Fall+2012

Course Wrap Up Blue Planet Coral Seas or Free time to get caught up on any last minute assignments
 * Jan 29****, Tuesday**


 * Jan 25****, Friday (Double Exam 9th, No 8th, and No 3rd)**

3rd: View Blue Planet The Deep
 * Jan 24****, Thursday (Double 8th, No 9th)**

9th: Review or View Blue Planet The Deep
 * Jan 23****, Wednesday (Double Exam 3rd, No 4th)**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

CPS Review for Final Exam (part 2)
 * Jan 22****, Tuesday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

CPS Review for Final Exam (part 1)
 * Jan 21****, Monday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

Please begin by taking [|this] online survey to help out AP Environmental Students Students completed Final Exam Review Puzzle 2 Complete Study Island Assignment on Evolution and Ecology
 * Jan 18****, Friday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

Viewed Blue Planet: Tidal Seas (question sheets collected for credit)
 * Jan 17****, Thursday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**

Returned and covered Marine Biology Unit Test Return previous tests. **In order to prepare for the Final exam, focus on studying these tests!** Students completed Final Exam Review Puzzle 1
 * Jan 16****, Wednesday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**

Viewed Dolphins IMAX
 * Jan 15****, Tuesday**
 * (Final Exam for a semester course = 20% of your overall course grade!)**
 * In order to prepare for the Final exam, focus on studying previous course tests.**


 * Jan 14****, Monday (Double 3rd and 9th Period)**
 * Finding Nemo**
 * Final Exam Period 3 Double (Wed 1/23), Period 9 Double (Fri 1/25). (Final Exam for a semester course = 20% of your overall course grade!)**
 * End of 2nd Marking Period Mon. 1/28**


 * Jan 11****, Friday (No 3rd or 9th Period)**

Collect extra credit review puzzles Finish work on Marine Bio [|Concept Map Puzzle] (see directions below)
 * Jan 10****, Thursday**
 * Marine Bio Test Today**

**Marine Bio Test Test Tomorrow** CPS Review of Marine Biology Unit Offered Marine Bio Crossword Review Puzzle (extra credit due tomorrow)
 * Jan 9****, Wednesday**

**Marine Bio Test Test Thursday 1/10** Next Time use Lucid Chart [|template]? Students worked in pairs to complete the Marine Bio [|Concept Map Puzzle] on Lucidchart (Google Docs)
 * Jan 8****, Tuesday**

**Marine Bio Test Test Thursday 1/10** Finished viewing the "Marine Bio Group Presentation" (as a class presentation) Article: 7 Ways to Save the Seas. Read and prepare to discuss questions Check Marine Bio Presentation Sheets for credit
 * Jan 7****, Monday**

Reviewed the "Marine Bio Group Presentation" (as a class presentation) (Marine Bio Project Grading Sheet on Google Drive) Students completed this sheet as we viewed the presentation:
 * Jan 4****, Friday**


 * Jan 3** **Thur****sday**
 * Finish the "Marine Bio Group Presentation" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Under documents **open the file**: "Marine Bio Group Presentation" that I've shared with you.
 * 3) Finish work on your group slides
 * 4) At the minimum, your slides should: include several supporting **images** and explain the **distinguishing features** of your phylum, class, etc. (good ideas of info to include: classification, anatomy, ecology, feeding, reproduction, and the like)
 * 5) Please review project grading rubric here: [[file:MarineBioProjectGradingForm.docx]]
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification


 * Jan 2** **Wednesday**
 * Begin "Marine Bio Group Presentation" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Under documents **open the file**: "Marine Bio Group Presentation" that I've shared with you.
 * 3) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 4) You may edit them, add to them, create new slides for more room, etc. **After you split into groups, I will assign slides**
 * 5) At the minimum, your slides should: include several supporting **images** and explain the **distinguishing features** of your phylum, class, etc. (good ideas of info to include: classification, anatomy, ecology, feeding, reproduction, and the like)
 * 6) Please review project grading rubric here: [[file:MarineBioProjectGradingForm.docx]]
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Whales: an Unforgettable Journey
 * Dec 21****, Friday**

Checked, credited and displayed key for Marine Animal Phyla Grid Covered remaining [|CH 15] Notes on Phylum Chordata (Final notes before test on this unit) View accompanying Underwater Trilogy DVD sections (Marine Reptiles and Mammals)
 * Dec 20****, Thursday**
 * Homework:** Respond to the online discussion for this week "Classification of Marine Organisms." **(due tomorrow)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Students worked on [|Marine Animal Phyla Grid] sheet.
 * Dec 19****, Wednesday**

There's so much great stuff on sharks, and so little time.
 * Dec 18****, Tuesday (Shark Day!?) What is that through the deep murky water? I can just barely make out it's silhouette....**
 * On a 1/2 sheet of paper, record at least 10 good observations, facts, etc. about sharks and turn it in at the end of class today. If you were not here, check out some of these links as well as other online sources and turn in your sheet when you return to class.**
 * Great White [|Uncaged](2:00)
 * Top 3 [|"deadliest"] sharks (3:00)
 * Sharkman ([|tonic immobility] and free swimming with white sharks) (5:00)
 * [|Air Jaws] and other great shark info (1:30)
 * Everything You Need to Know (Sharks) (30:00+)
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Return and cover Boating & Navigation Unit Test Cover [|CH 15] Notes on Phylum Chordata (fish classes) View accompanying Underwater Trilogy DVD sections
 * Dec 17****, Monday**
 * Homework:** Respond to the online discussion for this week "[|Classification of Marine Organisms]." **(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Coral Reef Adventure DVD
 * Dec 14****, Friday**

