Fall+2013


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

Great series of Youtube Vids: "[|Deep Astronomy]" What we still don't know (Sir Martin Rees): [|Are we Alone?] Michio Kaku: "[|Big Think]" The [|History of our Universe] in (18:00) TED Cartoon [|Questions no one known the answers to] (12:00)


 * GRADE Tests Grades 9-12 (May 5 & 6)**

Course Wrap Up and Related Discussion Big Ideas in Geoscience Earth Science Greatest Discoveries with Bill Nye


 * SWPBS Mtg. 9th Period Monday Jan. 27 Room 2104**
 * Fri Jan 24 Phys. Sci. Meeting @ Admin.**

Finish Final Exam Everyone Else: Viewed Universe Space Travel
 * Jan 17****, Friday**

Final Exam
 * Jan 16****, Thursday**

Final Exam Review Puzzle
 * Jan 15****, Wednesday**
 * Also, if you're planning on turning in any work for the 2nd marking period, you better do it ASAP. DO NOT wait until the last day of this course which is Thursday Jan 23rd. Finally, you may want to check on Sapphire to see what your final course average is starting to look like. Please remember that the final exam is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. **

CPS Final Exam Review
 * Jan 14****, Tuesday (Meeting 9th Period)**
 * Also, if you're planning on turning in any work for the 2nd marking period, you better do it ASAP. DO NOT wait until the last day of this course which is Thursday Jan 23rd. Finally, you may want to check on Sapphire to see what your final course average is starting to look like. Please remember that the final exam is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. **

Announce final exam exemptions. CPS Final Exam Review
 * Jan 13****, Monday**
 * Also, if you're planning on turning in any work for the 2nd marking period, you better do it ASAP. DO NOT wait until the last day of this course which is Thursday Jan 23rd. Finally, you may want to check on Sapphire to see what your final course average is starting to look like. Please remember that the final exam is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. **

Finished viewing Milky Way (question sheets collected for credit) Returned and covered Astronomy Unit Test Students worked on Final Exam Review Puzzle Handout previous course unit tests
 * Jan 10****, Friday (GRADE test schedule Double Periods 3, 4, and 9 today)**
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Astronomy Unit test Make Ups Viewed The Universe Milky Way (question sheet collected for credit
 * Jan 9****, Thursday (GRADE test schedule Double Periods 1, 2, and 8 today)**
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Period 4: Earth Bio Atmosphere Period 8: What we Still don't Know: Episode 3
 * Jan 8****, Wednesday (2-Hour Delay)**


 * Jan 7****, Tuesday (Cold Day)**

Astronomy Unit test Make Ups Viewed Earth Bio Atmosphere (question sheet collected for credit)
 * Jan 6****, Monday (2-Hour Delay)**
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Complete any outstanding assignments (review the most recent assignments below)
 * Jan 2****, Thursday**
 * Schedule Astronomy unit test make ups**
 * 1) CH 31 Notes Activity (this is accessed via your school email / Google Docs account//) *Announce those who have already shared their **completed** work to me//
 * 2) Any incomplete online discussion responses
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Test Make Ups Get caught up on any incomplete coursework **Homework:** New online discussion "[|Sustainability and Earth Resources]" **(due Today)**
 * Dec 20, Friday**

If you finish early, try the hidden message puzzle, or work on any incomplete coursework quietly. Thanks! **Homework:** New online discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * Dec 19, Thursday**
 * Astronomy Unit Test Today!**

Handout Astronomy Extra Credit Review Puzzle **(due tomorrow)** CPS Clicker Review of Astronomy Unit **Homework:** New online discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * Dec 18, Wednesday**
 * Astronomy Unit Test Thursday Tomorrow!**

Complete the Astronomy Unit Extra Credit Review Puzzle OR get caught up on any incomplete assignments **Homework:** New online discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * Dec 17, Tuesday (Curriculum Revision Workshop Admin. 7:45-2:35) SNOW DAY**
 * Astronomy Unit Test Thursday 12/19**

Checked and covered Astronomy Unit Study Guide Viewed short Deep Astronomy or Big Think videos above based on time permitting ( *__quick poll__ : how many need to finish, or share CH 31 notes activity to me?) Respond to online discussion for this week OR get caught up on any incomplete assignments **Homework:** New online discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * Dec 16****, Monday**
 * Astronomy Unit Test Thursday 12/19**

