Fall+2011


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

[|**Planet Hunters**]

[|Big Bang Macroevolution] Video (10:00)

3/29/12 7:30 - 3:30 4/17/12 7:30 - 2:30 5/24/12 7:30 - 3:30
 * SWPBS Meetings**

(Double 2nd Period, No 1st Period)
 * January 12****, Thursday** SWPBS Meeting Admin Thurs 7:30-2:30

Final Exam Today (Double 1st Period, No 2nd Period)
 * January 11****, Wednesday**

Finish Final Exam Review Finish Viewing Universe: Space Travel
 * January 10****, Tuesday**
 * Final Exam Tomorrow**
 * End of 2nd Marking Period Fri. 1/20**

Begin Final Exam Review
 * January 9****, Monday**
 * Final Exam Wednesday 1/11**
 * End of 2nd Marking Period Fri. 1/20**

Test Make Ups / Return and cover Astronomy Unit Test Finish Universe: Life and Death of a Star Began Viewing Universe: Space Travel
 * January 6****, Friday**

Viewed Universe: Life and Death of a Star + question sheet
 * January 5****, Thursday**
 * Test Make Ups**


 * January 4****, Wednesday**
 * Astronomy Unit Test Today!**
 * Bonus Puzzle afterward or Sagan on 4th Dimension (2 parts)**
 * Final Exam Wednesday 1/11**
 * End of 2nd Marking Period Fri. 1/20**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

CPS Review of Astronomy Unit
 * January 3****, Tuesday**
 * Don't forget about the meteor shower tonight! (read below)**
 * "The Quadrantids, named for a now-extinct constellation, will be visible for two hours early Wednesday, from about **3 to 5 a.m.** local times. The shower is likely to produce up to 100 falling stars an hour, making for a good show!"
 * Covered format and content for Astronomy Unit Test Tomorrow!**
 * Final Exam Wednesday 1/11**
 * End of 2nd Marking Period Fri. 1/20**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Meteor showers: (Weather permitting) [] January 3-4 Quadrantids meteor shower (high frequency). **Extra credit:** Bring in a pic of you observing the meteor shower. **(must include evidence of the date. i.e. a newspaper, etc.)** Began work on Astronomy Unit Extra Credit Review Puzzle (due Wednesday). Return all student tests. **STUDY THESE FOR FINAL EXAM!**
 * January 2****, Monday (Brief D.C. mtg. sometime this morning?)**
 * Finished viewing Universe: Milky Way (15-20 min.)**
 * Astronomy Unit Test Wednesday 1/4**
 * Final Exam Wednesday 1/11**
 * End of 2nd Marking Period Fri. 1/20**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Universe: Milky Way + question sheet
 * December 23****, Friday**