Covered [|CH 15]Notes on Phylum Mollusca and Phylum Echinodermata View accompanying specimens, slides, etc. on display (Octopus, sea urchin, sea star, etc.)
 * Dec 13****, Thursday**
 * Announcement:** I've updated the "Extra Credit" page on our class website. I think you'll find any of these bonus opportunities a fun and rewarding opportunity.
 * As you move around to the different stations, compare the accompanying diagram handouts you received to the materials found there.
 * Homework:** Respond to the online discussion for this week "[|Basic Criteria for Life]." **(due tomorrow)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Covered [|CH 15] Notes on Phyla Annelida and Arthropoda More info on the [|Clam worm] (see diagram handout you received) and view under hand held microscope (compare to diagram handout you received) View accompanying Underwater Trilogy DVD sections
 * Dec 12****, Wednesday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Check & Discuss "Cement from Thin Air" article questions Notes on Phylum Cnidaria (stinging animals) Portugese Man O' War ([|video]) and Discussed CLASSIFICATION of [|Portugese Man of War]. Underwater Trilogy DVD on Phylum Cnidaria Cnidarian specimens, slides, etc. on display (jellyfish, anemone, man of war)
 * Dec 11****, Tuesday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed: [|Sponge Feeding] (1:30) [|Sponge Feeding 2] (5:30) [|Wonderful World of Sponges] (3:00) (**Have 1 cubic cm on hand)** Sponges: Pharmaceuticals from the Sea (3:00) Respond to online discussion for the week and begin reading article and answering questions
 * Dec 10****, Monday**
 * Homework: Read Article "Cement from Thin Air" (read and answer questions for tomorrow).** Respond to the online discussion for this week "[|Basic Criteria for Life]." **(due Friday)**

Can you guess what this microscope image is? Began [|CH 15] Notes on Phylum Porifera (sponges) Sponge Lab Activity: View Sponge video clips above (time permitting)
 * Dec 7, Friday**
 * 1) View specimens, slides, etc. on display **at all lab tables. *Note: Please handle the microscopes with care. i.e. make sure you start out on low magnification and increase so as to not crack lenses, slides, etc. Thanks in advance!**
 * 2) Comparing the absorbency of a natural vs. synthetic sponge
 * 3) ***Note**: If you were not here for this activity, research and write a 1 paragraph summary in your own words on phylum porifera
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification


 * New mini Lesson Idea (Ecology):** The interaction between organisms and their environments determine the distribution and abundance of organisms. Biotic and Abiotic factors determine the distribution of a species on different scales. Climate may limit on a global scale, while local distribution may depend more so on biotic factors such as predation. Most species have small geographic ranges. Transplanted species may disrupt the ecosystem at the new site, even causing extinction to native species. Aquatic biomes occupy the largest part of the biosphere (ties in directly with ocean zones). **(See Biology by Campbell / Reese chapter 50 for details, images, etc.)**

Schedule Boating & Nav. Test makeups Marine Biology Unit Essential Questions: Covered [|CH 13 Notes] The connection between light and life in the ocean:
 * Dec 6, Thursday**
 * 1) What are the characteristics all living things possess?
 * 2) What is the classification of the marine environment?
 * 3) How are marine organisms classified?
 * 1) Primary Producers near the surface: Viewed [|Primary Producers] (3:00)
 * 2) Are all marine food chains based on solar energy? Viewed Biogenesis streaming vid. (3:00)
 * 3) Can too much primary production be a bad thing? Viewed Red Tide streaming vid. (3:00)
 * Homework:** Respond to the online discussion for this week "[|Ocean Zones]." **(due tomorrow)**

Boating and Navigation Unit Test Today. If you finish early, quietly respond to online discussion or complete other work.
 * Dec 5, Wednesday (SWPBS Mtg. 11:30-2:30)**

Checked and covered Boating & Nav. homework and Wind Pattern sheet, unit study guide, etc. CPS Review of Boating and Navigation Unit
 * Dec 4, Tuesday (NS IEP Mtg. 8-9 AM)**
 * Test on Boating & Nav. Unit Tomorrow**

Collect Coriolis Lab write up Read Coriolis "Bad Science" Article from PSU (collect) Boating and Navigation Extra Credit Review Puzzle offered **(due Wednesday)** Respond to the online discussion for this week "[|Ocean Zones]." **(due Friday)**
 * Dec 3, Monday**
 * Test on Boating & Nav. Unit Wednesday 12/5**
 * Homework:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation] **homework sheet**

View [|Ocean Currents]narrated animation (5:00) and Great Pacific [|Garbage Patch] (7:00) Ocean Pollution Teacher [|Lesson] Resource
 * Nov 30, Friday**
 * Test on Boating & Nav. Unit Wednesday 12/5**
 * 1) Take the "Good Litter" Student [|Survey] (Predict acceptable vs. unacceptable trash and how long things take to biodegrade)
 * 2) Link to explanation of [|biodegradable] vs. non-biodegradable
 * 3) Examples of How Fast/Slow Materials Biodegrade:
 * Green Eco Services: How Long Does It Take For Trash To Biodegrade
 * Coral Reef Alliance: How Biodegradable Is Your Trash
 * World Wildlife Fund (WWF): Biodegradable And Non-biodegradable Materials
 * 1) Use these and other resources to determine how long it will ACTUALLY take for these items to biodegrade. (Complete [|this survey])
 * Homework:** Coriolis lab write-up (due Monday)

