Class+Summaries+&+Assignments

= Email Mr. McHugh at: mchughc@nasdschools.org=

Earth Science Week "Tides of Change" (several 5 min. [|clips] on Oceans, Climate Change, etc.) Great, Short National Geographic [|Videos] Great, Short Ocean Content [|Videos] TED: [|Underwater Astonishment] How to [|Protect the Oceans] Exploring the [|Reef Twilight Zone] How [|Oceans can Clean Themselves] The secret [|Social Lives of Bacteria] (bio luminescent)

There's so much great stuff on sharks, and so little time.
 * (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+)


 * May 29****, Thursday (Bio Curric. Meeting at Admin. 7:30 - 2:30) *Time for review puzzles and getting caught up on any last minute course work.**
 * Continue Final Exam Review. To best prepare for the final, study the unit tests which were returned to you and the extra credit review puzzles.**

**Don't forget the Marine Animal Project: original due date before Memorial holiday**
 * May 28****, Wednesday**
 * Continue Final Exam Review. To best prepare for the final, study the unit tests which were returned to you and the extra credit review puzzles.**

**Don't forget the Marine Animal Project: original due date before Memorial holiday** Your grade, as it stands at 2:28 today, Tuesday June 27th will be used to determine whether or not you are exempt from the final exam for this course. If you haven't finished certain coursework, that is on you at this point. We need to begin review for the final exam immediately and be prepared as of this Friday unless your exam is scheduled at a later time. Thanks for understanding.
 * May 27****, Tuesday**
 * Check your school email soon if you haven't done so recently**
 * Today:**
 * 1) **Anyone with Internet phone immediately check and __write down__ your 3rd and 4th marking period grades (all others I can provide this info to you)**
 * 2) **Calculating your overall estimated average and what you need on the final exam (20% of your overall course grade)**
 * 3) **Briefly discuss when your final is scheduled, when we meet between now and then, and how you should prepare**
 * 4) **Marine Bio Test Makeups / Begin final exam review**

**Marine Animal Project Due Today** Collect extra credit review puzzles If you finish early, complete online discussion or any outstanding assignments
 * May 22****, Thursday**
 * Marine Bio Test Today**
 * Homework:**

**Marine Bio Test Test Tomorrow** **Marine Animal Project Due Tomorrow** Offered Marine Bio Crossword Review Puzzle **(due Thursday)** CPS Review of Marine Biology Unit
 * May 21****, Wednesday**
 * Homework:**

**Marine Bio Test Test Thursday 5/22** Handout Marine Bio Homework Study Guide Continue Project Work
 * May 20****, Tuesday (Triple Period 3 7:38 - 9:52)**
 * Homework:** Marine Bio Homework Sheet **(due tomorrow)**

**Marine Bio Test Test Thursday 5/22** Continue Project Work
 * May 19****, Monday (Triple Period 3 7:38 - 9:52)**
 * Homework:**

Continue Marine Animal Project Work Respond to online discussion
 * May 16****, Friday (Regular Schedule) (Severe Weather Drill Today)**
 * Marine Bio Test and Project due Thursday May 22**
 * Period 1 Only:** Marine Bio Homework Sheet **(due next time we meet Wednesday 5/21)**
 * Homework:** Respond to the online discussion for this week "[|Basic Criteria for Life] "**(due Today)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Covered remaining [|CH 15] Notes on Phylum Chordata (Final notes before **test on this unit next Thurs**) View accompanying Underwater Trilogy DVD sections (Marine Reptiles, Birds and Mammals)
 * May 15****, Thursday (Triple Period 2 7:38 - 9:52)**
 * Marine Bio Test and Project due Thursday May 22**
 * Homework:** Respond to the online discussion for this week "[|Basic Criteria for Life] "**(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Cover [|CH 15] Notes on Phylum Chordata (fish classes) View accompanying Underwater Trilogy DVD sections
 * May 14, Wednesday (Triple Period 2 7:38 - 9:52)**
 * Homework:** Respond to the online discussion for this week "[|Basic Criteria for Life] "**(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Covered [|CH 15] Notes on Phylum Mollusca and Phylum Echinodermata [|Sea Star Feeding] (2:30) View accompanying specimens, slides, etc. on display (Octopus, sea urchin, sea star, etc.) Continue Project Work
 * May 13, Tuesday (Triple Period 1 7:38 - 9:52)**
 * As you move around to the different stations, compare the accompanying diagram handouts you received to the materials found there.
 * Homework:** Online discussion for this week "[|Basic Criteria for Life] " **(due Friday)**
 * 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 Continue Project Work / Complete online discussion
 * May 12, Monday Triple Period 1 7:38 - 9:52**
 * Homework:** Online discussion for this week "[|Basic Criteria for Life] " **(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Coral Reef Adventure DVD
 * May 9****, Friday**

