General+Science+9+(Earth+and+Space+Sci.)+Sep.+-+Feb.


 * 1) GS9 Course Syllabus & Course Fact Sheet
 * 2) Intro to Earth and Space Science
 * 3) Geology
 * 4) Meteorology
 * 5) Astronomy
 * 6) Ecology
 * 7) GS9 Assessments


 * 3/7/17 (Tuesday) B **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Finish SN quiz & exchange grade
 * 1st period finish SN packet review
 * Exchange grade:
 * Scale of the Cosmos reading questions
 * H-twins Activity
 * Supplemental Scale Videos:
 * media type="youtube" key="HEheh1BH34Q" width="560" height="315"
 * media type="youtube" key="GoW8Tf7hTGA" width="560" height="315"
 * media type="youtube" key="usYC_Z36rHw" width="560" height="315"
 * media type="youtube" key="LU1tylwLRIo" width="560" height="315"
 * media type="youtube" key="oBDZtt0vWD8" width="560" height="315"
 * 100,000 Stars (Blocked at school, explore this resource at home!)


 * Sky Survey
 * Homework:**
 * **Complete the following work in your notebooks!**
 * Consider the speed of light - 300,000km/s or 186,000mi/s! That is fast! Consider the speed of sound - 750mi/hr; that is also fast, but not nearly as fast as light. As evidence of this huge speed difference, view the following video of a large controlled explosion.
 * media type="youtube" key="PgLzgdbfeJE" width="560" height="315"
 * A light-year is defined as the distance light can travel (in a vacuum) in one year. If light can travel 186,000 miles in one second, calculate how far light can travel (in miles) in:
 * 1 minute ?
 * 1 hour ?
 * 1 day ?
 * 1 year ?
 * If you were traveling at the speed of light (c), you would be able to travel from NYC to LA **72** times in one second! That is crazy! Want to know something even crazier?! **Things in the universe are separated by such VAST distances, that even if you were traveling at the ridiculously FAST speed of light, it would still take you several years to reach the NEAREST star to the Sun!** If you wanted to travel further, say for example - across the Milky Way Galaxy, then you would need to travel for tens of thousands of years at the speed of light! Currently, the fastest traveling spacecraft (Voyager satellites) is moving through space at 11mi/s, which is only .00006% of c. What can you conclude about space travel with people based on this information?
 * So, it is clear that light travels fast, but not nearly fast enough to make trips to other stars/galaxies happen within a human lifetime. The concepts of the speed of light and the light-year come with even more strange twists. Watch the following videos below:
 * media type="youtube" key="ewGsiUPeBD4" width="560" height="315"
 * media type="youtube" key="cMpC4tWhJZA" width="560" height="315"
 * media type="youtube" key="JdRqj9NTprw" width="560" height="315"


 * 3/6/17 (Monday) A **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Finish SN Packet review
 * Scientific Calculator Lesson
 * Review rest of scientific notation practice packet
 * media type="youtube" key="SCWpnaLL_wM" width="560" height="315"
 * Scientific Notation Quiz
 * Homework:**
 * Chapter 19 & 20 Quiz remediation assignments (if applicable) are due Wednesday (extended one day).


 * 3/3/17 (Friday) B **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Submit Weather Map Analysis Packet Revisions & Scale of the Cosmos Reading Assignment
 * @http://htwins.net/scale2/
 * [[file:Htwins.net Universe Scale Activity.docx]]
 * Chapter 19 & 20 Quiz Remediation Opportunities:
 * If you earned less than a 75% on either or both of these quizzes (check powerschool gradebook), then I will grant you an opportunity to remediate your scores **UP TO A 75%** as follows:
 * Review your quiz and write out each question you answered incorrectly along with the possible options by hand on lined paper.
 * Below each question and its answers, write a short passage indicating 1.which answer you originally chose, 2.why you chose that answer, 3.why your original answer is incorrect, 4.which answer is actually the correct choice, and 5.what page # in the book covers the specific material covered in the question and correct answer. Try to keep you passages to less than 7 sentences.
 * Use as many sheets of lined paper as you need, staple multiple sheets together, and make sure to clearly indicate at the top which quiz you are remdiating for - **YOU CAN REMEDIATE BOTH QUIZZES!**
 * You can use any resources to help you
 * Links to Quizzes:
 * [[file:Air Pressure and Wind Chapter 19 Exam.pdf]]
 * [[file:Air Pressure_Wind Exam Document CP.pdf]]
 * Chapter 20 Quiz
 * Homework:**
 * Complete H-Twins Assingment (see class work above)
 * Chapter 19 & 20 remediation opportunity - Due Tuesday 3/7/17
 * Finish & Submit Scale of the Cosmos Reading Assignment for partial credit **(if you didn't submit this assignment on Friday)**
 * [[file:Scale of the Cosmos_Foundations_1.pdf]] [[file:Scale of the Cosmos_Foundations_2.pdf]]
 * [[file:Scale of the Cosmos_Foundations_Review Questions.docx]]


 * 3/2/17 (Thursday) A **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Finish Scientific Notation Packet Review
 * [[file:Scientific Notation Practice.pdf]]
 * Finish & Submit Scale of the Cosmos Reading Assignment
 * [[file:Scale of the Cosmos_Foundations_1.pdf]] [[file:Scale of the Cosmos_Foundations_2.pdf]]
 * [[file:Scale of the Cosmos_Foundations_Review Questions.docx]]
 * @http://htwins.net/scale2/
 * [[file:Htwins.net Universe Scale Activity.docx]]
 * Homework:**
 * Weather Map Analysis Assignment Revisions due FRIDAY!
 * Up to an 80% (40/50) if you originally submitted the assignment by due date, up to a 75% (37.5/50) for first time submissions!
 * media type="youtube" key="Zp7lLxyw5oY" width="560" height="315"
 * media type="youtube" key="XtWlAwSAPNE" width="560" height="315"
 * media type="youtube" key="0nFGZl1h2OM" width="560" height="315"
 * media type="youtube" key="0nFGZl1h2OM" width="560" height="315"


 * 3/1/17 (Wednesday) E **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Scientific Notation Packet Review 1/2
 * [[file:Scientific Notation Practice.pdf]]
 * Scale of the Cosmos Reading Assignment
 * [[file:Scale of the Cosmos_Foundations_1.pdf]] [[file:Scale of the Cosmos_Foundations_2.pdf]]
 * [[file:Scale of the Cosmos_Foundations_Review Questions.docx]]
 * Homework:**
 * For those who did not have the scientific notation practice packet complete for today - finish by tomorrow!
 * Weather Map Analysis Packet revisions due Friday! See tutorial videos posted in 2/28 homework entry below!


 * 2/28/17 (Tuesday) A **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Scale Inquiry Activity
 * Review
 * media type="youtube" key="17jymDn0W6U" width="560" height="315"
 * [[image:https://i.ytimg.com/vi/yqLlgIaz1L0/maxresdefault.jpg width="680" height="386" caption="Related image"]]
 * [[image:http://dailyinfographics.eu/wp-content/uploads/2015/01/psBtuS7.jpg width="680" height="386" caption="Image result for known universe picture"]]
 * Scale of the Cosmos Reading Assignment
 * Homework:**
 * Scientific Notation Packet due Wednesday!
 * [[file:Scientific Notation Practice.pdf]]
 * Weather Map Analysis Assignment Revisions due FRIDAY!
 * Up to an 80% (40/50) if you originally submitted the assignment by due date, up to a 75% (37.5/50) for first time submissions!
 * media type="youtube" key="Zp7lLxyw5oY" width="560" height="315"
 * media type="youtube" key="XtWlAwSAPNE" width="560" height="315"
 * media type="youtube" key="0nFGZl1h2OM" width="560" height="315"


 * 2/27/17 (Monday) B **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Watch Gigapixels of Andromeda and preview other meditative videos - remember, watch these 5 introductory videos from 2/23 agenda again on your own, alone, and let your mind ponder the possibilities!
 * Introductory Readings Activity w/ reflective questions:
 * [[file:To The Reader Intro_Foundation_of_Astronomy.pdf]]
 * [[file:Introduction Encyclopedia_Universe.pdf]]
 * Which reading did you like better?
 * Which theme did each reading carry? (Rationale for exploring the Universe OR What we can learn by exploring the Universe)
 * What sentence or passage stood out to you most? Why?
 * What sentence or passage did you dislike? Why?
 * **__Assessment:__** Given the complex and expensive nature of Astronomy and Space Science, why should we even bother studying and exploring the Universe? How would you justify spending large amounts of time, energy, resources and money on astronomy? Why teach this subject in schools? Why is Astronomy and Space Science important?
 * Homework:**
 * Finish class activity questions (see above) if not finished in class
 * Scientific Notation Packet due Wednesday!


 * 2/24/17 (Friday!) A **
 * DQs:**
 * Define and describe the nature of Astronomy
 * Describe the scope and scale of the Cosmos/Universe
 * Use scientific notation to communicate astronomical (very large & very small) numbers
 * Define lightspeed and explain how this concept is both a unit of distance and time
 * Explain the concept of lookback time
 * Agenda:**
 * Finals prep: "Explain how volcanic island arcs, like the Aleutian Islands, form."
 * Review NASA article HW
 * What was the news?
 * How was the discovery made?
 * Where is the star system TRAPPIST-1?
 * What kind of star is TRAPPIST-1?
 * What happens next?
 * The most astounding fact video (see 2/23 agenda entry below)
 * Homework:**
 * no homework

"**Astronomy is a very historically rich science that studies a wide variety of topics . The goal of Astronomy is to help us answer the "BIG" questions. What are those "BIG" questions? "Are we alone in the Universe?" "How did the Universe begin?" "How will the Universe end?" "Is the Universe infinite?" "Why are we here?"** This marking period is intended to be an introduction to Astronomy, and as such we will not go into great detail about many topics you will encounter. However, even the basics of Astronomy can be very challenging, because we often cannot touch or experience astronomical content in any way. Take the picture of the beautiful spiral galaxy above - something we must try to understand without ever being able to physically access due to its immense size and distance away from us. It is also very difficult to gain a broad understanding of our own galaxy because we reside within it. Imagine standing in a forest of evergreen trees, and all you can see as you look around are more trees. Now imagine that I ask you to determine the size, shape, and organization of the forest, as-well-as your position within said forest. This is the challenge we face with our own galaxy. We cannot physically study stars due to their extreme distances from Earth (accept for the Sun) and because of their ludicrous atmospheric and surface temperatures which would vaporize any instrument sent too close. Astronomical content is also often very abstract and theoretical. The goal for this part of our General Science course is to be exposed to the various major Astronomical concepts taught in full scale elective high school/college Astronomy courses. You should be prepared to be challenged by the content, to struggle with unfamiliar concepts, and to access the world's many online resources to help you along the way. I find that videos explaining new or challenging content/concepts very helpful. So, we will begin with a few videos that should help introduce Astronomy and what is seeks to discover." - Wallace 
 * 2/23/17 (Thursday) B **
 * DQs:**
 * Define and describe the term "air mass"
 * What happens as an air mass moves over an area?
 * How are air masses classified?
 * Explain using examples how air masses influence weather in North America.
 * What happens when two air masses meet?
 * Differentiate between the four major types of fronts.
 * Describe what a mid-latitude cyclone is and how they form
 * Explain how T-Storms, Tornadoes, and Hurricane Develop
 * Agenda:**
 * Chapt. 20 Quiz!
 * ** __Introduction to Astronomy:__ **
 * media type="youtube" key="D8zZZZzppIM" width="560" height="315"
 * media type="youtube" key="9D05ej8u-gU" width="560" height="315"
 * media type="youtube" key="udAL48P5NJU" width="560" height="315"
 * media type="youtube" key="3BHDUhX68hs" width="560" height="315"
 * media type="youtube" key="SnnJg0jqr8A" width="560" height="315"
 * Homework: **
 * Read this article from NASA!!!