= A concise explanation of the Coriolis lab: =
 * Nov 29, Thursday**
 * 3 Things to do today:**
 * 1) Complete the "Experimental Lab Sheet" for the Coriolis Lab **(20 points, and due Monday)**
 * 2) If you have extra time while others finish the Coriolis Lab write-up, respond to the online discussion for this week "[|Ocean Currents]." **(due tomorrow)**
 * 3) Read article from Penn State "[|Bad Science: Coriolis Effect]"
 * Today we will analyze data from the Coriolis Experiment and begin the lab write up.**
 * Steps for completing this activity and grading will be based on the following:**
 * 1) Class analysis of data collected **(Listen carefully and ask questions so you may CORRECTLY PROCEED).** Revisit original question and null hypothesis. Consider the expected result and fill that into your data table. Plug in the actual observed result and calculate the Chi-Squared and corresponding p-value. Make sure we have a clear understanding of what it means.
 * 2) Write Experiment section (**detailed, step-by-step procedure someone could follow to repeat this experiment 10 pts. Use extra loose leaf paper if needed**) How many sinks were tested? What were the steps for doing this? How **exactly** was the test conducted? Was this a controlled experiment? (explain) What data were collected? Why was the Chi-Square test performed? **(Why is it appropriate for this type of experiment? What is it's main purpose?)** __**Here I will be crediting 10 points based on your thorough description of the experimental procedure**__
 * 3) Write Conclusions section ( **10 points**). According to the null hypothesis, what was the expected outcome? (Explain why) What was your observed outcome? Does the result (p-value) of the Chi-Square test suggest that we should support or reject the null hypothesis? (Explain) For full credit, it is your responsibility to __UNDERSTAND and THOROUGHLY EXPLAIN__all of this. The above questions are designed to help you do this. YOU WILL ALSO NEED A LAPTOP FOR RESEARCH IN ORDER TO COMPLETE THIS SECTION. As a part of your conclusion section, explain: What do "reliable" websites have to say about the Coriolis force influence on the direction of drain rotation? Have previous similar experiments been done differently or better? I WANT YOU TO EXPLAIN THIS IN YOUR CONCLUSIONS. If the data points to a conclusion you still do not feel to be true, you may explain possible problems with the experiment.
 * ** *Key Point: The conclusion should be based on your data, not something you have a hunch about. i.e. __DO NOT TELL ME YOU CONCLUDE THAT HEMISPHERE DETERMNIES DRAIN ROTATION BECAUSE THAT IS WHAT YOU'VE BEEN TOLD IN THE PAST!!!!!!!!!__ In your own words, explain what the data seems to suggest and why. In addition to the Chi Square p-value, what are some obvious trends you see, and what do they seem to suggest??? **
 * The Chi-Square Test Result**
 * || **Sink 1** || **Sink 2** || **Sink 3** || **Sink 4** || **Sink 5** || **Sink 6** || **Total** ||
 * Clockwise || 13 || 11 || 7 || 14 || 8 || 13 || **66** ||
 * Counter-Clockwise || 1 || 10 || 8 || 2 || 25 || 4 || **50** ||
 * **Total** || 14 || 21 || 15 || 16 || 33 || 17 || **116** ||

===Expected=== ||
 * Direction of Rotation || Expected || Observed || Difference || ===__(Observed - Expected)²__===
 * Clockwise || 58 || 66 || 8 || 1.10 ||
 * Counter-Clockwise || 58 || 50 || 8 || 1.10 ||
 * Chi Squared Value ||  ||   ||   || 2.20 ||
 * Corresponding **p-value** ||  ||   ||   || **0.1374** ||

Now use your calculated Chi Squared value (2.20) to **determine your corresponding p-value (using the table below). Notice the Chi value of (2.20) is FAR OFF TO THE (Left) on the table below. In our case, __a Chi-Squared calculator was used to determine that__** **(2.20)** **__corresponds to an exact p-value of__** **(0.1374)** **(__This is the single most important number for this whole experiment; read more below to find out why__)**
 * **p-value** || 0.25 || 0.20 || 0.15 || 0.10 || ==**0.05**== || 0.025 || 0.02 || 0.01 || 0.005 || 0.0025 || 0.001 || 0.0005 ||
 * **Chi Squared Value** || 1.32 || 1.64 || 2.07 || 2.71 || 3.84 || 5.02 || 5.41 || 6.63 || 7.88 || 9.14 || 10.83 || 12.12 ||


 * Essential Question: What does this p-value mean? __It is the probability that the difference between observed and expected__** **__was due to random chance alone__? THAT'S WHY THE CHI-SQUARED test is used. If the difference was not due to chance, perhaps the hemisphere (Coriolis force) does strongly influence the direction of drain rotation. __Or, maybe there are several factors influencing the direction of drain rotation.__**
 * *Can you identify any other trends in the data we collected? **


 * *Key Point: If the difference between observed and expected was due to random chance (and nothing else), we would conclude that** **hemisphere DOES NOT have a strong influence on the rotational direction of draining water.**
 * = **A p-value**
 * here means that the**
 * difference was probably**
 * not due to chance alone. Therefore,**
 * REJECT THE NULL HYPOTHESIS!**
 * It seems hemisphere may have**
 * a strong influence on the rotational**
 * direction of draining water.** ||= **<** ||= **5%**
 * (0.05)** ||= **<** ||= **A p-value**
 * here means that the**
 * difference was probably** **WAS DUE TO CHANCE.**
 * DO NOT REJECT THE NULL. It seems** **hemisphere**
 * DOES NOT have a strong influence**
 * on the rotational direction of draining water.** ||
 * **REMEMBER** that the null hypothesis being tested **EXPECTS** that if 116 sinks were tested, that 58 should drain clockwise and 58 should drain counter-clockwise; **translation: hemisphere has no direct effect on drain rotation**. **REMEMBER ALSO** that as our **OBSERVED** result gets farther and farther away from that....then there is stronger evidence for rejecting the null hypothesis; translation: hemisphere has a strong influence on drain rotation.
 * Chi-squared [|calculator] online. Chi-squared [|distribution table]. Translate what the output from the online calculator means:
 * The calculator will give us a **p value**, which when translated literally means, **"the percentage of time that a difference as large as the one we see between the Observed and Expected will happen by chance alone."** And most professional scientists agree that if a difference **that large** happens by chance alone only 5% of the time or less.....bingo!...reject the null hypothesis, and therefore conclude that hemisphere (Coriolis force) probably does influence the direction of drain rotation.