**Prezi project due today! Please make sure to also invite me as an "editor" via school email mchughc@nasdschools.org** Began work on the [|H-R Diagram Gizmo] (as a class)
 * December 22****, Thursday**
 * Checked and covered Astronomy Unit Study Guide**
 * Astronomy Unit Test Wednesday 1/4**
 * Final Exam Wednesday 1/11**
 * End of 2nd Marking Period Fri. 1/20**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed short clips on size comparison of celestial objects Students began Astronomy Unit Study Guide OR completed work on Prezi project
 * December 21****, Wednesday**
 * **Make sure to also invite me as an "editor" via school email mchughc@nasdschools.org**
 * Homework:** Completed study guide and Prezi project due tomorrow
 * Astronomy Unit Test Wednesday 1/4**
 * Final Exam Wednesday 1/11**
 * End of 2nd Marking Period Fri. 1/20**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Doppler Effect [|Vid. Clip] (2:00) and Frisbee demo Covered [|CH 30 Notes] 61 - end Viewed accompanying video clip: Death of a Star
 * December 20****, Tuesday**
 * (completed Prezi due Thursday 12/22/11)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Covered [|CH 30 Notes] 33 - 56 w/ Doppler Effect [|Vid. Clip] (2:00) and Frisbee demo
 * December 19****, Monday**
 * (completed Prezi due Thursday 12/22/11)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Continue work on Solar System Scale Model (NOTE: today will most likely be the last full period you have to work on this)
 * December 16, Friday**
 * new due date Thursday 12/22/11 (See grading criteria checklist below)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Continue work on Solar System Scale Model (NOTE: some class time will still be available this week, but you may need to work outside of class time depending on how quickly your group is progressing and how much class time is available) ***due date Monday 12/19/11 (See grading criteria checklist below)**
 * December 15, Thursday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Continue work on Solar System Scale Model (NOTE: some class time will still be available this week, but you may need to work outside of class time depending on how quickly your group is progressing and how much class time is available) ***due date Monday 12/19/11 (See grading criteria checklist below)**
 * December 14, Wednesday**
 * Play tutorial [|video] on screen**
 * Inserting full-size images from the web
 * Inserting text
 * Moving, rotating and changing the size of things
 * Framing and Paths
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Continue work on Solar System Scale Model (NOTE: some class time will still be available this week, but you may need to work outside of class time depending on how quickly your group is progressing and how much class time is available) ***due date Monday 12/19/11 (See grading criteria checklist below)**
 * December 13, Tuesday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Checked and covered homework Continue work on Solar System Scale Model (NOTE: some class time will still be available this week, but you may need to work outside of class time depending on how quickly your group is progressing and how much class time is available) ***due date Monday 12/19/11**
 * December 12, Monday (Note: Fall 2011 sacrificed some H-R Diagram gizmo time for this project)**
 * Make sure to also invite me as an "editor" via school email mchughc@nasdschools.org**
 * Prezi Grading Criteria Checklist: **
 * The presentation is creative (Overall layout, images, text are visually appealing)
 * The presentation includes several effective supporting images (at least 1 for each planet in our system)
 * The presentation effectively demonstrates the scale of the objects in our solar system (For example, if your model Sun is the size of a basketball, the planets are scaled correctly in terms of their relative sizes and distances from the ball)
 * The presentation includes specific info on at least 2 objects beyond our solar system (For example, alpha centauri and the center of our galaxy)
 * The presentation is focused (remains on the subject)
 * The presentation flows smoothly from one idea to the next
 * The information (text, images, video etc.) is(are) accurate, clearly visible, concise, yet effective (Include a sufficient amount of quality material in en effective manner without drowning the viewer in paragraph after paragraph of text on the screen)


 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finish section notes slides 51-56 Continue work on Solar System Scale Model
 * December 9****, Friday**
 * Homework:** [|29.4 Study Guide]
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Collected Celestia Part 1 Assignment View pre-scale activity: How big is the [|Universe]? (2:00) [|Overview of Universe] as we know it from Big Bang Theory up to present Students began work on Solar System Scale Model Activity using [|Prezi]
 * December 8****, Thursday**
 * 1) The idea I have, expectations, objectives, etc.
 * 2) Brief intro to the program features
 * 3) Create an account username/password and **WRITE THEM DOWN! PLEASE!**
 * 4) You may work in small groups 2-3, but each group will need to produce their own unique scale model. You should be able to access the work from any computer with Internet access and we will use at least 2-3 class periods to work on this
 * 5) **Make sure to also invite me as an "editor" via school email mchughc@nasdschools.org**
 * 6) How do I begin?
 * 7) Use "[|Build a Solar System Calculator]" to determine how big model objects need to be and distances between them.
 * 8) Discuss a creative way to present your model. For example it could be: map based, metric ruler based, or human height based just to name a few. **The most important thing overall is that you come up with a creative way to accurately present celestial objects to scale**
 * 9) Begin to find and add the necessary images and other info to your Prezi
 * Use Google image search, screen capture (Shift+Apple+4), etc.
 * 1) Work on the overall layout of your Prezi. (Consider Order of events **"Path"**function)
 * Make it flow nicely
 * If you're unsure of Prezi functions, check out a tutorial or ask myself or a peer

Collected Celestia Part 1 Assignment Students began work on Solar System Scale Model Activity using [|Prezi]
 * December 7****, Wednesday**
 * There were issues creating accounts (we'll pick up with this tomorrow)