Finished the CH 31 Notes activity (see Monday's entry below) Complete online discussion for this week if you haven't already Begin Astronomy Unit Study Guide **Homework:** Astronomy Unit Study Guide **(due Monday)**
 * Dec 13****, Friday**
 * Astronomy Unit Test Thursday 12/19**

Begin / Continue the CH 31 Notes activity (see Monday's entry below) **Homework:** New online discussion "[|Astronomy / Cosmology Current Events]" **(due Friday)**
 * Dec 12****, Thursday** **(No 1st Period Today due to Keystone Exams)**

**December 11, Wednesday (No 1st Period Today due to Keystone Exams)** Begin / Continue the CH 31 Notes activity (see Monday's entry below) **Homework:** New online discussion "[|Astronomy / Cosmology Current Events]" **(due Friday)**

**December 10, Tuesday (SNOW DAY)**

**December 9, Monday (No 1st Period Today due to Keystone Exams)** View short vids from section 31.1 Begin the CH 31 Notes Activity (Found on your school Google Drive / Email Account) **Homework:** New online discussion "[|Astronomy / Cosmology Current Events]" **(due Friday)**

**December 6, Friday (Triple 1st Period Today due to Keystone Exams)** Viewed Life and Death of a Star **(1st period only)**
 * Viewed Universe: "Supernovae" Also[| this]** **(1st period only)**
 * All Groups:**
 * 1) Finished work on the [|H-R Diagram Gizmo] **(due Today)**
 * 2) Make sure you have (or get from the website) all of the CH 30 Notes
 * 3) Make sure you're caught up with online discussions and any incomplete assignments
 * 4) Try your luck at helping scientists [|locate actual extrasolar planets]
 * Homework:** Complete online discussion response "[|Stellar Life Cycles]" **(due Today)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

**December 5, Thursday (No 1st Period Today due to Keystone Exams)** Viewed Universe: Life and Death of a Star
 * Homework:** Complete online discussion response "[|Stellar Life Cycles]" **(due Tomorrow)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

**December 4, Wednesday (No 1st Period Today due to Keystone Exams)** Students began work on the [|H-R Diagram Gizmo] **(due Friday)**
 * Homework:** Complete online discussion response "[|Stellar Life Cycles]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

**December 3, Tuesday (IEP Meeting 9th period; Triple 1st Period Today due to Keystone Exams)** Covered [|CH 30 Notes] 61 - end Viewed accompanying video clip: Death of a Star
 * 2nd part of period:** Students completed the [|H-R Diagram Gizmo]
 * 3rd part of period:** Finish Gizmo, complete online discussion, view Life and Death of Stars (time permitting)
 * Homework:** Complete online discussion response "[|Stellar Life Cycles]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Cosmic Voyage
 * Nov 26****, Tuesday**
 * Homework:**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finish the [|Scale of the Universe Quiz] from Friday Get caught up on any incomplete assignments including recent online discussions
 * Nov 25****, Monday**
 * Already caught up?** For extra credit, email me or otherwise submit a 1 paragraph description of the Scale of the Universe tool used on Friday. i.e. what are the largest and smallest objects included? How many orders of magnitude separate them? What did you find most interesting or fascinating about it? etc. etc.
 * Homework:**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Grab 1 laptop per pair and go to the class website 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. ***Motivation necessary to complete this in one period! In the military, they called it "demonstrating a sense of urgency," but all that it really means is taking seriously and focusing on the task at hand. I've seen that quite a bit from a lot of students/groups so far this semester. Just don't forget... there's always room for improvement. Keep it up!**
 * Nov 22****, Friday**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Today!)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe

Finished viewing the Universe Nebulae 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 Viewed (4:00 - 11:00) [|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. When you get a chance, check out the "Solar System to Scale" banner hanging above the laptop cart
 * Nov 21****, Thursday**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe

Viewed the Universe Nebulae (video question sheet collected for credit)
 * Nov 20, Wednesday**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe

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)
 * Nov 19, Tuesday**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished few remaining CH 29 Note slides Viewed The Universe: "End of the Earth" (20:00 first half; question sheets collected)
 * Nov 18, Monday (Parent Meeting 9th period)**
 * Homework:** [|29.4 Study Guide] **(due next time)**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**

Finished viewing final 5-10 min. of Alien Planets Continued [|CH 29 Notes] (through Asteroids)
 * Nov 15, Friday (Dept. meeting Training 9th period)**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(due Friday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.

Viewed The Universe: Alien Planets with video question sheet
 * Nov 14, Thursday**


 * This would also be a good point for What we Still Don't Know: [|Are we Alone?]

