• Week of October 17, 2017

    Posted by Clay Marion at 10/17/2017 5:00:00 AM

     

    7th Grade Genetics Unit Guide

     

    Unit Topic

    Instructional Time

    Genetics

     
     

    7.L.2

    Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.


    7.L.2.1

    Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).


    7.L.2.2

    Infer patterns of heredity using information from Punnett squares and pedigree analysis.


    7.L.2.3

    Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

    Vertical Alignment

     


     What came first:

    2.L.2.1 Identify ways in which plants and animals closely resemble their parents in observed appearance and ways they are different.

    2.L.2.2 Recognize that there is variation among individuals that are related.

    5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

    5.L.3.2 Give examples of likenesses that are inherited and some that are not.


    What comes next:

    Bio.3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype.

    Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation.

    Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

    Bio.3.2.3 Explain how the environment can influence the expression of genetic traits.

    Proficiency Indicators

    At the completion of this unit, students should be able to:

    • Use pedigrees to visualize relationships within families.
    • Use pedigrees to determine the mode of inheritance of genetic traits and diseases.
    • Effectively utilize Punnett Squares to predict genotypes and phenotypes of offspring.
    • Differentiate between inherited traits and traits that result from environmental interactions, lifestyle choices, or behaviors.
    • Use credible, informational text to support ideas and as a framework to formulate additional scientific questions. (ELA extension)

    Essential Vocabulary

    Gene: a unit of heredity that is transferred from parent to offspring

    Heredity: the study of the patterns of genetic inheritance

    Pedigree: a visual diagram that shows relationships among individuals and patterns of inheritance

    Punnett Square: a four-square tool that geneticists use to predict genotypic and phenotypic ratios of offspring in one generation


    Genotype: set of genes that determine a trait (example: Aa, AA, aa)


    Phenotype: observable physical traits of an organism (example: height, hair color, eye color)

    Heterozygous: one dominant and one recessive allele is present in an individual (Aa)

    Homozygous: two dominant or two recessive alleles are present in an individual (AA, aa)

    Genetic Disease: a disease that is inherited genetically and may be impacted by environmental factors, lifestyle choices, and behaviors (Examples: cancer, sickle cell anemia, Cystic Fibrosis, Alzheimer’s Disease, etc.)

    Instructional Learning Experience

    7.L.2.1

    Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).


    Asexual/Sexual Reproduction- This activity introduces the concept of asexual/sexual reproduction.


    7.L.2.2

    Infer patterns of heredity using information from Punnett squares and pedigree analysis.

    Coin Toss Genetics

    Family Pedigree Project

    Bikini Bottom Genetics

    Introduction To Genetics Presentation

    Gregor Mendel Interactive

    Mr. Lee’s Genetics Song

    Spongebob Genetics

    Study Jams Heredity

    Furry Families Virtual Lab

    Discovery Education Genetics Core Interactive Text

    Discovery Education Identical Twins Interactive Video

    Discovery Education Genetics & Heredity Content Collection

    Risky Genetics - this is a PBS activity that could be incorporated into the Instructional Learning Experience




    7.L.2.3

    Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival. .

    Genetic Disease Research Project


    Culminating Instructional Activity

    Genetics Instruction- This guide includes activities related to genetics and a problem-based learning scenario.

    Extension Opportunities

    Research global differences in genetics ethics and participate in a debate or Paideia Seminar about those issues. The resources below highlight some of those issues.


    Kuwait Mandatory DNA Testing: Used for law enforcement in addition to medical purposes. http://www.sciencealert.com/kuwait-has-become-the-first-country-to-make-dna-testing-mandatory-for-all-residents


    Kazakhstan genetic passports are required by the government to monitor and prevent the passing along of mutated genes caused by nuclear testing by the USSR from 1949-1989 in the Kazakhstan region (formerly part of the USSR) : http://www.rferl.org/a/soviet_nuclear_testing_semipalatinsk_20th_anniversary/24311518.html


    http://russia-news.us/news/science/genetic-passports-become-popular-in-kazakhstan-/


    http://www.abc.net.au/news/2015-08-13/the-polygon-a-nuclear-guide-to-the-kazakhstan-steppe/6694834


    http://io9.gizmodo.com/5988266/the-tragic-story-of-the-semipalatinsk-nuclear-test-site


    General Resources, Ethics:

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3312949/


    Provides individuals rights and other ethical information on genetic/ DNA tests in a number of different countries:

    https://cordis.europa.eu/pub/life/docs/genetic_testing_eur20446.pdf

    To extend pedigrees, have students create a pedigree that shows the inheritance of a trait or genetic disorder.  They should include at least 4 generations, show relationships (birth, marriage, etc.), and show the passing of the trait/disorder (dominant, carrier, recessive) through the pedigree.

     WEEK OF OCTOBER 16, 2017

    Weekly AOW will resume the week of 10-15-17. All AOWs will need to be completed using articles from the following site: https://www.sciencenewsforstudents.org/ 

    1. Print the article, use the AOW form provided, and attach the article to the completed work. 

    2. After this week AOWs are due every Friday. You many work on these for homework or after completing classwork/labs. 

     Monday: 

    • Text C26-C32 Answer Questions 1-4 in complete sentences, using evidence from the text. Define all highlighted vocabulary.
    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check.
    •  Prokaryotic and Eukaryotic Reading and Reading Check 

    DUE THIS WEEK: 

    • Web Quest due Wednesday.  Notebook check Wednesday. 3D CELL PROJECT Due Friday. 

     Tuesday: 

    • Cell Theory Historical Timeline
    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 

     

    Wednesday

    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 
    • Mendel and Genetics Video and Questions 

    Thursday

    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 
    • Genetics Notes

    Friday

     

     

    Name___________________________________________Core _______Date_____________

    Cell WEBQUEST: An interactive journey into the cell!

     

    Answer the following questions. 

     

     

    1) How many different kinds of cells are in your body? ________________

     

    2) What parts of our bodies are made of dead cells?_______________________________________________

     

    ______________________________________________________________________________________

     

    • Click on “Animal Cell” Read the text and follow the directions. (Click on each organelle and read about what it does)

     

    3) Name and define 3 of the organelles that we are learning about.

    a)

     

    b)

     

    c)

    • Click “continue” and answer the “Pop-up Questions.” When you are finished, click on “Plant cell” and read the text.