Check, View and Discuss "[|Cement from Thin Air]" (2 min. video) article questions Viewed: [|No such thing as a jellyfish?] Portugese Man O' War ([|video 1] and [|video 2]) 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) Continue work on Marine Animal Project
 * May 8****, Thursday**
 * Homework:** Online discussion for this week "[|Ocean Zones]" **(due Friday)**
 * 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) Notes on Phylum Cnidaria (stinging animals) Begin Homework
 * May 7, Wednesday**
 * Homework: Read Article "Cement from Thin Air" (read and answer questions for tomorrow).**
 * Homework:** Online discussion for this week "[|Ocean Zones]" **(due Friday)**


 * May 6, Tuesday (Double Periods 3, 4, & 9)**
 * Feynman on [|the difference between knowing] the name of something and really knowing something**
 * Viewed [|Classification] of Living Things (4:00)**
 * New vid. on [|How Evolution Works] (12:00)**
 * (Begin with, and introduce option of a. powerpoint presentation b. marine bio concept map puzzle OR c. Prezi. Either way, you must __include all important info from our class notes__ as well as your own info uncovered during Internet and/or textbook research. This will be a major, but ongoing unit project worth credit comparable to the unit test.)**
 * Homework:** Online discussion for this week "[|Ocean Zones]" **(due Friday)**

Can you guess what this microscope image is? Began [|CH 15] Notes on Phylum Porifera (sponges) Sponge Lab Activity: Extra Time? Very short video clips on scientific classification (above)
 * May 5, Monday (Double Periods 1, 2, & 8)**
 * 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 **(follow directions on lab sheet)**
 * 3) ***Note**: If you were not here for this activity, research and write a 1 paragraph summary in your own words on phylum porifera
 * Homework:** Online discussion for this week "[|Ocean Zones]" **(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Schedule Boating & Nav. Test makeups Marine Biology Unit Essential Questions: Covered [|CH 13 Notes] The connection between light and life in the ocean:
 * May 2, Friday**
 * 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:** Online Discussion "[|Ocean Currents]" **(due Friday)**

Test Make Ups Viewed Cocos Island of the Sharks
 * May 1, Thursday**
 * Homework:** Online Discussion "[|Ocean Currents]" **(due Friday)**

Captain Charles Moore "[|Seas of the Plastic]" (7:21) Boating and Nav. Test Today Respond to online discussion
 * April 30, Wednesday**
 * Homework:** Online Discussion "[|Ocean Currents]" **(due Friday)**

Boating and Navigation Extra Credit Review Puzzle offered **(due Tomorrow)** CPS Review of Boating and Navigation Unit
 * April 29, Tuesday**
 * Reminder:** Don't forget to complete/turn in any incomplete assignments up to this point. I've been reminding all classes regularly, but the end will be here before you know it and no excuses will be accepted, nor remediation opportunities offered at that time. **We are here to help and support you, but ultimately your progress in all classes is your responsibility.** Now is the time to dig in and push through to the end with a strong finish.
 * Test on Boating & Nav. Unit Tomorrow**
 * Homework:** Online Discussion "[|Ocean Currents]" **(due Friday)**

Check and cover homework Viewed Great Pacific [|Garbage Patch] (10:00) Ocean Pollution Lesson
 * April 28, Monday**
 * Reminder:** Don't forget to complete/turn in any incomplete assignments up to this point. I've been reminding all classes regularly, but the end will be here before you know it and no excuses will be accepted, nor remediation opportunities offered at that time. **We are here to help and support you, but ultimately your progress in all classes is your responsibility.** Now is the time to dig in and push through to the end with a strong finish.
 * Test on Boating & Nav. Unit Wednesday!**
 * 1) Link to explanation of [|biodegradable] vs. non-biodegradable
 * 2) 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) **Complete [|this survey]** by using the links above and other sources you find to determine how long it will ACTUALLY take for these items to biodegrade.
 * Homework:** Online Discussion "[|Ocean Currents]" **(due Friday)**