"Coriolis Experiment & Data Collection."
 * Nov 28, Wednesday**
 * Quick review of the purpose of the Chi-Squared statistical test:** To determine how often a difference as large as the one you witnessed between expected and observed results will happen by chance alone. Why is this important? Most professional scientists agree that if a difference **that large** happens by chance alone only 5% of the time or less, then that is a significant difference, and you should reject your null hypothesis and conclude that the independent variable is having at least some influence on the dependent variable.
 * 1) Introduce question, hypothesis, experiment and data collection.
 * 2) Place a little wad of paper in the drain before inserting the plug (to **slow the draining water**)
 * 3) **Use great care when filling sink/pulling plug, DON'T FORCE PLUG INTO DRAIN (Easier to remove)**
 * 4) Make sure to **ALLOW WATER TO SETTLE** before pulling plug
 * 5) You may practice filling, draining, & observing before collecting data, but try to test as many sinks, as carefully as possible. Reliable data is nice.
 * 6) Please conduct the test as many times as possible on each sink
 * 7) **Gather data on board.** Discuss. **For today, begin to write up "Experiment" section only. You may do this while you test the sinks, but be careful not to get water everywhere. Do not complete the "Conclusion" section until we have finished collecting data.**
 * 8) Students use Chi-Squared test to analyze the data **(Next time; once data from other class is collected too)**
 * 9) Discuss, write conclusions, collect.
 * M11.E.4.1.2** Use probability to predict outcomes.

Coriolis Experiment: Begin **class activity** on Chi-squared statistical test: "Testing the fairness of coin tosses" Chi-squared [|calculator] online. Chi-squared [|distribution table]. Translate what the output from the online calculator means: 2. Record p-value for this first, and future trials, on the board. 3. I've heard that it may be a good idea to toss the same coin many more times in order to obtain a "large sample size." So now I'll toss the same coin 20 times. 4. Check the data in the calculator 5. Coin toss as a class 6. Were any of today's coin toss trials fair? How do you know?
 * Nov 27, Tuesday**
 * **Question:** Is the direction of water rotation as it drains from a basin directly caused by the hemisphere you are located in?
 * **Null Hypothesis** (always assumes no influence of the independent variable on the dependent variable): **The direction of water rotation as it drains from a basin IS NOT influenced by the hemisphere you are located in. --> What is the Expected Outcome?**
 * **Procedure** (Brief explanation, but we'll run it tomorrow)
 * **The main problem:** How do we determine whether any data result is "significant" or not? i.e. If we observe that sinks drain both clockwise and counterclockwise **EXACTLY**50% of the time, then that seems to support the null hypothesis above (that hemisphere doesn't play a direct roles in the direction of drain rotation). But what does an outcome that gets further from 50% suggest?
 * Example: Fairness of a coin toss? How can you tell whether it is or isn't?
 * 1) I toss a quarter 10 times
 * The calculator will give us a **p value**, which when translated literally means, **"the percentage of time that a difference as large as the one we calculated between the Observed and Expected will happen by chance alone."** And most professional scientists agree that __**A SIGNIFICANT** difference between the **OBSERVED and EXPECTED** is one that occurs by chance alone 5% of the time or less__.
 * Homework:** Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**
 * M11.E.4.1.2** Use probability to predict outcomes.

Viewed Cocos Island of the Sharks (question sheets collected for credit)
 * Nov 26, Monday**
 * Homework:** Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**

Earth Bio Oceans
 * Nov 21, Wednesday**

Covered [|CH 8 Notes] through slide 6 w/ globe and light demo. Covered slides 7-11 (Coriolis Effect). Viewed YouTube videos on the Coriolis Effect. View [|Ocean Currents] narrated animation (5:00) [|Coriolis Force] (6:00) [|Global Circulation (2:00)] Finished marlinspike (knot-tying) activity or continue practicing knots if worksheet is complete. Take a guide sheet if needed since **(*Note: There is no more class time scheduled for this activity**)
 * Nov 20, Tuesday (Fac. Mtg. after school)**

Begin work on marlinspike (knot tying) activity
 * Nov 19****, Monday**

Finished [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). [|Nautical Flags] & [|Other Meanings]
 * Nov 16, Friday**
 * World Seas Quiz Today**

CPS Clicker review of World Seas Complete work on the following:
 * Nov 15, Thursday**
 * 1) Units of Latitude and Longitude on Google Earth
 * 2) Google Earth World Seas
 * 3) World Seas Oceanographic Research
 * 4) Online discussion response for this week
 * 5) Try the World Seas Interactive [|Online Quiz]
 * World Seas Quiz Tomorrow (****You will need to be able to identify where these oceans and seas are located)**
 * Homework:** New Discussion Response "[|Coriolis Effect]" (due tomorrow)

Checked and covered World Seas Homework sheet Return and cover Ocean Geology Test Complete World Seas and Oceanographic Research
 * Nov 14, Wednesday**
 * World Seas Quiz Friday 11/16 (****You will need to be able to identify where these oceans and seas are located)**

Handout [|World Seas Worksheet] **(due tomorrow)** Students finished work on [|World Seas with Google Earth] Students worked on the World Seas Interactive [|Online Quiz]
 * Nov 13, Tuesday (IEP AF 1:45) (Debate 1-2 PM)**
 * Homework:** [|World Seas Worksheet]
 * World Seas Quiz Friday 11/16 (****You will need to be able to identify where these oceans and seas are located)**
 * S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

**Have a calculator handy today** Time Zone Practice Problem (steps to solve provided) / Hand out question sheet and World Seas with Google Earth Cover Time Zone Practice and introduce [|World Seas with Google Earth]
 * Nov. 12, Monday**
 * 1) Finish [|Latitude and Longitude with Google Earth]. Answer questions and turn in along with 1st sheet
 * 2) Begin [|World Seas with Google Earth] (**precision to degrees** is sufficient. **Some** more class time will be available for this tomorrow only)
 * World Seas Quiz Friday 11/16. First we'll have a practice worksheet and CPS clicker review (However, you will need to be able to identify where these oceans and seas are located, so take the time to see where they are while using Google Earth)**
 * Homework:** New Discussion Response "[|Coriolis Effect]" (due Friday)

**Have a calculator handy today** Display World Time Zones ([|Google Earth]) Checked and covered the homework. Grab 1 laptop per pair: Students completed [|Latitude and Longitude with Google Earth]. (pairs)
 * Nov. 9, Friday**
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Demo using Google Earth ruler tool to draw a North-South line
 * Record actual distance, Latitude of northernmost and southernmost points
 * Subtract to find the change in latitude
 * Bonus: When you're done, in the bottom left corner, make sure "Explore the Ocean" is checked AND NOTHING ELSE. Explore Earth's oceans. Click on the small icons you find and give a brief description for what you find as well as the coordinates of each location. **
 * S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

**Have a calculator handy today** Handed out all [|Boating and Navigation Notes] and covered slides 1 - 13 and 18 - 21. [|U.S. Time Zone Map] Longitude and Time Zones [|video] clip (4:30)
 * Nov 8,Thursday**
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** [|Mile Conversion] and [|Time Zone] worksheet **and** "[|World Seas]" online discussion (due Tomorrow)
 * S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.