     

    4) Which organelle in the plant cell would mainly help the cell take in water or get rid of water, just like the potato did? This is also known as “osmosis.” How do you know that this organelle would help with that process?

     

    ______________________________________________________________________________________

     

    5) Which organelle, if empty, would cause the plant to wilt? Why is this?

     

    ______________________________________________________________________________________

     

    6) Name an organelle that you see in the plant cell that you did not see in the animal cell.

     

    ______________________________________________________________________________________

     

    7) Why do you think an animal cell does not have the part that you name in #6?

     

    ______________________________________________________________________________________

     

    • Click around the plant cell and look/read about some other organelles. Then, click on the “Animal Cell.” Click on the different parts and read about them.

     

    8) Why is the rough endoplasmic reticulum so “rough?”

     

    ______________________________________________________________________________________

    9) Think about your house, condo or apartment. What part of your home would be like the mitochondria of the cell? Why?

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Cell Biology” and go to “How big?…” and click on “Start the Animation”

     

    10) How big is a blood cell? How does its size compare to Dust Mites, and then to the E. coli bacteria?

     

    ______________________________________________________________________________________

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Mitosis.” Watch this animation.

     

    11) Which of the 8 characteristics of life is the cell doing here?

     

    ______________________________________________________________________________________

     

    12) Name a part that does NOT BELONG in the animal cell (as you figured out during construction)

     

    ______________________________________________________________________________________

     

    13) Construct the plant cell next. Name a part that DOES BELONG here but didn’t belong in one of the other 2 cells.

     

    ______________________________________________________________________________________

     

    · Cell Disorders and Diseases… Go to http://www.umdf.org/site/c.otJVJ7MMIqE/b.5692879/k.3851/What_is_Mitochondrial_Disease.htm

    14) How is a person’s life affected by mitochondrial disease?

     

    ______________________________________________________________________________________

     

    15) What organelle does “Pompe Disease” affect in the cell, and how does this disease affect someone’s life?

     

    ______________________________________________________________________________________

     

    Games and Activities…

     

     

     

    Comments (-1)
  • Week of October 9, 2017

    Posted by Clay Marion at 10/9/2017 5:00:00 AM

     

    Topic

     

    Cells

      

    State Objective(s)

    7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).


    7.L.1.3 Summarize the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms

     

     

     

    5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.


     

    8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.


    8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).

    Essential Understandings

    Essential Questions

    Students will understand that:

    • The invention of the microscope shows that every living thing is composed of cells.

    • Plants and animals are composed of one or more cells.

    • Each part of a cell carries out an important life process for that cell.

    • All cells make protein.  In order to do this, cells need a source of food in order to release energy.   Waste products need to be disposed of.

    • Both plant and animal cells have the following parts in common:  cell membrane, cytoplasm, mitochondria,  nucleus, nuclear membrane, vacuoles.

    • Plant cells have some unique parts:  chloroplasts, cell wall.

    • Multicellular organisms have specialized cells. These cells are organized by functions to carry out specific life functions for the organism. Cells with similar functions form tissues, tissues form organs, organs are arranged in systems.  

    When were cells discovered/


    How does a cell carry out its life functions?


    What are the similarities and differences between plant and animal cells?


    How do cells obtain food and release energy?

    How do cells work together to carry out  life functions for   multicellular organisms?

    Essential Subunit Vocabulary

    cell membrane        

    cell wall                

    chloroplasts           

    mitochondria                   

    cytoplasm,             

    nucleus            

    nuclear membrane            

    golgi bodies     

    endoplasmic reticulum    

    vacuoles

    Evidence of Student Learning

    Cell Analogy - Major Assessment

    Instructional Learning Experience

     

    Activities Weeks 1-4

    Cell Theory Timeline Activity (youtube video for timeline background and timeline)

    Cell Biology Reading and Quiz on Reading (text reading and check on reading)(this is also background for the timeline activity)

    Prokaryotic and Eukaryotic Reading and Reading Check 

    Prokaryote/Eurkaryote Venn 

    Animal Cell Diagram (label by color and record functions of organelles)

    Plant Cell Diagram (label by color and record functions of organelles)

    Cells foldable (ready template to create study foldable)

    Comparing Plant and Animal Cells (table to complete for students to analyze plant/animal cells)

    Edible Cells (fun activity to reinforce organelles)

    Cell Analogy Activity 

    Cell Analogy Worksheet 

    Organization of the Human Body Reading and Cells R Us Worksheet. (reading and a worksheet that is a visual hierarchy for the organization of the human body)

     

     

    ** An Adventure Into Cells and Their Parts (Indiana.edu) is an excellent packet for ESL Students

    Additional Resources

     

    GEAR UP:

    Students will choose 3 topics related to Cells. By Friday they will identify each topic and summarize their research in one paragraph per topic. On Monday they will continue their research and develop a presentation for each topic as well as create a poster for one of the topics covered. 

     

    Weekly AOW will resume the week of 10-15-17. All AOWs will need to be completed using articles from the following site: https://www.sciencenewsforstudents.org/ 

    1. Print the article, use the AOW form provided, and attach the article to the completed work. 

    2. After this week AOWs are due every Friday. You many work on these for homework or after completing classwork/labs. 

     Monday: 

    • Text C18 Fill in the Blank : Cell Organelle Review
    • Plant & Animal Cell Compare and Contrast Lab Poster Project -- Rubric
    • Web Quest-Continue working on the web quest. I will check notebooks this week. 

     Tuesday: 

     

    Wednesday

    • Protists Coloring/Labeling Activity -Due Friday
    • Protist Notes
    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 

    Thursday

    Friday

     

     

    Name___________________________________________Core _______Date_____________

    Cell WEBQUEST: An interactive journey into the cell!

     

    Answer the following questions. 

     

     

    1) How many different kinds of cells are in your body? ________________

     

    2) What parts of our bodies are made of dead cells?_______________________________________________

     

    ______________________________________________________________________________________

     

    • Click on “Animal Cell” Read the text and follow the directions. (Click on each organelle and read about what it does)

     

    3) Name and define 3 of the organelles that we are learning about.

    a)

     

    b)

     

    c)

    • Click “continue” and answer the “Pop-up Questions.” When you are finished, click on “Plant cell” and read the text.

