Spring+2012

[|**Planet Hunters**]

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


 * May 29, Tuesday**
 * The Period 9 Final Exam will be given today**


 * May 24, Thursday (No Period 9 Today)**
 * The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.**

Return all student tests. **STUDY THESE FOR FINAL EXAM!** Returned all course tests and covered Astron test Completed Final Exam CPS review as a class
 * May 23, Wednesday**
 * The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.**


 * May 22, Tuesday**
 * Astronomy Unit Test Today!**
 * Wrap up outside Solar System activity afterward or Sagan on 4th Dimension (2 parts)**
 * The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

CPS Review of Astronomy Unit
 * May 21, Monday**
 * Astronomy Unit Test Tomorrow**
 * Checked and covered Astronomy Unit Study Guide**
 * The Period 9 Final Exam will be given Tuesday May 29th and is worth 20% of your overall course grade.**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Solar System Scale Activity Outside. (weather permitting)
 * May 18****, Friday**
 * Homework:** Don't forget about the Astronomy Unit Study Guide **(due Monday)** and Extra Credit Crossword Review Puzzle **(due Tuesday)**
 * Astronomy Unit Test Tuesday may 22nd**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed: Planets and[| Stars to Scale] and the [|observable universe]. Students began Astronomy Unit Study Guide **(due Monday)** and Extra Credit Crossword Review Puzzle **(due Tuesday)**
 * May 17****, Thursday**
 * Solar System Scale Model Part 1**
 * 1) **Consider the boundaries** you are working within (Google Earth image of [|NAHS campus])
 * 2) **Choose a scale** based on your boundaries: "[|Build a Solar System Calculator]" This is great, because you type in one measurement (for example, the diameter you want your model Sun to be) and the calculator does the rest for you.
 * 3) **Create model Sun Planets:** Label Popsicle sticks and create a Sun (Plah Doh) for solar system scale activity tomorrow (outside weather permitting).
 * Astronomy Unit Test Tuesday May 22nd**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Collected remaining gizmo sheets Finished viewing Universe: Milky Way (2nd half) Students began Astronomy Unit Study Guide **(due Monday)**
 * May 16****, Wednesday (Next time include something with the banner: "Solar System to Scale")**
 * Astronomy Unit Test Tuesday May 22nd**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Universe: Milky Way + question sheet (first 20 min.) Students finished work on the [|H-R Diagram Gizmo]
 * May 15****, Tuesday**
 * Homework:** Finish the gizmo if not done in class
 * Astronomy Unit Test Tuesday May 22nd**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Began work on the [|H-R Diagram Gizmo] (as a class)
 * May 14, Monday**
 * Astronomy Unit Test Tuesday May 22nd**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Check and cover homework Doppler Effect [|Vid. Clip] (2:00) and Frisbee demo Covered [|CH 30 Notes] 61 - end Viewed accompanying video clip: Death of a Star
 * May 11, Friday (Next time include something with the poster: "H-R Diagram")**
 * 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
 * May 10****, Thursday**
 * Homework:** [|29.4 Study Guide]
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finish Viewing Life and Death of Stars Open Scale of the Universe animation and review quiz results of the class Viewed [|Prezi] on "Solar System Scale Model" by McHugh Viewed: Planets and Stars to Scale **([|1] & [|2])**
 * May 9****, Wednesday**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Universe: Life and Death of a Star & question sheet
 * May 8****, Tuesday (SWPBS Meeting)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Students completed work on [|Scale of the Universe Quiz] Open Scale of the Universe animation and review quiz results of the class (or continue next time)
 * May 7****, Monday**
 * Please grab a laptop and get started right away**
 * Homework:** [|29.4 Study Guide]
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Cosmic Voyage DVD (Question Sheets Collected for Credit)
 * May 5****, Friday**
 * Meteor shower May 5th and 6th. Thanks for the heads up Kelsey!** The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Checked and covered the homework Students began work on [|Scale of the Universe Quiz] Open Scale of the Universe animation and review quiz results of the class (or continue next time)
 * May 3****, Thursday (technical difficulty; next time make sure questions are not "required questions" and this activity pretty much requires an entire period!)**
 * Meteor shower May 5th and 6th. Thanks for the heads up Kelsey!** The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished [|CH 29 Notes] slides 42-50 Began viewing The Universe: "End of the Earth" (1st 20:00 is best)
 * May** **2, Wednesday**
 * Meteor shower May 5th and 6th. Thanks for the heads up Kelsey!** The Eta Aquarids are a light shower, usually producing about 10 meteors per hour at their peak. The shower's peak usually occurs on May 5 & 6, however viewing should be good on any morning from May 4 - 7. The full moon will probably ruin the show this year, washing out all but the brightest meteors with its glare. The radiant point for this shower will be in the constellation Aquarius. Best viewing is usually to the east after midnight, far from city lights.
 * Homework:** [|29.1 Study Guide]
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.