Students continued the assignment: Scale of the Universe: [|Celestia part 1]. Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets. When you're done, go to prezi.com [|Prezi] Time permitting?
 * December** **6, Tuesday**
 * NEWS: Yet another "Earth-like?" planet discovered (Kepler 22b)**
 * make sure to use your school email address (12doej@konkretekids.org)
 * I'll take you through the steps for beginning
 * 1) How do I begin?
 * 2) Use "[|Build a Solar System Calculator]" to determine how big model objects need to be and distances between them.
 * 3) Discuss a creative way to present your model. For example it could be: map based, metric ruler based, or human height based just to name a few. **The most important thing overall is that you come up with a creative way to accurately present celestial objects to scale**
 * Homework:** **Celestia Part 1 due tomorrow**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Students continued the assignment: Scale of the Universe: [|Celestia part 1]. Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets.
 * December** **5, Monday**
 * Turn in Solar System Explorer Gizmo if you have not done so**
 * Celestia Part 1 due Wednesday 12/7**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Continued viewing The Universe: "End of the Earth" **(15:00-20:00)** Introduced and began work on Scale of the Universe: [|Celestia part 1] (here is the [|answer sheet] to use).
 * December** **2, Friday**
 * 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.

Checked and covered homework Finished [|CH 29 Notes] slides 39-50 Began viewing The Universe: "End of the Earth" (1st half is best)
 * December** **1, Thursday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed streaming vid. on Kepler's laws Powerpoint quiz on section 29.1 Covered [|CH 29 Notes] slides 33-46 with vid on Eagle Nebula (2:00) Short vid. on Nebulae
 * November** **30, Wednesday**
 * Homework:** [|29.1 Study Guide]
 * 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.

Finished Viewing "Beyond the Big Bang" 1:17:00-1:30:00 Returned and covered Rock Unit Test Covered [|CH 29 Notes] 13-28 w/ Demo: "[|Orbiting the center of mass]" Correcting any misconceptions: What is the direct cause of our changing seasons? (Globe and light demo) (Gizmo demo: Seasons?)
 * November** **29, Tuesday**
 * 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.

Continued Viewing "Beyond the Big Bang" Most Critical Sections: 0-12:00, 19:00-39:00, 51:00-55:00, and 1:17:00-1:30:00
 * November** **23, Wednesday**

Review group presentation on "The Search for Extrasolar Planets" Begin Viewing "Beyond the Big Bang" (thru 9:00)
 * November** **22, Tuesday**

[|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. Continue **"The Search for Extrasolar Planets"** Google Docs activity
 * November** **21, Monday**
 * How Planet Hunting Works (Nice [|Animations])
 * As a side note, you may also be interested in info on the [|Drake Equation]

Finished The Universe: Alien Planets Introduce **"The Search for Extrasolar Planets"** Google Docs activity Drake equation for the potential of intelligent life in the galaxy Sagan ([|8:30])
 * November** **18, Friday**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed The Universe: Alien Planets with video question sheet
 * November** **17, Thursday**
 * Collected remaining Gizmos**

Students finished work on the [|Solar System Explorer Gizmo]. Returned student work.
 * November** **16, Wednesday**
 * Homework: Finish the Gizmo if not done in class. (No more class time is scheduled for this.)**
 * 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.
 * November** **15, Tuesday** **Faculty Meeting Tuesday 11/15**
 * 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).
 * November** **14, Monday**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Began [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * November 11****, Friday**
 * Rock Unit Test Today!**

CPS review of rock unit. Complete Rock Unit Test extra credit review puzzle. (due tomorrow)
 * November 10****, Thursday**
 * Rock Unit Test Tomorrow!**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Checked and covered the homework Offered Rock Unit Test extra credit review puzzle. (due Friday) (Time Permitting) Begin [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * November 9****, Wednesday:** **Periods 1-3 are 22 min.**
 * Rock Unit Test Friday November 11**
 * 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 sheets & Collected remaining metamorphic labs Students began the Rock Unit Study Guide **(due tomorrow)**
 * November 8****, Tuesday:** **Periods 1-3 are 22 min.**
 * Homework:** Rock Unit Study Guide
 * Rock Unit Test Friday November 11**
 * 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