     

    4) Which organelle in the plant cell would mainly help the cell take in water or get rid of water, just like the potato did? This is also known as “osmosis.” How do you know that this organelle would help with that process?

     

    ______________________________________________________________________________________

     

    5) Which organelle, if empty, would cause the plant to wilt? Why is this?

     

    ______________________________________________________________________________________

     

    6) Name an organelle that you see in the plant cell that you did not see in the animal cell.

     

    ______________________________________________________________________________________

     

    7) Why do you think an animal cell does not have the part that you name in #6?

     

    ______________________________________________________________________________________

     

    • Click around the plant cell and look/read about some other organelles. Then, click on the “Animal Cell.” Click on the different parts and read about them.

     

    8) Why is the rough endoplasmic reticulum so “rough?”

     

    ______________________________________________________________________________________

    9) Think about your house, condo or apartment. What part of your home would be like the mitochondria of the cell? Why?

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Cell Biology” and go to “How big?…” and click on “Start the Animation”

     

    10) How big is a blood cell? How does its size compare to Dust Mites, and then to the E. coli bacteria?

     

    ______________________________________________________________________________________

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Mitosis.” Watch this animation.

     

    11) Which of the 8 characteristics of life is the cell doing here?

     

    ______________________________________________________________________________________

     

    12) Name a part that does NOT BELONG in the animal cell (as you figured out during construction)

     

    ______________________________________________________________________________________

     

    13) Construct the plant cell next. Name a part that DOES BELONG here but didn’t belong in one of the other 2 cells.

     

    ______________________________________________________________________________________

     

    · Cell Disorders and Diseases… Go to http://www.umdf.org/site/c.otJVJ7MMIqE/b.5692879/k.3851/What_is_Mitochondrial_Disease.htm

    14) How is a person’s life affected by mitochondrial disease?

     

    ______________________________________________________________________________________

     

    15) What organelle does “Pompe Disease” affect in the cell, and how does this disease affect someone’s life?

     

    ______________________________________________________________________________________

     

    Games and Activities…

     

     

    Comments (-1)
  • Week of October 2, 2017

    Posted by Clay Marion at 10/2/2017 5:00:00 AM

     

     

    Topic

     

    Cells

      

    State Objective(s)

    7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).


    7.L.1.3 Summarize the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms

     

     

     

    5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.


     

    8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.


    8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).

    Essential Understandings

    Essential Questions

    Students will understand that:

    • The invention of the microscope shows that every living thing is composed of cells.

    • Plants and animals are composed of one or more cells.

    • Each part of a cell carries out an important life process for that cell.

    • All cells make protein.  In order to do this, cells need a source of food in order to release energy.   Waste products need to be disposed of.

    • Both plant and animal cells have the following parts in common:  cell membrane, cytoplasm, mitochondria,  nucleus, nuclear membrane, vacuoles.

    • Plant cells have some unique parts:  chloroplasts, cell wall.

    • Multicellular organisms have specialized cells. These cells are organized by functions to carry out specific life functions for the organism. Cells with similar functions form tissues, tissues form organs, organs are arranged in systems.  

    When were cells discovered/


    How does a cell carry out its life functions?


    What are the similarities and differences between plant and animal cells?


    How do cells obtain food and release energy?

    How do cells work together to carry out  life functions for   multicellular organisms?

    Essential Subunit Vocabulary

    cell membrane        

    cell wall                

    chloroplasts           

    mitochondria                   

    cytoplasm,             

    nucleus            

    nuclear membrane            

    golgi bodies     

    endoplasmic reticulum    

    vacuoles

    Evidence of Student Learning

    Cell Analogy - Major Assessment

    Instructional Learning Experience

     

    Activities Weeks 1-4

    Cell Theory Timeline Activity (youtube video for timeline background and timeline)

    Cell Biology Reading and Quiz on Reading (text reading and check on reading)(this is also background for the timeline activity)

    Prokaryotic and Eukaryotic Reading and Reading Check 

    Prokaryote/Eurkaryote Venn 

    Animal Cell Diagram (label by color and record functions of organelles)

    Plant Cell Diagram (label by color and record functions of organelles)

    Cells foldable (ready template to create study foldable)

    Comparing Plant and Animal Cells (table to complete for students to analyze plant/animal cells)

    Edible Cells (fun activity to reinforce organelles)

    Cell Analogy Activity 

    Cell Analogy Worksheet 

    Organization of the Human Body Reading and Cells R Us Worksheet. (reading and a worksheet that is a visual hierarchy for the organization of the human body)

     

     

    ** An Adventure Into Cells and Their Parts (Indiana.edu) is an excellent packet for ESL Students

    Additional Resources

     

     

    REMINDER: Don't forget, we may not be covering weather at this time but you are still responsible for tracking Hurricanes during Hurricane season, pasting an article in your notebook about that Hurricane, and summarizing the article in your notebook. This will be checked at some point during 2nd quarter and it is for a grade. 

     Monday: 

     

    Tuesday-Wednesday

    Plant and Animal Cell Compare Contrast -

    Name___________________________________________Block_______Date_____________

    Cell WEBQUEST: An interactive journey into the cell!

     

    Answer the following questions. 

     

     

    1) How many different kinds of cells are in your body? ________________

     

    2) What parts of our bodies are made of dead cells?_______________________________________________

     

    ______________________________________________________________________________________

     

    • Click on “Animal Cell” Read the text and follow the directions. (Click on each organelle and read about what it does)

     

    3) Name and define 3 of the organelles that we are learning about.

    a)

     

    b)

     

    c)

    • Click “continue” and answer the “Pop-up Questions.” When you are finished, click on “Plant cell” and read the text.

     

    4) Which organelle in the plant cell would mainly help the cell take in water or get rid of water, just like the potato did? This is also known as “osmosis.” How do you know that this organelle would help with that process?

     

    ______________________________________________________________________________________

     

    5) Which organelle, if empty, would cause the plant to wilt? Why is this?

     

    ______________________________________________________________________________________

     

    6) Name an organelle that you see in the plant cell that you did not see in the animal cell.

