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Dr. Martin's Classroom
Monday, 14 April 2008
SC-06-2.3.2 à Students will explain cause and effect relationships in the Rock cycle. Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle. DOK2
Monday, 4/14/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: See attached sheet. Activity: Finish pages 62-65. EXTRA CREDIT: Create a small poster of the rock cycle using actual examples of each type of rock (find an example of each type of rock and glue it to your poster) and show the “web” of relationships that exist between each type of rock and how they are formed. DUE on Friday. Exit Slip: See attached sheet. Enrichment: SSR and reading log. Read and complete “Wetland Environments.” Tuesday, 4/15/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: See attached sheet. Activity: Complete the rock cycle open response and pages 22-25 Exit Slip: See attached sheet. Enrichment: SSR and reading log. Grading day. We will go over several sets of papers and students will get their “grade” on each assignment. Wednesday, 4/16/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: See attached sheet. Activity: Complete pages 38-42. Exit Slip: See attached sheet. Enrichment: SSR and reading log. Read, discuss and complete “Balancing Water Needs.” Thursday, 4/17/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: See attached sheet. Activity: Complete pages 29-32. Exit Slip: See attached sheet. Enrichment: SSR and reading log. Grading day. Friday, 4/18/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: See attached sheet. Activity: Collect extra credit. Complete layers of the Earth model. Exit Slip: See attached sheet. Enrichment: SSR and reading log. Read, discuss and complete “Lightning.”
Sunday, 30 March 2008
SC-06-2.3.2 à Students will explain cause and effect relationships in the Rock cycle. Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle. DOK2 Monday, 3/31/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: Why do the sun’s layers go from hot to cooler to hot again? Activity: Riding the Rock Cycle Activity. EXTRA CREDIT: Create a small poster of the rock cycle using actual examples of each type of rock (find an example of each type of rock and glue it to your poster) and showing the “web” of relationships that exist between each type of rock and how they are formed. DUE on Monday after spring break. Exit Slip: What are the 3 types of rocks? Enrichment: SSR and reading log. Read, discuss and complete “Living Lights.” Tuesday, 4/1/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: How is sedimentary rock formed? Activity: Continue Riding the Rock Cycle Activity. Exit Slip: How is metamorphic rock formed? Enrichment: SSR and reading log. Read, discuss and complete “Stinging Surprise.” Wednesday, 4/2/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: How is igneous rock formed? Activity: Finish Riding the Rock Cycle Activity. Exit Slip: Venn Diagram (3 circles) the 3 types of rocks. Enrichment: SSR and reading log. Read, discuss and complete “Curious Creatures.” Thursday, 4/3/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: Draw the rock cycle. Activity: Rock Cycle Notes. Exit Slip: Name the 4 main layers of the Earth. Enrichment: SSR and reading log. Go to the library today. Reading Day. Friday, 4/4/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: What are the lithosphere and the athenosphere? Activity: Rock Cycle Graphing Activity. Exit Slip: Etch-a-Sketch the Earth’s structure (include the lithosphere & athenosphere). No Enrichment today (as of 3/28/08).....this could change!!!!!!!
SC-06-2.3.2 à Students will explain cause and effect relationships in the Rock cycle. Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle. DOK2 Monday, 3/31/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: Why does the sun’s layer go from hot to cooler to hot again? Activity: Riding the Rock Cycle Activity. EXTRA CREDIT: Create a small poster of the rock cycle using actual examples of each type of rock (find an example of each type of rock and glue it to your poster) and showing the “web” of relationships that exist between each type of rock and how they are formed. DUE on Monday after spring break. Exit Slip: What are the 3 types of rocks? Enrichment: SSR and reading log. Read, discuss and complete “Stinging Surprise.” Tuesday, 4/1/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: How is sedimentary rock formed? Activity: Continue Riding the Rock Cycle Activity. Exit Slip: How is metamorphic rock formed? Enrichment: SSR and reading log. Read, discuss and complete “Mysterious Creatures.” Wednesday, 4/2/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: How is igneous rock formed? Activity: Finish Riding the Rock Cycle Activity. Exit Slip: Venn Diagram (3 circles) the 3 types of rocks. Enrichment: SSR and reading log. Read, discuss and complete “Catching the Wave.” Thursday, 4/3/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: Draw the rock cycle. Activity: Structure of the Earth Notes. Exit Slip: Name the 4 main layers of the Earth. Enrichment: SSR and reading log. Go to the library today. Reading Day. Friday, 4/4/08 Objectives: Explain how the total amount of material that makes the solid Earth is relatively constant, even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle). Bell Ringer: What are the lithosphere and the athenosphere? Activity: Structure of the Earth Activity. Exit Slip: Etch-a-Sketch the Earth’s structure (include the lithosphere & athenosphere). No Enrichment today (as of 3/28/08).....this could change!!!!!!!