Done early? Finish any sea floor map work that has yet to be completed and/or complete the online discussion.
 * Nov 7, Wednesday (SWPBS Mtg. 7:40 - 8:20)**
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Geology of Oceanography Unit Test Today.**

Offered Geology of Oceanography extra credit review puzzle (due tomorrow)
 * Nov 6, Tuesday**
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * CPS review for Geology of Oceanography Unit Test tomorrow!**
 * Geology of Oceanography Unit Test tomorrow!**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Checked and covered the homework I introduced and students began work on [|Mapping the Seafloor Activity]: If you were not here for this activity, print out and complete this (very similar) gizmo on explorelearning.com: Complete [|Geology of Oceanography Study Guide]
 * Nov 5, Monday**
 * Geology of Oceanography Unit Test Wednesday 11/7**
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 1) Record your box # on your sheet immediately
 * 2) Make sure the columns and rows on your paper match those on your box top
 * 3) Keep the sounding stick held vertically
 * 4) Stop lowering the sounding stick when you first touch seafloor
 * Homework:** New Discussion Response "[|World Seas]" (due Friday)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.


 * Oct 29, Monday - Nov. 2, Friday (School Closed for Hurricane Sandy)**


 * Oct 26, Friday (Half-Day In-service Periods 1-4 only)**

Demo of echo sounding with a Vernier motion sensor. Finished [|Reading Contour Maps part 2] Done early? Enrichment: 1. Ocean Mapping Gizmo or 2. Use Echo Sounding (a motion sensor and a laptop (Logger Pro) to map out an area in the room)
 * Oct 25, Thursday**
 * Geology of Oceanography Unit Test Wednesday 10/31**
 * The end of the 1st marking period is Nov. 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 1) Make sure to hold the sensor parallel to the surface you want to map out
 * 2) Make sure you decide where sea level is and to zero out the sensor at that elevation
 * 3) Establish a simple grid to help you map (i.e. columns A-? and rows 1-?)
 * 4) Answer the questions: What challenges did you encounter? and What are the limitations of using the motion sensor in this manner? (i.e. Is there a limit to the depth you can measure? Can you map out a small area? Why or why not?)
 * Homework:** [|CH 4 Homework Sheet] **(due tomorrow)**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Displayed and discussed Reading Contour Maps part 1 and methods to improve resolution. Introduced [|Reading Contour Maps part 2]. Students continued work on [|Reading Contour Maps Part 1] and part 2. Returned student work.
 * Oct 24, Wednesday**
 * Homework:** New Discussion Response "[|Sea Floor Mapping]" (due Tomorrow)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Completed the [|topo map sheet] as a class. Students began work on [|Reading Contour Maps Part 1].
 * Oct 23, Tuesday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Checked for credit, and revisited [|Graphing the Ocean Bottom] with students and labeled graph
 * Oct 22, Monday**
 * Bio Keystone Benchmark on Study Island**
 * If you finish early, get right on to the online discussion response for this week. Get caught up on any missing work, etc.**
 * Please note: this is an official testing situation. Please DO NOT distract test takers. Make sure to work on whatever your working on quietly...that's all.**
 * Homework:** New Discussion Response "[|Sea Floor Mapping]" (due Friday)

Finished [|CH 4 Notes] and viewed streaming video clips: Volcanic Vents, Deep Sea Trenches, Abyssal Plain, Mid-Ocean Ridge Show Atlantic Basin Contours on Google Earth Students began working on the [|Graphing the Ocean Bottom] worksheet.
 * Oct 19, Friday**
 * Homework: Finish & Label Graphing the Ocean Bottom worksheet by tomorrow**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

We covered slides 1-13 of the [|CH 4 Notes] (Show Atlantic Basin Contours on Google Earth). Streaming video clips: Topobathy and What is the Continental Shelf? Brain Pop Cartoon "[|Ocean Floor]"
 * Oct 18, Thursday**
 * Homework: (Study Island Assignment due tomorrow. You must achieve a minimum score of 70% to receive credit.)**
 * Homework:** New Discussion Response "[|Student Option]" (due tomorrow)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Viewed streaming vid: Drift Spread Tectonics (11:00)
 * Oct 17, Wednesday**
 * CH 3 Quiz Today**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Checked and covered homework CPS review for tomorrow's quiz: Earth Layers, and Tectonics Quiz 1 & 2 Viewed streaming vid: Drift Spread Tectonics (11:00)
 * Oct 16, Tuesday**
 * CH 3 Quiz Tomorrow: Vocab matching, multiple choice, diagram labeling, and short answer describing how each of the following serve as evidence of plate tectonics: Paleomagnetism, Apparent Polar Wander, Hot Spots.**
 * CH 3 Quiz Tomorrow**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Review of "[|Paleomagnetism]": [|Apparent Polar Wander] (Slightly different evidence of plate tectonics)
 * 1) Along mid ocean ridges lava is constantly forced up and cools into earth's newest crust (here lithospheric plates diverge)
 * 2) Cooling lava contains tiny minerals (some of which are magnetic and point to earth's north pole when they become solid)
 * 3) Minerals in rocks near the ridges do point to the north pole
 * 4) As you move away from the ridge, in either direction, you will find that minerals in these rocks point to the south pole. Even farther from the ridge they point back to the north pole....and so on.
 * 5) Evidence now suggests that Earth's magnetic poles undergo reversals approximately every 100,00 years.
 * 6) Radiometric dating of sea floor rocks has shown that younger rocks are found near mid ocean ridges and older rocks are found farther away from mid ocean ridges
 * 7) All of this is strong evidence of sea floor spreading and plate tectonics.