Finish metamorphic rock lab from last time (see notes below) Students completed the [|Rock Cycle Concept Map Activity.] **(Make sure to completely write the info in each space) *This will be a useful study tool** Students began work on the [|6.3 study guide]
 * November 7****, Monday**
 * Homework:**
 * 1) Metamorphic rock lab worksheet
 * 2) [|6.3 study guide]
 * 3) [|Rock Cycle Concept Map Activity.]
 * Rock Unit Test Friday November 11**
 * 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 sheets from yesterday Random breakfast lottery!? Students completed the Metamorphic Rock Lab Activity:
 * November 4, Friday**
 * 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, either see me about making it up OR 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?


 * 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

Completed the remaining [|CH 6 Notes] Viewed short clip on "How Metamorphic Rocks are Formed."
 * November 3, Thursday**
 * Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due tomorrow)
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface


 * November 2, Wednesday**
 * Current Event Activity: "Marcellus Shale":**
 * 1) Login to Google Docs and open "Marcellus Shale"
 * 2) Cover assignment directions as a class
 * 3) Choose assignment topics
 * 4) Complete your portion of the document
 * 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.

Short Streaming Vids: Sed. Rocks, Chemical Weathering and Erosion Covered [|CH 6 Notes] through slide Smithsonian Virtual Field Trip [|Panoramas] (and mineral, rock, gem images time permitting)
 * November 1, Tuesday**
 * (Next Time Earth Sci Demo: Erosion & Weathering in My Mouth?)**
 * Homework:** Make sure you finish adding your slides to the "Rock Forming Minerals" presentation and adding your questions to the "Rock Forming Minerals Quiz"
 * Note:** "We're aware of a problem that occurs when someone has more than one form editing window open for the same form. The workaround to avoid edits from one form editing window overwriting edits from another is to ensure that you only have one form editing window open. This is the window that opens when you select **Form > Edit form**." - Google Support


 * 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


 * October 31, Monday**
 * Finished Earth Bio "Ocean" from Thursday**
 * Finish Rock Forming Minerals Collaborative Activity:**
 * 1) Once you're done creating your slides, **add 2 related multiple choice questions** to the Google Form "Rock Forming Minerals" (Click "Form" and "Edit Form"). Please edit your questions only.
 * 2) Once **everyone is done adding questions**, everyone will take the quiz (You should reference the presentation to help answer the questions). Click "Form" and "Go to Live Form." Don't forget to click "Submit" when done.

Viewed Earth Biography "Atmosphere" Worksheets collected.
 * October 28, Friday (1/2 Day In-service)**

Viewed Earth Biography "Ocean" Worksheets collected
 * October 27, Thursday**


 * October 26, Wednesday**
 * Finish rock model lab activity from last week:**
 * 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.**
 * Get on a laptop and finish "Rock Forming Minerals" activity (See 10/21/11 below):**
 * 1) Click on Mr. McHugh's page for specifics on what your slides should include (See the assignment "Rock Forming Minerals")
 * 2) Once you're done creating your slides, **add 2 related multiple choice questions** to the Google Form "Rock Forming Minerals" (Click "Form" and "Edit Form"). Please edit your questions only.
 * 3) Once **everyone is done adding questions**, everyone will take the quiz (You should reference the presentation to help answer the questions). Click "Form" and "Go to Live Form." Don't forget to click "Submit" when done.

Geocache Day 2
 * October 25, Tuesday (PSSA Retakes, missing 5)**
 * Safety: Do not leave school property, cross any major roads, or do anything else that could result in personal injury. Also, please use common sense and obey all school rules during this activity. I will be moving around between groups, but will always be somewhere near the field house / main entrance to the middle school. **
 * 1) Write down / Enter coordinates for at least 3 caches (at random). Obviously, I don't want you to copy the coordinates for any of the caches your group hid. To avoid this, I will have people's names next to the coordinates of caches they hid.
 * 2) Find some caches and collect some treasure. **If you are the first one to a cache, I want you to do 3 things:**
 * 3) Keep all of the treasure for yourselves, but bring the cache itself with you back to the classroom for me.
 * 4) Make sure to check off, or cross out the coordinates of the caches you find on your worksheet. When you return to the room, I would like to be able to determine if and where any remaining caches are located.
 * 5) Leave a little Post-It note (a small scrap of paper weighed down, etc.) at that spot indicating that the cache has already been **found** and removed.
 * 6) Gather materials (clipboard, worksheets, pen or pencil, GPS receiver, Yellow Post-It Notes)
 * 7) Return to the room by 8:15 and cross off caches you found!