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

Viewed vid. on Eagle Nebula (2:00) Short vid. on Nebulae Introduced and began work on Scale of the Universe: [|Celestia part 1] (here is the [|answer sheet] to use).
 * April** **30, Monday (Next Time: Review Astronomy Unit overall & consider which activities and in which order for improved efficiency & effectiveness)**
 * 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.

Viewed streaming vid. on Kepler's laws (3:30) 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?)
 * April** **27, Friday**
 * 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 The Universe: Alien Planets (10:00) Review group presentation on "The Search for Extrasolar Planets" About [|Voyager 1 & 2] (4:30) Returned and covered Rock Unit Test (time permitting)
 * April** **26, Thursday**

Viewed The Universe: Alien Planets with video question sheet
 * April** **25, Wednesday**

[|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.
 * April** **24, Tuesday**

Continue **"The Search for Extrasolar Planets"** Google Docs activity **(Be ready to present your group slides Thursday)**
 * How Planet Hunting Works (Nice [|Animations])
 * As a side note, you may also be interested in info on the [|Drake Equation]

Introduce **"The Search for Extrasolar Planets"** Google Docs activity Drake equation for the potential of intelligent life in the galaxy Sagan ([|8:30])
 * April** **23, 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.

**42nd annual Earth day** **Sunday!** **Extra credit:** Bring in a pic of you participating in some type of Earth Day event or observing the meteor shower this weekend! Finished Beyond the Big Bang: 19:00-39:00, 51:00-55:00, and 1:17:00-1:30:00
 * April** **20, Friday**
 * Meteor Showers 4/21 & 4/22**
 * 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 **(Switch with Beyond Big Bang to facilitate next Wed)**
 * April** **19, Thursday**
 * Collected remaining Gizmos**

Students finished work on the [|Solar System Explorer Gizmo]. Returned student work.
 * April** **18, 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.
 * April** **17, Tuesday (SWPBS all-day /** **Faculty Meeting)**
 * Homework:** Finish the Gizmo if not done in class
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Covered [|CH 29 Notes] 1-12. Viewed clip on Mars Orbit: "Retrograde Motion" Began work on the [|Solar System Explorer Gizmo] (as a class).
 * April** **16, 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
 * April 13****, Friday**
 * Rock Unit Test Today!**

Checked and covered homework CPS review of rock unit.
 * April 12****, Thursday**
 * Rock Unit Test Tomorrow.** Offered Rock Unit Test extra credit review puzzle. (due tomorrow)
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Checked and covered the homework Began work on Rock Unit Study Guide 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
 * April 11****, Wednesday**
 * Rock Unit Test Friday 4/13**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Use class time to begin work on [|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:
 * April 10****, Tuesday**
 * Check and cover
 * [|6.3 study guide]
 * Homework: 6.3 Study Guide**
 * Rock Unit Test Friday 4/13**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Checked and covered the sheets from yesterday Students completed the Metamorphic Rock Lab Activity:
 * April 3****, 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?


 * April 2, Monday**
 * Rock Forming Minerals Quiz Today (Done early? Work on bonus puzzles and/or study guide sheets)**
 * 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

Brain Pop Cartoon "[|Weathering]" (1:50) Brain Pop Cartoon "[|Erosion]" (1:57) Completed the remaining [|CH 6 Notes] Viewed short clip on "How Metamorphic Rocks are Formed."
 * March 30, Friday**
 * Quiz Monday on "Rock Forming Minerals." (Prepare by studying the group power point we created. If certain info is missing, it will still be included on the quiz).**
 * Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due next time we meet)
 * 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

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)
 * March 29, Thursday**
 * Finish Earth Bio: Oceans**
 * Homework:** Make sure you finish adding your slides to the "Rock Forming Minerals" presentation by 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

Meeting at admin. (all day) Students viewed Earth Biography "Ocean" Worksheets collected
 * March 28, Wednesday**

Brain Pop Cartoon "[|Geologic Time]" (3:19)
 * March 27, Tuesday**
 * The end of the 3rd marking period is Tomorrow. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 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 the blog entry from yesterday below):**
 * Click on Mr. McHugh's page for specifics on what your slides should include (See the assignment "Rock Forming Minerals")