Returned and covered Unit 1 Test Viewed video clip: Magnetic Pole Reversal (3:00) and Magnetic Storm (30:00 - 36:00) Covered remaining [|CH 3 Notes] with Magnetic Field Reversal [|Interactive] and [|Animation] Hot Spot [|Animation].
 * Oct 15, Monday**
 * Homework: ** [|CH 3 Homework Sheet]
 * (Study Island Assignment due Friday 10/19. You must achieve a minimum score of 70% to receive credit.)**
 * Homework:** New Discussion Response " [|Student Option] " (due Friday)
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Introduced and performed the Vernier Experiment 5 "Seafloor Spreading" lab activity: Finish the Earthquake Gizmo if you haven't done so
 * Oct 12, Friday**
 * 1) Demonstrate an example of a magnetic mineral: "The magnetism of rocks formed from the cooling of lava tells a story about Earth's past." Today we'll unravel the mystery of paleomagnetism near Mid Ocean Ridges.
 * 2) A quick look at a sea floor spreading [|interactive animation]
 * 3) Demonstrate the magnetic field sensor and model seafloor of the Mid Atlantic Ridge
 * 4) Walk students through opening Logger Pro, the correct file, collecting data. **Note:** You must make sure to click the **"Autoscale"** button after collecting all data. (Otherwise you won't be able to see all data points)
 * 5) Complete the lab by collecting data, sketching a graph on back and answering the questions
 * 6) Turn in the completed lab sheet
 * If you were not here for this activity, type a 2 paragraph summary explaining how the magnetism of rocks near mid ocean ridges serves as evidence of sea floor spreading and plate tectonics.**
 * Homework: **Complete today's lab sheet (You should be able to finish in class)
 * (Study Island Assignment due Friday 10/19. You must achieve a minimum score of 70% to receive credit.)**

Earthquakes generate WAVES! [|tsunami animation], [|tsunami animation 2], [|tsunami explanation] Completed the [| Earthquake gizmo]:
 * Oct 11, Thursday**
 * 1) Safari to explorelearning.com "Earthquake Recording Station"
 * 2) In order to correctly answer the last question, you may need to use the "Determination of Epicenter" gizmo
 * Homework: ** Complete Earthquake gizmo (You should be able to finish in class) **&** Discussion Response " [|Sea Floor Structures] " (due tomorrow)
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Viewed Brain Pop [|Earthquakes] (2:24), [|Earthquake Destruction] (2:30), [|Understanding Earthquakes] (3:00) [|Japan Earthquakes 2011] (10:00) (Show intro and key parts, provide explanation of what is being shown) Handout and begin with earthquake wave slides (slinky demo). Good old clip: [|Seismic Waves] (2:30) Ring of Fire DVD (10-17:00 and 30-36:00)
 * Oct 10, Wednesday**
 * Homework: Don't forget** Discussion Response " [|Sea Floor Structures] " **and Study Island Assignment due Friday 10/19. You must achieve a minimum score of 70% to receive credit.**
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Review global volcano and seismic(earthquake) data on Google Earth ([|open file at bottom]). Viewed video "Radiometric Dating [|Link]" (7:00) (use on or around slide #12) Continued [|CH 3 Notes] slides 11 - 21 with Plate Boundaries [|Animations] Seafloor Spreading Plates [|Animation] and [|Animation 2]. Viewed intro to Ring of Fire (time permitting)
 * Oct 9, Tuesday**
 * Below:** Cascade mountains of Washington state (left) and Thingvellir National Park Iceland (right). What is the important [|connection] between the 2 ?
 * [[image:SeattleMt.png width="311" height="235" caption="Western Boundary of North American Plate (Cascade Mountains)"]] || [[image:PlateBoundary.png width="284" height="244" caption="Eastern Boundary of North American Plate (Iceland)"]] ||
 * Homework:** Discussion Response " [|Sea Floor Structures] " (due Friday)
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification, chemical periodicity, geological order, or astronomical order.

Viewed Deep Sea Video. (question sheet collected)
 * Oct 5, Friday**

Finding Global Patterns of earthquakes and volcanoes:
 * Oct 4, Thursday**
 * 1) Use your map to go to that location on Google Earth.
 * 2) Make sure you have "Gallery" checkmarked and that you zoom in to the point where you can see volcanoes & earthquakes
 * 3) On your paper map, plot as many volcanoes as you can with an X and earthquakes with an O.
 * 4) Now on Google Earth begin to follow the line of volcanoes/earthquakes you find (doesn't matter which direction). As you do this, on your global map (other side of paper) begin to draw a line connecting as many of these as possible. **The goal is to identify a global trend of volcanoes and earthquakes.**
 * 5) **Grading: You will be graded based on identifying the general pattern of quakes and volcanoes on your specific region as well as identifying the overall global pattern of quakes and volcanoes. So give it your best!**
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * S11.A.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis).
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document).
 * Oct 3, Wednesday**
 * Brain Pop Cartoon "[|Earth Structure]" (2:46) and "[|Plate Tectonics]" (2:19)**
 * [|Deepest Artificial Spot] Dug on Earth. [|Considerations].**
 * 1) SAFARI to: www.explorelearning.com
 * 2) Login using info on upper-right corner of front board (example: username- **hphyssci8** password- **scirules8** )
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

[|CH 3 Notes] thru slide 9. Viewed streaming videos on tectonics: [|2], [|3], [|4] Earth Bio: Volcanoes: "Iceland" (8:00 - 14:00) Show Iceland pics from 2010 trip (time permitting) And [|this] video ("Midnight Sun") is awesome!
 * October 2, Tuesday**
 * Scheduled Test Makeups**
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

On a separate (yet maybe connected) note: If you bring me 1 (12 oz. can) of soda before homeroom tomorrow, I will award you 5 extra credit points!
 * Oct 1, Monday**
 * Announcement:** Review declining participation in [|discussion forum]. Bottom line: I covered a lot of folks by accepting late responses on paper, but not anymore. No offense.
 * Collect Extra Credit Review Puzzles**
 * Unit 1 Test Today**
 * Viewed clips: [|NatGeoChannel] (Welcome to the Galapagos Islands, Bermuda, Hawaii and the Great Barrier Reef)**