Students finished work on the [|Celestia part 1] activity. (This is the final class time to complete this) Make sure to follow the guide sheets and to answer all questions before turning it in for credit If you finish early, complete the online discussion and get caught up on any incomplete coursework
 * Nov 13, Wednesday**
 * Motivation necessary to complete this today!**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Students continued work on the [|Celestia part 1] activity. ***Motivation necessary to complete this today!** Make sure to follow the guide sheets and to answer all questions.
 * Nov 12, Tuesday**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.
 * 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) Introduced and began work on Scale of the Universe: [|Celestia part 1] (here is the [|answer sheet] to use).
 * Nov 11, Monday**
 * 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
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Returned and covered Rock Unit Test Viewed streaming vid. on Kepler's laws (3:30) Covered [|CH 29 Notes] thru slide 28 w/ Demo: "[|Orbiting the center of mass]" Viewed [|Voyager 1 & 2] (4:30)
 * Nov 8, Friday (Extended Period 8 to 2:10) Drake Equation 8:00 and Sir Martin Rees @ TED 17:30**
 * Homework:** [|29.1 Study Guide] and Discussion response: " [|Human Impact] " **(due Today)**
 * 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 ***Motivation necessary to complete this today!**
 * Nov 7, Thursday**
 * ** Please make sure you follow the directions on the first slide (File, Make a Copy, Share it to me, etc.) **
 * 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:** New Discussion response: " [|Human Impact] " **(due Friday)**

[|Earth-like planet found!?] **(September 2010)** [|Video (Michio Kaku)] (3:00) "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. **For Today**
 * Nov 6****, Wednesday (Consider changing format from presentation to Word doc with questions)**
 * 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 to millions of 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 and what that life might be like?**
 * 1) **Introduce "The Search for Extrasolar Planets"** **(A document that I shared to you on your school email)**
 * 2) **Don't forget to finish and turn in Solar System Explorer Gizmo**
 * 3) ***Motivation necessary to complete these today!**
 * 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.

Grab a laptop (solo or 1 laptop per pair) Handout and introduce work on the [|Solar System Explorer Gizmo] ***Motivation necessary to complete this today!**
 * Nov 5****, Tuesday**
 * Homework:** Finish the Gizmo if not done in class
 * 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.

Rap Song "[|Confessions of a Planet]" (Summary of numerous fundamental astronomy concepts //every citizen should know//) Covered [|CH 29 Notes] 1-12. Viewed clip on Mars Orbit: "Retrograde Motion"
 * Nov 4****, Monday**
 * Astronomy Unit Opener:** The [|Quantum Theory Song] 4 minutes of //Electronica// and really, really well done! **Turn (CC) on.** For more information on the subject if you have 10 minutes of strict focus**, refer to [|this link] IF YOU DARE**
 * 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.

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) ***This is easily completed in 1 period**
 * Nov 1, Friday**

Viewed Ring of Fire (question sheets collected)
 * Oct 31, Thursday**
 * Homework:** New Discussion response "[|Natural Hazards]" **(due Friday)**

If you finish early, grab a laptop and respond to New Discussion response: "[|Natural Hazards]" **(due Friday)** Began Greatest Evolution Discoveries (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * Oct 30, Wednesday**
 * Rock Unit Test Today!**

Checked and covered homework CPS review of rock unit (Will look __VERY__ similar to the test) Offered Rock Unit Test extra credit review puzzle. (due tomorrow)
 * Oct 29, Tuesday (End of 1st MP)**
 * Rock Unit Test tomorrow**
 * 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.

Checked and covered the homework Handout Study Guide and Review Puzzle Began work on Rock Unit Study Guide **(due next time)** and Rock Unit Test extra credit review puzzle. **(due Wednesday)**
 * Oct 28, Monday (End of 1st Marking Period tomorrow) **
 * Rock Unit Test Wednesday**
 * 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.**
 * Homework:** **Rock Unit Study Guide [[file:Rock Test Study Guide.doc]]**
 * 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

Online Discussion response "[|Rock Cycle]" **(due Today)** 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
 * Oct 25, Friday (Half Day Periods 1- 4)**
 * Homework: Finish the 2 worksheets above**
 * 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 8: Please help clean up lab areas by returning materials to designated table in the back. Thanks!
 * Oct 24, Thursday**
 * Finish rock cycle gizmo and/or complete online discussion**
 * Homework:** New Discussion response "[|Rock Cycle]" **(due Friday)**
 * Homework:** Rock Cycle Concept Map Activity. and 6.3 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.
 * 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) 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. ***Motivation necessary to complete this today!**
 * Oct 23, Wednesday**
 * 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.