 * April 25, Friday**
 * Test on Boating & Nav. Next Week!**
 * 1) Analyze and discuss data from the **Coriolis Experiment (If you were not present for this activity, you may earn credit by researching and submitting a written, typed or emailed explanation on: What is the Coriolis Effect? and Does it cause sinks to drain opposite directions in the northern vs. southern hemisphere? *Note: you may find conflicting info online regarding this topic, so make sure you read carefully and use reliable sources (such as those below)**
 * 2) Review the original lab question as well as the null hypothesis (on board)
 * 3) Review and discuss the data collected by all classes. Does it seem to support or reject the null hypothesis and why?
 * 4) Finally, what does all of this mean about the original research question?
 * 5) Read and discuss the article from Penn State "[|Bad Science: Coriolis Effect]"
 * 6) This [|video] (9:00 - 12:00) provides a good explanation of what actually occurs
 * 7) Draining bathtubs and sinks -[|Wikipedia]
 * 8) Respond to the online discussion for this week
 * Homework:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation] **homework sheet**

"Coriolis Experiment & Data Collection."
 * April 24, Thursday**
 * 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.
 * Homework:** Online Discussion "[|Biggest Threats to Our Ocean]" **(due Friday)**
 * 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?
 * April 23, Wednesday**
 * **Question:** Is the direction of water rotation as it drains from a basin directly caused by the hemisphere you are located in? (i.e. is it caused by the Coriolis Effect?)
 * **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:** Online Discussion "[|Biggest Threats to Our Ocean]" **(due Friday)**
 * M11.E.4.1.2** Use probability to predict outcomes.

Earth Science Week "Tides of Change" (several 5 min. [|clips] on Oceans: Climate Change, Water Everywhere, Green Machines, Salt of the Earth, Melting Ice, Keeping up with Carbon, etc.) Captain Charles Moore [|Plastic Ocean] (6:27) How to [|Protect the Oceans] How [|Oceans can Clean Themselves]
 * April 22, Tuesday (Earth Day!)**
 * Homework:** Online Discussion "[|Biggest Threats to Our Ocean]" **(due Friday)**

Covered [|CH 8 Notes] through slide 6 w/ globe and light demo. Covered slides 7-11 (Coriolis Effect) Viewed videos: Coriolis 1 & 2 and [|Global Circulation (2:00)] Covered the few remaining CH 8 slides View [|Ocean Currents] narrated animation (5:00) [|Coriolis Force] (6:00)
 * April 21, Monday**
 * Homework:** Online Discussion "[|Biggest Threats to Our Ocean]" **(due Friday)**


 * April 18, Friday (No School Today)**

Viewed Under Sea Adventure
 * April 17, Thursday (Senior Volley Ball Tournament)**
 * Homework:** New Discussion Response "[|Boating and Navigation]" **(due Thursday)**

Check and discuss article "7 Ways to Save the Seas" Begin work on marlinspike (knot tying) activity
 * April 16, Wednesday**
 * (*Please Note: this will be the only class time available for this activity. If you were not present for the activity, complete the activity worksheet handed out in class by getting your hands on a 3-foot section of rope, and using the Internet and/or the unit notes for this section to learn how to tie a few basic types of knots)**
 * Homework:** New Discussion Response "[|Boating and Navigation]" **(due Thursday)**

Discussion Response "[|Boating and Navigation]" **(due Thursday)**
 * April 15, Tuesday**
 * World Seas Quiz Today**
 * When finished, read and answer article questions "7 Ways to Save the Seas"**
 * Time Permitting: New Vid: [|Gulf Stream] & Climate Change (5:00)**
 * Homework: Read and answer article questions (by tomorrow)**

Covered the remaining [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying) [|Nautical Flags] & [|Other Meanings] Respond to the online discussion **(*Please Note: this may be the only class time available for this assignment this week)**
 * April 14, Monday**
 * World Seas Quiz Moved to Tomorrow**
 * Homework:** New Discussion Response "[|Boating and Navigation]" **(due Thursday)**

Checked and covered the homework sheet CPS Clicker review of World Seas Complete work on the following:
 * April 11, Friday**
 * 1) Units of Latitude and Longitude on Google Earth
 * 2) Google Earth World Seas Oceanographic Research
 * 3) Online discussion response for this week
 * 4) Try the World Seas Interactive [|Online Quiz]
 * World Seas Quiz Next Time (*Note:** **You will need to be able to identify where these oceans and seas are located without coordinates)**
 * Homework:** Online discussion "[|World Seas]" **(due __Today__)**