 * 2/22/17 (Wednesday) E **
 * DQs:**
 * Define and describe the term "air mass"
 * What happens as an air mass moves over an area?
 * How are air masses classified?
 * Explain using examples how air masses influence weather in North America.
 * What happens when two air masses meet?
 * Differentiate between the four major types of fronts.
 * Describe what a mid-latitude cyclone is and how they form
 * Explain how T-Storms, Tornadoes, and Hurricane Develop
 * Agenda:**
 * 20.3 PPT
 * [[file:PHESCh20.ppt]]
 * Hurricane Video Content:
 * media type="youtube" key="HJydFJORWf4" width="560" height="315"
 * media type="youtube" key="Wk_FVXVnE2I" width="560" height="315"
 * media type="youtube" key="OEPZOC6YHUc" width="560" height="315"
 * Review 20.3
 * [[file:Chapter 20 review sheets Key.pdf]]
 * Review Air Masses PPT Question Sheet (33 questions)
 * Homework:**
 * **Review chapter 20 for quiz tomorrow!!!**


 * 2/21/17 (Tuesday) B **
 * DQs:**
 * Define and describe the term "air mass"
 * What happens as an air mass moves over an area?
 * How are air masses classified?
 * Explain using examples how air masses influence weather in North America.
 * What happens when two air masses meet?
 * Differentiate between the four major types of fronts.
 * Describe what a mid-latitude cyclone is and how they form
 * Explain how T-Storms, Tornadoes, and Hurricane Develop
 * Agenda:**
 * Warm-up: Air Masses & Fronts review
 * Trade & Grade review
 * Tornado introduction and footage
 * media type="youtube" key="cvOut9VUqKY" width="560" height="315"
 * media type="youtube" key="2ajShQpzBus" width="560" height="315"
 * media type="youtube" key="MRykm-xjPsk" width="560" height="315"
 * media type="youtube" key="8EaLJJtVHTA" width="560" height="315"
 * media type="youtube" key="6uK_TwxLLfs" width="560" height="315"
 * media type="youtube" key="WMsUQGL7j5Q" width="560" height="315"
 * media type="youtube" key="WEH4Tj-eQa0" width="560" height="315"
 * Submit 20.3 and Mid-Latitude Cyclone Assignment
 * Homework:**
 * begin reviewing for chapter 20 quiz on Thursday!


 * 2/17/17 (Friday) A **
 * DQs:**
 * Define and describe the term "air mass"
 * What happens as an air mass moves over an area?
 * How are air masses classified?
 * Explain using examples how air masses influence weather in North America.
 * What happens when two air masses meet?
 * Differentiate between the four major types of fronts.
 * Describe what a mid-latitude cyclone is and how they form
 * Explain how T-Storms, Tornadoes, and Hurricane Develop
 * Agenda:**
 * Lake Effect Snow Find & Fix Warm-up
 * Trade & Grade 20.1 & 20.2
 * Submit 20.2
 * 20.2 PPT
 * Mid-Latitude Cyclone Assignment coloring instructions
 * Homework:**
 * Read section 20.3 and complete the associated HW worksheet
 * Complete the Mid-Latitude Cyclone Assignment


 * 2/16/17 (Thursday) B **
 * DQs:**
 * Define and describe the term "air mass"
 * What happens as an air mass moves over an area?
 * How are air masses classified?
 * Explain using examples how air masses influence weather in North America.
 * What happens when two air masses meet?
 * Differentiate between the four major types of fronts.
 * Describe what a mid-latitude cyclone is and how they form
 * Explain how T-Storms, Tornadoes, and Hurricane Develop
 * Agenda:**
 * Finals Prep:
 * 1) ID & describe as many mineral properties as possible.
 * 2) What is special about the stratosphere?
 * Chapter 20 PPT
 * [[file:PHESCh20.ppt]]
 * Air Masses
 * Lake Effect Snow
 * Fronts
 * Lake Effect Snow find and fix paragraph
 * Homework:**
 * 20.2 HW wrksht. and reading


 * 2/15/17 (Wednesday) E **
 * DQs:**
 * Define and describe the term "air mass"
 * What happens as an air mass moves over an area?
 * How are air masses classified?
 * Explain using examples how air masses influence weather in North America.
 * What happens when two air masses meet?
 * Differentiate between the four major types of fronts.
 * Describe what a mid-latitude cyclone is and how they form
 * Explain how T-Storms, Tornadoes, and Hurricane Develop
 * Agenda:**
 * Either independently or in collaborative pairs (no groups of more than 2!) read section 20.2 and complete the following classwork assignments:
 * [[file:20.1A.pdf]]
 * [[file:air masses identify and label.docx]]
 * [[file:air masses ppt questions.doc]]
 * [[file:PHESCh20.ppt]]
 * Homework:**
 * **COMPLETE ALL CLASSWORK NOT FINISHED IN CLASS FROM TODAY!**


 * 2/14/17 (Tuesday) B CHAPTER 19 EXAM TODAY! **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Chapter 19 Exam Google Form
 * [[file:Air Pressure and Wind Chapter 19 Exam.pdf]]
 * [[file:Air Pressure_Wind Exam Document CP.pdf]]

>> __Study guide for chapter 19 exam on TUESDAY:__
 * 2/13/17 (Monday) CHAPTER 19 EXAM TOMORROW! **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Global Winds wrksht. Warm-up **(PERIOD 3 ONLY)** & Review HW 19.3 + H/L pressure assessment wrksht. **(PERIOD 3 ONLY)**
 * El Nino/La Nina & Atmospheric Circulation Supplemental Content (see Wednesday's 2/8 agenda entry below)
 * media type="youtube" key="WPA-KpldDVc" width="560" height="315"
 * media type="youtube" key="7FVZrw7bk1w" width="560" height="315"
 * media type="youtube" key="tyPq86yM_Ic" width="560" height="315"
 * 19.3 PPT
 * [[file:PHESCh19.ppt]]
 * [[file:PHESCh19.ppt]]
 * Homework:**
 * **Chapter 19 Exam Tuesday!**
 * **Air pressure**
 * **definition, cause, atmospheric profile**
 * **how do we measure/demonstrate air pressure?**
 * **Generation of Wind**
 * **Because the Earth's surface varies from place, and the direct sunlight varies due to Earth's curvature, it is heated unequally, causing air to lift in certain places, which leads to low pressure zones.**
 * **Air from high pressure zones rushes in to fill up the empty space left behind by the rising air. This movement is wind.**
 * **Pressure gradients and wind speed**
 * **Weather Maps**
 * **Isotherms**
 * **Isobars**
 * **Weather Station Models**
 * **Pressure Centers**
 * **Coriolis effect**
 * **changes direction of high altitude winds**
 * **Friction**
 * **effects direction and speed of wind near the Earth's surface**
 * **Jet Streams: high altitude "rivers" of very fast moving air. In the northern hemisphere, jet streams typically flow from West to East. In the N. Hemisphere's winter, the polar jet stream (between the North Polar Cell and the North Ferrel Cell) dips to lower latitudes across the U.S., bring colder air and contributing to snowy weather**
 * **Pressure centers:**
 * **Low pressure centers = cyclones = cloudy conditions and precipitation**
 * **Air moves across the Earth's surface from high to low pressure zones, moving inward towards the center of the low and then rises up into the sky, leading to clouds and possibly precipitation**
 * **Low Pressure zones are like a vacuum, air gets sucked up into the sky from the ground!**
 * **Must be balanced by diverging winds at higher altitudes: since air rises from a low pressure, there has to be room for that rising air above, or else the low pressure zone will not persists and break down.**
 * **High pressure centers = anticyclones = clear skies and fair weather (not necessarily warm!)**
 * **Air moves from high altitudes down to the surface, creating a high pressure zone. The air can only spiral outwards across the surface of Earth from that point on.**
 * **Think of high pressure zones as if I poured a bucket of water out onto the classroom floor. Since the floor does not absorb the water (air), the water flows outwards in all directions.**
 * **Must be sustained by converging winds at higher altitudes - air must come together and be forced downward to the surface to maintain a high pressure zone.**
 * **Rotation of air around pressure centers**
 * **Pressure systems generally move from West to East across the U.S., because our country primarily sits inside a pressure belt which is dominated by the Prevailing Westerlies ("wester-lees").**
 * **General pattern of air movement on Earth:**
 * [[image:wallacescience16-17/General Convection.png caption="General Convection.png"]]
 * **Air is heated most around the equatorial region on Earth, rises and migrates towards the poles in each hemisphere, where it cools and sinks. Completion of this simple large convective cell occurs as the sinking cold polar air travels near the surface back toward the equator, where it is reheated.**
 * **Actual pattern of air movement on Earth (generalized for simplicity):**
 * [[image:wallacescience16-17/Actual Convection Cells.png caption="Actual Convection Cells.png"]]
 * **Air near the equator is heated by the most direct sunlight of any latitude on Earth, so it rises, creating a belt of low pressure as-well-as a belt of precipitation around the globe. Why are all of Earth's best jungles and rain forests near the equator? Now you know! Its warm, sunny, but also receives a lot of rain throughout the year due to the equatorial low pressure belt.**
 * **Air sinks near the 20-30 degrees latitude region, creating an arid, dry high pressure zone. Around this latitude, most of Earth's deserts can be found due to this high pressure zone. Air flows outwards from this high pressure zone, both north and south, producing in the Norther Hemisphere the equatorial trade winds (which blow east to west due to the coriolis effect) and the prevailing westerlies (which blow west to east). *Remember, winds are named for which way the blow FROM.**
 * **Cold polar air sinks and makes its way towards the equator. This cold air meets the relatively warm air from the subtropical high and creates, primarily due to frontal wedging, another low pressure zone called the subpolar low pressure zone. Air rises here, making for cloudy/stormy conditions.**
 * **Continental Influence:**
 * **Because land heats up and cools down more quickly that water, the continents develop more high pressure zones during the winter (Norther Hemisphere) and more low pressure zones during the summer. The low pressure zones suck up moisture with the air traveling off the oceans. During the winter, the high pressure zones that develop force the air off the land generally, creating dry and cold conditions. These seasonal changes with pressure zones and wind flow are called monsoons. There are summer and winter monsoons, and the effect is more drastic in the Southern Hemisphere.**
 * **Local winds**
 * **sea breeze/land breeze**
 * **valley breeze/mountain breeze**
 * **How wind is measured**
 * **Labeling wind based on direction from which the wind blows**
 * **Wind velocity and direction measured by cup anemometer and wind vane**
 * **El Nino, Normal Conditions, and La Nina**
 * **Trade winds sustain strong westward moving surface currents around the equatorial Pacific region**
 * **Causes up-welling of cold water off the Peruvian coast**
 * **Causes low pressure over Australasia region leading to abundant precipitation**
 * **When trade winds weaken or reverse, surface currents diminish and warm water "pile" sloshes back eastward, redistributing warm water across the equatorial pacific and bringing warm waters to the Peruvian coast**
 * **Western coast of South America experiences low pressure, rising air and rainfall**
 * **disruption to normal weather patterns and temperatures around the world**
 * **Trade winds stronger than normal triggers La Nina - intensified normal conditions**
 * **Trade winds stronger than normal triggers La Nina - intensified normal conditions**