Friday, 28 March 2008
Science: I collected 1st periods sentences from the crossword today....I collected the other classes on schedule (Thursday). Homework: finish (color, label and write descriptions) for the structure of the sun activity.
Thursday, 27 March 2008
Science homework: finish worksheet on eclipses. It's easy, just label and color the diagrams.
Tuesday, 25 March 2008
Science homework: write the crossword puzzle out in complete sentences. The instructions are on the puzzle at the bottom. These will be collected on Thursday.
Sunday, 23 March 2008
SC-06-2.3.1 Students will explain the phenomena of time (e.g., day, year, moon phases, eclipses) based on the Earth-sun-moon system. DOK 3 Monday – 3/24/08
Objectives: Discuss how calendars are used to tell time (day, month, year). Bell Ringer: What type of calendar do we use today?
Activity: Complete the calendar activity. Extra credit assigned on the bottom of the calendar activity (due tomorrow).
Exit Slip: Why did Pope Gregory XIII have the calendar modified?
Enrichment: Sustained silent reading. Reading Log. Read and take notes on the article “Lichens.”
Tuesday – 3/25/08
Objectives: Explain how the moon undergoes phases. Discuss the cycle of phases. Bell Ringer: What is meant by the term phase?
Activity: Note sheet on phases of the moon.
Exit Slip: Etch-a-Sketch the phases of the moon.
Enrichment: Sustained silent reading. Reading Log. Complete comprehension questions on “Lichens.”
Wednesday – 3/26/08
Objectives: Explain how the moon undergoes phases. Discuss the cycle of phases. Bell Ringer: A lunar calendar is based on what time period?
Activity: Phases of the moon activity.
Exit Slip: Draw diagrams showing the relative locations of the Earth-Sun-Moon during a new moon and a full moon.
Enrichment: Sustained silent reading. Reading Log. Read and take notes on the article “The Water Cycle.”
Thursday – 3/27/08
Objectives: Explain how the moon undergoes phases. Discuss the cycle of phases. Bell Ringer: Compare the words waning and waxing.
Activity: Eclipses note sheet and activity.
Exit Slip: Draw diagrams showing the relative locations of the Earth-Sun-Moon during a lunar eclipse and a solar eclipse.
Enrichment: Sustained silent reading. Reading Log. Read and discuss the article “Whales vs Fish.”
Friday – 3/28/08
Objectives: Describe the relationship between the Sun’s energy and its structure. Bell Ringer: What is the closest star to Earth?
Activity: Note sheets on the sun’s structure. Sun’s structure activity.
Exit Slip: Etch-a-Sketch the layers of the sun.
Enrichment: Sustained silent reading. Reading Log. Complete the comprehension questions for “The Water Cycle .“
Friday, 21 March 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically Earth’s seasons. Bell Ringer: What time periods are measured on a calendar? Activity: Seasons Open Response. Calendar Note Sheet (using game format). Collected extra credit. Exit Slip: What culture developed our calendar? What two men were responsible for our calendar?
Enrichment: SSR and reading log. Complete comprehension questions for “The Atmopshere." Library time today!
Thursday, 20 March 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically Earth’s seasons. Bell Ringer: What's the relationship between the Earth's tilt and the sun? Activity: Seasons Worksheet. Students worked in groups (mostly) and completed (with a lot of help) a worksheet on the seasons. They were allowed to finish any details on their Seasons Poster if they had time remaining (many had over 20 minutes to work on posters). Extra credit à write an informational poem about the seasons (due FRIDAY). Exit Slip: How long is a true Earth day, month & year? Enrichment: SSR and reading log. Read and discuss “Mysterious Glowing Creatures."
Wednesday, 19 March 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically Earth’s seasons. Bell Ringer: Etch-a-Sketch: the Earth’s revolution around the sun and the seasons. Activity: Begin season activity. Students worked in groups (mostly) and drew, labeled and colored a diagram of the Earth's revolution around the sun and the resulting seasons. Extra credit à write an informational poem about the seasons (due FRIDAY). Exit Slip: How would the seasons be affected if the Earth’s revolution around the sun were longer? Enrichment: SSR and reading log. Read and discuss “The Atmosphere.” Use Key Word Notemaking and Diagram interpretation as you read the packet. These will be a part of the score on tomorrow's comprehension test.
Tuesday, 18 March 2008
Objective: Describe the effect of the Sun's energy on the Earth system, specifically Earth's seasons. Bell Ringer: Name the 4 seasons and give the month/day on which each begins. Activity: Seasons Note sheet. What causes seasons on Earth? Homework: Extra-credit (due Friday) -- Write a poem on the seasons that is informational. Exit Slip: What would happen if the Earth were not tilted?