Returned and covered Ocean Geology Test Handout [|World Seas Worksheet] **(due tomorrow)** Students finished work on assignments from previous 2 days (see below) Students worked on the World Seas Interactive [|Online Quiz] (this is good practice for the quiz Monday)
 * April 10, Thursday**
 * Homework:** [|World Seas Worksheet]
 * World Seas Quiz Monday (*Note:** **You will need to be able to identify where these oceans and seas are located without coordinates)**
 * Homework:** Online discussion "[|World Seas]" **(due Friday)**
 * 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** Hand out World Seas Ocean Research worksheet (below)
 * April 9, Wednesday**
 * 1) Finish [|Latitude and Longitude with Google Earth]. Answer questions and turn in along with 1st sheet
 * 2) Begin World Seas and Ocean Research [[file:World Seas and Ocean Research.doc]]
 * Note:** (**precision to degrees** is sufficient. **Some** more class time will be available for this tomorrow only)
 * World Seas Quiz Monday. 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 without being given the coordinates, so take the time to learn where they are while using Google Earth)**
 * Homework:** Online discussion "[|World Seas]" **(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)
 * April 8, Tuesday**
 * 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
 * Homework:** Online discussion "[|World Seas]" **(due Friday)**
 * 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).

Remaining Ocean Geology Test Make Ups? Finished Volcanoes of the Deep (5 min.) 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) [|How many sunsets] International Space Station daily?
 * April 7, Monday**
 * Homework:** [|Mile Conversion] and [|Time Zone] worksheet **and** online discussion "[|World Seas]" **(due Friday)**
 * S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.

Ocean Geology Test Make Ups Viewed Volcanoes of the Deep
 * April 4, Friday**
 * Homework:** New Discussion Response "[|Sea Floor Mapping]" **(due Today)**

Done early? Finish any sea floor map work that has yet to be completed and/or complete the online discussion.
 * April 3, Thursday**
 * Geology of Oceanography Unit Test Today.**
 * Homework:** New Discussion Response "[|Sea Floor Mapping]" **(due Friday)**

Offered Geology of Oceanography extra credit review puzzle (due tomorrow)
 * April 2, Wednesday**
 * End of 3rd marking period 4/3, turn in any "i" work ASAP, Extra Credit available on class website**
 * CPS review for Geology of Oceanography Unit Test Tomorrow!**
 * Homework:** New Discussion Response "[|Sea Floor Mapping]" **(due Friday)**

Offered Geology of Oceanography study guide Finished work on the "Mapping the Seafloor" and/or get caught up on any other course assignments
 * April 1, Tuesday**
 * Geology of Oceanography Unit Test Thursday 4/3**
 * End of 3rd marking period 4/3, turn in any "i" work ASAP, Extra Credit available on class website**
 * Homework:** New Discussion Response "[|Sea Floor Mapping]" **(due Friday)**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Checked and covered the CH 4 HWK 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 www.explorelearning.com:
 * March 31, Monday**
 * Geology of Oceanography Unit Test Thursday 4/3**
 * End of 3rd marking period 4/3, turn in any "i" work ASAP, Extra Credit available on class website**
 * 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 "[|Sea Floor Mapping]" **(due Friday)**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Viewed "Scientists [|"see" Ocean Floor] via SONAR" (5:11) *Accompanying St. John pics (time permitting) Complete East Pacific Rise maps and begin the CH 4 homework sheet
 * March 28, Friday**
 * Homework:** [|CH 4 Homework Sheet] **(due next time)**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Reviewed East Pacific (Low Resolution) map from last time. Remember these 2 important points: Displayed and discussed Reading Contour Maps part 1 and methods to improve resolution. Introduced [|Reading Contour Maps part 2]. Use class time today to finish coloring low resolution map. **Then use the low resolution map to make the work on the high resolution map easier.**
 * March 27, Thursday**
 * 1) If the echo sounding point lies on a contour line, color the surrounding blocks the assigned color
 * 2) If the sounding point lies in between 2 contour lines, use the color that is less deep
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Revisited [|Graphing the Ocean Bottom] with students (Reward those with completed graph) Label graph together Completed the [|topo map sheet] as a class. Introduced and began work on [|Reading Contour Maps Part 1]
 * March 26, Wednesday**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Finished [|CH 4 Notes] and viewed streaming video clips: Volcanic Vents, Deep Sea Trenches, Abyssal Plain, Mid-Ocean Ridge [|Formation of the Mariana Trench] (3:36) Deepest Place on Earth ([|entire 45:00]) Show Atlantic Basin Contours on Google Earth Students began working on the [|Graphing the Ocean Bottom] worksheet.
 * March 25, Tuesday**
 * Homework: Finish & Label Graphing the Ocean Bottom worksheet by tomorrow**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * 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).