     

    ______________________________________________________________________________________

     

    7) Why do you think an animal cell does not have the part that you name in #6?

     

    ______________________________________________________________________________________

     

    • Click around the plant cell and look/read about some other organelles. Then, click on the “Animal Cell.” Click on the different parts and read about them.

     

    8) Why is the rough endoplasmic reticulum so “rough?”

     

    ______________________________________________________________________________________

    9) Think about your house, condo or apartment. What part of your home would be like the mitochondria of the cell? Why?

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Cell Biology” and go to “How big?…” and click on “Start the Animation”

     

    10) How big is a blood cell? How does its size compare to Dust Mites, and then to the E. coli bacteria?

     

    ______________________________________________________________________________________

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Mitosis.” Watch this animation.

     

    11) Which of the 8 characteristics of life is the cell doing here?

     

    ______________________________________________________________________________________

     

    12) Name a part that does NOT BELONG in the animal cell (as you figured out during construction)

     

    ______________________________________________________________________________________

     

    13) Construct the plant cell next. Name a part that DOES BELONG here but didn’t belong in one of the other 2 cells.

     

    ______________________________________________________________________________________

     

    · Cell Disorders and Diseases… Go to http://www.umdf.org/site/c.otJVJ7MMIqE/b.5692879/k.3851/What_is_Mitochondrial_Disease.htm

    14) How is a person’s life affected by mitochondrial disease?

     

    ______________________________________________________________________________________

     

    15) What organelle does “Pompe Disease” affect in the cell, and how does this disease affect someone’s life?

     

    ______________________________________________________________________________________

     

    Games and Activities…

    Thursday - Friday

    Web Quest-All work due Friday

     

    Comments (-1)
  • Week of September 5, 2017

    Posted by Clay Marion at 9/5/2017 5:00:00 AM

    MORE WEATHER RESOURCES TO USE AT HOME

    AND DURING CLASS FOR OUR WEATHER UNIT

    QUARTER 1 

    If you have access to an Internet connection, use these resources to find the following information.

    Find current weather maps and local weather information.

    Weather Underground
    http://www.wunderground.com
    Weather Channel
    http://weather.com
    National Weather Service
    http://www.weather.gov/
    USA Today
    http://www.usatoday.com/weather
    Accuweather
    http://www.accuweather.com
     

    View the current weather and latest time-lapse movies for the San Francisco Bay Area, CA.

    Lawrence Hall of Science Webcam
    http://scienceview.berkeley.edu/view
     

    Follow the development of severe weather events.

    NOAA Weather Radio 
    http://www.wunderground.com/wxradio/index.html
    National Centers for Environmental Prediction
    http://www.ncep.noaa.gov
    National Hurricane Center
    http://www.nhc.noaa.gov
    National Severe Storms Laboratory
    http://www.nssl.noaa.gov
    National Storm Prediction Center
    http://www.spc.noaa.gov

    Other weather resources.

    Education Resources
    http://www.education.noaa.gov/

    Weather Resources for Teachers
    http://www.education.noaa.gov/tweather.html

     

    Find support for the extension activity on weather data collection.

    Click here to download the weather data collection spreadsheet.
    Note: If your browser does not automatically download the spreadsheet to your desktop, you may need to specifically indicate that you wish it to do so.

    Macintosh. Hold the control key down and click the link above to bring up a menu. Choose "Download linked file" in Safari or "Save link as..." in Firefox to bring up the Save dialogue box. Save the document to the desktop or other location. To open the spreadsheet, start Excel and use the Open option in the File menu.

    PC. Right-click the link above to bring up a menu. Choose Save Target As in Internet Explorer or Save Link As in Firefox to bring up the Save dialogue box. Use the drop down menu at the "Save in" line to indicate the Desktop or other location. Click Save and the file will download to the desktop on the Windows machine.

     

     

    Connect to other weather education programs.

    The Globe Program
    http://www.globe.gov/fsl/welcome.html?&lang=en&nav=1
    Passport to Knowledge: Live from the Storm
    http://passporttoknowledge.com/storm/

    The Storm Project
    http://www.uni.edu/storm/

    EarthStorm
    http://earthstorm.mesonet.org/
    (requires WeatherScope software linked below)

     

    Track current weather and webcams around the world.

    Earthbrowser
    http://www.earthbrowser.com

    WeatherScope
    http://climate.ok.gov/software/

     

     

    Monday-Friday 

     

    • TUESDAY: Google Classroom Quiz: Submit Friday before midnight. See me before Thursday if you're going to need time during lunch to complete this.  Final Weather Quiz

     

    • Science Fair Project Ideas - Students are required to complete a Science Fair Project for 2nd Quarter. 
    • I will discuss requirements and post information about the project over the next week. At this time, students will need to begin researching topics of interest.

     

     DUE FRIDAY

    • 3 Global Warming articles due Friday- Classwork only. 
    • Weather Quiz due Friday on Google Classroom.
    • No other assignments due before track out. 

     

     GLOBAL WARMING RESEARCH REQUIREMENTS: 

     Topic and Article Summary due Friday, September 7th. 

    1. Choose one topic to research that's related to Global Warming. 

    2. I will give you information regarding where to post your presentation. 

    3. Your presentation must include the questions and answers completed in class on Wednesday, from the video. 

    4. Your presentation must be organized and should take no longer than 3-4 minutes to review. 

    5. Include in your presentation a discussion of how you feel about what's happening to our climate and your ideas for possible solutions. 