 * 2/10/17 (Friday!) B FOLLOW 2/9/17 PLAN **


 * 2/9/17 (Thursday) A SNOW DAY! **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Global Winds wrksht. Warm-up & Review HW 19.3 + H/L pressure assessment wrksht.
 * El Nino/La Nina & Atmospheric Circulation Supplemental Content (see Wednesday's 2/8 agenda entry below)
 * 19.3 PPT
 * [[file:PHESCh19.ppt]]
 * Homework:**
 * Chapter 19 Exam Tuesday!


 * 2/8/17 (Wednesday) E **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Finals Prep:
 * 1) List and describe the 4 traditional branches of Earth & Space Science.
 * 2) List and describe Earth's spheres.
 * 3) Diagram & explain the Nebular Hypothesis.
 * Review global wind circulation assignments
 * media type="youtube" key="Ye45DGkqUkE" width="560" height="315"
 * media type="youtube" key="ONpLOgqwywg" width="560" height="315"
 * media type="youtube" key="fuw8wOhAjOg" width="560" height="315"
 * media type="youtube" key="v7CaZOTXCSo" width="560" height="315"
 * media type="youtube" key="DOtKdyYdf5c" width="560" height="315"
 * media type="youtube" key="WXuGYSM2D8k" width="560" height="315"
 * 19.2 practice assignments
 * 19.3 worksheet
 * Homework:**
 * Read section 19.3 and complete the associated worksheet
 * [[file:19.3A.pdf]]
 * High/Low Pressure Assessment worksheet (front & back)


 * 2/7/17 (Tuesday) B **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Submit Weather Map Analysis Packets (for the second time)
 * Finals Prep:
 * 1) In the Atlantic Ocean basin, describe where the oldest oceanic lithosphere is found and explain why this is so.
 * 2) Identify the scientist most often credited with the theory of continental drift and describe the evidence that supported this idea.
 * Global Wind Circulation Modeling
 * Homework:**
 * Finish Global Wind Circulation diagram
 * [[file:Global label diagram winds pressures cells.docx]]
 * Complete Global Wind Patterns worksheet
 * [[file:Global Wind Patterns wks.docx]]


 * 2/6/17 (Monday) A **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Today's Weather Maps (5th iteration on handout - remember to complete iterations for Saturday 2/4, and Sunday 2/5 at the approximate time you have science class!)
 * 19.1-2 PPT
 * Review 19.2 HW wrksht.
 * Additional tutoring on weather map analysis packet - specifically isobaric pressure data syntax
 * Homework:**
 * 2nd attempt Weather Map Analysis Packet - due tomorrow 60 pts!


 * 2/3/17 (Friday!) B **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Today's Weather Maps (5th iteration on handout - remember to complete iterations for Saturday 2/4, and Sunday 2/5 at the approximate time you have science class!)
 * Collect 19.2 and Weather Map Analysis Packet homework
 * Words on difficult assignments and struggle in general - STRUGGLE CAN BE HEALTHY! BE HARDY, DON'T GIVE UP SO EASILY!
 * We will devote another 15min. of classroom instruction on Monday to weather map analysis, and you will all have another opportunity to complete the original assignment. Full credit opportunity for those students who genuinely attempted the packet - partial credit opportunity for those students who made no/little attempt. Please bear in mind you all had 3 nights to complete this assignment - if you did not start until last night, then you did not give yourself enough time to wrestle with the work, develop questions to ask in class regarding the assignment, and access resources I provided to assist you.
 * Highlight supplemental videos on Coriolis Effect from 2/1/17 agenda (see below)
 * Review/Exchange grade Coriolis Effect globe investigation assignments & submit
 * Hand out High/Low pressure center characteristics HW
 * Homework:**
 * Complete weather map iterations for Saturday 2/4, and Sunday 2/5 at the approximate time you have science class
 * High/Low pressure center characteristics chart - use textbook section 19.2


 * 2/2/17 (Thursday) A **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Today's Weather Maps
 * Coriolis Effect Globe Investigation
 * Homework:**
 * Weather Map Packet due Friday! __ Online version with COLOR! __


 * 2/1/17 (Wednesday) E **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Today's Weather Maps
 * Coriolis Bucket Ball 3-4 more volunteers
 * Questions regarding weather map packet HW
 * 19.1 Slides [[file:PHESCh19.ppt]] & supplemental video content:
 * Coriolis Effect #1
 * Coriolis Effect #2
 * media type="youtube" key="mcPs_OdQOYU" width="560" height="315"
 * media type="youtube" key="dt_XJp77-mk" width="560" height="315"
 * media type="youtube" key="i2mec3vgeaI" width="560" height="315"
 * media type="youtube" key="rdGtcZSFRLk" width="560" height="315"
 * media type="youtube" key="mPsLanVS1Q8" width="560" height="315"
 * media type="youtube" key="Wda7azMvabE" width="560" height="315"
 * media type="youtube" key="49JwbrXcPjc" width="560" height="315"
 * media type="youtube" key="jX7dcl_ERNs" width="560" height="315"
 * media type="youtube" key="xJHJsA7bYGc" width="560" height="315"
 * media type="youtube" key="7_yf-iRf8Vc" width="560" height="315"
 * media type="youtube" key="aiYyCurh_SU" width="560" height="315"
 * media type="youtube" key="I0C4QR0OEH0" width="560" height="315"
 * media type="youtube" key="aUk4uRuqdRA" width="560" height="315"
 * media type="youtube" key="Zp7lLxyw5oY" width="560" height="315"
 * media type="youtube" key="N5rJ1yWk4IU" width="560" height="315"
 * media type="youtube" key="_NeFCO_Dww4" width="560" height="315"
 * media type="youtube" key="XtWlAwSAPNE" width="560" height="315"
 * media type="youtube" key="0nFGZl1h2OM" width="560" height="315"
 * Homework:**
 * Weather Map Packet due Friday! __ Online version with COLOR! __


 * 1/31/17 (Tuesday) A **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Today's Weather Maps
 * Introduce Coriolis Effect
 * discuss 3 factors that affect wind
 * Model topographical influence using raised relief maps
 * Model Coriolis Effect with globe
 * Coriolis Effect Analogy Demonstrations
 * Curved flight path
 * Coriolis Bucket Ball
 * Homework:**
 * Weather Map Packet due Friday! Online version with COLOR!


 * 1/30/17 (Monday!) B **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Today's Weather Maps
 * Today's Weather Activity (handout given in class)
 * @http://www.planetdiary.com/background/atmact8.html
 * Isobar Maps Practice leading to weather map activity packet (handing in for grade 60pts)
 * Homework:**
 * 19.2 Reading and HW wrksht.


 * 1/27/17 (Friday!) A **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Review iso-line intro HW
 * Magic balloon demo
 * Weather Map Analysis Activities
 * Homework:**
 * no homework


 * 1/26/17 (Thursday) B **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Review Gradients HW and the concept of gradients as they apply to weather and wind
 * Magic ping pong ball & anti-gravity plate demo
 * Isobars, pressure gradients & wind on weather maps
 * [[file:PHESCh19.ppt]]
 * Basic iso-line charting
 * 3 exercise intro iso-line HW packet
 * Homework:**
 * Complete 3-exercise intro iso-line HW packet


 * 1/25/17 (Wednesday) A **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * What is wind?
 * media type="youtube" key="RzSqhrn2dDM" width="560" height="315"
 * Can crusher demo
 * media type="youtube" key="p3b9pK-O6cE" width="560" height="315"
 * media type="youtube" key="JsoE4F2Pb20" width="560" height="315"
 * media type="youtube" key="Zz95_VvTxZM" width="560" height="315"
 * Barometers!
 * media type="youtube" key="xJHJsA7bYGc" width="560" height="315"
 * media type="youtube" key="GgBE8_SyQCU" width="560" height="315"
 * media type="youtube" key="FtsVAPt72m0" width="560" height="315"
 * media type="youtube" key="EkDhlzA-lwI" width="560" height="315"
 * [[file:PHESCh19.ppt]]


 * 1/24/17 (Tuesday) B **
 * DQs:**
 * Be able to successfully navigate a typical meteorological website in order to obtain useful information
 * Define and describe air pressure
 * Explain two ways air pressure can be measured
 * Demonstrate how air pressure exerts forces in all directions
 * Relate the phenomenon known as wind to air pressure
 * Explain what a gradient is and be able to calculate gradients
 * Relate the phenomenon known as wind to air pressure
 * Describe factors that affect wind
 * Create and interpret an isobaric map
 * Interpret weather maps
 * Describe the movement of air regarding high and low pressure centers
 * Diagram and explain the existence of the Global Wind belts
 * Agenda:**
 * Why was it so windy yesterday?
 * Florp Demo
 * Weather Map Analysis
 * 19.1 wrksht. & reading
 * Homework:**
 * Finish reading section 19.1 from textbook and complete the 19.1 HW wrksht.