NOAA [|Touring the Ocean Bottom] (1:20) We covered slides 1-13 of the [|CH 4 Notes] Streaming video clips: Topobathy (3:30) and What is the Continental Shelf? Brain Pop Cartoon "[|Ocean Floor]" (2:00) Show Atlantic and other Ocean Basin Contours on Google Earth **(Make note of actual depth change along margin)** [|Echsounders] (3:00) HydroSweep [|Multibeam] Echo Sounder (5:28)
 * March 24, Monday**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * 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).

CH 3 Quiz Make-ups Viewed Magnetic Storm (video question sheet collected for credit)
 * March 21, Friday**
 * Homework:** Discussion Response " [|Geologic Ocean Structures] " **(due Today)**

Complete the online discussion for this week.
 * March 20, Thursday**
 * 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)
 * March 19, Wednesday**
 * 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**
 * Homework:** Discussion Response " [|Geologic Ocean Structures] " **(due Friday)**
 * 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 few 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.

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].
 * March 18, Tuesday** Find time to incorporate [|Deepest Place on Earth] (20:00 to 27)
 * CH 3 Quiz Thursday**
 * Homework: ** [|CH 3 Homework Sheet] **(due tomorrow)**
 * Homework:** Discussion Response " [|Geologic Ocean 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).

Previous semester activity: Vernier Experiment 5 "Seafloor Spreading" lab activity. This time, lets try: [|Seafloor Spreading] **(a document shared you via school email)**
 * March 17, Monday**
 * CH 3 Quiz Thursday**
 * 1) Demonstrate an example of a magnetic mineral: "The magnetism of some minerals within igneous 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) Demonstrate the magnetic field sensor, bar magnets, rare earth magnets, and magnetic levitation.
 * Homework: **Complete today's activity (You should be able to finish this in class if you work diligently)
 * Homework:** Discussion Response " [|Geologic Ocean Structures] " **(due Friday)**

Completed the [| Earthquake gizmo]:
 * March 14, Friday**
 * 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) **and** Discussion response "[|Theory of Plate Tectonics]" **(due Today)**
 * 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).

Returned and covered Unit 1 Test Viewed Brain Pop [|Earthquakes] (2:24), [|Animation] "How a Seismograph Works", [|Earthquake Destruction] (2:30), [|Understanding Earthquakes] (3:00) Cover earthquake wave slides. Good old clip: [|Seismic Waves] (2:30) [|Japan Earthquakes 2011] (10:00) (Show intro and key parts, provide explanation of what is being shown) Earthquakes generate WAVES! [|tsunami animation], [|tsunami animation 2], [|tsunami explanation] Ring of Fire DVD (10-17:00 and 30-36:00)
 * March 13, Thursday**
 * Homework:** New Discussion response "[|Theory of Plate Tectonics]" **(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).

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 [|Ocean Floor Spreading] animation and several good [|Animations] (Basic Plate Boundaries, Formation of Ocean Crust, Process of Subduction Viewed intro to Ring of Fire (time permitting)
 * March 12, Wednesday**
 * Below:** Cascade mountains of Washington state (left) and Thingvellir National Park Iceland (right). What is the important [|connection] between the 2 ?
 * Homework:** New Discussion response "[|Theory of Plate Tectonics]" **(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.

Collect any remaining Pangaea Gizmos Finding Global Patterns of earthquakes and volcanoes:
 * March 11, Tuesday**
 * 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. **Colored Pencils work well for this.**
 * 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!**
 * If you were not here for this activity, pick up a map in class and follow the directions above.**
 * Homework:** New Discussion response "[|Theory of Plate Tectonics]" **(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.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis).

Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document).
 * March 10, Monday**
 * 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** )
 * Homework:** New Discussion response "[|Theory of Plate Tectonics]" **(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).

Finished Earth Bio Ocean DVD from 36:00 Transition to 2nd course unit; Begin [|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!
 * March 7, Friday**
 * Homework:** New Discussion response "[|Oceanography Current Events]" **(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).