Geocache Day 1
 * October 24, Monday (PSSA Retakes, missing 5)**
 * Safety: Do not leave school property, cross any major roads, or do anything else that could result in personal injury. Also, please use common sense and obey all school rules during this activity. I will be moving around between groups, but will always be somewhere near the field house / main entrance to the middle school. **
 * 1) Intro video, "[|What is Geocaching?]" (2:00) and handheld units
 * 2) Gather materials (clipboard, worksheets, pen or pencil, GPS receiver, small container, treasure)
 * 3) Group cache
 * 4) Hide at least 1 cache with treasure (the more the merrier), mark it as a new waypoint, record the coordinates on your worksheet as well as a clue for people hoping to find it tomorrow. Please make sure it is hidden well, but somewhere safe.
 * 5) Turn in your sheet with coordinates and clues

>> "Rock Forming Minerals")
 * October 21, Friday**
 * Bring your hoodie, jacket, etc. to class 1st period on Monday **
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Also: October 22 ** - **Orionid Meteor Shower-** Predicted to peak with up to 20 meteors per hour. Thin Crescent Moon will interfere some. Prime time to observe is around 2 a.m. on the morning of the 22nd before the moon rises.
 * Collect remaining Rock Cycle Gizmos**
 * Display / Discuss [|Acceptable Use] of Tech Resources (Laptops, Internet, Email, etc.)**
 * Please remember that class rules include using common sense and common courtesy (even online)**
 * Begin "Rock Forming Minerals" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Brief tour of features for those who haven't logged in yet (who knows some features?)
 * 3) Under documents **open the 2 files**: "Rock Forming Minerals" that I've shared with you. (***Notice one is a Presentation, while the other is a Google Form)**
 * 4) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 5) Your name should already be on one of the slides. You may edit it, add to it, create new slides for more room, etc.
 * Click on Mr. McHugh's pagefor specifics on what your slides should include (See the assignment
 * 1) Once you're done creating your slides, **add 3 related multiple choice questions** to the Google Form. (Click "Form" and "Edit Form")
 * 2) Once everyone is done adding questions, everyone will take the quiz (You should reference the presentation to help answer the questions)

Check and cover homework Rock Cycle Lab: Creating models of a sedimentary rock. Please help clean up lab areas by returning materials to designated table in the back. Thanks!
 * October 20, Thursday**
 * (Next Time Try "You Crack Me Up!" Earth Sci Demo?)**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Also: October 22 ** - **Orionid Meteor Shower-** Predicted to peak with up to 20 meteors per hour. Thin Crescent Moon will interfere some. Prime time to observe is around 2 a.m. on the morning of the 22nd before the moon rises.
 * P.S. Don't forget about Rock Cycle Gizmo (due** **tomorrow)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Finished work on the [|Rock Cycle Gizmo] and Igneous Rock lab if necessary. (Gizmo due Friday 10/21)
 * October 19, Wednesday**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Also: October 22 ** - **Orionid Meteor Shower-** Predicted to peak with up to 20 meteors per hour. Thin Crescent Moon will interfere some. Prime time to observe is around 2 a.m. on the morning of the 22nd before the moon rises.
 * Homework:** [|5.1 Study Guide] and finish Rock Cycle Gizmo
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * M11.C.3.1.2** Relate slope to perpendicularity and/or parallelism.