     

    • The Heat Over Global Warming http://www.pbs.org/now/shows/304/ Interview with the producer of “An Inconvenient Truth” along with related links

     

     

    • Robert Redford: Business Warming Up to Environment http://www.pbs.org/now/news/324.html Robert Redford interview discussing the advantages of businesses going “green”

     

    • Senator Jeff Bingaman on America’s Energy Policy http://www.pbs.org/now/news/249.html Discussion of America’s energy policy related to global warming

     

    • Emission Impossible? http://www.pbs.org/now/shows/328/ Looks at how California is legislating auto emissions and taking steps to save the environment on the state level

     

    • Stepping Up on Climate Control http://www.pbs.org/now/shows/319/step-it-up.html Profiles “Step it Up” and the national campaign to combat global warming

     

    • Interview with Bill McKibben: National Day of Climate Action http://www.pbs.org/now/shows/344/ Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming

     

    • Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media

     

    • Home Grown http://www.pbs.org/now/shows/302/ Profiles the use of biodiesel and Willie Nelson’s role in its development

     

    • Five Questions with Environmental Writer Tom Philpott http://www.pbs.org/now/shows/302/philpott-energy.html
    • Philpott answers five questions about alternative energy sources Oil, Politics & Bribes

     

    • http://www.pbs.org/now/shows/347/oil-politics.html Examines the role of oil lobbyists and their influence on energy policy

     

    • OTHER GLOBAL WARMING RESOURCES

     

    • E2: Energy http://www.pbs.org/e2/energy.html This 6-part series examines the development of alternative energy sources

     

    • The Greens http://meetthegreens.pbskids.org/ The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links

     

    • Online NewsHour: The Global Warming Debate http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html This report examines the scientific definition of global warming and presents both sides of the debate on global warming.

     

    • NewsHour Extra: Global Warming Linked to Humans http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming.

     

    • NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocolhttp://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html
    • This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, briefly outlines details of the Kyoto Protocol and world opinion, and describes the U.S. response.

     

    • Frontline: Doubters of Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html This article profiles five prominent global warming skeptics and their opinions about global warming.

     

    • Journey to Planet Earth: The State of the Planet: Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html The article discusses the effects of global warming and provides several points of view about what could be done about these environmental changes.

     

    • What's Up With the Weather? http://www.pbs.org/wgbh/warming/ This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more.

     

    • United States Environmental Protection Agency: "Global Warming Quiz"
    • http://www.epa.gov/globalwarming/kids/quiz_global_warming.html.
    • This online EPA resource provides five questions that check basic understanding of the causes of global warming

     

    Comments (-1)
  • Week of August 28, 2017

    Posted by Clay Marion at 8/27/2017 8:00:00 AM

    MORE WEATHER RESOURCES TO USE AT HOME

    AND DURING CLASS FOR OUR WEATHER UNIT

    QUARTER 1 

    If you have access to an Internet connection, use these resources to find the following information.

    Find current weather maps and local weather information.

    Weather Underground
    http://www.wunderground.com
    Weather Channel
    http://weather.com
    National Weather Service
    http://www.weather.gov/
    USA Today
    http://www.usatoday.com/weather
    Accuweather
    http://www.accuweather.com
     

    View the current weather and latest time-lapse movies for the San Francisco Bay Area, CA.

    Lawrence Hall of Science Webcam
    http://scienceview.berkeley.edu/view
     

    Follow the development of severe weather events.

    NOAA Weather Radio 
    http://www.wunderground.com/wxradio/index.html
    National Centers for Environmental Prediction
    http://www.ncep.noaa.gov
    National Hurricane Center
    http://www.nhc.noaa.gov
    National Severe Storms Laboratory
    http://www.nssl.noaa.gov
    National Storm Prediction Center
    http://www.spc.noaa.gov

    Other weather resources.

    Education Resources
    http://www.education.noaa.gov/

    Weather Resources for Teachers
    http://www.education.noaa.gov/tweather.html

     

    Find support for the extension activity on weather data collection.

    Click here to download the weather data collection spreadsheet.
    Note: If your browser does not automatically download the spreadsheet to your desktop, you may need to specifically indicate that you wish it to do so.

    Macintosh. Hold the control key down and click the link above to bring up a menu. Choose "Download linked file" in Safari or "Save link as..." in Firefox to bring up the Save dialogue box. Save the document to the desktop or other location. To open the spreadsheet, start Excel and use the Open option in the File menu.

    PC. Right-click the link above to bring up a menu. Choose Save Target As in Internet Explorer or Save Link As in Firefox to bring up the Save dialogue box. Use the drop down menu at the "Save in" line to indicate the Desktop or other location. Click Save and the file will download to the desktop on the Windows machine.

     

     

    Connect to other weather education programs.

    The Globe Program
    http://www.globe.gov/fsl/welcome.html?&lang=en&nav=1
    Passport to Knowledge: Live from the Storm
    http://passporttoknowledge.com/storm/

    The Storm Project
    http://www.uni.edu/storm/

    EarthStorm
    http://earthstorm.mesonet.org/
    (requires WeatherScope software linked below)

     

    Track current weather and webcams around the world.

    Earthbrowser
    http://www.earthbrowser.com

    WeatherScope
    http://climate.ok.gov/software/

     

     

    Monday-Friday 

     

    • TUESDAY: Google Classroom Quiz: Submit Friday before midnight. See me before Thursday if you're going to need time during lunch to complete this.  Final Weather Quiz

     

    • Science Fair Project Ideas - Students are required to complete a Science Fair Project for 2nd Quarter. 
    • I will discuss requirements and post information about the project over the next week. At this time, students will need to begin researching topics of interest.

     

     DUE FRIDAY

    • 3 Global Warming articles due Friday- Classwork only. 
    • Weather Quiz due Friday on Google Classroom.
    • No other assignments due before track out. 

     

     GLOBAL WARMING RESEARCH REQUIREMENTS: 

     Topic and Article Summary due Friday, September 7th. 

    1. Choose one topic to research that's related to Global Warming. 

    2. I will give you information regarding where to post your presentation. 

    3. Your presentation must include the questions and answers completed in class on Wednesday, from the video. 

    4. Your presentation must be organized and should take no longer than 3-4 minutes to review. 

    5. Include in your presentation a discussion of how you feel about what's happening to our climate and your ideas for possible solutions. 