 * March 6, Thursday (Period 4 reduced 10:20 - 10:38) *grab testers from 3rd if possible **
 * Collect Hypothesis Practice**
 * Test Makeups**
 * Viewed Earth Biography Oceans**
 * Homework:** Respond to the new online discussion "[|Oceanography Current Events]" **(by Friday)**


 * March 5, Wednesday**
 * Collect Extra Credit Review Puzzles**
 * Unit 1 Test Today**
 * Done early? Quietly complete online discussion and any other classwork.**
 * Homework:** Respond to the new online discussion "[|Oceanography Current Events]" **(by Friday)**
 * Homework:** Hypothesis Practice [[file:HypothesisPractice.docx]]

Checked and covered CH 2 HWK sheet Unit 1 Extra Credit Review Puzzle offered CPS review of Unit 1
 * March 4, Tuesday**
 * Important Announcements:**
 * 1) **Unit 1 Test** **Tomorrow**
 * 2) **Turn in any "i" work ASAP; progress reports coming soon and 3rd marking period ends April 3rd**
 * 3) **Online Discussions and Using Class Time Effectively: 1. Stay caught up with them. 2. DO NOT plagiarize. 3. Brief review of how you should go about doing these. Final Thought: Please use class time effectively and take some pride in your work.**
 * Homework:** Respond to the new online discussion "[|Oceanography Current Events]" **(by Friday)**

Completed work on "History of Oceanography" activity:
 * March 3, Monday**
 * Important Announcements:**
 * 1) **Unit 1 Test** **Wednesday March 5th**
 * 2) **Turn in any "i" work ASAP; progress reports coming soon and 3rd marking period ends April 3rd**
 * 3) **Online Discussions and Using Class Time Effectively: 1. Stay caught up with them. 2. DO NOT plagiarize. 3. Brief review of how you should go about doing these. Final Thought: Please use class time effectively and take some pride in your work.**
 * 1) Finish your work on the presentation slides
 * 2) Take the "History of Oceanography Quiz" (make sure you click "submit" at the bottom)
 * 3) Done early? Begin work on the CH 2 Homework **(due tomorrow)**, Unit 1 Test Crossword Review Puzzle **(due Wednesday)**
 * 4) **If you were not present in class for this activity, select a person or expedition important to marine science, create your own slides at the end of the presentation, and let me know so I can review them and grant you credit for the assignment.**
 * Homework:** Respond to the new online discussion "[|Oceanography Current Events]" **(by Friday)**


 * Feb 28, Friday**
 * Unit 1 Test** **Wednesday March 5th**
 * Begin "History of Oceanography" activity:**
 * 1) Find 1 partner and Log into your school [|Gmail] account on 1 laptop
 * 2) Under Mail open the document: "History of Oceanography" that I've shared with you
 * 3) Assign slide(s) as groups login and access the document **(Approximately 13 topics)**
 * 4) Now all of us can add appropriate images and text simultaneously. Note you may edit slides, add to them, create new slides for more room, etc.
 * 5) **Your job is to provide a good summary (at least 3 slides) of the accomplishments and contributions to marine science as well as images**
 * 6) **If you were not present in class for this activity, select a person or expedition important to marine science, create your own slides at the end of the presentation, and let me know so I can review them and grant you credit for the assignment.**
 * Homework:** Respond to the new online discussion "[|History of Marine Science]" **(by Today)**


 * Feb 27, Thursday**
 * Finished [|CH 2 Notes]** **including short clips:**
 * Streaming video: Matthew Maury (4:30) &** [|Trieste's Deepest Dive]
 * Complete this question sheet while viewing the following videos: [[file:TriesteDeepestDive.docx]]**
 * How many people have reached [|Challenger Deep] you ask?**
 * Homework:** Respond to the new online discussion "[|History of Marine Science]" **(by Friday)**


 * Feb 26, Wednesday**
 * Unit 1 Test** **Coming Soon**
 * Began [|CH 2 Notes]** **including short clips:**
 * Streaming video: [|Eratosthenes] (7:00)**
 * [|Darwin's Finches] and //the Beagle// (7:00-16:00 at least)**
 * Homework:** Respond to the new online discussion "[|History of Marine Science]" **(by Friday)**

Carry out part 2 of the Freezing Ocean Water lab. Use the Internet to help complete any unanswered questions. Turn in your lab sheet once you've finished. **If you were not present both lab days:** write a 2 paragraph summary of the difference between freezing fresh water and ocean water.
 * Feb 25, Tuesday**
 * Remember **:
 * Computers really do not like water!
 * **The salt we're using is not for eating!**
 * Make sure you click on "File... Open" "Earth Science with Computers," "17 Freezing Ocean Water." If you skip this step, and simply plug in the temperature probe and begin, your graph will not be set up correctly and you will probably need to start over again.
 * Begin data collection **Before** placing the test tube into the ice water bath
 * **Finally, when you're finished, rinse out your beaker and put the frozen test tube back in it. If you try to remove the temperature probe from the ice, it will break the glass!**
 * If you finish early, log on to the class website and complete the online discussion for this week.**
 * Homework:** Completed lab sheets due tomorrow. Respond to the new online discussion "[|History of Marine Science]" **(by Friday)**
 * 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.