>> "Rock Forming Minerals")
 * March 26, Monday**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Begin "Rock Forming Minerals" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Brief tour of features for those who haven't logged in yet (who knows some features?)
 * 3) Under documents **open the 2 files**: "Rock Forming Minerals" that I've shared with you. (***Notice one is a Presentation, while the other is a Google Form)**
 * 4) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 5) Your name should already be on one of the slides. You may edit it, add to it, create new slides for more room, etc.
 * Click on Mr. McHugh's pagefor specifics on what your slides should include (See the assignment
 * 1) Once you're done creating your slides, **add 2 related multiple choice questions** to the Google Form. (Click "Form" and "Edit Form")
 * 2) Once everyone is done adding questions, everyone will take the quiz (You should reference the presentation to help answer the questions)

Geocache Day 2
 * March 22, Thursday**
 * 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. __Please remain within my sight at all times__ **
 * 1) Find some caches and collect some treasure. **If you are the first one to a cache, I want you to do 3 things:**
 * 2) Keep all of the treasure for yourselves, but bring the cache itself with you back to the classroom for me.
 * 3) 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.
 * 4) Gather materials (clipboard, worksheets, pen or pencil, GPS receiver
 * 5) Return to the room by 2:20

Geocache Day 1
 * March 21, Wednesday**
 * 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 I will always be somewhere near the field house / main entrance to the middle school. __Please remain within my sight at all times__ **
 * 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

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!
 * March 20, Tuesday**
 * (Next Time Try "You Crack Me Up!" Earth Sci Demo?)**
 * Bring your hoodie, jacket, etc. to class 9th period tomorrow and Thursday **
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Collect remaining Rock Cycle Gizmos**
 * P.S. Don't forget about Rock Cycle Gizmo (if you haven't finished yet)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Brain Pop Cartoon "[|Rock Cycle]" (2:00) Returned and covered Mineral Test Finished work on the [|Rock Cycle Gizmo] and Igneous Rock lab if necessary. (Gizmo due Tomorrow)
 * March 19, Monday**
 * Bring your hoodie, jacket, etc. to class 9th period on Wednesday and Thursday **
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** [|5.1 Study Guide] and finish Rock Cycle Gizmo
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * M11.C.3.1.2** Relate slope to perpendicularity and/or parallelism.

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.
 * March 16, Friday**
 * The end of the 3rd marking period is March 28th. 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.


 * March 15, Thursday**

Students completed the Igneous Rock Lab. Igneous rock textures: [|Phaneritic], [|Aphanitic], [|Porphyritic], [|Vesicular], [|Glassy]. Samples for today's lab include #3 & 4 (found in ziplock bags), and #30, 32, 33, 34, 35, 36 from the mineral/rock kit; **make sure you number these in order on lab sheet and that your samples match my master kit**.
 * March 14, Wednesday**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Use Internet info, tables, images, etc. to aid in identification (not required)**
 * Note: If you were absent for this activity, write a 2 paragraph summary explaining the properties used to identify igneous rock samples. Include a description of how each of the following would be classified and explain why: Pumice, Granite, Basalt, and Obsidian.**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Finished Earth Bio DVD: Volcanoes Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "Magma Inside Earth" (1st 3 minutes) and "How Igneous Rocks are Formed" (2:00) Brain Pop Cartoon "[|Major Rock Types]" (2:00) Show Iceland pics from 2010 trip
 * March 13, 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.

Earth Bio DVD: Volcanoes
 * March 12, Monday**
 * Test Make Ups, etc.**


 * March 9, Friday**
 * Collected Extra Credit Review**
 * Mineral Test and Lab Practical Today!** Done early?: Mineral Hidden Message Bonus Puzzle, or finish lab work, etc.
 * 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.

CPS review for mineral test Finish Mineral Lab and/or Extra Credit Crossword Puzzle.
 * March 8, Thursday**
 * Mineral lab due tomorrow.** **Mineral Test and Lab Practical Tomorrow**
 * This lab is due Tomorrow (People who need to get caught up should see me for a pass 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. **
 * Mineral Test and Lab Practical**** Tomorrow **

Students used this period to ask final questions, finish up the lab, etc. **Class time today to finish this lab. This lab is due Friday 3/9 (People who need to get caught up should see me for a pass 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. **
 * March 7, Wednesday**
 * Checked and displayed homework key**
 * Offered extra credit review puzzle (due Friday). Mineral Test and Lab Practical**** Friday 3/9 **
 * 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.!
 * March 6, Tuesday**
 * Checked and displayed homework key**
 * Homework: ** [|4.2a Study Guide] ** (due Tomorrow) **
 * Mineral Test and Lab Practical**** Friday 3/9 **
 * 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.

