Date: Friday, May 8, 2009
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards:
ESS 1.11 structure, composition, and function of the Earth's atmosphere
ESS (weather)
Daily Goals: SWBAT
name the 4 types of clouds
provide one detail about each of the type of clouds
name one type of cloud for each of the type of clouds
Schedule
1. Entry Work Question: 3-5 min
2. Hook: 5 min
3. Introduction: 10 min
4. Together Work: 15 min
5. Independent Work: 15 min
6. Wrap up: 10 min
Lesson Plan
Entry Work Question:
“Who developed the system for classifying clouds and what is it based on?”
Hook:
Do you think you can tell what the weather will be like from the types of clouds in the sky? Let's make a chart on the board and see if we can connect the weather to the types of clouds to use later.
Introduction:
Review from the Cornell Notes:
How many types of clouds are there from the reading?
What are their names and characteristics?
Together Work:
Everybody is to work together in their table groups. Each group is going to receive one of the types of clouds and you are to do this on a piece of paper: A) write the name of the cloud, B) 3-5 characteristics, C) name of one type of cloud, D) description of what these clouds look like.
Independent Work:
everybody is to work on their lists for 10 minutes
have the students compare lists
if there is time, have the students act out or draw what their clouds look like and then switch posters and then do another person's group
Wrap Up:
review for the weekly quiz
Differentiation:
Assessment:
weekly quiz:
1 What is heat? energy moving from one place to another.
2 What is temperature? measurement of how quickly or slowing molecules are moving.
3 what is condensation? matter changing from one state to another (gas to liquid).
4 what is the dew point? temp to which air must be cooled at constant pressure for air to reach saturation – then condensation can occur.
5 what is humidity? the amount of water vapor in the air.
Notes for next time:
Friday, May 8, 2009
Wednesday, April 29, 2009
Tuesday, April 28, 2009
4/28/09
"ISTEP Day 1"
Daily Goals: SWBAT -
* know and understand where wind comes from
* show that saturation needs to occur before condensation in the dew forming process
* know and use the words: saturation, dew, condensation, humidity, water vapor
Schedule
1. Entry Work Question: 5 min
2. Hook:
3. Introduction:
4. Together Work: 15 min
5. Independent Work: 20 min
6. Wrap Up:
Lesson Plan
Entry Work Question:
"Why is there Dew on the ground some days and not other days?"
Together Work:
Going over homework, Chp. 11, sect. 2 assessment #1-6.
Independent Work:
Student Guided Reading Questions for Chp. 11, section 2.
*Differentiation -
Students having issues with the questions will have each question read out loud and explained, drawn on the board, and acted out.
*Assessment -
SGRQ will be collected and reviewed for knowledge.
"ISTEP Day 1"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 45 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 45 min
Indiana State Standards:
Differential heating around the planet - prep for weather - (ES 1.14)
Origin, life cycle, behavior, and prediction of weather systems (ES 1.15)
Differential heating around the planet - prep for weather - (ES 1.14)
Origin, life cycle, behavior, and prediction of weather systems (ES 1.15)
Daily Goals: SWBAT -
* know and understand where wind comes from
* show that saturation needs to occur before condensation in the dew forming process
* know and use the words: saturation, dew, condensation, humidity, water vapor
Schedule
1. Entry Work Question: 5 min
2. Hook:
3. Introduction:
4. Together Work: 15 min
5. Independent Work: 20 min
6. Wrap Up:
Lesson Plan
Entry Work Question:
"Why is there Dew on the ground some days and not other days?"
Together Work:
Going over homework, Chp. 11, sect. 2 assessment #1-6.
Independent Work:
Student Guided Reading Questions for Chp. 11, section 2.
*Differentiation -
Students having issues with the questions will have each question read out loud and explained, drawn on the board, and acted out.
*Assessment -
SGRQ will be collected and reviewed for knowledge.
*Notes for next time*
I've switched to using a smaller number of SGRQ for the students to use during class. I think that it helps them pull the main ideas out of each of the chapter sections since they are unable to do so in the notes. I need to combine the two since the more they repeat it the greater chance there is of them remembering the material. That, and the students really need to REINFORCE their literacy skills and the best way to do that is by practicing reading and writing. If I set aside 2 days of class for half the class time as devoted notes time to read and pull out the main ideas (especially if I give them questions to answer during class and to write down in a notes template) then that would be a perfect way for the students to get their literacy skills, reading out loud skills (if I have them read the book to look for the answers to the questions), and write down the answer in their notes templates that I give them (for credit - of course) all in one shot.
Monday, April 27, 2009
4/28/09
"Temperature in the Atmosphere"
Daily Goals: SWBAT -
* explain that temperature is the measurement of movement of molecules
* know the three units of measuring temperature
* explain that heat in the atmosphere causes movement of molecules, and CONVECTION
Schedule
1. Entry Work Question: 5 min
2. Hook: 5 min
3. Introduction: 5 min
4. Together Work: 10 min
5. Independent Work: 15 min
6. Wrap Up: 5 min
Lesson Plan
Entry Work Question: What is the difference between heat and temperature (pg 278).
Hook:
What is the definition of temperature? How do we measure molecules?
Heat is the transfer of energy... something is moving (it's a verb!).
Introduction:
Read together the paragraph on Temperature on pg 278.
Together Work:
Pg. 284, question 1, 2, together.
Independent Work:
Students do the rest of the questions on their own.
Wrap Up:
For tomorrow, be sure to review the concepts in the rest of section 2!
*Differentiation -
Students that do not understand the questions can have them read to them.
*Assessment -
I will go over Pg. 284, and check for understanding.
"Temperature in the Atmosphere"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards:
Differential heating around the planet - prep for weather - (ES 1.14)
Composition of the Atmosphere, ESS 1.11
Differential heating around the planet - prep for weather - (ES 1.14)
Composition of the Atmosphere, ESS 1.11
Daily Goals: SWBAT -
* explain that temperature is the measurement of movement of molecules
* know the three units of measuring temperature
* explain that heat in the atmosphere causes movement of molecules, and CONVECTION
Schedule
1. Entry Work Question: 5 min
2. Hook: 5 min
3. Introduction: 5 min
4. Together Work: 10 min
5. Independent Work: 15 min
6. Wrap Up: 5 min
Lesson Plan
Entry Work Question: What is the difference between heat and temperature (pg 278).
Hook:
What is the definition of temperature? How do we measure molecules?
Heat is the transfer of energy... something is moving (it's a verb!).
Introduction:
Read together the paragraph on Temperature on pg 278.
Together Work:
Pg. 284, question 1, 2, together.
Independent Work:
Students do the rest of the questions on their own.
Wrap Up:
For tomorrow, be sure to review the concepts in the rest of section 2!
*Differentiation -
Students that do not understand the questions can have them read to them.
*Assessment -
I will go over Pg. 284, and check for understanding.
*Notes for next time*
I'm trying a new tactic of going over the topics in the "Do Nows" at the end of the 2-3 minute period of the students' time to look up the answers. It seems to raise the number of "Do Nows" that get turned in every day, which is my goal in the end. Of course, I go over it quickly. I need to establish clear boundaries for the students that I will go over the material with them but there is a limit and that they need to pay attention as I have a problem of the students not paying attention and asking me to repeat the "answers" 2, 3, 4, and 5 times. I think that 2 times is enough.