Checked and covered CH 2 HWK sheet Display results of the online "History of Oceanography Quiz" CPS review of Unit 1 Begin work on the Unit 1 Test Crossword Review Puzzle (due next time we meet)
 * Sept 28, Friday**
 * Unit 1 Test Monday!**

Completed work on "History of Oceanography" activity: When you're done, begin the Unit 1 Test Crossword Review Puzzle
 * Sept 27, Thursday**
 * Important Announcement:** There is an online discussion topic assignment every week. Your complete response is due by the end of the school day on Friday of each week. If you missed the first and/or second discussions so far, you can write your responses to them on paper by tomorrow and still receive credit. **Last opportunity for this!**
 * 1) Finish your work on the presentation
 * 2) Everyone take the "History of Oceanography Quiz" (make sure you click "submit" at the bottom)
 * 3) Done early? Begin work on the Unit 1 Test Crossword Review Puzzle (due Tuesday)
 * 4) Once all are done with the quiz, display the results. Demonstrate how a Google Docs Form (a.k.a. survey, quiz) was used to create it.
 * Unit 1 Test** **Monday 10/1**
 * Homework:**
 * 1) Discussion Response " [|History of Oceanography] "
 * 2) **[|CH 2 Study Guide]**


 * Sept 26, Wednesday**
 * Unit 1 Test** **Monday 10/1**
 * Begin "History of Oceanography" activity:**
 * 1) Log into your [|Gmail] account
 * 2) Under documents open the document: "History of Oceanography" that I've shared with you
 * 3) Now all of us can add (appropriate) images and text simultaneously
 * 4) Your name should already be on one of the slides. You may edit it, add to it, create new slides for more room, etc.
 * Return Student Work**


 * Sept 25, Tuesday**
 * Checked and covered water properties SG**
 * Covered [|CH 2 Notes]**
 * Streaming video: [|Eratosthenes] (7:00)**
 * Streaming video: Matthew Maury (4:30)**
 * [|Darwin's Finches] and //the Beagle// (7:00-15:00 or just the last few min.)**
 * Homework: N**ew Discussion Response " [|History of Oceanography] "

Collect any remaining "Freezing Ocean Water" labs (NOTE: If you were absent for this lab, see alternate assignment below). If you were only absent for one part of the lab, talk to myself or a peer about how to complete your lab using the info we gathered while you were absent. Covered the remainder of the **[|Water Properties Notes]**
 * Sept 24, Monday**
 * Vid: [|Water Temperature]and Density (2:00) Brain Pop Cartoon "[|Oceans]" (3:00)**
 * Homework: [|Water Properties Study Guide]** New Discussion Response "[|History of Oceanography]"
 * S11.A.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis).
 * S11.A.1.3.4** Compare the rate of use of natural resources and their impact on sustainability.

Demonstration of Refractometer and Salinity (Conductivity) probe for salinity testing (test samples 1 & 2 together & pass around). We did part 2 of the Freezing Ocean Water lab. Use the Internet to help complete any unanswered questions. Lab sheets were collected. If you were not present both lab days, write a 2 paragraph summary of the difference between freezing fresh water and ocean water. **Homework: Completed lab sheets due Monday**
 * Sept 21, Friday**
 * Remember **:
 * Computers really do not like water!
 * **The salt we're using may be toxic!**
 * make sure you click on "File," "Earth Science with Computers," "17 Freezing Ocean Water." Every year, a few people simply plug in the temperature probe and click start....that messes up your result big time.
 * S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.


 * Sept 20, Thursday**
 * I introduced and students completed part 1 of the Freezing Ocean Water lab.** (Lab setup ahead of time & ICE)
 * Basic lab introduction demo
 * Lab groups
 * Groups get 1 computer and meet me in the back where I will assist.
 * **Demonstration of Refractometer for salinity testing (test sample 1 together & pass around)**
 * Important Safety Notes **:
 * Computers really do not like water!
 * **The salt we're working with may be toxic!**
 * **Follow all verbal and written instructions carefully; ask if you have questions.**
 * make sure you click on "File," "Earth Science with Computers," "17 Freezing Ocean Water." Every year, a few people simply plug in the temperature probe and click start....that messes up your result big time.

Finish the water salinity & density lab from last time:
 * Sept 19, Wednesday**
 * 1) Brief discussion of what seemed to work vs. what didn't work
 * 2) Modify (as needed), then carry out the procedure to rank the solutions from highest to lowest salinity
 * 3) Write your conclusions and turn in the lab sheet
 * Introduce Freezing Ocean Water Lab (time permitting)**

**Sept 18, Tuesday**
"Reliability of Sources" with Mrs. Madden

**September 17, Monday**
 * Tomorrow this class will meet in the Library (Go directly there) **
 * Students completed the "[|Water Density Lab]" activity. (NOTE: If you were not present for this lab, write and submit a 2-paragraph summary explaining "Water density and how it is influenced by temperature and salinity.")**
 * 1) **Essential Questions: How is water density influenced by salinity?** **How can we find out how the salinity of some unknown samples compare? (i.e. rank them in order of increasing salinity)**
 * 2) Group up (3 or 4) discuss and write a hypothesis and controlled procedure to rank the salinity of 4 unknown samples
 * **Write with a pencil on your lab sheet**
 * Clue: One of the samples is fresh water and the rest increase in salinity by about 2% each
 * The only materials you will have at your disposal will be graduated cylinders, pipettes, beakers containing a small amount of each water sample, etc. ***Note: Use your colored water samples carefully; you only have a small amount of each.**
 * In order to develop an effective procedure for next time, you may experiment with some of the samples today to get a better idea of how your group should proceed, but again experiment with small amounts of water. You should also **consider using fresh tap water as a control** in your experiment.
 * 1) Get procedure approved by me (Once you think you have the "Experiment/Procedure" section 100% complete, you must get my signature on 1 of your lab sheets)