 * Feb 24****, Monday (Get Ice)**
 * Checked and covered Homework**
 * I introduced and students completed part 1 of the Freezing Ocean Water lab.** (Lab setup ahead of time & ICE)
 * Important Safety Notes **:
 * Computers really do not like water!
 * **The salt we're working with is not for eating!**
 * **Follow all verbal and written instructions carefully; ask if you have questions.**
 * Introduction to the activity**
 * Handout lab sheets, introduce the question: How does the salinity of a solution influence it's freezing point?
 * Hypothesis: If the salinity of a solution influences it's freezing point, then as the salinity....
 * Log onto 1 laptop per lab group (Lab groups of 3 or 4 people only)
 * Open the most current version of "Logger Pro"
 * Measure the salinity of the fresh/tap water sample up front (record on your lab sheet)
 * Swap out salinity sensor with a temperature probe
 * Make sure you click on "File... Open" "Earth Science with Computers," "17 Freezing Ocean Water." **If you skip this step, and simply plug in the temperature probe and begin, your graph will not be set up correctly and you will probably need to start over again.**
 * Basic summary and demo of lab up front. **It is also critical that you begin collecting temperature data before placing the test tube into the salty ice water bath.**
 * **Finally, when you're finished, rinse out your beaker and put the frozen test tube back in it. If you try to remove the temperature probe from the ice, it will break the glass!**
 * Homework:** Respond to the new online discussion "[|History of Marine Science]" **(by Friday)**
 * 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.
 * Homework:** Respond to the new online discussion "[|Water Properties]" **(due Today)**

Covered the remainder of the **[|Water Properties Notes]**
 * Feb 21****, Friday (Dept. Meeting 9th Period)**
 * (Note to Self: Slight changes to order. See Archive Fall 2013 for details)**
 * Vid: [|Water Temperature] and Density (2:00)**
 * [|Ocean Acidification] (3:00) Brain Pop Cartoon "[|Oceans]" (3:00)**
 * Homework: [|Water Properties Study Guide]**
 * 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.


 * Feb 20****, Thursday**
 * Students completed the "[|Water Density Lab]" activity:**
 * 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) Record your name and the research question on experimental lab sheet. **Complete your lab sheet as we work through this activity as it will be collected for credit.**
 * 3) Guide students to form a good testable hypothesis relating water salinity and density
 * 4) Demonstrate Refractometer and Salinity Probe on tap water and ocean water sample
 * 5) Guide students to create experimental procedure
 * 6) Break out into small groups to verify relative density of each colored sample
 * Homework:** If you didn't finish / turn in your experimental lab sheet, have it by tomorrow. **If you were not present for this lab:** please write a 2-paragraph summary on "How is the density of water influenced by salinity?"
 * Homework:** Respond to the new online discussion "[|Water Properties]" **(by Friday)**


 * New Addition: Find time for the article to "Ban Dihydrogen Monoxide!"**


 * Feb 19, Wednesday**
 * Reminder: ** Don't forget to finish work on Sea Level Trends **(see details below)**
 * Viewed The [|Properties of Water] (4:12)**
 * Covered slides 1-14 of the [|Water Properties Notes]**
 * Viewed [|Water to Stick or not to Stick?] (7:30)**
 * Mini Lab Activity:**
 * 1) **Can you make a paper clip float?**
 * 2) **How does the diameter of a graduated cylinder influence the meniscus? Why?**
 * Homework:** Respond to the new online discussion "[|Water Properties]" **(by Friday)**


 * Feb 18, Tuesday (2-Hour Delay) (Faculty Meeting After School)**
 * 4th period:** catch up with other groups (see yesterday's plan below)
 * 8th period:** Video

Finish work on the "[|Sea Level Trends]" document that was shared to you via school email/Google Docs (see directions below) Here's the list of groups who have already shared their document back to me....
 * Feb 17, Monday (Curric. Mtg. 9th Period)**
 * Homework:** Respond to the new online discussion "[|Water Properties]" **(by Friday)**