Sunday, April 26, 2009
ISTEP SCHEDULES
ISTEP schedules
Tuesday
testing: 730 - 945
period 3: 950 - 1030
period 4/5: 1035 - 1120
period 6/7: 1125 - 12 10
period 8: 1215 - 1245
period 9: 1250 - 135
period 10: 140 - 230
Wednesday
testing: 730 - 915
period 3: 920 - 1010
period 4/5: 1015 - 1105
period 6/7: 1110 - 1200
period 8: 1205 - 1235
period 9: 1240 - 130
period 2: 135 - 230
Thursday
testing: 730 - 915
period 3: 920 - 1010
period 4/5: 1015 - 1105
period 6/7: 1110 - 1200
period 8: 1205 - 1235
period 9: 1240 - 130
period 10: 135 -230
Friday
testing: 730 - 1010
period 4/5: 1015 - 1105
period 6/7: 1110 - 1200
period 8: 1205 - 1235
period 10: 1240 130
period 2: 135 - 230
Tuesday
testing: 730 - 945
period 3: 950 - 1030
period 4/5: 1035 - 1120
period 6/7: 1125 - 12 10
period 8: 1215 - 1245
period 9: 1250 - 135
period 10: 140 - 230
Wednesday
testing: 730 - 915
period 3: 920 - 1010
period 4/5: 1015 - 1105
period 6/7: 1110 - 1200
period 8: 1205 - 1235
period 9: 1240 - 130
period 2: 135 - 230
Thursday
testing: 730 - 915
period 3: 920 - 1010
period 4/5: 1015 - 1105
period 6/7: 1110 - 1200
period 8: 1205 - 1235
period 9: 1240 - 130
period 10: 135 -230
Friday
testing: 730 - 1010
period 4/5: 1015 - 1105
period 6/7: 1110 - 1200
period 8: 1205 - 1235
period 10: 1240 130
period 2: 135 - 230
4/24/09
4/24/09
"Title"
Daily Goals: SWBAT -
* understand that relative humidity is the ability of air to hold water vapor
* know that air is able to hold more water vapor at higher temperatures
* interpret graphs to show water vapor at both high and low temperatures
Schedule
1. Entry Work Question: 3 min
2. Together Work: 25 min
2. Independent Work: 20 min
6. Quiz: 5 min
Lesson Plan
Entry Work Question: What is your favorite layer of the atmosphere and why?
Together Work: Cornell Notes for Chp. 11., sect. 1. and 2. are being collected today. Everyone is getting some time to finish up on these. Also, questions 1-20 should be done and turned in. If those are not done that get them done and turn them in!
Independent Work: We are having our Friday Quiz before the end of the period! Don't forget to break into groups and study!
Wrap Up: 5 minute quiz.
*Differentiation - students that had difficulty reading had the questions read out loud to them. Students that had trouble with the concepts and ideas of the lesson could have these ideas visualized on the board and by the teacher (total body experience).
*Assessment - students turned in Student Guided Reading Questions and were assessed for completion and comprehension of these questions.
"Title"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards: 11.1
Composition of the atmosphere...
Composition of the atmosphere...
Daily Goals: SWBAT -
* understand that relative humidity is the ability of air to hold water vapor
* know that air is able to hold more water vapor at higher temperatures
* interpret graphs to show water vapor at both high and low temperatures
Schedule
1. Entry Work Question: 3 min
2. Together Work: 25 min
2. Independent Work: 20 min
6. Quiz: 5 min
Lesson Plan
Entry Work Question: What is your favorite layer of the atmosphere and why?
Together Work: Cornell Notes for Chp. 11., sect. 1. and 2. are being collected today. Everyone is getting some time to finish up on these. Also, questions 1-20 should be done and turned in. If those are not done that get them done and turn them in!
Independent Work: We are having our Friday Quiz before the end of the period! Don't forget to break into groups and study!
Wrap Up: 5 minute quiz.
*Differentiation - students that had difficulty reading had the questions read out loud to them. Students that had trouble with the concepts and ideas of the lesson could have these ideas visualized on the board and by the teacher (total body experience).
*Assessment - students turned in Student Guided Reading Questions and were assessed for completion and comprehension of these questions.
Notes for next time:
The kids can't handle going over 20 comprehension questions in class! This takes too long. How about breaking this up into 10 (or even 5 questions) during class over a week. That would give us something to do at the beginning of class and it would allow me to create the questions instead of using the inane questions from the book. I hate the questions from the book because they are often vague and misleading.
Thursday, April 23, 2009
4/23/09
4/23/09
"Relative Humidity"
Daily Goals: SWBAT -
* understand that relative humidity is the ability of air to hold water vapor
* know that air is able to hold more water vapor at higher temperatures
* interpret graphs to show water vapor at both high and low temperatures
Schedule
1. Entry Work Question: 2-3 min
2. Hook: 5 min
3. Together Work: 10 min
4. Go Over Homework: 35 min
Lesson Plan
Entry Work Question: Define "Relative Humidity."
Hook: Shower Activity
- have you ever gotten out of a shower and seen the mirror all fogged over? what causes that?
- isn't that called "humidity"
- how much humidity (or water vapor/gaseous water) can the air hold at one time?
- we're going to be looking at that with the graphing activity on pg 283!
Together Work:
- everybody turn to pg 283, and we're going to read the instructions together!
- we're going to work through Analysis Problems 1 together.
- now try answering Analysis Problem 2 on your own!
- write down both of these answers (be sure to put your NAME, DATE, and LABEL on them) and turn them into the Period Box
Go Over Homework:
- students take turns volunteering reading the questions and answering (raise your hands if you are willing to read the question or answer) and then we go over the answers
- today we are going over the Student Guided Reading Questions for Chp. 11, Sect. 1. (1 - 20)
*Differentiation -
- students that have trouble reading will have the questions read for them
- students that have trouble with the concepts will have them acted out for them
*Assessment -
- students will be assessed on two questions over their ability to interpret graphs from pg 382, Student Problem Solving Lab.
"Relative Humidity"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards: 1.11
Composition of the atmosphere...
Composition of the atmosphere...
Daily Goals: SWBAT -
* understand that relative humidity is the ability of air to hold water vapor
* know that air is able to hold more water vapor at higher temperatures
* interpret graphs to show water vapor at both high and low temperatures
Schedule
1. Entry Work Question: 2-3 min
2. Hook: 5 min
3. Together Work: 10 min
4. Go Over Homework: 35 min
Lesson Plan
Entry Work Question: Define "Relative Humidity."
Hook: Shower Activity
- have you ever gotten out of a shower and seen the mirror all fogged over? what causes that?
- isn't that called "humidity"
- how much humidity (or water vapor/gaseous water) can the air hold at one time?
- we're going to be looking at that with the graphing activity on pg 283!
Together Work:
- everybody turn to pg 283, and we're going to read the instructions together!
- we're going to work through Analysis Problems 1 together.
- now try answering Analysis Problem 2 on your own!
- write down both of these answers (be sure to put your NAME, DATE, and LABEL on them) and turn them into the Period Box
Go Over Homework:
- students take turns volunteering reading the questions and answering (raise your hands if you are willing to read the question or answer) and then we go over the answers
- today we are going over the Student Guided Reading Questions for Chp. 11, Sect. 1. (1 - 20)
*Differentiation -
- students that have trouble reading will have the questions read for them
- students that have trouble with the concepts will have them acted out for them
*Assessment -
- students will be assessed on two questions over their ability to interpret graphs from pg 382, Student Problem Solving Lab.