 * Sept 14****, Friday "When the well runs dry, we know the worth of water." - Benjamin Franklin**
 * Viewed a streaming video on Water Properties.** **Covered slides 1-14 of the [|Water Properties Notes].**
 * Mini Lab Activity:**
 * 1) **Can you make a paper clip float?**
 * 2) **How does the diameter of a graduated cylinder influence the meniscus? Why?**

Finish "[|Sea Level Trends]" if you haven't already done so Marine science Marine Science Career Exploration Activity (Read the directions, complete the assignment, and make sure to click "Submit" when done.)
 * Sept 13****, Thursday**
 * Homework: Complete "Sea Level Trends" document and share it with me. Respond to Online Discussion by tomorrow.**

Checked and displayed CH 1 Study Guide Scientific Method Lesson:
 * Sept 12****, Wednesday**
 * Share "[|Sea Level Trends]" doc with students (as "Viewers")
 * Students 1. "Make a Copy," 2. "Rename" as (YourLastName(s)AssignmentTitle) and 3. "Share" to your partner and back to me mchughc@nasdschools.org as a "Collaborator."
 * Read the directions within the document and complete the assignment (As long as you correctly share the document with me, I will be able to see your work as you begin today and after you make any changes, additions in the future)
 * Homework:** Complete your work on the "Sea Level Trends" document **by Friday (*Note: there may be more class time for this tomorrow)**

Complete the "Observation Exercise" (see entry from Friday below) Covered [|CH 1 Notes] 21-end Viewed vid: How the Oceans were Formed (2:00)
 * Sept 11****, Tuesday**
 * Homework:** CH 1 Study Guide & Read Handout "The Birth of Earth"

In order to facilitate Discussion Forum, setup wikispaces accounts: ***Please Note: Online discussion responses are due by Friday each week**
 * Sept 10****, Monday**
 * Go to wikispaces.com
 * Create a new account username: YourLastName2012 password: **?** **(But make sure you write it down!) *Make sure to use a personal email address!**
 * You **DO NOT** need to create your own wiki
 * You **DO** need to go to nahsoceanography.wikispaces.com and click "Join" and "Request Membership"
 * Once I approve your membership, you will then be able to **respond** to the [|first discussion]

In the space provided on your Observation Exercise sheet, number from 1. - 5. leaving a space in between each number. Record 5 observations (or questions) on the "[|Observation Exercise]" worksheet while viewing the first part of Blue Planet: Ocean World
 * Sept 7****, Friday (Period 3 Grade 11 Assembly for 5 students)**
 * **For people who weren't here today**, copy the following 5 observations on your observation worksheet:
 * Fish often swim in large schools
 * Kelp have floats which keep them near the water surface
 * Many coral have a large branching shape
 * Jellyfish have long, trailing tentacles
 * Sea turtles eat floating plastic garbage
 * Discuss several other examples of observations (or questions) from the video segment
 * Discuss what a "testable prediction" is (provide 2 examples on the board)
 * Random example: Why do fish often swim in large schools?
 * Hypothesis: Fish that swim in large schools **will....**
 * Note: For any question I ask, you probably have a decent "guess" at a solution. The trick is to make it a good hypothesis, you need to make sure it is a carefully stated, and testable prediction.
 * Now write a logical explanation (hypothesis) for each observation. (FOR FULL CREDIT, MAKE SURE TO WRITE AS A **TESTABLE PREDICTION**! The trick may be to include the word, **"Will."**)
 * Now write a good testable hypothesis for each of your observations
 * Exchange sheets with a neighbor and check each other
 * Homework:** Completed Observation Exercise due next time
 * S11.A.1.1.3** Evaluate the appropriateness of research questions (e.g., testable vs. not-testable).
 * S11.A.2.1.1** Critique the elements of an experimental design (e.g., raising questions, formulating hypotheses, developing procedures, identifying variables, manipulating variables, interpreting data, and drawing conclusions) applicable to a specific experimental design.

Covered [|CH 1 Notes](thru Scientific Method) Viewed [|Beyond the Big Bang] (clip: 50:00 - 55:30)
 * Sept 6****, Thursday**

Checked signed syllabus / Viewed " [|Ocean Overview] " (7:36) Begin Textbook Survey Compare your text survey with a neighbor and we'll share a few ideas as a class
 * Sept 5****, Wednesday**
 * SWPBS Expectation Lessons (Hallway 1st 10 min. of 3rd Period) (Bus Last 15 min. of 9th Period)**
 * Announcement:** **A textbook may be signed out at any point during this course, but you can get by if you keep the materials handed out in class. Any takers?**

**Quote of the Day: "A short saying often contains much wisdom." I begin class each day with a quote or a question on the board; just some food for thought.... maybe something to talk about. Anyway, it's a good idea to write some of them down in your notebook or somewhere, since you can earn extra credit by remembering them on quizzes and tests!** Attendance (during meet & greet activity), Welcome, and Fire Exit Procedure Interview and introduce a neighbor (someone you don't know yet) / Cover course syllabus and expectations:
 * September 4****, Tuesday (Periods 1 - 4 are 30 min.)**
 * How many of you love to get stuff for free?
 * What would you say if I offered you a bunch of cash for free!?
 * How much $ do you think NASD spends per student each year?
 * Our district [|website]. (Please pay particular attention to the final figure at the bottom)
 * I'm going to continue to try my best to give you your money's worth!
 * With that said, **Learning is an active process.** People learn in different ways, and at different speeds, etc. but I think we can all agree that we generally learn more effectively when we are actively engaged in the process. What is the best way to acquire **KNOWLEDGE**? Information is everywhere, I'm asking about [|knowledge] (Censor/Bleep 2nd vid. @ 2:45)
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Ocean Sylabus.doc]]
 * 1) Meet & Greet activity
 * 2) **Find out**& record on 1/2 sheet of paper:
 * His or her name (I've heard it said, "The most important thing you can remember about a person is their name.")
 * His or her interests, future plans, expectations for this course, etc.
 * 1) **Introduce** him or her briefly and effectively (30-60 sec.), tell us what you learned, and give us **one piece of info from the syllabus or one class rule**
 * 2) Class Website
 * 3) Textbooks (time permitting)