     

    • The Heat Over Global Warming http://www.pbs.org/now/shows/304/ Interview with the producer of “An Inconvenient Truth” along with related links

     

     

    • Robert Redford: Business Warming Up to Environment http://www.pbs.org/now/news/324.html Robert Redford interview discussing the advantages of businesses going “green”

     

    • Senator Jeff Bingaman on America’s Energy Policy http://www.pbs.org/now/news/249.html Discussion of America’s energy policy related to global warming

     

    • Emission Impossible? http://www.pbs.org/now/shows/328/ Looks at how California is legislating auto emissions and taking steps to save the environment on the state level

     

    • Stepping Up on Climate Control http://www.pbs.org/now/shows/319/step-it-up.html Profiles “Step it Up” and the national campaign to combat global warming

     

    • Interview with Bill McKibben: National Day of Climate Action http://www.pbs.org/now/shows/344/ Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming

     

    • Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media

     

    • Home Grown http://www.pbs.org/now/shows/302/ Profiles the use of biodiesel and Willie Nelson’s role in its development

     

    • Five Questions with Environmental Writer Tom Philpott http://www.pbs.org/now/shows/302/philpott-energy.html
    • Philpott answers five questions about alternative energy sources Oil, Politics & Bribes

     

    • http://www.pbs.org/now/shows/347/oil-politics.html Examines the role of oil lobbyists and their influence on energy policy

     

    • OTHER GLOBAL WARMING RESOURCES

     

    • E2: Energy http://www.pbs.org/e2/energy.html This 6-part series examines the development of alternative energy sources

     

    • The Greens http://meetthegreens.pbskids.org/ The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links

     

    • Online NewsHour: The Global Warming Debate http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html This report examines the scientific definition of global warming and presents both sides of the debate on global warming.

     

    • NewsHour Extra: Global Warming Linked to Humans http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming.

     

    • NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocolhttp://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html
    • This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, briefly outlines details of the Kyoto Protocol and world opinion, and describes the U.S. response.

     

    • Frontline: Doubters of Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html This article profiles five prominent global warming skeptics and their opinions about global warming.

     

    • Journey to Planet Earth: The State of the Planet: Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html The article discusses the effects of global warming and provides several points of view about what could be done about these environmental changes.

     

    • What's Up With the Weather? http://www.pbs.org/wgbh/warming/ This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more.

     

    • United States Environmental Protection Agency: "Global Warming Quiz"
    • http://www.epa.gov/globalwarming/kids/quiz_global_warming.html.
    • This online EPA resource provides five questions that check basic understanding of the causes of global warming

     

    Comments (-1)
  • Week of August 21, 2017

    Posted by Clay Marion at 8/21/2017 5:00:00 AM

    *If you were absent:

    1. Check my website for missed work. 

    2. Check PowerSchool for missing assignments. 

    3. See me with any questions about assignments. 

    4. Work on missing/late work at lunch. 

     4. Google Classroom Code 392yzw

    MORE WEATHER RESOURCES TO USE AT HOME

    AND DURING CLASS FOR OUR WEATHER UNIT

    QUARTER 1 

     

    Find current weather maps and local weather information.

    Weather Underground
    http://www.wunderground.com
    Weather Channel
    http://weather.com
    National Weather Service
    http://www.weather.gov/
    USA Today
    http://www.usatoday.com/weather
    Accuweather
    http://www.accuweather.com
     

    View the current weather and latest time-lapse movies for the San Francisco Bay Area, CA.

    Lawrence Hall of Science Webcam
    http://scienceview.berkeley.edu/view
     

    Follow the development of severe weather events.

    NOAA Weather Radio 
    http://www.wunderground.com/wxradio/index.html
    National Centers for Environmental Prediction
    http://www.ncep.noaa.gov
    National Hurricane Center
    http://www.nhc.noaa.gov
    National Severe Storms Laboratory
    http://www.nssl.noaa.gov
    National Storm Prediction Center
    http://www.spc.noaa.gov

    Other weather resources.

    Education Resources
    http://www.education.noaa.gov/

    Weather Resources for Teachers
    http://www.education.noaa.gov/tweather.html

     

    Find support for the extension activity on weather data collection.

    Click here to download the weather data collection spreadsheet.
    Note: If your browser does not automatically download the spreadsheet to your desktop, you may need to specifically indicate that you wish it to do so.

    Macintosh. Hold the control key down and click the link above to bring up a menu. Choose "Download linked file" in Safari or "Save link as..." in Firefox to bring up the Save dialogue box. Save the document to the desktop or other location. To open the spreadsheet, start Excel and use the Open option in the File menu.

    PC. Right-click the link above to bring up a menu. Choose Save Target As in Internet Explorer or Save Link As in Firefox to bring up the Save dialogue box. Use the drop down menu at the "Save in" line to indicate the Desktop or other location. Click Save and the file will download to the desktop on the Windows machine.

     

     

    Connect to other weather education programs.

    The Globe Program
    http://www.globe.gov/fsl/welcome.html?&lang=en&nav=1
    Passport to Knowledge: Live from the Storm
    http://passporttoknowledge.com/storm/

    The Storm Project
    http://www.uni.edu/storm/

    EarthStorm
    http://earthstorm.mesonet.org/
    (requires WeatherScope software linked below)

     

    Track current weather and webcams around the world.

    Earthbrowser
    http://www.earthbrowser.com

    WeatherScope
    http://climate.ok.gov/software/

     This week students will : 

    Predict weather conditions and patterns based on information obtained from: weather

    data collected from direct observations and measurement (wind speed and direction, air

    temperature, humidity and air pressure); weather maps, satellites and radar; cloud shapes and

    types and associated elevation.

    Explain the influence of convection, global winds and the jet stream on weather and climatic conditions.

      * CLOUD PACKET * Students will be using portions of this packet throughout our unit. It's a great resource to print out and use as a study guide. If you're absent, and can't find what you need in the absent folder in class, look through here, look through our daily assignments below and then ask me for help if needed. 

     Monday

    Tuesday

    • Weather Web Quest and Final Exam Study Guide - Due :TBA
      Use the Web Quest Link on the left side of the website. 

    Wednesday

    Thursday

    • Density Lab

    • Extreme Weather -Discovery Ed Video - https://app.discoveryeducation.com/learn/videos/0bcbae06-f577-4155-872a-8e69c2c3f7f5/
    • Extreme Weather- Questions and Vocabulary Classwork-This needs to be completed by Friday. Define Vocabulary and answer the 3 questions we discussed in class that are also available on this guide. Hurricanes Tornadoes and Extreme Weather Guide

    Friday

    • Weather Quiz 2 - Moved to Next Tuesday : This will be posted on Google Classroom. Students will have until Friday to complete the Quiz and submit it. This is open note and can be completed at home any time between Tuesday and the end of the day on Friday. 
     