Returned and covered Mineral Test Finished remaining igneous rock labs from yesterday. Introduced and began the [|Rock Cycle Gizmo]. Make sure to read and follow directions carefully; I'm looking for **correct answers** to the questions as well as **a diagram that will be sketched** as you complete the directions.
 * October 18, Tuesday**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Students completed the Igneous Rock Lab. Igneous rock textures: [|Phaneritic], [|Aphanitic], [|Porphyritic], [|Vesicular], [|Glassy]. Samples for today's lab include #3 & 4 (found in ziplock bags), and #30, 32, 33, 34, 35, 36 from the mineral/rock kit; **make sure you number these in order on lab sheet and that your samples match my master kit**.
 * October 17, Monday**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Bonus Opportunity!** When we take a test, major quiz, etc. all you need to do is simply, correctly write out one of our QuOTDs. (*Note: It can not be the current day's QuOTD)
 * Use Internet info, tables, images, etc. to aid in identification (not required)**
 * Note: If you were absent for this activity, write a 2 paragraph summary explaining the properties used to identify igneous rock samples. Include a description of how each of the following would be classified and explain why: Pumice, Granite, Basalt, and Obsidian.**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Finished Earth Bio DVD: Volcanoes Show Iceland pics from 2010 trip Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "Magma Inside Earth" (1st 3 minutes) and "How Igneous Rocks are Formed" (2:00).
 * October 14, 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
 * October 13, Thursday**
 * Bonus Opportunity: Do you have, or can you find, good Ideas for "Geocaching in Earth Science": Geology, Meteorology, Ecology, etc. (*activity must be able to be done on NAHS campus complex). Please respond on the "discussion" tab of this page with your idea or, alternately, you can email me directly! For the most credit, please include a logical list of steps (a.k.a. the directions) one would follow to complete this activity including your reasoning for why this would be a fun, worth wile, challenging geocaching activity to participate in. Please note: I'm not looking for the 1st item you find during a Google search. Instead, I'm looking for something you would really like to participate in this semester.**


 * October 12, Wednesday**
 * Collected Extra Credit Review**
 * Mineral Test and Lab Practical Today!** Done early?: Mineral Hidden Message Bonus Puzzle

CPS review for mineral test Finish Mineral Lab and/or Extra Credit Crossword Puzzle.
 * October 11, Tuesday**
 * Mineral lab due tomorrow.** **Mineral Test and Lab Practical 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.

Finished [|CH 4 Notes] Demonstrations of "special" mineral properties (fluorescence, magnetism, smell, etc.) Begin work on Extra Credit Review Puzzle
 * October 7, Friday**
 * Announcement: Progress Reports will be printed soon. Check Sapphire; if you have any "i" grades, complete and submit this work to me ASAP!**
 * Checked and displayed homework key**
 * This lab is due Tuesday 10/11 (People who need to get caught up should see me for a pass 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.**** Note: This lab will be graded on completeness and correctness. **
 * Mineral Test and Lab Practical**** Wednesday 10/12 **

Students used this period to ask final questions, finish up the lab, etc. **Class time today to finish this lab. This lab is due Tuesday 10/11 (People who need to get caught up should see me for a pass today or tomorrow)**. **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. **
 * October 6, Thursday**
 * Announcement: Progress Reports will be printed soon. Check Sapphire; if you have any "i" grades, complete and submit this work to me ASAP!**
 * Checked and displayed homework key**
 * Homework: ** [|4.2a Study Guide] ** (due Tuesday) **
 * Mineral Test and Lab Practical**** Wednesday 10/12 **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Students continued the Mineral I.D. Lab. Please take a chance to look at the samples in Moh's hardness kit. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!
 * October 5, Wednesday**
 * Homework: ** [|4.1 Study Guide] due tomorrow
 * 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 and/or Thursday to finish this lab. We will test on this chapter next week.**
 * 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 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.**** Note: This lab will be graded on completeness and correctness. **
 * October 4, Tuesday**
 * 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 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. Note: This lab will be graded on completeness and correctness. **
 * October 3, Monday**
 * QuOTD:** " A moment lasts all of a second, but the memory lives on forever." Sounds like, " Fortune, fame, mirror vain...."
 * 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.

"A person without a sense of humor is like a wagon without springs -- jolted by every pebble in the road." "Some people are so dry that you might soak them in a joke for a month and it would not get through their skins."
 * September 30, Friday**
 * [[image:McHugh_Caricature_by_random_student_(Hannah_Hartman width="144" height="183" caption="McHugh Caricature by Random Student 2010"]] || "You grow up the day you have your first real laugh at yourself."