 * 1/23/17 (Monday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Chapter 18 Exam:
 * 1) Get into test taking positions
 * 2) Open this link
 * 3) Open the following exam document (either one - they are the same):
 * [[file:Moisture, Clouds & Precipitation CP Exam 15_16.pdf]]
 * [[file:Moisture, Clouds & Precipitation CP Exam.docx]]
 * 1) Use the Google form to input your answers to questions found in the exam document
 * 2) Input your name/e-mail/period to the Google Form and submit
 * Navigate to @https://www.wunderground.com/ to begin exploring a typical weather dedicated information outlet
 * 1) Download and type into the Wunderground.com Scavenger Hunt Document - make sure to type in the date (1/23)
 * [[file:wunderground scavenger hunt.doc]]
 * Homework:**
 * No homework

>> **18.2** >> **18.3**
 * 1/19/17 (Thursday) B **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Supplemental Video content (see videos from 1/18/17 agenda below)
 * Kahoot Review?
 * Homework:**
 * Study for chapter 18 quiz on Monday!
 * **18.1**
 * **Water's Changes of State (of matter) Fig. 2 pg. 505**
 * **Concept of Humidity**
 * **Saturation**
 * **Relative Humidity & factors that influence RH (Fig. 3 pg. 507)**
 * **temperature & amount of water vapor**
 * **Dew Point**
 * **Measuring Humidity (Hygrometer)**
 * **Compare & contrast cold air vs. warm air regarding humidity**
 * **How air is heated near the surface (conduction)**
 * **Adiabatic Temperature changes Fig. 7 pg. 511**
 * **warm air rises, expands & cools**
 * **cool air sinks, compresses & warms**
 * **How is air lifted?**
 * **4 lifting mechanisms, Fig. 8 A, B, C, D pgs. 512-513**
 * **Condensation**
 * **Saturation**
 * **Condensation nuclei**
 * **Cloud types & classification schemes**
 * **Fog**
 * **Precipitation**
 * **Cold-cloud precipitation**
 * **freezing nuclei come in contact with supercooled water droplets which freeze instantly onto the nuclei -> this process continues to occur until a snow crystal is formed and falls out of the cloud due to the force of gravity or downdraft winds**
 * **Warm-cloud precipitation**
 * **water droplets collide with other water droplets until they are massive enough to be pulled out of the air by gravity**
 * **Forms of precipitation pg. 522**
 * [[file:Chapter 18 notes.pptx]]
 * **See online textbook chapter 18 for further review!**


 * 1/18/17 (Wednesday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Submit 18.3 HW 10pts
 * Cloud Formation paragraph assignment 5 min. on your own, 5 min. to collaborate
 * Return and review 18.3
 * PPT slides for 18.3
 * Cloud diagram (on back of lifting mechanisms sheet)
 * Precipitation diagram sheet
 * Supplemental video content:
 * media type="youtube" key="wZr8jXo1Uso" width="560" height="315"
 * media type="youtube" key="SesRrocIFtc" width="560" height="315"
 * media type="youtube" key="6JbU0dIq70E" width="560" height="315"
 * Homework:**
 * Begin chapter 18 review - quiz on Monday!


 * 1/17/17 (Tuesday) B **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Drag sheets
 * Submit 18.2 Video Quest Assignment (48pts.)
 * Luke Howard "The Man who named the clouds"
 * media type="youtube" key="iWjBjE4lys8" width="560" height="315"
 * Review questions to video
 * Homework:**
 * Read section 18.3 and complete the associated worksheet
 * [[file:18.3A.pdf]]


 * 1/13/17 (Friday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Review Cloud Formation and Cloud Types PPT
 * [[file:Chapter 18 notes.pptx]]
 * Video Quest Assignment - DUE TUESDAY! SEE VIDEOS BELOW IN THURSDAY'S AGENDA ENTRY
 * Homework:**
 * Video Quest Assignment Due Tuesday (48pts)
 * [[file:18.2 Video Quest Worksheet.docx]]


 * 1/12/17 (Thursday) B **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * 15 min. Hygrometer Lab Conclusion/Analysis Questions Remediation
 * 10 min. Review of LT-Water in Air HW
 * Lifting Mech. Slides
 * 18.2 Video Quest [[file:18.2 Video Quest Worksheet.docx]]:
 * 1) media type="youtube" key="6S88XeA6fbM" width="560" height="315"
 * 2) media type="youtube" key="dQeCEqkE9eE" width="560" height="315"
 * __**WHY?** __An adiabatic process is one in which no heat is gained or lost by the system. An adiabatic process may be accomplished by thermal insulation or by making rapid changes in volume so that there is no time for heat to be exchanged. The first law of thermodynamics with Q=0 shows that all the change in internal energy is in the form of work done DU = -A. When a gas expands adiabatically it does positive work. The internal energy drops and the temperature drops too. On the contrary, when gas is compressed it does the negative work and the temperature rises. Temperature is the measure of kinetic energy of chaotic motion of the molecules. Higher temperatures correspond to more intense motion of the gas molecules. On a microscopic level it means that when the piston compresses a gas, the speed at which the molecule will be reflected from the piston will be greater than its initial speed. Therefore after reflection from the piston the molecule of gas will receive an additional energy which will be redistributed with time between all molecules of gas due to their mutual collisions.
 * 1) media type="youtube" key="p-BLGbkhSO0" width="560" height="315"
 * 2) media type="youtube" key="XH_M4jItiKw" width="560" height="315"
 * 3) media type="youtube" key="OEC3a9G43yI" width="560" height="315"
 * 4) media type="youtube" key="UZEETyzql0Q" width="560" height="315"
 * 5) media type="youtube" key="t2sozrof3HY" width="560" height="315"
 * 6) media type="youtube" key="huKYKykjcm0" width="560" height="315"
 * Homework:**
 * Video Quest due Monday
 * Video Quest due Monday


 * 1/11/17 (Wednesday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Submit LT Water in Air HW
 * Review Water in the Atmosphere questions on partial sheet of paper
 * Push into 18.2 slides on cloud formation
 * 18.2 Reading and Worksheet - finish for HW due tomorrow
 * Homework:**
 * Finish 18.2 worksheet
 * [[file:18.2A.pdf]]


 * 1/10/17 (Tuesday) B **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Leindenfrost Effect Lesson
 * Finish analysis/conclusion questions within sling pyschrometer lab and submit lab
 * 18.1 Slides
 * [[file:Chapter 18 notes.pptx]]
 * Homework:**
 * LT - Water in the Air Section Review (2 sheets vocab & questions)
 * Water in the Atmosphere Review Questions (on partial sheet)


 * 1/9/17 (Monday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Sub-zero temps = cloud demo w/ boiling water
 * Finish analysis/conclusion questions within sling pyschrometer lab and submit lab
 * Homework:**
 * no homework


 * 1/6/17 (Friday) B **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Sling Pyschrometer lab!
 * Homework:**
 * no homework


 * 1/5/17 (Thursday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Sling Pyschrometer lab!
 * Homework:**
 * no homework


 * 1/4/17 (Wednesday) B **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * 15 min. to finish 18.1 class work
 * REVIEW
 * 18.1 PPT Slides
 * [[file:Chapter 18 notes.pptx]]
 * Homework:**


 * 1/3/17 (Tuesday) A **
 * DQs:**
 * Explain how the concepts of humidity, relative humidity, physical state changes, pressure, and movement of air drive cloud formation and precipitation
 * Agenda:**
 * Post Christmas Break warm-up:
 * 1) What is your favorite memory looking back over your break?
 * 2) What are you looking forward to in 1-3 months?
 * 3) What are you looking forward to in 3+ months?
 * Exchange/Share/Shoot
 * Chapter 18 introduction
 * 18.1 class work
 * Homework:**
 * Work another 15 minutes towards completion of the 3 classwork handouts - you will have an additional 15 min. at the start of class tomorrow.


 * 12/23/16 (Friday!) B **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Explain how energy moves throughout and interacts with the atmosphere
 * Differentiate between various temperature controls
 * Agenda:**
 * Christmas Trivia games
 * Finding Dory
 * Homework:**
 * no HW


 * 12/22/16 (Thursday) A **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Explain how energy moves throughout and interacts with the atmosphere
 * Differentiate between various temperature controls
 * Agenda:**
 * Chapter 17 exam
 * Homework:**
 * no HW


 * 12/21/16 (Wednesday) B **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Explain how energy moves throughout and interacts with the atmosphere
 * Differentiate between various temperature controls
 * Agenda:**
 * Kahoot Review
 * Homework:**
 * Study for exam on Chpt. 17


 * 12/20/16 (Tuesday!) A **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Explain how energy moves throughout and interacts with the atmosphere
 * Differentiate between various temperature controls
 * Agenda:**
 * Warm-up: pg. 499 #1-20 5 min. solo, 2 min. collaborative
 * Review:
 * Warm-up
 * Chapter 17 HWs
 * Seasonality Practice Sheet
 * Temperature controls (ppt)
 * Energy Budget Additional study resource:
 * [[file:EarthsEnergyBudget-Storyboard_031913_sm.pdf]]
 * Homework:**
 * **STUDY FOR CHAPTER 17 EXAM THURSDAY!**


 * 12/19/16 (Monday!) B **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Explain how energy moves throughout and interacts with the atmosphere
 * Differentiate between various temperature controls
 * Agenda:**
 * Warm-up: atmospheric temp./pressure profile graph - label layers, divisions, and determine where atmospheric pressure becomes less than 1
 * Earth's Energy Budget handout and lecture w/ PPT
 * Temperature controls lecture w/ PPT
 * [[file:atmosphere 17 ppt.pptx]]
 * Homework:**
 * Begin reviewing for assessment on chapter 17 - the atmosphere


 * 12/16/16 (Friday!) A **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * 10 min. to work on HW/Classwork from chapter 17 material
 * Mantis Shrimp, the Electromagnetic Spectrum, Atmospheric Opacity, and Hyperspectral vision!
 * media type="youtube" key="ZhlAYDvAeFk" width="560" height="315"
 * media type="youtube" key="t2jam1x5ki4" width="560" height="315"
 * media type="youtube" key="zKkq_Qalq1U" width="560" height="315"
 * media type="youtube" key="glOsvm9t7ec" width="560" height="315"
 * media type="youtube" key="IiVKwpWXDic" width="560" height="315"
 * media type="youtube" key="Lm1ChtK9QDU" width="560" height="315"
 * media type="youtube" key="DtNAqK_V-lg" width="560" height="315"
 * Homework:**
 * Please complete all assigned chapter 17 HW and classwork for Monday

>> 2. What is the main source of primary pollutants? >> 3. If you were part of a committee in charge of monitoring the integrity of the atmosphere, what would be your legislative suggestions to law & policy makers to help protect the atmosphere? >> 4. What do you think the term “stationary source fuel combustion” refers to?
 * 12 **** /15/16 ** ** (Thursday) B **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * Warm-up: where in the atmosphere would the three modes of energy transfer occur? (Conduction/Convection/Radiation)
 * Use smart board to draw this idea of heat transfer locations on a cross sectional diagram of the atmosphere from the chapter 17 PPT
 * [[image:20161215_102352.jpg width="808" height="458"]]
 * The story of Ozone and the Ozone Hole:
 * media type="youtube" key="XLY8m-dXOxo" width="560" height="315"
 * media type="youtube" key="AU0eNa4GrgU" width="560" height="315"
 * media type="youtube" key="7QGD-KiqKdE" width="560" height="315"
 * media type="youtube" key="gEqiHYTTCQA" width="560" height="315"
 * media type="youtube" key="0ZfBgjUnXIs" width="560" height="315"
 * media type="youtube" key="k2kpz_8ntJY" width="560" height="315"
 * Copy the two pie charts from Figure 3 (pg.478) into your notebooks or onto a sheet of paper. Make the pie chart diameters at least two inches for each. Use a ruler and a compass to make neat diagrams. Copy the information accurately, then answer the following questions below:
 * 1. What is the main primary pollutant?
 * 1. What is the main primary pollutant?
 * Re-read the ozone creation process on page 478 (top two paragraphs). Create an illustration on a full sheet of paper describing the how ozone molecules form. Hint: There are several steps that must happen for an ozone molecule to form and you must include them all. Try numbering and writing out the steps from the reading before illustrating.
 * Homework:**
 * Complete above classwork regarding the primary pollutants and ozone formation/destruction in Earth's atmosphere.