     
    Comments (-1)
  • Week of August 14, 2017

    Posted by Clay Marion at 8/13/2017 7:00:00 AM

    *If you were absent:

    1. Check my website for missed work. 

    2. Check PowerSchool for missing assignments. 

    3. See me with any questions about assignments. 

    4. Work on missing/late work at lunch. 

     4. Google Classroom Code 392yzw

    MORE WEATHER RESOURCES TO USE AT HOME

    AND DURING CLASS FOR OUR WEATHER UNIT

    QUARTER 1 

     

    Find current weather maps and local weather information.

    Weather Underground
    http://www.wunderground.com
    Weather Channel
    http://weather.com
    National Weather Service
    http://www.weather.gov/
    USA Today
    http://www.usatoday.com/weather
    Accuweather
    http://www.accuweather.com
     

    View the current weather and latest time-lapse movies for the San Francisco Bay Area, CA.

    Lawrence Hall of Science Webcam
    http://scienceview.berkeley.edu/view
     

    Follow the development of severe weather events.

    NOAA Weather Radio 
    http://www.wunderground.com/wxradio/index.html
    National Centers for Environmental Prediction
    http://www.ncep.noaa.gov
    National Hurricane Center
    http://www.nhc.noaa.gov
    National Severe Storms Laboratory
    http://www.nssl.noaa.gov
    National Storm Prediction Center
    http://www.spc.noaa.gov

    Other weather resources.

    Education Resources
    http://www.education.noaa.gov/

    Weather Resources for Teachers
    http://www.education.noaa.gov/tweather.html

     

    Find support for the extension activity on weather data collection.

    Click here to download the weather data collection spreadsheet.
    Note: If your browser does not automatically download the spreadsheet to your desktop, you may need to specifically indicate that you wish it to do so.

    Macintosh. Hold the control key down and click the link above to bring up a menu. Choose "Download linked file" in Safari or "Save link as..." in Firefox to bring up the Save dialogue box. Save the document to the desktop or other location. To open the spreadsheet, start Excel and use the Open option in the File menu.

    PC. Right-click the link above to bring up a menu. Choose Save Target As in Internet Explorer or Save Link As in Firefox to bring up the Save dialogue box. Use the drop down menu at the "Save in" line to indicate the Desktop or other location. Click Save and the file will download to the desktop on the Windows machine.

     

     

    Connect to other weather education programs.

    The Globe Program
    http://www.globe.gov/fsl/welcome.html?&lang=en&nav=1
    Passport to Knowledge: Live from the Storm
    http://passporttoknowledge.com/storm/

    The Storm Project
    http://www.uni.edu/storm/

    EarthStorm
    http://earthstorm.mesonet.org/
    (requires WeatherScope software linked below)

     

    Track current weather and webcams around the world.

    Earthbrowser
    http://www.earthbrowser.com

    WeatherScope
    http://climate.ok.gov/software/

     This week students will : 

    Predict weather conditions and patterns based on information obtained from: weather

    data collected from direct observations and measurement (wind speed and direction, air

    temperature, humidity and air pressure); weather maps, satellites and radar; cloud shapes and

    types and associated elevation.

    Explain the influence of convection, global winds and the jet stream on weather and climatic conditions.

      * CLOUD PACKET * Students will be using portions of this packet throughout our unit. It's a great resource to print out and use as a study guide. If you're absent, and can't find what you need in the absent folder in class, look through here, look through our daily assignments below and then ask me for help if needed. 

     Monday

    Wednesday

    Thursday

    Friday

    • Density Lab
     
     
    Comments (-1)
  • Week of August 7, 2017

    Posted by Clay Marion at 8/4/2017 8:00:00 AM

    *If you were absent:

    1. Check my website for missed work. 

    2. Check PowerSchool for missing assignments. 

    3. See me with any questions about assignments. 

    4. Work on missing/late work at lunch. 

     4. Google Classroom Code 392yzw

    MORE WEATHER RESOURCES TO USE AT HOME

    AND DURING CLASS FOR OUR WEATHER UNIT

    QUARTER 1 

     

    Find current weather maps and local weather information.

    Weather Underground
    http://www.wunderground.com
    Weather Channel
    http://weather.com
    National Weather Service
    http://www.weather.gov/
    USA Today
    http://www.usatoday.com/weather
    Accuweather
    http://www.accuweather.com
     

    View the current weather and latest time-lapse movies for the San Francisco Bay Area, CA.

    Lawrence Hall of Science Webcam
    http://scienceview.berkeley.edu/view
     

    Follow the development of severe weather events.

    NOAA Weather Radio 
    http://www.wunderground.com/wxradio/index.html
    National Centers for Environmental Prediction
    http://www.ncep.noaa.gov
    National Hurricane Center
    http://www.nhc.noaa.gov
    National Severe Storms Laboratory
    http://www.nssl.noaa.gov
    National Storm Prediction Center
    http://www.spc.noaa.gov

    Other weather resources.

    Education Resources
    http://www.education.noaa.gov/

    Weather Resources for Teachers
    http://www.education.noaa.gov/tweather.html

     

    Find support for the extension activity on weather data collection.

    Click here to download the weather data collection spreadsheet.
    Note: If your browser does not automatically download the spreadsheet to your desktop, you may need to specifically indicate that you wish it to do so.

    Macintosh. Hold the control key down and click the link above to bring up a menu. Choose "Download linked file" in Safari or "Save link as..." in Firefox to bring up the Save dialogue box. Save the document to the desktop or other location. To open the spreadsheet, start Excel and use the Open option in the File menu.

    PC. Right-click the link above to bring up a menu. Choose Save Target As in Internet Explorer or Save Link As in Firefox to bring up the Save dialogue box. Use the drop down menu at the "Save in" line to indicate the Desktop or other location. Click Save and the file will download to the desktop on the Windows machine.

     

     

    Connect to other weather education programs.

    The Globe Program
    http://www.globe.gov/fsl/welcome.html?&lang=en&nav=1
    Passport to Knowledge: Live from the Storm
    http://passporttoknowledge.com/storm/

    The Storm Project
    http://www.uni.edu/storm/

    EarthStorm
    http://earthstorm.mesonet.org/
    (requires WeatherScope software linked below)

     

    Track current weather and webcams around the world.