Checked and covered homework Students completed the Metamorphic Rock Lab Activity: **(This is easily completed in 1 period)**
 * Oct 22, 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?
 * 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 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"
 * Oct 21, Monday**
 * Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due next time)
 * 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 [|Intro to Sedimentary Rocks] (8:00) Covered [|CH 6 Notes] through slide 28 (Slide 37 Importance of Sedimentary Rocks if possible) Viewed Brain Pop Cartoon "[|Geologic Time]" (3:19) and Short Streaming Vids: Chemical Weathering and Erosion [|Fracking Explained] (5:00) Smithsonian Virtual Field Trip [|Panoramas] (and mineral, rock, gem images time permitting)
 * Oct 18, Friday**
 * Homework:** New Discussion response "[|Evolution on a Dynamic Earth]" **(due Today)**
 * 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

Checked and covered homework Respond to online discussion topic for this week or get caught up on any other course assignments
 * Oct 17, Thursday**
 * Finished How the Earth was Made (from 1:15:00 to 1:30:00) and collected question sheets**
 * Homework:** New Discussion response "[|Evolution on a Dynamic Earth]" **(due Friday)**


 * Oct 16, Wednesday**
 * How the Earth was Made (Part 2 from 37:00)**
 * Question sheets will be collected for credit**
 * Homework:** [|5.1 Study Guide]
 * Homework:** New Discussion response "[|Evolution 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.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface


 * Oct 15, Tuesday (SWPBS Meeting 4th Pd. GIEP Meeting 8th Pd.)**
 * How the Earth was Made (Part 1)**
 * Question sheets will be collected for credit**
 * Homework:** New Discussion response "[|Evolution 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.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface


 * Oct 14, Monday (In-Service Day)**

Students completed the Igneous Rock Lab. **(This is easily completed in 1 period)** but you must have a basic understanding of the following 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 11, 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.**
 * Homework:** New Discussion response "[|Water Planet]" **(due Today)**
 * 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 "Granite Formation" (5:00) Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "How Igneous Rocks are Formed" (2:00) [|What are Igneous Rocks] (2:25) [|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
 * Oct 10, Thursday**
 * Homework:** New Discussion response "[|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.

Finished work on the "Rock Forming Minerals" activity from yesterday Took the online quiz "[|Rock Forming Minerals]"
 * Oct 9, Wednesday**
 * Motivation necessary to complete these activities today!**
 * Homework:** New Discussion response "[|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.

>> "Rock Forming Minerals")
 * Oct 8, Tuesday**
 * Begin "Rock Forming Minerals" activity:**
 * 1) **Get one partner and 1 laptop and Log into** your school [|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) Assign topic slides to each group **(approximately 19 topics)**. 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:** New Discussion response "[|Water Planet]" **(due Friday)**

Test Make-ups Viewed Earth Biography Volcanoes (question sheet collected for credit)
 * Oct 7, Monday**
 * Homework:** New Discussion response "[|Water Planet]" **(due Friday)**


 * Oct 4, Friday**
 * Review online discussion page (I should have about 80 responses for each. What you should do...)**
 * Collected Extra Credit Review**
 * Mineral Test Today!** Done early?: Mineral Hidden Message Bonus Puzzle, finish lab work, online discussion.
 * 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 offer extra credit review puzzle CPS review for mineral test Viewed first part of "Secret Life of Caves"
 * Oct 3, Thursday**
 * Homework:** "[|Earth is Constantly Changing]" discussion response: **(due Friday)**
 * Mineral Test Tomorrow**

Students used this period to:
 * Oct 2, Wednesday**
 * Checked and displayed homework key**
 * Offered extra credit review puzzle (due Friday).**
 * 1) **Finish this lab (due tomorrow). *Check the Internet to verify identifications before turning in lab**
 * 2) **Complete online discussion responses**
 * 3) **Complete Extra Credit Review**
 * Homework:** "[|Earth is Constantly Changing]" discussion response: **(due Friday)**
 * Mineral Test**** Friday 10/4 **
 * 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.
 * Oct 1, Tuesday (1st and 4th periods: please help by closing all kits when finished, stack everything together on side or back counters. Thanks!)**
 * 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.**
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework: ** [|4.2a Study Guide] ** (due Tomorrow). **
 * Homework:** "[|Earth is Constantly Changing]" discussion response: **(due Friday)**
 * Mineral Test**** Friday 10/4 **
 * 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.