 * 12 **** /14/16 ** ** (Wednesday) A **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * Atmospheric layers warm-up review (diagram layers, label, altitudes, and special features)
 * watch "goofy" atmospheric layers video from Monday's agenda (see below)
 * 17.2 PPT content - heat transfer in the atmosphere - ending with Mantis Shrimp preview
 * Homework:**
 * Complete classwork from yesterday's agenda prior to Friday's class


 * 12 **** /13/16 ** ** (Tuesday) B *Substitute Teacher **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * Work day - students work to read & complete the worksheets associated with section 17.1 and 17.2 (HW sheets, seasonality exercise, 17.1 crossword puzzle, and Convection/Conduction/Radiation Heat Transfer Exercise) - we will review these assignments on Friday this week
 * [[file:17.1A.pdf]]
 * [[file:17.2A.pdf]]
 * Homework:**
 * Complete above classwork prior to Friday's class

Homework:
 * 12 **** /12/16 ** ** (Monday) A **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * Submit storyboard assignments
 * Supplemental video content chpt. 17:
 * media type="youtube" key="1YAOT92wuD8" width="560" height="315"
 * media type="youtube" key="3CerJbZ-dm0" width="560" height="315"
 * media type="youtube" key="WaikvaAw2nk" width="560" height="315"
 * media type="youtube" key="FHtvDA0W34I" width="560" height="315"
 * media type="youtube" key="FQSvowsAUkI" width="560" height="315"
 * Return work: chpt. 10 HW, intro atmosphere worksheets, volcanoes quiz, epicenter labs
 * review powerschool - make game-plans for addressing missing assignments


 * 12 **** /9/16 ** ** (Friday) B **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * 17.1 PPT
 * [[file:atmosphere 17 ppt.pptx]]
 * 17.1 wrksht. & Seasons practice worksheet
 * [[file:17.1A.pdf]]
 * Homework:**
 * Storyboard projects due Friday
 * The Rise of Oxygen AstroBiology Article


 * 12 **** /8/16 ** ** (Thursday) A **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * Atmospheric Origins Storyboard Project (see Tuesday 12/6 agenda below)
 * Homework:**
 * Storyboard projects due Friday


 * 12 **** /7/16 ** ** (Wednesday) **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * Atmospheric Origins Storyboard Project (see Tuesday 12/6 agenda below)
 * Homework:**
 * Storyboard projects due Friday

**Homework:**
 * 12 **** /6/16 ** ** (Tuesday) **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * 10 min. to work on 17.1 worksheet & reading
 * Atmospheric Origins video content:
 * media type="youtube" key="GP0HT77OPYQ" width="560" height="315"
 * media type="youtube" key="dbY6dCyvPPQ" width="560" height="315"
 * media type="youtube" key="DE4CPmTH3xg" width="560" height="315"
 * **Atmospheric origins storyboard assignment:**
 * Using the three videos above, the information presented in class (Power Point [[file:atmosphere 17 ppt.pptx]], the Astro Biology Magazine Article, Pearson (pg. 366-368) & McDougal (pg. 674), and any other credible sources (online or literature resources) create a storyboard on the topic "Origins of the Atmosphere"
 * Create your own storyboard on large paper (for help with storyboard creations see: storyboard wikihow)
 * Must include at least 9 illustrations with annotations (on/around) the illustration AND captions (below the illustration providing an explanation).
 * Illustrations MUST BE COLORED and be your original work
 * Storyboards must include the title, "__Origins of the Atmosphere__" clearly printed at the top
 * Illustrations must be in chronological order and include approximate dates (typically in millions or billions of years before present: MYBP or BYBP)
 * **DUE FRIDAY 12/9/16 **
 * Atmospheric Origins Storyboard assignment due Friday!


 * 12 **** /5/16 ** ** (Monday) **
 * DQs:**
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Agenda:**
 * 10 min. to work on 17.1 worksheet & reading - submit HW from weekend (2 intro to the atmosphere worksheets)
 * Atmospheric Origins PPT
 * [[file:atmosphere 17 ppt.pptx]]
 * Homework:**
 * no HW

DQs: Agenda: Homework:
 * 12 **** /2/16 ** ** (Friday!!) **
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Explain why seasons occur on Earth
 * Atmosphere Intro
 * 2 introductory worksheets (Vocab + atmospheric properties)
 * Complete classwork (2 worksheets given out in class)

DQs: Agenda: > Homework:
 * 12 **** /1/16 ** ** (Thursday) **
 * Differentiate between weather and climate
 * Describe how the structure, composition, and properties changes with altitude
 * Explain the main points of the leading theories for the origin and evolution of Earth's atmosphere
 * Explain why seasons occur on Earth
 * Volcanoes quiz
 * Students who finish the quiz and turn it in to you should begin addressing and researching the following questions:
 * What is Earth’s atmosphere?
 * How did Earth’s atmosphere originate and change over time to its current state we know today?
 * Study for volcanoes quiz Thursday!

DQs: Agenda: Homework:
 * 1 **** 1/30/16 ** ** (Wednesday) **
 * Differentiate between shield, composite, and cinder cone volcanoes.
 * Describe some landforms related to volcanism other than volcanoes
 * Warm-up: Practice Quiz - Chapter 10 assessment
 * Review
 * Study for volcanoes quiz Thursday!

DQs: Agenda: Homework:
 * 1 **** 1/29/16 ** ** (Tuesday) First day back from Fall Break **
 * Differentiate between shield, composite, and cinder cone volcanoes.
 * Describe some landforms related to volcanism other than volcanoes
 * Warm-up: types of volcanoes and famous eruptions note/worksheet
 * review
 * Review Chapter 10 HW and submit
 * Study for volcanoes quiz Thursday!

DQs: Agenda: Homework:
 * 1 **** 1/22/16 ** ** (Tuesfriday!!) **
 * Differentiate between shield, composite, and cinder cone volcanoes.
 * Describe some landforms related to volcanism other than volcanoes
 * Interesting lava/volcano footage for discussion:
 * media type="youtube" key="ZZnvzSpNLAE" width="560" height="315"
 * media type="youtube" key="I2r7RTQ6SNk" width="560" height="315"
 * media type="youtube" key="8i3XcTRHN3A" width="560" height="315"
 * media type="youtube" key="cTPih4KDNxo" width="560" height="315"
 * media type="youtube" key="swz7S2szids" width="560" height="315"
 * media type="youtube" key="lMLo0E66O8A" width="560" height="315"
 * media type="youtube" key="2XlDa3WxVJ0" width="560" height="315"
 * media type="youtube" key="X1knKavWG98" width="560" height="315"
 * media type="youtube" key="ahZD95l1MvM" width="560" height="315"
 * media type="youtube" key="zFIWWM0Iv-U" width="560" height="315"
 * media type="youtube" key="Cvjwt9nnwXY" width="560" height="315"
 * media type="youtube" key="3ObsOj9Q2Do" width="560" height="315"
 * media type="youtube" key="pNTci6qESy0" width="560" height="315"
 * media type="youtube" key="rVBn8R4qzYQ" width="560" height="315"
 * media type="youtube" key="WwBVG0Si7rs" width="560" height="315"
 * media type="youtube" key="BAdFvTo9874" width="560" height="315"
 * media type="youtube" key="VuQrUwFn6bU" width="560" height="315"
 * media type="youtube" key="egEGaBXG3Kg" width="560" height="315"
 * media type="youtube" key="lDxOhfiFsuc" width="560" height="315"
 * media type="youtube" key="GaSjwAu3yrI" width="560" height="315"
 * 10.1 Figures walk - review 10.1 worksheet
 * 10.2 reading and worksheet
 * [[file:10.2.pdf]]
 * 10.3 Worksheet
 * [[file:10.3b Intrusive Activity.pdf]]
 * Complete reading of chapter 10 and all associated worksheets

DQs: Agenda: Homework:
 * 1 **** 1/21/16 ** ** (Monday) 1st Period Assembly - Cyber Security **
 * Differentiate between shield, composite, and cinder cone volcanoes.
 * Describe some landforms related to volcanism other than volcanoes
 * Describe some landforms related to volcanism other than volcanoes
 * Figures walk 10.1
 * Read 10.1 & complete worksheet
 * Complete reading of section 10.1 & associated wrksht.
 * [[file:10.1.pdf]]

=**11/17/16** **(Friday!)** = DQs: Agenda: Homework:
 * Earthquakes assessment
 * Differentiate between shield, composite, and cinder cone volcanoes.
 * Describe some landforms related to volcanism other than volcanoes
 * Describe some landforms related to volcanism other than volcanoes
 * Earthquakes quiz
 * Finish volcanoes documentary assignment
 * Finish epicenter assignments
 * finish volcanoes document assignment (see Wednesday's plan below)

=**11/17/16** **(Thursday) Follow Wednesday's plan - Earthquake quiz tomorrow!** =
 * =Answer keys to chpt. 8 HW sheets:=
 * [[file:Chpt 8 HW Sheets Keys.pdf]]

DQs: Agenda: Homework:
 * 11/16/16** **(Wednesday) *Substitute, Periods 2-3 go to SHS for partial viewing of school play**
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Epicenter Location practice:
 * Complete and submit Problem 3-9 Epicenter Location Assignment
 * Complete and submit Lab 12-1 Finding Epicenters assignment either independently or with a partner
 * Begin working on the following assignment: watch the volcanoes documentary and answer the questions below in your notebook
 * media type="youtube" key="Dp0Xd1qvgGM" width="560" height="315"
 * 1) What percentage of volcanoes and earthquakes occur along the Pacific Ring of Fire?
 * 2) What is meant by the viscosity of lava? Why type of viscosity is found in the lava erupting from Hawaiian volcanoes?
 * 3) What mineral determines the viscosity of lava? Relate the amount of this mineral found in lava to the type of landscape the lava would build or create as it erupts.
 * 4) What role does water play in the formation of volcanoes?
 * 5) Diagram the a cross-section view of a typical subduction zone lining the Ring of Fire, and indicate where shallow and deep focus earthquakes would occur.
 * 6) What would you find offshore of a volcanic island or continental arc (i.e. - what indicates where the ocean floor is disappearing back into the Earth)?
 * 7) What is happening to balance the destruction of older oceanic crust at subduction zones?
 * Begin reviewing for quiz on earthquakes