Notes for next time:
Do Not have football players represent the concept of conduction by acting out molecules transferring energy! They will tackle each other in class and it will end up recorded on someone's phone. Learn from this mistake. Ugh.
Lesson Plan Template Update 4/23/09
Date
"Title"
Daily Goals: SWBAT -
*
*
*
Schedule
1. Entry Work Question:
2. Hook:
3. Introduction:
4. Together Work:
5. Independent Work:
6. Wrap Up:
Lesson Plan
Entry Work Question:
Hook:
Introduction:
Together Work:
Independent Work:
Wrap Up:
*Differentiation -
*Assessment -
"Title"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards:
Daily Goals: SWBAT -
*
*
*
Schedule
1. Entry Work Question:
2. Hook:
3. Introduction:
4. Together Work:
5. Independent Work:
6. Wrap Up:
Lesson Plan
Entry Work Question:
Hook:
Introduction:
Together Work:
Independent Work:
Wrap Up:
*Differentiation -
*Assessment -
Notes for next time:
Wednesday, April 22, 2009
4/22/09
4/22/09
"Atmosphere"
Daily Goals: SWBAT -
* state the layers of the atmosphere
*create a pie graph showing the composition of the atmosphere
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Independent Work,
Lesson Plan
Entry Work Question: What is the highest temperature that we can reach in the atmosphere (high: check out the chart on page 274 for more info).
Attention Grabber: Due to yesterday's random search that left us without a 1st through 3rd period, and missing students from 4/5 th and 6/7 th - today we are playing catchup with the first half of the day and the last half of the day is getting some extra time to do their missing work. Everybody say "hurray".
Independent Work: Students that were in class yesterday were given "Student Guided Reading Questions" on Chap. 11, Sect. 1. There were 20 of these questions and if they did not finish them they have time now to do so. If they did finish, they are welcome to use this time to start working on their Cornell Notes for Chap. 11, Sect. 2. This is to allow all of the students to catch up on the work from yesterday's search.
Assessment: I
Differentiation: Students that have difficulty reading will have the questions read to them and the chapter points read to them. Students are paired in groups to facilitate group learning and maximize different learning styles.
"Atmosphere"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES.1.11
Composition of the atmosphere.
Composition of the atmosphere.
Daily Goals: SWBAT -
* state the layers of the atmosphere
*create a pie graph showing the composition of the atmosphere
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Independent Work,
Lesson Plan
Entry Work Question: What is the highest temperature that we can reach in the atmosphere (high: check out the chart on page 274 for more info).
Attention Grabber: Due to yesterday's random search that left us without a 1st through 3rd period, and missing students from 4/5 th and 6/7 th - today we are playing catchup with the first half of the day and the last half of the day is getting some extra time to do their missing work. Everybody say "hurray".
Independent Work: Students that were in class yesterday were given "Student Guided Reading Questions" on Chap. 11, Sect. 1. There were 20 of these questions and if they did not finish them they have time now to do so. If they did finish, they are welcome to use this time to start working on their Cornell Notes for Chap. 11, Sect. 2. This is to allow all of the students to catch up on the work from yesterday's search.
Assessment: I
Differentiation: Students that have difficulty reading will have the questions read to them and the chapter points read to them. Students are paired in groups to facilitate group learning and maximize different learning styles.
Thursday, April 16, 2009
4/16/09
4/8/09
4/16/09"Layers of the Atmpshere"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: 1.11
Composition of the atmosphere.
Composition of the atmosphere.
Daily Goals: SWBAT -
* state the layers of the atmpshere
* create a PIE GRAPH showing the composition of the atmosphere
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Introduction, 15 min
4. Together Work, 30 min
5. Independent Work, 2 min
Lesson Plan
Entry Work Question: Name all of the layers of the Atmosphere. (Which one would superman fly in?)
Attention Grabber: What is in the air that we breahte every moment? From our notes that we've been taking... what exactly is in the air that we breahte? I'll give you a clue... it isn't oxygen?
Introduction:
Together Work:
Independent Work:
Tuesday, April 14, 2009
4/14/09
4/14/09
"Test Chap. 14"
Daily Goals: SWBAT -
*show what they have learned on a test - using
1. Entry Work Question, 2-3 min
2. Test!
3. Work on Chap. 11 Vocab (yes... the whole chapter)
Lesson Plan
Entry Work Question: Was there anything in Chap. 14 that you didn't understand or I didn't cover well enough?
Pass out the test.
Remind the students that the tests (when completed) are to be turned in to the TEST box!
When they are finished, they are to start working on the Chap. 11 vocab.
"Test Chap. 14"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Daily Goals: SWBAT -
*show what they have learned on a test - using
1. Entry Work Question, 2-3 min
2. Test!
3. Work on Chap. 11 Vocab (yes... the whole chapter)
Lesson Plan
Entry Work Question: Was there anything in Chap. 14 that you didn't understand or I didn't cover well enough?
Pass out the test.
Remind the students that the tests (when completed) are to be turned in to the TEST box!
When they are finished, they are to start working on the Chap. 11 vocab.
Wednesday, April 8, 2009
4/8/09
4/8/09
"Carbon DiOxide"
Daily Goals: SWBAT -
* explain why we need carbon dioxide in the atmosphere
* state why carbon dioxide levels rose during the 1950's to 1970's
* practice interpreting data sets and using line graphs
Schedule
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Introduction, 15 min
4. Together Work, 30 min
5. Independent Work, 2 min
Lesson Plan
Entry Work Question: Define global warming and the greenhouse effect!
Attention Grabber: Explain the difference between Global Warming (unnatural - from pollution) and the Greenhouse Effect (think GREEN - it's natural and all planets need it to survive!) - review these terms from yesterday.
Introduction: Have the students take turns reading through the background and instructions for the topics covered on the graphing exercise on page 380. Don't forget that they have to do questions 1 and 2 on that page as well!
Together Work: What is the first step to setting up a LINE GRAPH? What is the very first thing that we need to do? We need to draw and label the X and Y axes. These are the years and amount of CO2 in the air. Watch me as we go through the first 5 years and I show you how to estimate where the amounts of CO2 are on the graphs.
Independent Work: To review for the test, the students are to work on Pg 382-383, #1-24.
"Carbon DiOxide"
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Daily Goals: SWBAT -
* explain why we need carbon dioxide in the atmosphere
* state why carbon dioxide levels rose during the 1950's to 1970's
* practice interpreting data sets and using line graphs
Schedule
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Introduction, 15 min
4. Together Work, 30 min
5. Independent Work, 2 min
Lesson Plan
Entry Work Question: Define global warming and the greenhouse effect!
Attention Grabber: Explain the difference between Global Warming (unnatural - from pollution) and the Greenhouse Effect (think GREEN - it's natural and all planets need it to survive!) - review these terms from yesterday.
Introduction: Have the students take turns reading through the background and instructions for the topics covered on the graphing exercise on page 380. Don't forget that they have to do questions 1 and 2 on that page as well!
Together Work: What is the first step to setting up a LINE GRAPH? What is the very first thing that we need to do? We need to draw and label the X and Y axes. These are the years and amount of CO2 in the air. Watch me as we go through the first 5 years and I show you how to estimate where the amounts of CO2 are on the graphs.
Independent Work: To review for the test, the students are to work on Pg 382-383, #1-24.
Tuesday, April 7, 2009
Long Term Climate Change
4/7/09 Tuesday
Earth Space Science
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Daily Goals
Schedule
Lesson Plan
Entry Work Question: How would life be different if we were in an ICE AGE right now?