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

"There are at least two ways of spreading light: to be the light source or the mirror that reflects it." Discuss National Geographic article Continued [|CH 4 Notes] (thru slide 44 before Mineral I.D. Lab)
 * September 29, Thursday (period shortened 10 min. due to drill)**
 * (Next Time Try "Which Rocks will Fizz" Earth Sci Demo?)**
 * 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.

Continue Crystal Garden lab:
 * September 28, Wednesday**
 * Review lab sheet together
 * Create crystal mixture (as a class?)
 * Finish cutting your crystal base
 * Add 100 mL of crystal mixture to your base
 * If you're done early, read "Human Impact" article
 * Homework: ** Read National Geographic Article "Human Impact" (March 2011)

Returned and covered Unit 1 Test
 * September 27, Tuesday *Meet the Teacher Tonight 6:30-8:30**
 * New Lab? [|Growing Crystals]**
 * 1) **Demo videos of the process**
 * 2) Display / Print [|explanation] ([|more detailed explanation]) of **physical** process of crystal formation
 * 3) **SAFETY**: This lab involves the use of ammonia and other toxic substances. Goggles and gloves will be worn at all times when working with these substances. __Deliberate safety violations, horseplay, etc. will be met with serious disciplinary action__.
 * 4) **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.

Viewed streaming vid. Rocks and Minerals (3:00) Covered [|CH 4 Notes] thru slide 13 (Minerals from solution)
 * September 26, Monday**
 * Finished Earth Bio Ice DVD (5 min.)**
 * Return student work / unveil topo map mystery boxes**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Scheduled test make ups.
 * Sept 23, Friday**
 * Earth Bio Ice DVD; collect / discuss.**

Done early? Log onto explorelearning.com (login info on front board) and run the "Building Topo Maps" gizmo
 * Sept 22, Thursday**
 * Unit 1 Test Today**

Unit 1 test review puzzle extra credit offered (due Tomorrow) Discussed content and format for test Thursday CPS clicker review of unit 1.
 * Sept 21, Wednesday**
 * Collected Topo Maps**
 * Unit 1 Test** **Tomorrow**

Completed work on topo mapping activity When you're done, log onto explorelearning.com and run the "Building Topo Maps" gizmo [|Study Guide 2.2] **(already done)**
 * Sept 20, Tuesday**
 * Unit 1 Test** **Thursday 9/22 !**
 * Homework: ** **Completed maps due 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).

Continued work on the topographic map activity. Click [|here] and scroll down to see how a topo map will be generated from data collected
 * Sept 19, Monday**
 * 1) Use a **PENCIL** to develop contour lines at each 5 unit interval (i.e. a contour line connecting all points of 15 units, 20 units, 25 units, etc.)
 * 2) Once you're confident of your contour lines, **DARKEN & LABEL** them on your paper.
 * 3) Label the contour lines and turn in your work!
 * 4) If you're done early, log onto explorelearning.com and run the "Building Topo Maps" gizmo
 * Completed maps due Wednesday**
 * Unit 1 Test** **Thursday 9/22**
 * 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).

Checked and covered the homework. I introduced and students began work on the topographic map activity. **(3 large groups)**
 * Sept 16, 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).

Don't forget about Google Earth activity sheets (there may be sometime near the end of class today) Finish Earth Biography: Rare Earth Finish section notes. Map projections (demo)
 * Sept 15****, Thursday**
 * Homework:** [|Study Guide 2.1]
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

Demonstrated how to Determine Distances on Google Earth. Finish and submit Google Earth activity as a group. **(due Tomorrow if not done in class)** Begin Earth Biography: Rare Earth (0-26:00)
 * Sept 14****, Wednesday**

I introduced and students began: Google Earth Science Places of Interest. [|Locating Places on Google Earth.doc]
 * Sept 13****, Tuesday**
 * Logon to Google Earth and answer these as a class while computers are getting up and running:**
 * 1) Who can provide the best latitude and longitude coordinates for Pennsylvania?
 * 2) For the town of Northampton?
 * 3) For the NAHS cafeteria?