Demonstrations of "special" mineral properties (fluorescence, magnetism, smell, etc.) Finished [|CH 4 Notes] Dissecting microscopes are available Students completed Part 3 of the Mineral I.D. Lab (samples 14-22 MINUS 19). See directions below. Note: something that had metallic luster may appear as rusty. (You should really take a look at the mini __**luster, cleavage, and fracture kits**__ today). **Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties.** **It would also be a good idea to compare your samples to those of a neighboring group.**
 * March 5, Monday**
 * Homework: ** [|4.1 Study Guide] due tomorrow
 * Mineral Test and Lab Practical**** Friday 3/9 **
 * Note: This lab will be graded on completeness and correctness. **
 * 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. It would also be a good idea to compare your samples to those of a neighboring group.**
 * March 2, Friday**
 * Note: This lab will be graded on completeness and correctness. **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Continued [|CH 4 Notes] (slide 29 thru 44 before Mineral I.D. Lab) Viewed Brain Pop cartoon "[|Mineral ID]" (2:00) 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)**
 * February 28, Tuesday thru March 1, 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. **
 * 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.

Continue Crystal Garden lab: Returned and covered Unit 1 Test Continued [|CH 4 Notes] (thru slide 44 before Mineral I.D. Lab)
 * February 27, Monday**
 * Review lab sheet together
 * Create crystal mixture (as a class)
 * Add 100 mL of crystal mixture to your base
 * (Try "Which Minerals will Fizz" Earth Sci Demo: Use vinegar as your acid)**
 * 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.


 * February 24, Friday**
 * Continue the Activity: [|Earth Systems Interactions] (see directions below from January 26th)**
 * Homework:** Read and prepare to discuss National Geographic Article "Human Impact" (March 2011)

Continue Crystal Garden lab:
 * February 23, Thursday**
 * Finish cutting your crystal base (we'll add the mixture Monday so we can observe all week)
 * Continue the Activity: [|Earth Systems Interactions] (see directions below from January 26th)**
 * Homework:** Read and prepare to discuss National Geographic Article "Human Impact" (March 2011)


 * February 22, Wednesday**
 * 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. **DO NOT** make it too tall. (this will limit the capillary action and you won't get crystals all the way up the base)

Viewed streaming vid. Rocks and Minerals (3:00) Covered [|CH 4 Notes] thru slide 13 (Minerals from solution)
 * February 21, Tuesday**
 * Announcement: Please turn in any "i" work by tomorrow. I'll be issuing progress reports soon.**
 * Finished Earth Bio Ice DVD (10 min.)**
 * 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.
 * February 16****, Thursday**
 * Earth Bio Ice DVD; collect / discuss.**

Done early? Please work quietly on classwork, contour maps, read, etc.
 * February 15****, Wednesday**
 * Unit 1 Test Today**

Unit 1 test review puzzle extra credit offered (due Tomorrow) Discussed content and format for test Tomorrow CPS clicker review of unit 1.
 * February 14****, Tuesday**
 * Collected Topo Maps and covered homework**
 * Unit 1 Test** **Tomorrow**

Completed work on topo mapping activity
 * February 13****, Monday**
 * Unit 1 Test** **Wednesday 2/15**
 * Homework: ** **Completed maps due Tomorrow and** [|Study Guide 2.2]
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

Checked and covered the homework Continued work on the topographic map activity. Click [|here] and scroll down to see how a topo map will be generated from data collected
 * February 10****, Friday**
 * 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 Monday**
 * Unit 1 Test** **Wednesday 2/15**
 * 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).


 * Mapping; Perform Geocache activity here?**

Finish section notes. Map projections (demo) I introduced and students began work on the topographic map activity. **(3 large groups)**
 * February 9****, 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).


 * February 8****, Wednesday**
 * Continue the Activity: [|Earth Systems Interactions] (see directions below from January 26th)**
 * 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).