Monday, 17 March 2008
Objective: Pre-test on Earth Science Standard SC-06-2.3.1 and 2.3.2. Bell Ringer: Prepare scantron for pre-test. Activity: Collect Hurricane Open Response. Pre-test. Exit Slip: What is the greenhouse effect? Is it real? Why or why not? This is graded.
Thursday, 13 March 2008
SC-06-1.1.2 Students will identify and describe evidence of chemical changes in matter. DOK 2 SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical properties. DOK 2 SC-06-4.6.2 Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 3/10/08
Bell Ringer: How do you know a chemical change has occurred?
Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate).
Activity: Complete the review sheet for the post-test on Thursday.
Exit Slip: List 3 physical and 3 chemical changes in matter.
Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “The Sparrow.”
Tuesday – 3/11/08
Bell Ringer: Distinguish between an element, compound and mixture.
Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate).
Activity: Review game based on review sheets.
Exit Slip: Describe 4 ways to separate mixtures.
Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “Leap Year.”
Wednesday – 3/12/08
Mr. Gatti’s Field Trip. We will be gone from 1st through 5th periods for this field trip.
Thursday – 3/13/08
Bell Ringer: What determines our seasons?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Finish reveiw for test TOMORROW!!!! If time allows, play educational review games.
Exit Slip: Etch-a-Sketch the four seasons.
Enrichment: Sustained silent reading. Reading Log. Complete making and using pie charts.
Friday – 3/14/08
Bell Ringer: Prepare scantron for test. Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Take post-test.
Exit Slip: Turn in test and scantron.
Enrichment: Sustained silent reading. Reading Log. Complete the activity on stem and leaf plots.
Monday, 10 March 2008
SC-06-1.1.2 Students will identify and describe evidence of chemical changes in matter. DOK 2 SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical properties. DOK 2 SC-06-4.6.2 Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 3/10/08
Bell Ringer: How do you know a chemical change has occurred?
Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate).
Activity: Complete the review sheet for the post-test on Thursday.
Exit Slip: List 3 physical and 3 chemical changes in matter.
Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “The Sparrow.”
Tuesday – 3/11/08
Bell Ringer: Distinguish between an element, compound and mixture.
Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate).
Activity: Review game based on review sheets.
Exit Slip: Describe 4 ways to separate mixtures.
Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “Leap Year.”
Wednesday – 3/12/08
Mr. Gatti’s Field Trip. We will be gone from 1st through 5th periods for this field trip.
Thursday – 3/13/08
Bell Ringer: Prepare scantron answer sheet for test.
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Take post-test.
Exit Slip: Turn in test and scantron.
Enrichment: Sustained silent reading. Reading Log. Complete making and using pie charts.
Friday – 3/14/08
Bell Ringer: What determines our seasons?
Objectives: Describe the relationship between the Sun’s energy and seasons. Explain how the Earth’s tilt determines the seasons.
Activity: Note sheets on Seasons.
Exit Slip: Etch-a-Sketch the four seasons.
Enrichment: Sustained silent reading. Reading Log. Complete the activity on stem and leaf plots. May be modified as the week passes!!!!!
Wednesday, 5 March 2008
I went over the maps for the 1st 2 pages of the yellow worksheet packet. I actually showed the isobars and isotherms and the students drew them on their papers. Tomorrow I'll go over the fronts and help them with the "weather map." I explained how folktales are great weather predictors. This should help them with the folktales page.
Monday, 3 March 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 3/3/08
Bell Ringer: What is the purpose of a weather map?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Start Weather Map Project.
Exit Slip: What are the 3 major things shown on a weather map?
Enrichment: Sustained silent reading. Reading Log. Complete the article “A Stinging Surprise.”
Tuesday – 3/4/08
Bell Ringer: What is an isobar?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Continue working on Weather Map Project.
Exit Slip: What does it mean when the isobars are closer together?
Enrichment: Sustained silent reading. Reading Log. Complete “Curious Creatures.”
Wednesday – 3/5/08
Bell Ringer: What is an isotherm?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Continue working on Weather Packet Activity.
Exit Slip: What do isotherms show you on the map?
Enrichment: Sustained silent reading. Reading Log. Complete “Catching a Wave.”
Thursday – 3/6/08
Bell Ringer: What is a folktale?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Continue working on Weather Packet Activity. This is now homework due on Monday (3/10).
Exit Slip: What can folktales tell you about weather?
Enrichment: Sustained silent reading. Reading Log. Library time. Complete “What are Tides.” Complete for homework!!!
Friday – 3/7/08
No School!!!!!