Hook: How many ice ages did you think there were on Earth from yesterday's Do Now?
Introduction: Article "Real Ice Ages Longer Than Movie Ice Ages"
Going Over Homework Together: Page 377, numbers 1-6
Schedule
Lesson Plan
Entry Work Question: How would life be different if we were in an ICE AGE right now?
Hook: How many ice ages did you think there were on Earth from yesterday's Do Now?
Introduction: Article "Real Ice Ages Longer Than Movie Ice Ages"
Going Over Homework Together: Page 377, numbers 1-6
Monday, April 6, 2009
Welcome Back From Break!
4/6/09 Monday
Welcome Back
Welcome Back
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Daily Goals:
SWBAT
* Students are reviewing today to refresh their minds after being away during break.
Schedule
1. Entry Work Question 2-3 min
2. Attention Grabber 3-5 min
3. Introduction
4. Independent Work
Differentiation
Assessment Page 377 Questions 1-6, which we will be going over tomorrow at the start of class.
SWBAT
* Students are reviewing today to refresh their minds after being away during break.
Schedule
1. Entry Work Question 2-3 min
2. Attention Grabber 3-5 min
3. Introduction
4. Independent Work
Differentiation
Assessment Page 377 Questions 1-6, which we will be going over tomorrow at the start of class.
Sunday, March 22, 2009
3/27/09 Friday
Movie Day
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Ice Age 2
Entry Work Question: What are you going to do over Spring Break?
3/26/09 Thursday
Movie Day
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Ice Age 2
Do Now: Name 3 ways we can reduce our effect on climate change!
3/25/09 Wednesday
"Human Impact"
Daily Goals: SWBAT -
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Introduction, 15 min
4. Together Work, 30 min
5. Independent Work, 2 min
Lesson Plan
Entry Work Question: What is a Glacier?
Announcements: none.
Go Over Previous Assignment: none.
Attention Grabber: Who has heard of GLOBAL WARMING and the controversy surrounding it? Does anyone know anything about Global Warming? Ask the students if they know anything about it...
Well, today we're going to learn what the controversy is all about!
Introduction: Have the students take turns reading Chap. 14, sect. 4.
Together Work: Write the Cornell notes on the overhead. Make a point of stressing the words and ideas in that section that are complicated (greenhouse gases, solar radiation).
Independent Work: Pg 377, 1-6. Explain that #6 wants them to come up with an experiment and not actually perform one!
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Daily Goals: SWBAT -
- name 3 negative changes humans have on climate
- explain how global warming works
- name 3 ways we can reduce humans effect on climate
1. Entry Work Question, 2-3 min
2. Attention Grabber, 4-5 min
3. Introduction, 15 min
4. Together Work, 30 min
5. Independent Work, 2 min
Lesson Plan
Entry Work Question: What is a Glacier?
Announcements: none.
Go Over Previous Assignment: none.
Attention Grabber: Who has heard of GLOBAL WARMING and the controversy surrounding it? Does anyone know anything about Global Warming? Ask the students if they know anything about it...
Well, today we're going to learn what the controversy is all about!
Introduction: Have the students take turns reading Chap. 14, sect. 4.
Together Work: Write the Cornell notes on the overhead. Make a point of stressing the words and ideas in that section that are complicated (greenhouse gases, solar radiation).
Independent Work: Pg 377, 1-6. Explain that #6 wants them to come up with an experiment and not actually perform one!
3/24/09 Tuesday
:Evidence of Climate Change"
Daily Goals: SWBAT -
Schedule
1. Entry Work Question, 2-3 min
2. Announcements, 5 min
3. Go over Assignment, 7-10 min
4. Attention Grabber, 4-5 min
5. Introduction, 10 min
6. Together Work, 15 min
7. Independent Work, 2 min
Lesson Plan
Entry Work Question: "Name one major change that could bring about another ice age."
Announcements: posters need to be turned in with corrections!
Go Over Previous Assignment: Pg 373, 1-6.
Attention Grabber: What evidence would you look for of a million miles of ice 10,000 years ago? Break up into groups and *think/pair/share*!
Introduction: Powerpoint on EVIDENCE of ice ages.
At the slide entitled "Evidence" have the groups raise their hands and suggest what ideas they came up with for evidence of glaciers from 10,000 years ago.
Together Work: "How many times has the Earth had an Ice Age" activity. Graph with info for students to work out in quick activity.
Independent Work: comprehension questions over powerpoint...
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time,
such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time,
such as the cycles of glaciation.
Daily Goals: SWBAT -
- describe the difference between short term and long term climate change.
- provide 3 piece of evidence for Ice Ages
- describe the difference between Glacial and Interglacial periods
Schedule
1. Entry Work Question, 2-3 min
2. Announcements, 5 min
3. Go over Assignment, 7-10 min
4. Attention Grabber, 4-5 min
5. Introduction, 10 min
6. Together Work, 15 min
7. Independent Work, 2 min
Lesson Plan
Entry Work Question: "Name one major change that could bring about another ice age."
Announcements: posters need to be turned in with corrections!
Go Over Previous Assignment: Pg 373, 1-6.
Attention Grabber: What evidence would you look for of a million miles of ice 10,000 years ago? Break up into groups and *think/pair/share*!
Introduction: Powerpoint on EVIDENCE of ice ages.
At the slide entitled "Evidence" have the groups raise their hands and suggest what ideas they came up with for evidence of glaciers from 10,000 years ago.
Together Work: "How many times has the Earth had an Ice Age" activity. Graph with info for students to work out in quick activity.
Independent Work: comprehension questions over powerpoint...
3/23/09 Monday
"Climate Change!"
Daily Goals: SWBAT -
give one example each of short term and long term climate change. (Seasons and ice ages)
Schedule
1. Entry Work Question, 2-3 min
2. Announcements, 5 min
3. Go over Assignment, 5 min
4. Attention Grabber, 4-5 min
5. Introduction, 15 min
6. Together Work, 15 min
7. Independent Work, 2 min
Lesson Plan
Entry Work Question: Give 2 examples of climate change.
Announcements: hand back quizzes and posters that need corrections.
Go Over Previous Assignment: check notes!
Attention Grabber: How has seen "The Day after Tomorrow?" Do you think that could be real?
Introduction: Climate change... it's happening now and has been happening for millions of years.
Short term climate change? What is it?
Long term climate change? What is it?
Together Work: Go through the book and supplement notes.
Independent Work: Pg 374, 1-6.
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES.1.17
Describe the development and dynamics of climatic changes over time,
such as the cycles of glaciation.
Describe the development and dynamics of climatic changes over time,
such as the cycles of glaciation.
Daily Goals: SWBAT -
give one example each of short term and long term climate change. (Seasons and ice ages)
Schedule
1. Entry Work Question, 2-3 min
2. Announcements, 5 min
3. Go over Assignment, 5 min
4. Attention Grabber, 4-5 min
5. Introduction, 15 min
6. Together Work, 15 min
7. Independent Work, 2 min
Lesson Plan
Entry Work Question: Give 2 examples of climate change.
Announcements: hand back quizzes and posters that need corrections.
Go Over Previous Assignment: check notes!
Attention Grabber: How has seen "The Day after Tomorrow?" Do you think that could be real?
Introduction: Climate change... it's happening now and has been happening for millions of years.
Short term climate change? What is it?
Long term climate change? What is it?
Together Work: Go through the book and supplement notes.
Independent Work: Pg 374, 1-6.