DQs: Agenda: Homework:
 * 11/15/16 ** ** (Tuesday) *Substitute **
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Epicenter Location practice:
 * Complete and submit Problem 3-9 Epicenter Location Assignment
 * Work to complete Lab 12-1 Finding Epicenters assignment either independently or with a partner
 * Begin reviewing for quiz on earthquakes

=**11/14/16 (Monday)**= DQs: Agenda: Homework:
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Epicenter Location practice:
 * 10 min to complete and submit the Problem 3-9 answer sheet (last page)
 * Finish Partner Assignment and submit
 * If time allows - review chapter 8 homework
 * no homework for Monday 11/14

=**11/11/16 (Friday!!)**= DQs: Agenda: Homework:
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Epicenter Location practice:
 * Finish first assignment as a class
 * Partner Assignment
 * Hand-out and explain HW Problem 3-9 #1-8
 * Epicenter location assignment Problem 3-9 #1-8 (if you have a compass to use at home you can finish the assignment in its entirety)

DQs: Agenda: Homework:
 * 11/10/16 (Thursday)**
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Compass usage practice
 * Earthquake hazard review
 * Epicenter Location practice
 * media type="youtube" key="SFJ_l3uFkPI" width="560" height="315"
 * media type="youtube" key="SFJ_l3uFkPI" width="560" height="315"
 * Review Epicenter location method, see chapter 8 PPT and the following video:
 * media type="youtube" key="SFJ_l3uFkPI" width="560" height="315"

DQs: Agenda: Homework:
 * 11/9/16 (Wednesday)**
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Election results discussion!
 * Chpt. 8 PPT
 * [[file:PPT 8.1_2.pptx]]
 * Triangulating Earthquake Epicenters
 * Complete Conclusion Questions #1-5 in Chpt. 15 Locating an Epicenter practice lab after reading and reviewing the time-travel graph page in the packet
 * media type="youtube" key="SFJ_l3uFkPI" width="560" height="315"

Homework:
 * 11/8/16 (Tuesday) *NO SCHOOL - ELECTION DAY**
 * Complete all chapter 8 HW and section readings

DQs: Agenda: Homework:
 * 11/7/16**
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Announcement chapter 8 HW (sections 1-4) due by Wednesday - hand out 8.4 (not labeled)
 * Chpt. 8 ppt introduction and videos
 * [[file:PPT 8.1_2.pptx]]
 * Complete reading of chpt. 8 and all associated HW workshts.
 * [[file:8.1 worksheet.pdf]]
 * [[file:8.2 worksheet.pdf]]
 * [[file:8.3 worksheet.pdf]]
 * [[file:8.4 worksheet.pdf]]

DQs: Agenda:
 * 11/4/16 (Friday!)**
 * Explain what earthquakes are and why they happen
 * Explain how earthquake data are obtained and used
 * Triangulate an earthquake epicenter based on seismograph data
 * Describe the scales used to measure earthquake intensity
 * Identify and differentiate between the major hazards of earthquakes
 * Watch the following videos and answer the questions below the videos in your notebook:
 * media type="youtube" key="HkCNmD-3uOE" width="560" height="315"
 * media type="youtube" key="XOCxNVDiOnE" width="560" height="315"
 * media type="youtube" key="XOCxNVDiOnE" width="560" height="315"
 * 1) Can we predict earthquakes?
 * 2) Identify three major earthquakes that have occurred in the past 100 years.
 * 3) Summarize the main cause of earthquakes.
 * 4) Differentiate between normal, reverse, and strike-slip faults and provide real-world examples of each.
 * Read sections 8.2 & 8.3 in the Pearson textbook and complete the associated homework sheets:
 * [[file:8.2 worksheet.pdf]]
 * [[file:8.3 worksheet.pdf]]
 * Homework:**
 * Complete the 8.2 & 8.3 readings and HW worksheets by Monday


 * 11/3/16 (Thursday)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Complete the Plate Tectonics Assessment - make sure to reference the exam document below:
 * [[file:PT_CD Exam CP.pdf]]
 * With remaining time (if applicable), read section 8.1 and complete the associated worksheet
 * [[file:8.1 worksheet.pdf]]
 * Homework:**
 * Complete reading of section 8.1 and worksheet (see above)

>>> Sliding plates built our mountains. (7) >>> Today, quakes build them. (5) (David H. 2008)
 * 11/2/16 (Wednesday)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Either independently or working with a partner, use the following [|Plate Tectonics Quizlet Module] to review for the Plate Tectonics assessment scheduled for tomorrow.
 * Start by studying the terms using the "Flashcards" method (click the card to turn it over) - there are 100 cards.
 * Try some of the other review methods, including the games if you want, but your goal is to attempt two tests (click on "test").
 * **For bonus points! Write a Haiku poem regarding Plate Tectonics! Write your Haiku in your notebook and also send it to Mr. Wallace via e-mail (dwallace@qcsd.org). Use the book (chapter 8, 9, and 10) for inspiration.**
 * Don't know what a Haiku poem is? Watch the following videos (example below videos):
 * media type="youtube" key="KInBpl1zXFI" width="560" height="315"
 * media type="youtube" key="MfzrAk6EV9c" width="560" height="315"
 * Examples:
 * <span style="color: #000000; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif;">How was the world shaped? (5)

>>> What would make it so pretty? (7) >>> Tectonics of-course. (5) (S-L 2008) >>> **Homework:**
 * <span style="color: #000000; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif;">If the earth was shaped (5)


 * E-mail Mr. Wallace your original Plate Tectonics Haiku (see plans above)
 * Study for plate tectonics assessment tomorrow!


 * 11/1/16 (Tuesday)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * media type="youtube" key="rTR6gGDWcJk" width="560" height="315"
 * Dynamic Earth Study Assignment
 * Complete both PhET Online Labs
 * Link to PhET Plate Tectonics Simulation
 * media type="custom" key="28816672"
 * Click the "play" button on the simulation screenshot to download - follow directions on each lab.
 * [[file:PhET Plate Tectonics - 2013.doc]]
 * [[file:Plate Tectonics PhET.doc]]
 * Homework:**
 * Complete the Dynamic Earth study activity including the ending test! Print out test results if possible, if not take a picture of the test results screen!


 * 10/31/16 (Monday) Halloween!!**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Warm-up: Practice quiz plate tectonics (chapter 9 assessment 1-17)
 * Review warm-up exchange grade
 * Grade updates
 * Continue Watching Continents adrift video:
 * media type="youtube" key="HrKTuCDierM" width="560" height="315"
 * media type="youtube" key="HrKTuCDierM" width="560" height="315"


 * [[file:Continents Adrift Questionnaire.pdf]]
 * Homework:**
 * Finish watching the "Continents Adrift Video and complete the questionnaire - see above!


 * 10/28/16 (Friday!)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Warm-up: Read the Understanding Earth Future Tectonic Plate Positions section on page 269 or 271 & answer the Map Master Activity Question regarding the fate of the Atlantic Ocean.
 * 1. In your own words, briefly explain the theory of plate tectonics.
 * List the three types of tectonic plate boundaries.
 * Explain why divergent boundaries are considered to be constructive plate margins
 * Periods 1 & 3 - finish up slides from PPT
 * Continents Adrift Video and questionnaire:
 * media type="youtube" key="HrKTuCDierM" width="560" height="315"
 * [[file:Continents Adrift Questionnaire.pdf]]
 * Homework:**
 * no HW


 * 10/27/16 (Thursday)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * 1st & 3rd Period - Finish Review of 13 questions from PTs simulations
 * Review & check 9.1 (check only) - 9.3HW
 * 9.3 slides (plate boundary dynamics - ppt posted below)
 * Continents Adrift Video & Questionnaire
 * [[file:Continents Adrift Questionnaire.pdf]]
 * Homework:**
 * Read section 9.4 and complete the HW sheet
 * [[file:9.4A.pdf]]


 * 10/26/16 (Wednesday)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Return work
 * Slides on seafloor spreading and plate boundaries from PPT (PPT posted below in Tuesday's plan)
 * Review 13 Questions from simulations and 9.2 HW
 * Begin watching Continents Adrift Video with questions sheet
 * Homework:**
 * Read section 9.3 and complete the associated HW sheet (10pts)
 * [[file:9.3A.pdf]]


 * 10/25/16 (Tuesday)**
 * DQs:**
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * 15 minutes to work on Plate Tectonic Simulations & 13 questions (see Friday's plan below)
 * 9.1 PPT & Review HW
 * [[file:geo115platetect.ppt]]
 * Homework:**
 * Read section 9.2 (Seafloor Spreading) and complete the 9.2 HW sheet (10pts)
 * [[file:9.2A.pdf]]
 * If you did not finish the 13 questions from the Plate Tectonics simulations you MUST finish exploring the simulations and complete these questions by tomorrow (see Friday's agenda entry below) (20pts)


 * 10/24/16 (Monday)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Either independently or in a cooperative pair (2, no more than 2 students only 1 group of three if numbers are odd in the class), complete the following //**open book**// quiz:
 * Rocks and Rock Cycle Quiz **YOU WILL NEED TO REFERENCE THE FIGURES IN THE FILE BELOW TO ANSWER SOME OF THE QUESTIONS IN THE QUIZ!!**
 * [[file:Rocks and Rock Cycle Figures Document.pdf]]
 * BE SURE TO TYPE IN BOTH PARTNERS' NAMES IN THE BOX AT THE BOTTOM OF THE QUIZ (for example, Dan Wallace & Bat Man)
 * Plate Tectonics PPT Intro
 * Continents Adrift video & question sheet
 * Annenberg Dynamic Earth activity
 * phet simulation & worksheet
 * Homework:**
 * 9.1 reading and worksheet
 * [[file:9.1A.pdf]]
 * Finish online simulation investigations/questions in notebooks (see Friday's agenda plan below)


 * 10/21/16 (Friday!)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Explain continental drift, sea-floor spreading and plate tectonics including evidence for and features of tectonic activity
 * Explain the driving force behind tectonic and other geologic activity
 * Interpret models of Earth's internal geologic activity and use the models to explain surface features across the globe
 * Agenda:**
 * Either independently or in a cooperative pair (2, no more than 2 students only 1 group of three if numbers are odd in the class), complete the following //**open book**// quiz:
 * Rocks and Rock Cycle Quiz **YOU WILL NEED TO REFERENCE THE FIGURES IN THE FILE BELOW TO ANSWER SOME OF THE QUESTIONS IN THE QUIZ!!**
 * [[file:Rocks and Rock Cycle Figures Document.pdf]]
 * BE SURE TO TYPE IN BOTH PARTNERS' NAMES IN THE BOX AT THE BOTTOM OF THE QUIZ (for example, Dan Wallace & Bat Man)
 * Also either independently or in cooperative pairs, begin exploring the following **online simulations & web resources related to plate tectonics** and answer the yellow highlighted questions in your notebooks (finish for homework):
 * Maps Related to Plate Tectonics
 * 1) Describe the relationship between the tectonic plates that make up Earth's crust and the location of earthquakes, volcanoes, mid-ocean ridges, and subduction zones.
 * 2) Describe the relationship between the location of the mid-ocean ridges and the young/old seafloor crust.
 * 3) How many hotspots are there on Earth?
 * Past Formations!
 * 1) When and how extensive was the last great ice age? What was the arrangement of the continents during this time period?
 * 2) How many ice ages have occurred in the last 600 million years?
 * Current Plates: Orientations, Sizes, Shapes
 * 1) How many tectonic plates are there on Earth currently?
 * 2) Which is the smallest tectonic plate and where is it located?
 * Seafloor Spreading
 * 1) Explain what is happening at the mid-ocean ridges.
 * Subduction
 * 1) Compare and contrast oceanic and continental crust. Why does oceanic crust ALWAYS subduct beneath continental crust?
 * 2) Describe where oceanic trenches form?
 * Supercontinent Processes
 * 1) Click "geographic features", then press play. Which ocean is growing, and which ocean is closing?
 * Paleomagnetism and Mid-ocean Ridges
 * 1) What two factors are involved in setting the width of a paleomagnetic stripe?
 * Intra-Earth Convection Cycles
 * 1) Describe what is happening in the mantle directly beneath mid-ocean ridges.
 * Homework:**
 * Complete yellow highlighted questions related to online simulations listed above in notebooks (due Monday).