Monday, 25 February 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 2/25/08
Bell Ringer: Etch-a-Sketch the water cycle.
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Clouds reading activity. (Period 2 will have 20 minutes to complete/revise their tests). HOMEWORK: Finish Note Sheet.
Exit Slip: What are the 3 major types of clouds?
Enrichment: Sustained silent reading. Reading Log. Complete the graphical analysis activity.
Tuesday – 2/26/08
Bell Ringer: Etch-a-Sketch the 3 types of clouds.
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Note sheets on Ch 2.
Exit Slip: Describe how clouds form.
Enrichment: Sustained silent reading. Reading Log. Read, discuss and complete “The Mysterious Glow.”
Wednesday – 2/27/08
Bell Ringer: What is relative humidity?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Climatograph activity for weather.
Exit Slip: What is dew point?
Enrichment: Sustained silent reading. Reading Log. Read, discuss and complete “Living Lights.”
Thursday – 2/28/08
Bell Ringer: What does a climatograph tell you?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Start weather activities packet. HOMEWORK: Test Corrections and finish Climatographs/Stem&Leaf Plot
Exit Slip: What is an air mass?
Enrichment: Sustained silent reading. Reading Log. Read, discuss and complete “A Stinging Surprise.”
Friday – 2/29/08
Bell Ringer: How do we calculate relative humidity?
Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Activity: Continue weather activities packet. Packet is due on Wednesday, 3/5/08.
Exit Slip: Etch-a-Sketch the four types of precipitation.
Enrichment: Sustained silent reading. Reading Log. Read, discuss and complete “Curious Creatures.”
Tuesday, 19 February 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday, 2/18/08No School, Presidents’ Day Tuesday, 2/19/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Which layer of the atmosphere has most of the weather? Activity: Global Wind Patterns Activity. What are the major wind patterns on Earth? HOMEWORK: STUDY FOR TEST ON THURSDAY!!!!! Exit Slip: What is the ozone layer and what is its purpose? Enrichment: SSR and reading log. Complete comprehension questions for “The Atmosphere.” Wednesday, 2/20/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Etch-a-Sketch: convection currents in the atmosphere. Activity: Go over review sheet for test. Exit Slip: Create a picture that represents the relationship between climate and weather. Enrichment: SSR and reading log. Read and discuss “Lichens.” Thursday, 2/21/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Draw a diagram of our atmosphere and label it. Activity: Test on Climate, Currents, Atmosphere and Winds. Exit Slip: Give the purpose of each layer of the atmosphere. Enrichment: SSR and reading log. Complete comprehension questions for “Lichens.” Friday, 2/22/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: What role do winds play in weather? Activity: Notes on Chapter 2. What is the role of the water cycle in weather? Exit Slip: Etch-a-Sketch the water cycle. Enrichment: SSR and reading log. Read, discuss and complete the comprehension questions for “Glaciers.” We will go to the library today.
Thursday, 14 February 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: What role does the ionosphere play in communications? Activity: Completed Note Sheet on Winds. Collected EXTRA CREDIT! Exit Slip: How much of the Earth’s atmosphere is found in the troposphere? What traps it there? Homework: Finish review sheet for Test. TEST NEXT THURSDAY!! We did not meet 5th period today....
Monday, 11 February 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday, 2/11/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Name the 5 layers of the atmosphere in order from closest to the surface to farthest. Activity: Continue discussion and notes on the atmosphere and weather. Exit Slip: Does the space shuttle ever go into space? If not, where does it fly? Enrichment: SSR and reading log. We will read and discuss “The Atmosphere” Tuesday, 2/12/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Which layer of the atmosphere has most of the weather? Activity: Layers of the atmosphere and energy transfer activity.
*****Receive Review Sheet for Test on Tuesday, February 19th!!! The test will cover Ocean Currents, The Atmosphere & Winds (Chapters 3 & 1 from the textbook). Exit Slip: What is the ozone layer and what is its purpose? Enrichment: SSR and reading log. Complete comprehension for “The Atmosphere” Wednesday, 2/13/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: What role does the ionosphere play in communications? Activity: Finish atmosphere and energy transfer activity. EXTRA CREDIT: Write a poem about the layers of the atmosphere. DUE THURSDAY, 2/14/08!!!!! Exit Slip: How much of the Earth’s atmosphere is found in the troposphere? What traps it there? Enrichment: SSR and reading log. Read and discuss “Lichens” Thursday, 2/14/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Etch-a-Sketch: convection currents in the atmosphere. Activity: Notes on Winds. Exit Slip: Create a picture that represents the relationship between climate and weather. Enrichment: SSR and reading log. Complete the comprehension questions for “Lichens” Friday, 2/15/08NO SCHOOL for students!
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