Friday, March 20, 2009
Quiz Day
3/20/09
Friday
Schedule
1 Entry Work Question 2-3 min
2 Announcements 2-3 min
3 Independent work 40 min
4 Quiz 10 min
Lesson Plan
Entry Work Question: Is climate change normal? Why or why not?
Announcements:
1. I'm showing people what work they are missing in my class today. As long as the class is quiet. I hope to do this every Friday from now on, provided everyone is quiet.
2. You're notes over Chap. 14., sect. 3 need to be done for Monday. Get it done while I tell everyone what they're missing.
3. I'll be passing back the posers on Monday for corrections! Get them fixed and get them in!
Independent Work: Cornell notes, Chap. 14, sect. 3.
Quiz: Happy Friday, have a quiz.
Friday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards:ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Schedule
1 Entry Work Question 2-3 min
2 Announcements 2-3 min
3 Independent work 40 min
4 Quiz 10 min
Lesson Plan
Entry Work Question: Is climate change normal? Why or why not?
Announcements:
1. I'm showing people what work they are missing in my class today. As long as the class is quiet. I hope to do this every Friday from now on, provided everyone is quiet.
2. You're notes over Chap. 14., sect. 3 need to be done for Monday. Get it done while I tell everyone what they're missing.
3. I'll be passing back the posers on Monday for corrections! Get them fixed and get them in!
Independent Work: Cornell notes, Chap. 14, sect. 3.
Quiz: Happy Friday, have a quiz.
Thursday, March 19, 2009
Causes of Climate - take 3
3/19/09
Thursday
Schedule
1 Entry Work Question 2-3 min
2 Attention grabber activity 5-7 min
3 Independent work 15 min
4 Together work 15 min
5 Independent work 5 min
6 Announcements
Lesson Plan
Entry Work Question: Why are we having such RAPID changes in WEATHER right now? (Hint: Think air masses causing Continental climate!)
Attention Grabber: Why does the weather change so much during the Spring and Fall in Indiana? Do you like having temperatures in the 70's one day and 30's the next?
Introduction: For the quiz tomorrow, there will be 2 questions about the different Climate types and Subtypes. We need to review them.
What are they? Have the students list them and write them on the board.
Together Work: Have everyone take out a sheet of paper for "ClimateBingo!"
1. Give each of Climate types and subtypes on the board a number.
2. Put the numbers randomly in a Bingo Board. There are 17 total.
3. As I call out a number, the student are to write ONE SENTENCE explaining the climate type or subtype. If correct, they get a point at the end.
Independent Work: Cornell Notes Chap. 14, sect. 3 for tonight.
Thursday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards:ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Schedule
1 Entry Work Question 2-3 min
2 Attention grabber activity 5-7 min
3 Independent work 15 min
4 Together work 15 min
5 Independent work 5 min
6 Announcements
Lesson Plan
Entry Work Question: Why are we having such RAPID changes in WEATHER right now? (Hint: Think air masses causing Continental climate!)
Attention Grabber: Why does the weather change so much during the Spring and Fall in Indiana? Do you like having temperatures in the 70's one day and 30's the next?
Introduction: For the quiz tomorrow, there will be 2 questions about the different Climate types and Subtypes. We need to review them.
What are they? Have the students list them and write them on the board.
Together Work: Have everyone take out a sheet of paper for "ClimateBingo!"
1. Give each of Climate types and subtypes on the board a number.
2. Put the numbers randomly in a Bingo Board. There are 17 total.
3. As I call out a number, the student are to write ONE SENTENCE explaining the climate type or subtype. If correct, they get a point at the end.
Independent Work: Cornell Notes Chap. 14, sect. 3 for tonight.
Tuesday, March 17, 2009
Different types of Climate, take 3
3/18/09
Wednesday
Schedule
1 Entry Work Question 2-3 min
2. Go over Chap. 14., Sect. 2 assessment 10 min
4 Attention grabber activity 5-7 min
5 Independent work 15 min
6 Together work 15 min
7 Independent work 5 min
Lesson Plan
Entry Work Question: What are the summers and winters like in Continental climates? (Hint: we're in a continental climate!!)
Attention Grabber: Remind the students that we are finishing posters over cities that we have always wanted to visit.
Introduction: We are going to be making a poster of what the climate in your city looks like. "Let me show you what it should look like."
Together Work: Repeat what the students are supposed to have completed on their poster before the end of the period.
1. Pick a city that they've always wanted to visit, live in, or are curious about.
2. Write 2-3 sentences about why they picked this city.
3. Look up the climate type on page 364 in the textbook.
4. Draw a picture of what you think the climate looks like.
5. Write a 2 paragraph "letter home" of what the climate is like. Use the book for help.
Independent Work: The students are to finish their posters.
Wednesday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 30 min
Indiana State Standards:ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 30 min
Schedule
1 Entry Work Question 2-3 min
2. Go over Chap. 14., Sect. 2 assessment 10 min
4 Attention grabber activity 5-7 min
5 Independent work 15 min
6 Together work 15 min
7 Independent work 5 min
Lesson Plan
Entry Work Question: What are the summers and winters like in Continental climates? (Hint: we're in a continental climate!!)
Attention Grabber: Remind the students that we are finishing posters over cities that we have always wanted to visit.
Introduction: We are going to be making a poster of what the climate in your city looks like. "Let me show you what it should look like."
Together Work: Repeat what the students are supposed to have completed on their poster before the end of the period.
1. Pick a city that they've always wanted to visit, live in, or are curious about.
2. Write 2-3 sentences about why they picked this city.
3. Look up the climate type on page 364 in the textbook.
4. Draw a picture of what you think the climate looks like.
5. Write a 2 paragraph "letter home" of what the climate is like. Use the book for help.
Independent Work: The students are to finish their posters.
Different types of Climate, take 2
3/17/09
Tuesday
Schedule
1 Entry Work Question 2-3 min
2. Go over Chap. 14., Sect. 2 assessment 10 min
4 Attention grabber activity 5-7 min
5 Independent work 15 min
6 Together work 15 min
7 Independent work 5 min
Lesson Plan
Entry Work Question: How does concrete and asphalt affect the amount of precipitation in the city? (Hint: look in sect. 2, chap. 14)
Attention Grabber: What city have you always wanted to visit or live in? Go around the room and have the students answer the question and why.
Introduction: We are going to be making a poster of what the climate in your city looks like. Let me show you what it should look like.
Together Work: Walk through what the students should to do create the poster.
1. Pick a city that they've always wanted to visit, live in, or are curious about.
2. Write 2-3 sentences about why they picked this city.
3. Look up the climate type on page 364 in the textbook.
4. Draw a picture of what you think the climate looks like.
5. Write a 2 paragraph "letter home" of what the climate is like. Use the book for help.
Independent Work: Have the students work on their poster. Walk around to help. They will be due at the end of class on Tuesday.
Tuesday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Indiana State Standards:ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min
Schedule
1 Entry Work Question 2-3 min
2. Go over Chap. 14., Sect. 2 assessment 10 min
4 Attention grabber activity 5-7 min
5 Independent work 15 min
6 Together work 15 min
7 Independent work 5 min
Lesson Plan
Entry Work Question: How does concrete and asphalt affect the amount of precipitation in the city? (Hint: look in sect. 2, chap. 14)
Attention Grabber: What city have you always wanted to visit or live in? Go around the room and have the students answer the question and why.
Introduction: We are going to be making a poster of what the climate in your city looks like. Let me show you what it should look like.
Together Work: Walk through what the students should to do create the poster.