 * 10/20/16 (Thursday)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * 15 min. to finalize Rock Lab including concluding questions.
 * _ _ p _ ui_!
 * Next Unit Inquiry Activity
 * [[file:Inquiry Activity.pdf]]
 * Homework:**
 * Open the Inquiry PDF file located above and come up with a response to discuss with the class tomorrow.


 * 10/19/16 (Wednesday)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Continue Working on Rock ID Lab (see resources in Monday's Agenda entry below)
 * Homework:**
 * no homework


 * 10/18/16 (Tuesday)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Continue Working on Rock ID Lab (see resources in Monday's Agenda entry below)
 * Homework:**
 * Mineral Showcase project due Wednesday


 * 10/17/16 (Monday)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Submit 3.4 & Interactive Rock Cycle
 * Mineral Showcase Project reminder and resources
 * Rock Lab Resources:
 * Minerological Society of America (MSA) Rock Key
 * McDougal Rock ID KEY
 * Our Textbook
 * Pearson - Chapter 3, section 1-4
 * McDougal - Chapter 6
 * Homework:**
 * Mineral Showcase project due Wednesday


 * 10/14/16 (Friday!)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Return and review 3.2 and 3.3 worksheets
 * Finish Rock & Rock Cycle PPT
 * Supplemental Video content:
 * media type="youtube" key="LkbSO1V9aqU" width="560" height="315"
 * media type="youtube" key="0bbZP96sY_E" width="560" height="315"
 * media type="youtube" key="anT3_fAIxaQ" width="560" height="315"
 * media type="youtube" key="JnFB7WMchWA" width="560" height="315"
 * media type="youtube" key="gzOWwwjGlqk" width="560" height="315"
 * media type="youtube" key="nh4Tb_pWoL4" width="560" height="315"
 * media type="youtube" key="6bkyXvYP4jM" width="560" height="315"
 * media type="youtube" key="kXV7D89S9sc" width="560" height="315"
 * Work on Interactive Rock Cycle Assignment
 * Homework:**
 * Continue working on Mineral Showcase project - due Wednesday 10/19
 * Interactive Rock Cycle Assignment due Monday 10/17
 * 3.4 reading and associate worksheet - due Monday
 * [[file:3.4 Metamorphic Rocks A.pdf]]


 * 10/13/16 (Thursday)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Mineral Showcase project reminder - Due Wednesday
 * Submit 3.2 & 3.3 reading HW worksheets
 * Continue with Rocks & Rock Cycle PPT - 3 types of rocks
 * Interactive Rock Cycle Assignment - Due Monday
 * Homework:**
 * Continue working on Mineral Showcase project - due Wednesday 10/19
 * Interactive Rock Cycle Assignment due Monday 10/17


 * 10/12/16 (Wednesday) - No School, Inservice Day**
 * Continue working to finish reading homework assignments 3.2 & 3.3
 * Continue working on Mineral Showcase project


 * 10/11/16 (Tuesday) - Substitute Teacher**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Mineral Tests Quiz (Do not answer #26)
 * Submit quiz to substitute teacher and quietly continue working on vocab and note outline for rocks, using both textbooks as resources (Pearson chapter 3, and McDougal chapter 6
 * If you finish vocab and note outline, obtain reading worksheets 3.2 and 3.3 from the substitute teacher and begin this reading HW
 * Homework:**
 * Read sections 3.2 & 3.3 and complete the associated reading worksheets - Both Due Thursday 10/13/16
 * [[file:3.2 Igneous Rocks A.pdf]]
 * [[file:3.3 Sedimentary Rocks A.pdf]]


 * 10/10/16 (Monday!)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * 1st period clean and put away mineral boxes
 * Mineral showcase project reminder
 * Rock cycle practice pop quiz
 * Review pop quiz and 3.1 HW
 * Hand-in 3.1 HW
 * Vocab packet and notes on rocks and the rock cycle
 * Homework:**
 * no homework officially
 * Continue working on Mineral showcase project


 * 10/7/16 (Friday!)**
 * DQs:**
 * Explain how minerals and atoms are related to rocks
 * Describe the major types of rocks and their formations
 * Accurately diagram the rock cycle
 * Identify and use various rock properties to distinguish between selected rock samples
 * Agenda:**
 * Mineral showcase project introduction
 * Florescence Property demo
 * Rock Cycle PPT
 * [[file:Rock Cycle PPT.ppt]]
 * Homework:**
 * Read section 3.1 and complete the associated worksheet
 * [[file:3.1A.pdf]]


 * 10/6/16 (Thursday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Finalize mineral ID lab - Challenge + Bonus
 * Exchange grade mineral IDs
 * Mineral Showcase project
 * Homework:**
 * no homework


 * 10/5/16 (Wednesday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Continue working on mineral ID lab - Challenge
 * Homework:**
 * no homework


 * 10/4/16 (Tuesday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Continue working on mineral ID lab - Challenge explanation
 * Homework:**
 * no homework


 * 10/3/16 (Monday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Return graded work - note about progress reports
 * Continue working on mineral ID lab - Due Tuesday 10/4
 * Homework:**
 * no homework


 * 9/30/16 (Friday!)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Continue working on mineral ID lab - Due Tuesday 10/4
 * Homework:**
 * no homework


 * 9/29/16 (Thursday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Continue working on mineral ID lab
 * Homework:**
 * no homework


 * 9/28/16 (Wednesday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Review mineral properties (acid and density test)
 * Continue working on mineral ID lab
 * Homework:**
 * no homework


 * 9/27/16 (Tuesday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Hand in 2.2 and 2.3 reading worksheet HW
 * Review Mineral Properties
 * Mineral ID Lab
 * Supplemental Video Content:
 * media type="youtube" key="8a7p1NFn64s" width="560" height="315"
 * media type="youtube" key="32NG9aeZ7_c" width="560" height="315"
 * Homework:**
 * No homework


 * 9/26/16 (Monday)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Minerals PPT & Introduction to Mineral Box Lab
 * [[file:Minerals.ppt]]
 * [[file:Mineral ID Lab 2015_2016.doc]]
 * [[file:Mineral Info Sheets.pdf]]
 * [[file:sample_descriptive_words_rocks.doc]]
 * Supplemental Video Content:
 * media type="youtube" key="8a7p1NFn64s" width="560" height="315"
 * media type="youtube" key="32NG9aeZ7_c" width="560" height="315"
 * Homework:**
 * Read section 2.2-2.3 Minerals & Properties of Minerals and complete the associated worksheets **DUE TUESDAY 9/27/16**
 * [[file:2.2 Worksheet A.pdf]]
 * [[file:2.3 Worksheet A.pdf]]


 * 9/23/16 (Friday!)**
 * DQs:**
 * Explain how elements are related to minerals
 * Why are minerals important to humans? How are they used?
 * Describe the processes that result in mineral formation
 * Describe the major properties that can be used in mineral identification
 * Use specific mineral tests to identify various minerals
 * Agenda:**
 * Pop Quiz on Section 2.1 - Matter, Elements, Atoms, and the Periodic Table to Elements
 * Minerals PPT & Introduction to Mineral Box Lab
 * [[file:Minerals.ppt]]
 * [[file:Mineral ID Lab 2015_2016.doc]]
 * [[file:Mineral Info Sheets.pdf]]
 * [[file:sample_descriptive_words_rocks.doc]]
 * Supplemental Video Content:
 * media type="youtube" key="8a7p1NFn64s" width="560" height="315"
 * media type="youtube" key="32NG9aeZ7_c" width="560" height="315"
 * Homework:**
 * Read section 2.2-2.3 Minerals & Properties of Minerals and complete the associated worksheets **DUE TUESDAY 9/27/16**
 * [[file:2.2 Worksheet A.pdf]]
 * [[file:2.3 Worksheet A.pdf]]


 * 9/22/16 (Thursday)**
 * DQ:**
 * Explain how elements are related to minerals
 * Identify the kinds of particles that make up atoms
 * Explain the differences between ions and isotopes
 * Explain what compounds are and describe why they form
 * Compare and contrast the three major types of chemical bonds
 * Agenda:**
 * Complete Periodic Table Basic Assignment
 * Pop Quiz on Section 2.1 - Matter, Elements, Atoms, and the Periodic Table to Elements
 * Homework:**
 * Read section 2.2-2.3 Minerals & Properties of Minerals and complete the associated worksheets **DUE TUESDAY 9/27/16**
 * [[file:2.2 Worksheet A.pdf]]
 * [[file:2.3 Worksheet A.pdf]]


 * 9/21/16 (Wednesday)**
 * DQ:**
 * Explain how elements are related to minerals
 * Identify the kinds of particles that make up atoms
 * Explain the differences between ions and isotopes
 * Explain what compounds are and describe why they form
 * Compare and contrast the three major types of chemical bonds
 * Agenda:**
 * Collect Mapping Bonus Assignments
 * Review Bhor Model creation and Lewis Dot structures
 * Periodic Table Basics Assignment
 * Homework:**
 * Complete Period Table Basics Assignment **STEPS 1-4 ONLY!! (just the cards)**


 * 9/20/16 (Tuesday)**
 * DQ:**
 * Explain how elements are related to minerals
 * Identify the kinds of particles that make up atoms
 * Explain the differences between ions and isotopes
 * Explain what compounds are and describe why they form
 * Compare and contrast the three major types of chemical bonds
 * Agenda:**
 * Return and Review HW (2.1 and PTQRA)
 * History of the Periodic Table Video content:
 * media type="youtube" key="I5H1SeepnaU" width="560" height="315"
 * media type="youtube" key="fPnwBITSmgU" width="560" height="315"
 * media type="youtube" key="0RRVV4Diomg" width="560" height="315"
 * Homework:**
 * Review the 5 handouts (study guides) regarding reading the periodic table of elements and atoms
 * Finish watch the three videos started in class - see above!