Hand out 4.1 Study Guide (due next time) 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.** 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.!)
 * Sept 30, Monday**
 * Note: This lab will be graded on completeness and correctness. Not hanging onto or not completing/turning in this lab sheet will negatively impact your overall grade for this marking period. **
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework: ** [|4.1 Study Guide] (due tomorrow)
 * Homework:** "[|Earth is Constantly Changing]" discussion response: **(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.

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.** 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.!)
 * Sept 27, Friday**
 * Note: This lab will be graded on completeness and correctness. Not hanging onto or not completing/turning in this lab sheet will negatively impact your overall grade for this marking period. **
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * 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)**
 * Sept 26, Thursday**
 * 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. **
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework:** "[|How old is Earth?]" discussion response: **(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.

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)
 * Sept 25, Wednesday**
 * Homework:** "[|How old is Earth?]" discussion response: **(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:
 * Sept 24, Tuesday**
 * 1) Briefly discuss safe handling of the substance
 * 2) Brief explanation of how the supersaturated solution was created
 * 3) Get ready to observe! (this happens quickly)
 * 4) Carefully add a tiny "[|seed crystal]" to the solution
 * 5) 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:** "[|How old is Earth?]" discussion response: **(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.

Respond to the "[|How old is Earth?]" discussion response: **(due Friday)**
 * Sept 23, Monday**
 * Animation:** [|Mineral Crystal Growth]
 * Lab: [|Growing Crystals]**
 * 1) **Demo [|videos] of the process**
 * 2) **Before participating in this activity, you must successfully complete this quick online [|tutorial].**
 * 3) Review the [|explanation] ([|more detailed explanation]) of the **physical** process of crystal formation

Finish Earth Bio Ice 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)
 * Sept 20, Friday**
 * Homework:**
 * 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.


 * Next time, insert equinox lesson on the seasons before beginning Geology unit. *This should roughly coincide with both the spring and fall**


 * Sept 19****, Thursday**
 * Test Make Ups**
 * Earth Bio Ice DVD**
 * Homework:** "[|Green Actions]" discussion response: **(due tomorrow)**

Done early? Please work quietly on the bonus puzzle, online discussion, or to get caught up on any other classwork.
 * Sept 18****, Wednesday**
 * Unit 1 Test Today**
 * Homework:** "[|Green Actions]" discussion response: **(due Friday)**

Discussed content and format for test Tomorrow CPS clicker review of unit 1
 * Sept 17****, Tuesday (SWPBS Meeting 8th Period)**
 * Unit 1 Test** **Tomorrow**
 * Homework:** "[|Green Actions]" discussion response: **(due Friday)**

CPS review with 8th Period Today. Leave Review Puzzle / Today's Plan for Tomorrow (SWPBS Meeting 8th) Checked and covered the homework Unit 1 test review puzzle extra credit offered (due Wednesday) Completed work on the Gizmo activities and online discussion Check Sapphire / class website; get caught up on any incomplete work
 * Sept 16****, Monday**
 * Unit 1 Test Wedne****sday 9/18**
 * Homework: ** **Completed Gizmo due Tomorrow!**
 * Homework:** "[|Green Actions]" discussion response: **(due Friday)**
 * 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). ***Motivation necessary to complete this activity today!**
 * Sept 13****, Friday (Double 4th Period Today. No 1st and 8th Periods)**
 * 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 completed Gizmos (due next time we meet)**
 * Unit 1 Test Wedne****sday 9/18**
 * 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] To access this assignment, you may be able to click on the link for it above. If not, click [|here] and login using your school network username and password. (The one you use every time you login to a school computer)
 * Sept 12, Thursday (Meet the Teacher Night 6-8 PM) (Double 1st and 8th Period Today. No 4th Period)**
 * Motivation necessary to complete these activities today and tomorrow!**
 * 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: Follow the brief steps below, and write your answers on a piece of blank paper
 * Sept 11****, Wednesday**
 * 1) View this [|1 minute video] on map projections from National Geographic. **Which map projection from our notes is explained in the video?**
 * 2) Visit the [|Globe Projector] (Keep the "database" slider on the right in "outline" mode. Move the left slider up and down. **On your paper, make brief notes** about the different types of projections you see (I think there are 3 types found there))
 * 3) 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.
 * 4) Finally, refer to the notes we took in class on the map projections: Mercator, Conic, and Gnomic. In step #3 which you just completed, **they refer to these projections using different names; what are they?**
 * 5) **Please write your name on your paper and turn it in for credit**
 * Homework: Online Discussion "[|Earth Systems Interactions]" (due Friday)**

I introduced and students began: Google Earth Science Places of Interest:
 * Sept 10****, Tuesday**
 * 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 #12, use Jacobsburg State Park as the closest
 * Motivation necessary to complete this activity today and tomorrow!**
 * 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.