1. Pick a city that they've always wanted to visit, live in, or are curious about.
2. Write 2-3 sentences about why they picked this city.
3. Look up the climate type on page 364 in the textbook.
4. Draw a picture of what you think the climate looks like.
5. Write a 2 paragraph "letter home" of what the climate is like. Use the book for help.
Independent Work: Have the students work on their poster. Walk around to help. They will be due at the end of class on Tuesday.
Monday, March 16, 2009
Different types of Climate, take 1
3/16/09
Monday
Monday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards:ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Schedule
1 Entry Work Question 2-3 min
2. Pass back quizzes and last grading period's work 5 min
3. Go over Chap. 14., Sect. 1 assessment homework from Wednesday. 10 min
4 Attention grabber activity 5-7 min
5 Independent work 15 min
6 Together work 15 min
7 Independent work 5 min
8 Check notes 5 min
Lesson Plan
Entry Work Question:
Attention Grabber:
How many different types of climates can you think of? Break into groups and come up with a guess.
Introduction:
Write the major climates up on the board. Have the students pick out 5 places from all over the world and use the global map to figure out what climate they're in.
Together Work:
The students are to break up into groups and make a list of the characteristics (with pictures) of one of the different types of environments. Then they are to present it to the class.
Independent Work: Chap. 14, sect. 2 assessment.
1 Entry Work Question 2-3 min
2. Pass back quizzes and last grading period's work 5 min
3. Go over Chap. 14., Sect. 1 assessment homework from Wednesday. 10 min
4 Attention grabber activity 5-7 min
5 Independent work 15 min
6 Together work 15 min
7 Independent work 5 min
8 Check notes 5 min
Lesson Plan
Entry Work Question:
Attention Grabber:
How many different types of climates can you think of? Break into groups and come up with a guess.
Introduction:
Write the major climates up on the board. Have the students pick out 5 places from all over the world and use the global map to figure out what climate they're in.
Together Work:
The students are to break up into groups and make a list of the characteristics (with pictures) of one of the different types of environments. Then they are to present it to the class.
Independent Work: Chap. 14, sect. 2 assessment.
Wednesday, March 11, 2009
Causes of Climate - take 2
3/13/09
Friday
Schedule
1 Entry Work Question 2-3 min
2 Attention grabber activity 5-7 min
3 Together work 20 min
4 Independent work 15 min
5 Quiz 10 min
6 Remind students that I will check notes on Monday 2 min
Lesson Plan
Entry Work Question: Between what two degrees latitude do the Temperate Zones lie (latitude equals degrees North and South).
Attention Grabber:
Tell the students that the average temperature from March 15th is 37 F and Dec 15th is 29 F. Do you think that is high or low?
Talk about the climate in Los Angeles - which is a dessert. Every tree in the city had to be imported.
Introduction:
Re-go over the concept of the Normals (averaged climatic data for 30 years for a particular area)
What causes climate: 3 big ideas that cause climate...
Together Work:
Go over the cornell notes together to make sure everyone understand the 3 main causes of climate.
Independent Work: Assign students to work on Chap. 14 Sect. 2 notes for Monday.
Friday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards:ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Schedule
1 Entry Work Question 2-3 min
2 Attention grabber activity 5-7 min
3 Together work 20 min
4 Independent work 15 min
5 Quiz 10 min
6 Remind students that I will check notes on Monday 2 min
Lesson Plan
Entry Work Question: Between what two degrees latitude do the Temperate Zones lie (latitude equals degrees North and South).
Attention Grabber:
Tell the students that the average temperature from March 15th is 37 F and Dec 15th is 29 F. Do you think that is high or low?
Talk about the climate in Los Angeles - which is a dessert. Every tree in the city had to be imported.
Introduction:
Re-go over the concept of the Normals (averaged climatic data for 30 years for a particular area)
What causes climate: 3 big ideas that cause climate...
Together Work:
Go over the cornell notes together to make sure everyone understand the 3 main causes of climate.
Independent Work: Assign students to work on Chap. 14 Sect. 2 notes for Monday.
Causes of Climate - take 1
3/12/09
Thursday
Thursday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Schedule
1 Entry Work Question 2-3 min
2 Go over yesterdays Assignment 5-7 min
3 Attention grabber activity 5-7 min
4 Together work 15 min
5 Independent work 15 min
Entry Work Question: What are the Normal Temperatures for Indianapolis for March 15th and December 15th?
Attention Grabber: What do you think is a normal temperature for the middle of March? What about the middle of December? Do you think they should be very different?
Introduction: What is the difference between weather and climate? (10)
What do we call people who study climate? What do they do for their job? Why is that important? (Climatologist; they determine what climate was for the past, present, and future; why do we want to know what the future of weather and climate will be like?)
Together Work: We will go through the rest of Sec. 1 of Chap. 14 for knowledge. The students will provide me with the rest of the information for the Cornell Notes, since that was their Assignment.
Independent Work: Have the students finish their Cornell notes for Chap. 14 Sect. 1.
1 Entry Work Question 2-3 min
2 Go over yesterdays Assignment 5-7 min
3 Attention grabber activity 5-7 min
4 Together work 15 min
5 Independent work 15 min
Entry Work Question: What are the Normal Temperatures for Indianapolis for March 15th and December 15th?
Attention Grabber: What do you think is a normal temperature for the middle of March? What about the middle of December? Do you think they should be very different?
Introduction: What is the difference between weather and climate? (10)
What do we call people who study climate? What do they do for their job? Why is that important? (Climatologist; they determine what climate was for the past, present, and future; why do we want to know what the future of weather and climate will be like?)
Together Work: We will go through the rest of Sec. 1 of Chap. 14 for knowledge. The students will provide me with the rest of the information for the Cornell Notes, since that was their Assignment.
Independent Work: Have the students finish their Cornell notes for Chap. 14 Sect. 1.
Intro To Weather Unit
3/11/09
Wednesday
Wednesday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min
Indiana State Standards: ES. 1.17 Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.
Schedule
Entry Work Question: "Tell me about the worst storm you've ever seen!"
Attention Grabber: I ask the students about what causes really bad storms and how much damage they cause. Then we talk about how we will be learning about what causes storms.
Together Work: go through sect. 1 and take turns reading and translating into "our own words." We will put these into our Cornell notes on the overhead.
Independent Work: Finish the Cornell notes for sect. 1 of chp 14, section assessment.
Entry Work Question: "Tell me about the worst storm you've ever seen!"
Attention Grabber: I ask the students about what causes really bad storms and how much damage they cause. Then we talk about how we will be learning about what causes storms.
Together Work: go through sect. 1 and take turns reading and translating into "our own words." We will put these into our Cornell notes on the overhead.
Independent Work: Finish the Cornell notes for sect. 1 of chp 14, section assessment.
Test Day!!!
3/10/09
Tuesday
(GQE Testing)
Tuesday
(GQE Testing)
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 minutes
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 minutes
Indiana State Standards: none - students are taking a test.
Schedule:
Entry Work Question: "How do you think President Obama has been doing?" 2-3 min
Announcements: Due with test: Time-Line, Paper over Movie, Cornell Notes.
TEST!
Students are to complete the vocabulary for chapter 14 after they finish with the exam.
Entry Work Question: "How do you think President Obama has been doing?" 2-3 min
Announcements: Due with test: Time-Line, Paper over Movie, Cornell Notes.
TEST!
Students are to complete the vocabulary for chapter 14 after they finish with the exam.