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

Checked and covered homework Covered [|Unit 1 Notes] slides 37 to 47. I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish tomorrow on your own)
 * Sept 12****, Monday**

Covered [|Unit 1 Notes] through scientific method (22-36).
 * Sept 9****, Friday**
 * Collected Intro to Data Collection Lab**
 * "The Scientific Method [|Made Easy]" (10:00)**
 * Homework:** [|1.1 Study Guide] and [|1.2 Study Guide]

Check and display homework key I introduced and students performed the "Intro to Data Colection" Lab
 * Sept 8****, Thursday (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**
 * Collected Intro to Data Collection Lab (Finish for tomorrow if not done in class)**


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


 * Sept 7, Wednesday:** **Periods 1-3 are 22 min.**
 * Discuss some examples of Earth Systems Interactions**
 * Homework:**[[image:http://www.wikispaces.com/i/mime/32/application/octet-stream.png link="http://nahsearthscience.wikispaces.com/file/view/Earth+Sci+Branches+Class.isf"]] [|Earth Sci Branches Class.isf] (due at the beginning of class tomorrow)


 * Sept 6, Tuesday: Periods 1-3 are 22 min.**
 * Introduce & Begin Activity: Earth Systems Interactions**
 * 1) Throughout your text, there are MANY examples of interactions between earth systems: Lithosphere, Hydrosphere, Atmosphere, and Biosphere. **It's what earth science is all about**. Examples of such interactions include: weathering of rocks, respiration, and the water cycle itself)
 * 2) Your Job: Work with a partner, using a textbook, on blank paper:
 * 3) Explain and summarize an example of an interaction between at least 2 earth systems. Cite specific pages, images and information from the text. For example, if you choose to summarize interactions between the hydrosphere and lithosphere, you might mention weathering, but there are many other examples you can find in the textbook.
 * 4) Present your explanation to the class. (beginning today or tomorrow)
 * 5) Class: can anyone identify other examples of interactions between these 2 earth systems OR additional systems involved in a specific interaction. (i.e. could the atmosphere be involved in weathering?)


 * September 2, Friday**
 * Quote of the Day: "Failure is often a temporary condition. Giving up is what makes it permanent."**
 * Announcement:** **A textbook may be signed out at any point during this course.**

Checked signed syllabus and viewed streaming video "[|Why Earth Science?]" (6:30). Covered [|Unit 1 Notes] to slide 21 "Lithosphere."
 * One of my favorite hobbies is identifying and collecting wild edible foods**
 * WARNING: DO NOT EAT ANY WILD FOODS UNLESS THEIR IDENTITY HAS BEEN VERIFIED BY A KNOWLEDGEABLE EXPERT. MANY WILD PLANTS, MUSHROOMS, ETC. MAY CAUSE SEVERE ILLNESS OR EVEN DEATH. I CONSIDER MYSELF A FAIRLY QUALIFIED, KNOWLEDGEABLE EXPERT IN THIS AREA AND I ALWAYS EXERCISE EXTREME CAUTION! **

Attendance, Welcome, and Fire Exit Procedure .....I've been thinking recently.... Interview and introduce a neighbor / Cover course syllabus and expectations:
 * September 1, Thursday (****Periods 1-3 are 22 min.)**
 * Quote of the Day: "A short saying often contains much wisdom."**
 * How many of you love to get stuff for free!?
 * What would you say if I offered each of you a few thousand dollars for free!?
 * How many of you seriously think summer was WAY TOO short and don't think we should be back to work/school already?
 * How much $ do you think NASD spends per student each year?
 * Our district [|website]. (Please pay particular attention to the final figure at the bottom)
 * How many of you have someone (family or friends) close to you who pays taxes in the Northampton Area School District?
 * I'm going to try my best to give you your money's worth!
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Earth Sylabus.doc]]
 * 1) Meet your neighbor
 * 2) Find out about his or her interests, summer vacation, future plans, expectations for this course, etc.
 * 3) Introduce him or her briefly (30-60 sec.), tell us what you learned, and give us one piece of info from the syllabus or one class rule
 * 4) Class Website