4/29/09
Sick Day :(

4/28/09
"ISTEP Day 1"

Earth Space Science
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)

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.

4/28/09
"Temperature in the Atmosphere"

Earth Space Science
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

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.

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

4/24/09

4/24/09
"Title"

Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min

Indiana State Standards: 11.1
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.

4/23/09

4/23/09
"Relative Humidity"

Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 50 min

Indiana State Standards: 1.11
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"

Earth Space Science
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:

4/22/09

4/22/09
"Atmosphere"

Earth Space Science
Periods: 1, 2, 3, 4/5, 6/7, 10
Time: 55 min

Indiana State Standards: ES.1.11
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.

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

Indiana State Standards: 1.11
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:

4/14/09

4/14/09
"Test Chap. 14"

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.

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.

4/8/09

4/8/09
"Carbon DiOxide"

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.

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.

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

Indiana State Standards: ES.1.17
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

Welcome Back From Break!

4/6/09 Monday
Welcome Back

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.

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.