Modifed Plan - Test Pushed Back A Day
3/9/09
Monday
Monday
Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 19
Time: 55 minutes
Periods: 1, 2, 3, 4/5, 6/7, 19
Time: 55 minutes
Indiana State Standard: None - we're reviewing for a test.
Schedule:
Entry Work Question: "What did you do during the lovely weather this weekend?" 2-3 minutes
Announcements: (1) The students were supposed to have a test today, but it's been pushed back in favor of giving them some extra time to get their assignments done.
(2) Due with the test will be the Lab Time-Line, the Paper over the Movie (except period 2), and I will be checking their Cornell notes. 5-10 min
Student Work: I will be passing out a Study Guide that will show the topics covered on the test. They will all be from chapter 21 in the book. The study guide will be in the form of questions that the students can answer to help them review. 40 min
Entry Work Question: "What did you do during the lovely weather this weekend?" 2-3 minutes
Announcements: (1) The students were supposed to have a test today, but it's been pushed back in favor of giving them some extra time to get their assignments done.
(2) Due with the test will be the Lab Time-Line, the Paper over the Movie (except period 2), and I will be checking their Cornell notes. 5-10 min
Student Work: I will be passing out a Study Guide that will show the topics covered on the test. They will all be from chapter 21 in the book. The study guide will be in the form of questions that the students can answer to help them review. 40 min
Friday, March 6, 2009
JTTCOTE - Movie Day, version 2.0
3/06/09
Friday
Friday
Subject: Earth Space Science
Period: 1
Length: 145 minutes
Period: 1
Length: 145 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Schedule:
Entry Work Question: Do you think it would be possible to trap air and animals thousands of miles beneath the Earth's crust? Provide three scientific reasons WHY or WHY NOT.
Study Time for the Test
3/06/09
Friday
Due with the test: Lab Fossil Time-line, 1 Page paper over JTTCOTE.
Entry Work Question: Do you think it would be possible to trap air and animals thousands of miles beneath the Earth's crust? Provide three scientific reasons WHY or WHY NOT.
Study Time for the Test
3/06/09
Friday
Subject: Earth Space Science
Period: 3, 4/5, 6/7, 2, 10
Length: 45 minutes
Period: 3, 4/5, 6/7, 2, 10
Length: 45 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Reminder for Monday: Having a Test (Check GQE Schedules)Schedule:
Entry Work Question: Do you think it would be possible to trap air and animals thousands of miles beneath the Earth's crust? Provide three scientific reasons WHY or WHY NOT.
Finish the second half of JTTCOTE.
Announce the Test on Monday.
Announce the Paper due with the Test.
Entry Work Question: Do you think it would be possible to trap air and animals thousands of miles beneath the Earth's crust? Provide three scientific reasons WHY or WHY NOT.
Finish the second half of JTTCOTE.
Announce the Test on Monday.
Announce the Paper due with the Test.
Due with the test: Lab Fossil Time-line, 1 Page paper over JTTCOTE.
Thursday, March 5, 2009
JTTCOTE - Movie Day
3/05/09
Thursday
Subject: Earth Space Science
Period: 1
Length: 145 minutes
Period: 1
Length: 145 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Schedule:
Entry work question
Start the movie Volcano
Go over the 1o similarities and 10 differences paper due on Monday with the test.
Remind the students that the test is on Monday.
3/05/09
Periods: 3, 4/5, 6/7, 10
Entry work question
Start the movie Volcano
Go over the 1o similarities and 10 differences paper due on Monday with the test.
Remind the students that the test is on Monday.
3/05/09
Thursday
Subject: Earth Space SciencePeriods: 3, 4/5, 6/7, 10
Length: 45 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.Schedule:
Entry Work Question:
Remind the students that a paper is due over the 10 similarities and 10 differences between the movie and scientific reality (due on test day!).
Remind the students that test day is MONDAY!
Start JTTCOTE.
Side-note: The sub didn't follow any of the directions that I left for him. I will be lodging a formal complaint downtown because I had the schedule for this week planned that the students would be watching the movie on Wednesday and Thursday and reviewing for the test on Friday. Now, they don't get a review day for their test because they have a project that they need to finish over the movie, which they need to see.
Entry Work Question:
Remind the students that a paper is due over the 10 similarities and 10 differences between the movie and scientific reality (due on test day!).
Remind the students that test day is MONDAY!
Start JTTCOTE.
Side-note: The sub didn't follow any of the directions that I left for him. I will be lodging a formal complaint downtown because I had the schedule for this week planned that the students would be watching the movie on Wednesday and Thursday and reviewing for the test on Friday. Now, they don't get a review day for their test because they have a project that they need to finish over the movie, which they need to see.
Wednesday, March 4, 2009
ISTEP - Day 2
Sub Lesson Plan
Have the students start "Journey to the Center of the Earth" in all classes except first period.
In first period - have the students finish JTTCOTE and start Dante's Peak. With the time left, have them work on review questions for the test.
Have the students start "Journey to the Center of the Earth" in all classes except first period.
In first period - have the students finish JTTCOTE and start Dante's Peak. With the time left, have them work on review questions for the test.
Monday, March 2, 2009
ISTEP Day 1
3/03/09
Tuesday
Tuesday
Subject: Earth Space Science
Periods: 1
Length: 130 minutes
Periods: 1
Length: 130 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Schedule
- Entry Work:
- Students will go over the results from last weeks lab on Radiometric Dating of fossils. (30 min)
- Students will work on the their timelines and calculations from the lab. (15 min)
- I will explain the purpose of the movie (compare the differences between the reality of the story of "Journey to the Center of the Earth" and true Geology of the rock layers in a Venn Diagram and Paper). The students are to take notes during the movie for their assignment. (15 min)
- Watch the first 1/2 of the movie "Journey to the Center of the Earth." (1 hour)
Subject: Earth Space Science
Periods: 2, 3, 4/5, 6/7, 10
Length: 45 minutes
Periods: 2, 3, 4/5, 6/7, 10
Length: 45 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Schedule
- Entry Work:
- Students will go over the results from last weeks lab on Radiometric Dating of fossils. (30 min)
- Students will work on the their timelines and calculations from the lab. (15 min)
Catch up day
3/02/09
Monday
Monday
Subject: Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 minutes
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Schedule:
Schedule:
- Entry Work: In Radiometric Dating, where does the daughter isotope come from? (3-4 minutes)
- Go over Chapter 21 assessment for comprehension pg 574-575, #1-23. (35 minutes)
- Pass back Friday's Quizzes and discuss make-up quizzes for people that missed the quiz.
(5 minutes) - Introduce the discussion about last Thursday's Lab for tomorrow. Everybody needs to bring paper, pencil, and their data tomorrow to discuss the lab to make sure that they understand the material. There will be questions on the test over the lab. (5 minutes)
PeaceCorps Presentation
Friday
February 26th, 2009
February 26th, 2009
Subject: Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 Minutes
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 Minutes
State Standard: None
Purpose: To present a powerpoint about the benefits to American and the world of the PeaceCorps.
Methods: Have a member of the PeaceCorps come into class and present their experiences to the students. Emphasize the similarities and differences between cultures (western and eastern) to the students.
At the end of the lesson: Have the students take their weekly 5 question quiz and during the presentation make sure to check their cornell notes from the previous week for completion.
Purpose: To present a powerpoint about the benefits to American and the world of the PeaceCorps.
Methods: Have a member of the PeaceCorps come into class and present their experiences to the students. Emphasize the similarities and differences between cultures (western and eastern) to the students.