    Earthbrowser
    http://www.earthbrowser.com

    WeatherScope
    http://climate.ok.gov/software/

     

     

     

    Subunit Topic

     

     The Water Cycle and Clouds

     

    State Objective(s)

    7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.

    Vertical Alignment

    5.P.2.1  Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff).

    Essential Understandings

    Essential Questions

    The students will understand that:

    • the water cycle never ends.  
    • water evaporates from Earth’s surface, rises and cools, condenses into clouds, and eventually falls back again to the surface.
    • the temperature conditions of the atmosphere from cloud to ground affects the type of precipitation we experience.
    • How does water cycle through the Earth and the atmosphere?
    • What conditions in the atmosphere lead to different types of precipitation?

    Essential Subunit Vocabulary

    condensation

    evaporation

    precipitation (rain, sleet, freezing rain, snow)

    transpiration

    runoff

    infiltration

     

     Monday

    • Text Assignment: Read A56-A63 Complete the FIB/Short Answer Assignment     : Classwork Due today ! 
    • I.S.N. : Cloud Formations - Cut, Paste, Color : Match the cloud formation with the Description Paste this into your Notebook. Make sure each flap covers the cloud description. Use this as your study guide for the cloud section of your quiz. - No extra copies online. Please keep track of this. See me at lunch if you were absent and need another copy. 
     
     * CLOUD PACKET * Students will be using portions of this packet throughout our unit. It's a great resource to print out and use as a study guide. If you're absent, and can't find what you need in the absent folder in class, look through here, look through our daily assignments below and then ask me for help if needed. 
     

    Tuesday

    1. Start placing hurricanes on your Hurricane tracking map.

    2. Cut out any news articles you find about recent hurricanes.

    3. Write a short summary and place the article and summary in your notebook. 

    Wednesday

     Thursday

     

     Friday

    • Unit 1 Quiz 1 : OPEN NOTEBOOK :  Layers of the Atmosphere, Clouds, Wind, Air Pressure, and Weather
     
     
    Comments (-1)
  • Week of July 31, 2017

    Posted by Clay Marion at 7/31/2017 7:00:00 AM

    *If you were absent last week:

    1. Check my website for missed work. 

    2. Check PowerSchool for missing assignments. 

    3. See me with any questions about assignments. 

     4. Google Classroom Code 392yzw

     

      ******INTERIMS GO HOME THURSDAY 8/3. ALL WORK MUST BE TURNED IN BY 8/11 OR IT WILL REMAIN A "0" IN POWERSCHOOL. *******

    Subunit Topic

     

     The Water Cycle and Clouds

     

    State Objective(s)

    7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.

    Vertical Alignment

    5.P.2.1  Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff).

    Essential Understandings

    Essential Questions

    The students will understand that:

    • the water cycle never ends.  
    • water evaporates from Earth’s surface, rises and cools, condenses into clouds, and eventually falls back again to the surface.
    • the temperature conditions of the atmosphere from cloud to ground affects the type of precipitation we experience.
    • How does water cycle through the Earth and the atmosphere?
    • What conditions in the atmosphere lead to different types of precipitation?

    Essential Subunit Vocabulary

    condensation

    evaporation

    precipitation (rain, sleet, freezing rain, snow)

    transpiration

    runoff

    infiltration

     

     

     

    Monday
    • Text Assignment: Read A27-A33. Answer questions 1, 2, 3, & 5 in your notebook. - Due Friday Classwork 
    • Naming Hurricanes Article - Responding to informational text. - Due Friday - Classwork
    Tuesday
     
    Wednesday
    • *NEW UPDATE:  Weather: The Chaos Which Surrounds Us Video - Students will work on the Water Cycle Vocabulary, Video Vocab and Comprehension questions following the video and discussion. All of the assignments are in Google Classroom. 

    Thursday
    • CLOUD PACKET * Students will be using portions of this packet throughout our unit. It's a great resource to print out and use as a study guide. If you're absent, and can't find what you need in the absent folder in class, look through here, look through our daily assignments below and then ask me for help if needed. 

     

    Friday

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  • Week of July 24, 2017

    Posted by Clay Marion at 7/24/2017 6:00:00 AM

     

    Topic

     

    Atmospheric composition and layers

       

     Objectives

     Compare the composition, properties and structure of Earth's atmosphere to include: mixtures of gases and differences in temperature and pressure within layers.

     
     

    Essential Understandings

    Essential Questions

    Students will understand that….

    • the Earth's atmosphere is composed of

                layers that vary in properties.

    • the Earth's atmosphere has a specific   composition based on mixtures of gases.

    • the Earth's atmosphere varies in temperature and pressure based on distance from the Earth.

    • What are the components of the atmosphere and how do they change or remain the same over time?

    • How do temperature, pressure, density, and composition of the atmosphere vary with altitude?

    • How do the different layers of the atmosphere compare?

    Essential  Vocabulary

    Altitude

    Atmosphere

    Composition

    Troposphere

    Air pressure

    Stratosphere

    Mesosphere

    Thermosphere

    Exosphere

    Ionosphere

     

    *If you were absent last week:

    1. Check my website for missed work. 

    2. Check PowerSchool for missing assignments. 

    3. See me with any questions about assignments. 

     

    *NEW: Google Classroom Code 392yzw

     
    Monday
     
     
    • Text Assignment: Read A16-A21. Answer questions 1, 2, 3, & 5 in your notebook. 
    • Heat Transfer : Open this document, number your paper and answer the questions in your notebook. We will check this tomorrow in class. 
    • Science AOW Due Wednesday. 
     
    • Weather and Atmosphere Notes 
    • HURRICANE TRACKING CHART - Print this if you lose the handout given to you in class. This will be pasted in your notebook with the articles you collect. I will also give you a rubric and check your progress at the end of the quarter. Use the site listed below to track any Hurricanes that form in the Atlantic.
    • http://www.nhc.noaa.gov/gtwo.php?basin=atlc&fdays=5
    • ------------------------------------------------------------------------------------------------------------------------------------- 
    • Science Article of the Week -Due Wednesday
     
    Tuesday
     
       
     
    Wednesday
    • Air Mass Lab, AOW, Video Notes
    Thursday
    •  Layers of the Atmosphere Classwork. Anything not finished this week is homework next week. Due August 4th. 

    Friday

    Comments (-1)