 * Sept 9****, Monday**
 * 1) Covered [|Unit 1 Notes] to the end (with map projections demo)
 * 2) I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish next time on your own or in small groups)
 * Homework:** New Online Discussion Response "[|Earth Systems Interactions]" (due Friday)


 * Sept 6****, Friday (Reward 100% Homework Completion)**
 * 1) Mythbuster Adam Savage's TED Talk "How Simple Ideas Lead to Scientific Discoveries" (7:32) **Checked and covered homework**
 * 2) **Complete first 2 online discussions if you have not done so**

Covered [|Unit 1 Notes] through scientific method (28-36).
 * Sept 5****, Thursday**
 * Collected Intro to Data Collection Lab *If you were not here for this click here**
 * "The Scientific Method [|Made Easy]" (10:00)**
 * Homework:** [|1.1 Study Guide] and [|1.2 Study Guide] [[file:nahsearthscience/Earth Sci Branches Class.isf|Earth Sci Branches Class.isf]] (due at the beginning of class tomorrow).
 * Homework: Respond to the [|Online Discussion] by tomorrow if you haven't already done so**

I introduced and students performed the "Intro to Data Collection" Lab:
 * Sept 4****, Wednesday (Get Ice and Hot Water)**
 * This activity may easily be completed in 1 period, but reading and following directions are important**
 * Demo how to open Logger Pro and the Experiment Earth Sci with Vernier #1a and 1b (part 2)
 * Temperature probe gets plugged correctly into USB port
 * Read directions carefully
 * No measurements are estimated __when reading a digital display__ nor __when counting__**
 * 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 Homework: (Finish for tomorrow if not done in class) *If you were not here for this click here**
 * If you finish the lab early, log into wikispaces.com and respond to the online discussion for this week.**
 * 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.

Collected "Revisiting Measurement Lab" sheets from last time. ***If you were not present for this activity, complete and turn in the density gizmo** View: "Earth Systems [|Science]" (6:00) Covered [|Unit 1 Notes] through slide 28 "Earth Systems"
 * Sept 3, Tuesday (Pre-Observation Meeting 11:35)**
 * Homework:** New Online Discussion Response "[|Earth Scientific Methods]" (due Friday)

Collected Measuring Length lab sheets I introduced and students began work on the "Revisiting Measurement Lab" ***If you were not present for this activity, complete and turn in the density gizmo** Complete online discussion response
 * Aug 30, Friday**
 * Demonstrate first sample together with attention to directions and careful measurement & calculation
 * Break out into groups of 3 or 4 and show which sample is which **(place your rocks in the correct order)**

Brief review of Practice Estimating Measurements (overhead transparencies) Students completed Measurement Practice (1/2 sheet handout) with metric ruler. Discuss. 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) Make sure you've responded to the first course [|online discussion] topic (see directions below for details)
 * Aug 29, Thursday**
 * 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.

Viewed streaming video "[|Why Earth Science?]" (6:30) Cover Notes: Measurement Review (Slides 1-12) with [|video] on Accuracy vs. Precision (2:30) Practice Estimating Measurements (overhead transparencies)
 * Aug 28, Wednesday**
 * Homework:** Make sure you've responded to the first course [|online discussion] topic (see directions from yesterday for details)

Checked 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, **Computer Use Rules: Please Handle Carefully, Use Appropriately, and Plug Back into Correct Spot** ***Please Note: Online discussion responses are due by Friday each week**
 * Aug 27, Tuesday**
 * grab a laptop or use your smartphone** and go to our class website: nahsearthscience.wikispaces.com and follow these directions:
 * 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]


 * Aug 26, Monday (Grade Level Assembly only affects 4th period Seniors; Review syllabus, visit class website, get syllabus signed)**
 * 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 class each day for attendance ***Is there anyone who needs to be seated up front who has not been placed there already?**
 * 3) Collect student Network Usernames
 * 4) Cover course syllabus and expectations **(Short Periods)**
 * 5) Interview & Introduce a neighbor **(Regular Periods)**:
 * 6) 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]]