**

Students used this period to:
 * March 12, Tuesday**
 * Checked and displayed homework key**
 * Offered extra credit review puzzle (due Thursday). Mineral Test and Lab Practical**** Thursday 3/14 **
 * 1) **Finish this lab (due tomorrow)**
 * 2) **Complete online discussion responses**
 * Homework: Online Discussion "[|Earth is the 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.

Students continued the Mineral I.D. Lab. Please take a chance to carefully look at, and use, the samples in Moh's kit to test for specific hardness. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!)
 * March 11, Monday**
 * 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). Online Discussion "[|Earth is the Water Planet]" (due Friday) **
 * Mineral Test and Lab Practical**** Thursday 3/14 **
 * 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 [|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.**
 * March 8, Friday**
 * Note: This lab will be graded on completeness and correctness. **
 * Homework: ** [|4.1 Study Guide] due Monday
 * 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.

Dissecting microscopes and laptops 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.**
 * March 7, Thursday**
 * Note: This lab will be graded on completeness and correctness. **
 * 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.

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)**
 * March 6, 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. **
 * 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)
 * March 5, Tuesday**
 * Homework:** New Discussion response "[|Earth is Constantly Changing]" **(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.

Returned and covered Unit 1 Test Sodium Acetate Trihydrate "Hot Ice" Demo *Note: you will need a 5:1 ratio of sodium to water for this demo. Continue Crystal Garden lab:
 * March 4, Monday**
 * 1) Brief explanation of how the supersaturated solution was created
 * 2) Get ready to observe! (this happens quickly)
 * 3) Carefully add a tiny "[|seed crystal]" to the solution
 * 4) Observe / Discuss
 * **Demo [|videos] of the process**
 * **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.
 * Create crystal mixture (as a class): 2:1:1:1 Water : salt : ammonia : liquid bluing
 * **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)
 * Review lab sheet together
 * Add 100 mL of crystal mixture to your base
 * Homework:** New Discussion response "[|Earth is Constantly Changing]" **(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.

Announcement: Please turn in any "i" work by Monday. I'll be issuing progress reports then. Respond to the "[|How old is Earth?]" discussion response: **(due today!)**
 * March 1, 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 or have students review an [|explanation] ([|more detailed explanation]) of **physical** process of crystal formation

Viewed streaming vid. Rocks and Minerals (3:00) Covered [|CH 4 Notes] thru slide 18 (Sillicates) Have on hand: Halite, salt crystals, granite, basalt, handheld microscope Brain Pop Cartoon "[|Crystals]" (2:00)
 * Feb 28, Thursday**
 * Homework:** "[|How old is Earth?]" discussion response: **(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.

Done early? Please work quietly on the bonus puzzle, online discussion, or to get caught up on any other classwork.
 * Feb 27****, Wednesday (SWPBS Meeting 9th Period)**
 * Unit 1 Test Today**
 * Homework:** "[|How old is Earth?]" discussion response: **(due Friday)**

Unit 1 test review puzzle extra credit offered (due Tomorrow) Discussed content and format for test Tomorrow CPS clicker review of unit 1
 * Feb 26****, Tuesday**
 * Unit 1 Test** **Tomorrow**
 * Homework:** "[|How old is Earth?]" discussion response: **(due Friday)**


 * Feb 25****, Monday (All Day KtO Meeting Admin.)**
 * Earth Bio Ice DVD**
 * Unit 1 Test** **Wednesday**

Checked and covered the homework Completed work on the Gizmo activities and online discussion Check Sapphire / class website; get caught up on any incomplete work
 * Feb 22****, Friday**
 * Unit 1 Test Wedne****sday 2/27**
 * Homework: ** **Completed Gizmo due Monday**
 * 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 [|Topographic Map Activity] (see yesterday's entry below).
 * Feb 21****, Thursday**
 * Reminder: Check Sapphire ASAP. Some people are neglecting to complete / turn in assignments.**
 * Check out some topo maps of our region that I just hung up in the classroom
 * Homework:** [|Study Guide 2.1][|Study Guide 2.2] **and Online Discussion "[|Earth Systems Interactions]" (due tomorrow). Completed Gizmos due Monday.**
 * Unit 1 Test Wedne****sday 2/27**
 * 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]
 * Feb 20****, Wednesday**
 * 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).