 * 9/19/16 (Monday)**
 * DQ:**
 * Explain how elements are related to minerals
 * Identify the kinds of particles that make up atoms
 * Explain the differences between ions and isotopes
 * Explain what compounds are and describe why they form
 * Compare and contrast the three major types of chemical bonds
 * Agenda:**
 * Chapter 2 Inquiry Activity - mineral walk (comparative analysis).
 * Why does our planet have such a variety of materials?
 * Work on Building Blocks of Matter Notes Power Point & Chapter 2 Vocabulary sheet
 * [[file:Matter ppt NOTES.ppt]]
 * Building Blocks of Matter Review Sheets
 * [[file:Periodic Table Information.docx]]
 * [[file:Atomic Structure - Basic.docx]]
 * [[file:Atomic Structure - Electrons.docx]]
 * [[file:Atomic Structure - Ion.docx]]
 * [[file:Reading Periodic Table.docx]]
 * Periodic Table basics activity
 * [[file:perioc table basics activity.pdf]]
 * Homework:**
 * Complete matter notes and vocabulary sheet from chapter 2


 * 9/16/16 (Friday!)**
 * DQ:**
 * n/a
 * Agenda:**
 * Quiz
 * HW time
 * Chpt. 2 Inquiry if time allows
 * Homework:**
 * Read section 2.1 (pgs.34-43) and complete the section 2.1 wrksht.
 * [[file:2.1 Worksheet A.pdf]]
 * Complete the Periodic Table Quick Review Assignment (P.T.Q.R.A). [[file:periodic table quick review.docx]] Video:
 * media type="youtube" key="QM4fQnxLlxY" width="560" height="315"


 * 9/15/16 (Thursday)**
 * DQ:**
 * How do topographic maps differ from other maps?
 * How is Earth a system? What is a system?
 * Where does the energy come from that powers Earth's systems?
 * How do humans affect Earth's systems?
 * What makes a resource renewable or nonrenewable?
 * Agenda:**
 * 10min to finish topographic notes and Adams Hill basic topo. map
 * Review (exchange grade)
 * Return & Review Section 1.1, 1.2, 1.3 & latitude/longitude HW
 * Homework:**
 * Study for quiz tomorrow!
 * review Pearson textbook sections 1.1, 1.2 & 1.3!
 * review any and all handouts since the start of the school year
 * Check HW against the following answer keys at this link


 * 9/14/16 (Wednesday) **
 * DQ:**
 * How do topographic maps differ from other maps?
 * How is Earth a system? What is a system?
 * Where does the energy come from that powers Earth's systems?
 * How do humans affect Earth's systems?
 * What makes a resource renewable or nonrenewable?
 * Agenda:**
 * Explore examples of topographic maps:
 * Raised relief with contour lines
 * Real topographic maps
 * Quakertown Quad.
 * Basic topographic map exercise & Notes
 * Return & Review HW
 * 1.1, 1.2, & 1.3
 * Longitude/Latitude Practice Packet
 * "Plan a Trip" assignment
 * Homework:**
 * Complete Adam's Hill Basic Topographic map
 * STUDY FOR CHAPTER 1 QUIZ TOMORROW **FRIDAY**!!!


 * 9/13/16 (Tuesday)**
 * DQ:**
 * How do topographic maps differ from other maps?
 * How is Earth a system? What is a system?
 * Where does the energy come from that powers Earth's systems?
 * How do humans affect Earth's systems?
 * What makes a resource renewable or nonrenewable?
 * Agenda:**
 * Finish "Determining Longitude/Latitude" Exercise and submit
 * Return & Review HW
 * 1.1, 1.2, & 1.3
 * Longitude/Latitude Practice Packet
 * "Plan a Trip" assignment
 * Explore examples of topographic maps:
 * Raised relief with contour lines
 * Real topographic maps
 * Finish 1.3 PPT
 * [[file:1.3 presentation.pptx]]
 * Basic map practice
 * Homework:**
 * No homework


 * 9/12/16 (Monday)**
 * DQ:**
 * What lines on a globe are used to indicate location?
 * Communicate a brief history of maps
 * What problem do mapmakers face when making maps?
 * How do topographic maps differ from other maps?
 * Agenda:**
 * Submit:
 * 1.1 & 1.2 wrkshts. (unless already submitted on Friday)
 * Earth's Spheres wrksht. (unless already submitted)
 * Latitude/Longitude Practice Packet
 * Plan a Trip wrksht.
 * 1.3 wrksht.
 * Return Earth's spheres assignment
 * Class work: in pairs or independently, work to complete the "Determining Latitude and Longitude Exercise using a globe
 * If time allows: finish 1.3 ppt (topographic maps)
 * Homework:**
 * No homework (unless you are not current with homework - see past agenda entries)


 * 9/9/16 (Friday!)**
 * DQ:**
 * What lines on a globe are used to indicate location?
 * Communicate a brief history of maps
 * What problem do mapmakers face when making maps?
 * How do topographic maps differ from other maps?
 * Agenda:**
 * 1.3 PPT up to topographic maps
 * Supplemental Content:
 * Play with Map Distortion!
 * World Mapper
 * Time lapse maps!
 * media type="youtube" key="AI36MWAH54s" width="560" height="315"
 * media type="youtube" key="swKBi6hHHMA" width="560" height="315"
 * media type="youtube" key="cTrsvGytGG0" width="560" height="315"
 * media type="youtube" key="dldHalRY-hY" width="560" height="315"
 * 1.3 Reading and Wrksht.
 * [[file:1.3 worksheet.pdf]]
 * Homework:**
 * 1.3 Reading and wrksht.
 * Latitude/Longitude Practice Packet
 * Plan a Trip wrksht.


 * 9/8/16 (Thursday)**
 * DQ:**
 * What are the characteristics of Earth's major spheres?
 * Describe the formation of the solar system according to the Nebular Hypothesis
 * Describe the formation and evolution of the Universe according to the Big Bang theory
 * What are the basic tenants of the the theory of plate tectonics?
 * In what ways to we represent Earth's surface?
 * Agenda:**
 * Finish Earth's Sphere's wrksht. and submit
 * Return and review Earth's Place in the Universe wrksht.
 * 1.3 PPT up to latitude/longitude introduction slides
 * [[file:1.3 presentation.pptx]]
 * Homework:**
 * Due tomorrow (Friday):
 * 1.1 and 1.2 wrkshts.


 * 9/7/16 (Wednesday)**
 * DQ:**
 * What are the characteristics of Earth's major spheres?
 * Describe the formation of the solar system according to the Nebular Hypothesis
 * Describe the formation and evolution of the Universe according to the Big Bang theory
 * What are the basic tenants of the the theory of plate tectonics?
 * In what ways to we represent Earth's surface?
 * Agenda:**
 * 1.2 PPT
 * [[file:1.2 presentation.pptx]]
 * Earth's spheres wrksht. (also check textbook access)
 * Hand back student surveys and Earth's place in the Universe HW (review)
 * Homework:**
 * Earth's Spheres wrksht., 1.1 & 1.2 wrkshts. due by Friday (see below for electronic copies of handouts)
 * Readings: 1.1 and 1.2 (use online textbook!)


 * 9/6/16 (Tuesday) *4 Day week!**
 * DQ:**
 * What is Earth and Space Science all about?
 * What are Earth's major spheres?
 * Agenda:**
 * Pick Assigned Seats!
 * Address textbook/homework issues
 * Finish 1.1 PPT
 * [[file:1.1 presentation.pptx]]
 * 1.2 PPT
 * [[file:1.2 presentation.pptx]]
 * Earth's Spheres Worksheet
 * HW Extension
 * Homework:**
 * Earth's Spheres wrksht., 1.1 & 1.2 wrkshts. due by Thursday (see below for electronic copies of handouts)


 * 9/2/16 (Friday!) *Picture day from science classes**
 * DQ:**
 * What is Earth and Space Science all about?
 * What are Earth's major spheres?
 * Agenda:**
 * Pictures in the library!
 * Introductory Videos
 * media type="youtube" key="T20RT0GgOB4" width="560" height="315"
 * media type="youtube" key="jxbIJH4fTYo" width="560" height="315"
 * 1.1 PPT - What is Earth (and Space) Science?
 * [[file:1.1 presentation.pptx]]
 * Demonstrate wikispace access and online textbook access
 * Homework:**
 * Access online Pearson textbook (follow directions on the online textbook wikispace page), read section **1.1 AND 1.2**, and complete the section 1.1 AND 1.2 worksheets (you will likely only need to revise worksheet 1.1) **and** Earth's sphere's worksheet.
 * [[file:1.2 worksheet.pdf]]
 * [[file:Earth's spheres worksheet.docx]]


 * 9/1/16 (Thursday) *No 1st Period**
 * DQ:**
 * What is Earth and Space Science all about?
 * Agenda:**
 * Review educated guesses on section 1.1 worksheet as pair-share activity
 * 1) Get with a partner, compare/contrast your responses to wrksht. questions - discuss and revise as you see fit
 * 2) Merge your partnership with another partnership and repeat step one
 * 1.1 Reading and worksheet in small groups
 * [[file:1.1 worksheet.pdf]]
 * Earth's place in the Universe reading and question sheet
 * [[file:Earth and its place in the universe HW.docx]]
 * Spill over: word puzzles!
 * Homework:**
 * Complete any classwork (see above) Due Tuesday


 * 8/31/16 (Wednesday)**
 * DQ:**
 * What is Earth and Space Science all about?
 * Agenda:**
 * Period 1 - Collect Student Surveys
 * Quick overview of syllabus (wasn't so quick :/ )
 * Notebook prep. & procedures and Pg. 1 Inquiry Activity from Pearson Earth Science text (Yellow Highlighted = To be completed in notebooks!)
 * What is ESPS PPT
 * 1.1 Reading and reading worksheet
 * Homework:**


 * 8/30/16 (Tuesday)**
 * DQ:**
 * Do you have a handle on things?
 * Agenda:**
 * Period 1 = Day 1 agenda (see below)
 * Collect Student Surveys
 * Betting Game
 * Syllabus Review
 * Homework:**
 * Period 1 = finish student surveys
 * Have necessary classroom materials (see syllabus) ready to go for tomorrow!


 * 8/29/16 (Monday) *1st Day of School, no 1st period**
 * DQ:**
 * Do you have a handle on things?
 * Agenda:**
 * Welcome & Ticker Tape Activity
 * Brief introduction to room & Mr. Wallace
 * [[file:Day 1 Welcome PPT2016-2017.pptx]]
 * Student Surveys
 * [[file:Student Information Survey2016-2017.doc]]
 * Homework:**
 * Finish Student Surveys