Collect Google Earth activity sheets Finish Earth Biography: Rare Earth
 * February 7****, Tuesday**
 * Continue the Activity: [|Earth Systems Interactions] (see directions below from January 26th)**
 * 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)
 * February 6****, Monday**

Finish and submit Google Earth activity from yesterday
 * February 3, Friday**
 * Continue the Activity: [|Earth Systems Interactions] (see directions below January 26th) *Final Due Date for this will be announced on Monday**

Finish notes through latitude and longitude Who can provide the most accurate latitude and longitude coordinates: I introduced and students began: Google Earth Science Places of Interest.
 * February 2****, Thursday**
 * 1) 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)
 * February 1****, Wednesday**

Covered [|Unit 1 Notes] through scientific method (22-36).
 * January 31****, Tuesday**
 * "The Scientific Method [|Made Easy]" (10:00)**
 * Finish and turn in "Intro to Data Collection" Lab (I have equipment up front)**
 * Homework:** [|1.1 Study Guide] and [|1.2 Study Guide]

Check and display homework key Introduction to Logger Pro software and digital temperature probe **(Make sure to open the necessary file)** Students performed the "Intro to Data Collection" Lab
 * January 30****, Monday (Get Ice)**
 * 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.


 * January 27, Friday**
 * Continue the Activity: [|Earth Systems Interactions] (see directions below)**
 * Homework:**[[image:http://www.wikispaces.com/i/mime/32/application/octet-stream.png caption="external image octet-stream.png" link="file:nahsearthscience/Earth Sci Branches Class.isf"]] [[file:nahsearthscience/Earth Sci Branches Class.isf|Earth Sci Branches Class.isf]] (due at the beginning of class tomorrow)


 * January 26, Thursday**
 * Introduce & Begin Activity: [|Earth Systems Interactions]**
 * 1) Throughout your text and on the Internet 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, Internet, etc.
 * 3) If you don't yet have one, **create an account** at the [|Prezi] website. ***Make sure to use your school email address and to record your username/password.**
 * 4) **Read** [|the project] directions
 * 5) Click "Make a Copy" and **rename the project** to include you and your partner's last name
 * 6) **Click "Share" and "Editing,"** copy the link and **send it to your partner and me __via SCHOOL EMAIL__:** mchughc@nasdschools.org
 * 7) **Choose** a significant earth science event and get it approved by your instructor
 * 8) **Complete the project** (some class time will be available, but be prepared to spend additional time as needed)
 * 9) Groups **present** Prezi to the class (after we've had more time to complete the project)

Covered [|Unit 1 Notes] to slide 21 "Lithosphere." View: "Earth Systems [|Science]" (6:00)
 * January 25, Wednesday**

Checked signed syllabus Viewed streaming video "[|Why Earth Science?]" (6:30). Classroom Community Activity (10 classwork points)
 * January 24, Tuesday**
 * Announcement:** **A textbook may be signed out at any point during this course.**
 * Form 3 large groups around poster paper
 * 2 minute discussion on what ___ should look like in the classroom
 * Choose the best answer and add it to the poster large and legibly
 * Everyone autograph the poster before moving on
 * Switch tables (or posters) and repeat for each poster
 * Summarize and display posters

Attendance, Welcome, and Fire Exit Procedure ....and so I was thinking of this around the beginning of this school year....and I looked at the figure at least once between then and now....
 * January 23****, Monday (Poster Paper?)**
 * Quote of the Day: "A short saying often contains much wisdom."**
 * How much $ do you think NASD spends per student each year? (Lets let new people guess first. Does anyone from fall semester remember?)
 * Our district [|website]. (Please pay particular attention to the final figure at the bottom)
 * I'm going to continue to try my best to give you your money's worth!
 * With that said. **Learning is an active process.** Why are YOU here? What is something you've learned so far this year that you think is meaningful and that you will remember (from any class)? Why? What is the best way to acquire **KNOWLEDGE**? Information is everywhere, I'm asking about [|knowledge] (Censor 2nd vid. @ 2:07)
 * Homework:** Get syllabus signed for tomorrow. (10 points)
 * [|Details]
 * [[file:nahsearthscience/Earth Sylabus.doc|Download]]
 * 35 KB

Interview and introduce a neighbor (someone you don't know yet) / Cover course syllabus and expectations:
 * 1) Meet & Greet activity **(10 classwork points)**
 * 2) Find out & record on 1/2 sheet of paper:
 * His or her name (I've heard it said, "The most important thing you can remember about a person is their name.")
 * His or her interests, future plans, expectations for this course, etc.
 * **One of my favorite hobbies is identifying and collecting wild edible foods. There aren't many out there right now, but I can teach you more about this in the spring. (Bring in specimens or we can go outside, etc.)**
 * 1) Introduce him or her briefly and effectively (30-60 sec.), tell us what you learned, and give us one piece of info from the syllabus or one class rule
 * 2) Class Website