Finish and **submit Google Earth activity** from last time Map Projections Activity:
 * Feb 19****, Tuesday**
 * 1) Visit the [|Globe Projector] (Keep the "database" slider on the right in "outline" mode. Move the left slider up and down. On 1/2 sheet of 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 for credit**
 * Homework: Online Discussion "[|Earth Systems Interactions]" (due Friday)**

I introduced and students began: Google Earth Science Places of Interest:
 * Feb 18****, Monday**
 * Reminder: We're beginning to accumulate a lot of possible credit/points for class assignments. You may turn in assignments for up to 1 week after the due date and still earn 100% credit. After that, the maximum credit you can earn is 50%.**
 * Demonstrated how to measure distance on Google Earth
 * Precision "Degree of Detail" of your answer depends on how large the object is. (example: PA overall, then zoom in)
 * For the Chicxulub crater; determine how it was formed and what was the result to life on earth.
 * For #11 (part 2) change coordinates to 40 degrees 49' 15" N and 14 degrees 25' 32" E
 * For #12, use Jacobsburg State Park as the closest
 * Homework: Online Discussion "[|Earth Systems Interactions]" (due Friday)**
 * 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)
 * Feb 14****, Thursday**
 * Homework:** Respond to online discussion "[|Earth Scientific Methods]" (by tomorrow)

Covered [|Unit 1 Notes] through scientific method (22-36).
 * Feb 13****, Wednesday**
 * Collected Intro to Data Collection Lab**
 * "The Scientific Method [|Made Easy]" (10:00)**
 * Homework:** [|1.1 Study Guide] and [|1.2 Study Guide]

I introduced and students performed the "Intro to Data Colection" Lab
 * Feb 12, 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) *If you were not here for this click here**
 * Homework:** Online discussion topic "[|Earth Scientific Methods]" (due Friday)
 * 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.

Check and display homework key Finish viewing Earth Biography "Rare Earth" Complete online discussion response "[|Green Actions]" (Past due)
 * Feb 8****, Monday (2 Hour Delay)**
 * Period 3: [|Wow].**
 * Period 9:**
 * Any 10th and 11th graders who haven't taken the Biology Keystone Benchmark Test on Study Island should do so now**

Check and display homework key Finish viewing Earth Biography "Rare Earth" Complete online discussion response "[|Green Actions]" (due today)
 * Feb 8****, Friday (Early dismissal)**
 * Any 10th and 11th graders who haven't taken the Biology Keystone Benchmark Test on Study Island should do so now**

Viewed Earth Biography "Rare Earth"
 * Feb 7, Thursday (All Day KtO Training at Admin.)**
 * Homework:** Online discussion response "[|Green Actions]" (due tomorrow)

View: "Earth Systems [|Science]" (6:00) Covered [|Unit 1 Notes] to slide 21 "Lithosphere."
 * Feb 6, Wednesday**
 * Homework:** [[file:nahsearthscience/Earth Sci Branches Class.isf|Earth Sci Branches Class.isf]] (due at the beginning of class Friday)

Collected Measuring Length lab sheets I introduced and students began work on the "Revisiting Measurement Lab" Complete online discussion response
 * Feb 5, Tuesday**

Brief review of Practice Estimating Measurements (overhead transparencies) from Friday Students completed Measurement Practice (1/2 sheet handout) with metric ruler Students began Measuring Length Lab Object Descriptions for Length Lab (Please make sure your group measures at least 4 of these items): Finally, make sure you measure each item using each side of the meter stick and always estimate 1 digit. (For a minimum of 16 total measurements)
 * Feb 4, Monday**
 * 1) Length of File folder
 * 2) Length of Index Card
 * 3) Length of Window Ledge (back window)
 * 4) Height of Lab table (tall table)
 * 5) File cabinet height
 * 6) Width of your desk
 * 7) Length of 1 single floor tile
 * 8) Length of Periodic Table
 * 9) Length of tissue box
 * Homework:** Answer lab questions if you did not finish during class; these will be collected at the beginning of class tomorrow. New online discussion response "[|Green Actions]" (due Friday), but there will also be class time on Thursday for this.

Quick Question: How many 10th and 11th graders are currently taking another science course? Viewed streaming video "[|Why Earth Science?]" (6:30) (time permitting) Cover Notes: Measurement Review (Slides 1-12) with [|video] on Accuracy vs. Precision (2:30) Practice Estimating Measurements (overhead transparencies)
 * Feb 1, Friday**
 * Homework:** Make sure you've responded to the first course online discussion topic (see directions from yesterday for details)

Collected signed syllabus Students completed the Textbook Survey questions; when you're finished, please return your textbook (unless you're signing one out), turn in your sheet up front, grab a laptop and go to our class website: nahsearthscience.wikispaces.com and follow these directions: ***Please Note: Online discussion responses are due by Friday each week**
 * Jan 31, Thursday**
 * Go to wikispaces.com
 * Create a new account username: YourLastName2013 password: **It's up to you** **(But make sure you write it down!)**
 * **Ideally, you should use a private email address so you can easily recover your password if you forget it**
 * 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]


 * Jan 30, Wednesday**
 * 1) Welcome and Fire Exit Procedure
 * 2) Seating and Attendance (Make the seating chart on Sapphire; this will be your assigned seat at the beginning of each period for attendance, homework check, lecture, etc. Basically anytime we spend in the front half of the room which is a lot.)
 * 3) Cover course syllabus and expectations
 * 4) Interview & Introduce a neighbor:
 * 5) 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) Class Website
 * 2) Textbooks (time permitting)
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Earth Sylabus 2013.doc]]