At the end of the lesson: Have the students take their weekly 5 question quiz and during the presentation make sure to check their cornell notes from the previous week for completion.
Wednesday, February 25, 2009
Thursday, February 25th, 2009
Subject: Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Lab: Understanding Radiometric Dating
Break the students up into groups of 4. One recorder, one counter, one timer, one motivator.
The students cycle between 5 stations, each with baggies containing two different types of beads that represent parent and daughter isotopes inside of fossils.
Each group of students is to rotate between the each of the 5 stations and complete the following tasks:
1. Count and record the number and color of each of the two types of beads in the bag, without opening the bag.
2. Determine which beads represent the parent atoms and which represent the daughter atoms.
3. Determine the half-life of the parent atom (using the graph provided).
4. Calculate how long ago each fossil formed (by estimating the age from the half-life).
5. Create a time line to determine the order that the fossils formed in.
The formula for determining the percentage of parent isotopes remaining in the fossils is this:
(# parent)/(#parent + #daughter)
... don't forget to covert to a % on the graph and to get the number of half lives!
Use the charts provided by the teacher to know what the time estimates of the half lives for each of the radioactive isotopes are.
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Lab: Understanding Radiometric Dating
Break the students up into groups of 4. One recorder, one counter, one timer, one motivator.
The students cycle between 5 stations, each with baggies containing two different types of beads that represent parent and daughter isotopes inside of fossils.
Each group of students is to rotate between the each of the 5 stations and complete the following tasks:
1. Count and record the number and color of each of the two types of beads in the bag, without opening the bag.
2. Determine which beads represent the parent atoms and which represent the daughter atoms.
3. Determine the half-life of the parent atom (using the graph provided).
4. Calculate how long ago each fossil formed (by estimating the age from the half-life).
5. Create a time line to determine the order that the fossils formed in.
The formula for determining the percentage of parent isotopes remaining in the fossils is this:
(# parent)/(#parent + #daughter)
... don't forget to covert to a % on the graph and to get the number of half lives!
Use the charts provided by the teacher to know what the time estimates of the half lives for each of the radioactive isotopes are.
Wednesday - February 25th, 2009
Subject: Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 minutes
Periods: 1, 2, 3, 4/5, 6/7, 10
Length: 50 minutes
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
Schedule
We will be going over these answers at the beginning of next class.
- Entry Work: What is radioactive decay (what is changing into what)? 3-4 minutes
- Go over yesterday's assignment for comprehension. 5-10 minutes
- Introduce today's review assignment. 30 minutes
We will be going over these answers at the beginning of next class.
Sunday, February 22, 2009
Tuedsay Febrary 24, 2009
Subject: Earth Space Science
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
10 Minutes: Go over homework from last week: end of section assessment from page 561, questions 1-6. Makes sure the students have complete comprehension.
Big Ideas for the Day: Absolute-Age Dating of Rocks
10 Minutes: Students will read together the definitions of the words in this section and practices putting them into their own words. These will go into their Cornell Notes for this week.
10 Minutes: Students will play half-life bingo for candy prizes. If given the % of parent element, % daughter element, years elapsed, or number of half-lives, they should be able to fill in a prepared chart for commonly used isotopes that will be on the board. The students will fill in the missing slots.
Independent Practice: Students will complete Questions 1-4 on Page 565.
Big Ideas for the Day: Absolute-Age Dating of Rocks
- Radioactive isotopes are in all materials and can be used to date the age of rocks, fossils, and organic remains.
- Radioactive substances have different numbers of protons and neutrons that changes as the element emits nuclear isotopes. The element changes as the number of protons and neutrons change. The original radioactive element is called the "parent" and the new element is called the "daughter."
- Radiometric dating is where scientists determine the percentage of parent nuclei to daughter nuclei to give the absolute age of the sample.
- A half-life is the time it takes for half of the radioactive same to change from a parent element to a daughter element.
- Carbon 14, Uranium 238, both used in radiometric dating.
- Other ways to determine age include counting tree rings, seasonal climatic changes, and distinctive sediment layers.
10 Minutes: Students will read together the definitions of the words in this section and practices putting them into their own words. These will go into their Cornell Notes for this week.
10 Minutes: Students will play half-life bingo for candy prizes. If given the % of parent element, % daughter element, years elapsed, or number of half-lives, they should be able to fill in a prepared chart for commonly used isotopes that will be on the board. The students will fill in the missing slots.
Independent Practice: Students will complete Questions 1-4 on Page 565.
Welcome to InsaniTeach - Lesson Plans
This is a blog kept by a teacher in an inner city school in a major metropolitan city in the United States.
Here's some background: In my personal blog I noticed that in my transition from being a researcher in clinical trials for cancer therapy (I'd tell you more but I'd have to kill you) to being a teacher in an inner city school that teaching was dominating my writing. Therefore, I have decided to create a blog specifically for teaching and teaching in urban, high-risk schools.
I will not state where I teach, nor in what major city. I just wish to discuss my experiences in entering the education field, the organization in schools, my students in general, culture shock at working in an urban, high-risk school, and in general about how much I love teaching and my students.
The web address for InsaniTeach: Teaching At the Edge of Reason is http://insaniteach.blogspot.com/. Feel free to come by and check out the part where I blog about my experiences. This blog is where I post my lesson plans to keep myself organized and have a backup. Also, for any teachers out there that want to steal any of my ideas (hey, some might) feel free. Information is to be shared in this day and age.
Welcome to InsaniTeach.
Here's some background: In my personal blog I noticed that in my transition from being a researcher in clinical trials for cancer therapy (I'd tell you more but I'd have to kill you) to being a teacher in an inner city school that teaching was dominating my writing. Therefore, I have decided to create a blog specifically for teaching and teaching in urban, high-risk schools.
I will not state where I teach, nor in what major city. I just wish to discuss my experiences in entering the education field, the organization in schools, my students in general, culture shock at working in an urban, high-risk school, and in general about how much I love teaching and my students.
The web address for InsaniTeach: Teaching At the Edge of Reason is http://insaniteach.blogspot.com/. Feel free to come by and check out the part where I blog about my experiences. This blog is where I post my lesson plans to keep myself organized and have a backup. Also, for any teachers out there that want to steal any of my ideas (hey, some might) feel free. Information is to be shared in this day and age.
Welcome to InsaniTeach.
Monday February 23 2009
Subject: Earth Space Science
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
State Standard ES. 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
10 Minutes: Go over homework from last week: end of section assessment questions 1-6. Makes sure the students understand why each question was answered that way.
Moving on: Chapter 21.2 page 557-561 in text. Relative-Age Dating of Rocks.
Big Ideas to cover
- uniformitarianism - processes that occur today have been going on since the Earth formed
- relative age dating rocks - inacurate process done by comparing one rock layer to another
- original horizontality - the rocks were originally put down flat
- superposition - the oldest rock layers are at the bottom and younger ones are at the top
- cross-cutting relationships - invasive rock layers are younger than what they interrupt
- constantly changing Earth makes it hard to find undisturbed rock to date an age of
- unconformity - gaps in the rock record
- correlation - matching areas or rock from one area to another
10 Minutes: Then I will have them read the next two paragraphs themselves (4-5 minutes each) and pull out 5 facts each for the cornell notes on the overhead.
10 Minutes: When they are done, we will practice writing together what the cornell notes look like and practice SUMMARIZING because my students don't know how.
The independent practice is the section assessment on page 561 #1-6.
Subscribe to:
Comments (Atom)