Collect "What is a Real Hypothesis?" worksheet. Checked and displayed CH 1 Study Guide. Scientific Method Lesson:
 * Feb 12, Wednesday**
 * Go to the Northampton District website, click the black and orange "konkrete kids" icon and login as you would on any school computer
 * Open the "[|Sea Level Trends]" doc I've shared with you and follow the directions found there. You may need to find it as an attachment to an email I sent you.
 * 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)
 * (*Note: there will be more class time for this next time we meet. Then it's up to you to finish.)**
 * Homework:** Respond to the new online discussion "[|Scientific Method]" **(by Friday)**

Complete the "Observation Exercise" Introduce and complete **"What is a Hypothesis?" worksheet.** **(due Tomorrow)** Respond to online discussion topic (time permitting)
 * Feb 11, Tuesday**
 * For people who weren't here last time**, 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
 * 1) *Visit [|this link] and [|this video] for help on identifying and writing a good hypothesis
 * 2) Example of observation -> Question --> **I.D. 2 variables** --> Hypothesis
 * 3) Write a GOOD hypothesis for each of your 5 observations
 * 4) Discuss and Collect for credit
 * Homework:** CH 1 Study Guide and "What is a Hypothesis worksheet" **(due Tomorrow)**
 * Homework:** Respond to the new online discussion "[|Scientific Method]" **(by Friday)**

Great, Short National Geographic [|Videos] Great, Short Ocean Content [|Videos] Class time to respond to online discussion
 * Feb 10, Monday** **(2 Hour Delay)**
 * Homework:** Respond to the new online discussion "[|Scientific Method]" **(by Friday)**

Marine science Marine Science Career Exploration Activity (Read the directions, complete the assignment, and **make sure to click "Submit" when done even if you don't complete all fields**.) You can always come back later and complete the remaining fields, however, partial work will not be sent unless you click "Submit."
 * Feb 7, Friday**
 * Class Discussion on Marine Science Careers and Technology**
 * Homework:** Respond to the new online discussion "[|What is Marine Science?]" **(by Today). Bring Observation Exercise worksheet to class on Monday**


 * Feb 6****, Thursday (2 Hour Delay)**
 * Period 1**
 * 1) **Complete online discussion response**
 * 2) **Finished Observation Exercise (Record 5 good questions that could be investigated experimentally)**
 * Period 4 (None)**
 * Period 7:** Student choice: Ocean Voyagers or Dive to the Bottom of the World
 * Homework:** Respond to the new online discussion "[|What is Marine Science?]" **(by Friday)**


 * Feb 5****, Wednesday (Snow Day)**


 * Feb 4****, Tuesday (2 Hour Delay)**
 * 1) **Continued Observation Exercise with Blue Planet Ocean World**
 * 2) **15 minutes for online discussion response**
 * Homework:** Respond to the new online discussion "[|What is Marine Science?]" **(by Friday)**


 * Feb 3****, Monday (Snow Day)**

Handout remaining CH 1 Notes, Observation Exercise, and Birth of the Earth handout Finished [|CH 1 Notes] (on "scientific method" and "formation of earth and ocean") Viewed vid: How the Oceans were Formed (2:00) 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
 * Jan 31****, Friday**
 * Note:** For any question that is asked, you probably have a decent "guess" at a solution. The trick to writing a good hypothesis, is to make sure you write a carefully stated, specific, and testable prediction.
 * Homework:** Read "Birth of the Earth" handout, and bring Observation Exercise worksheet with you next time. [|First discussion response] **(due Today)**
 * 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.

Viewed " [|Ocean Overview] " (7:36) (time permitting) Covered [|CH 1 Notes] (thru slide 14 "branches of marine science") Time Permitting: New video "How big is the [|ocean]?" (5:30)
 * Jan 30****, Thursday**
 * Homework:** Make sure to respond to[| online discussion] for this week if you haven't done so (see directions below for details)

Checked signed syllabus 1. Students completed the Textbook Survey questions; when you're finished, please return your textbook (unless you're signing it out), turn in your sheet up front, **grab a laptop or use your smartphone** and go to our class website: nahsoceanography.wikispaces.com and follow these directions: ***Computer Use Rules: Please Handle Carefully, Use Appropriately, and Plug Back into Correct Spot** 2. Go to wikispaces.com ***Please Note: Online discussion responses are due by Friday each week** **3. If you finish early, review the features of the class website and/or finish the activity from yesterday**
 * Jan 29****, Wednesday (Split the Activity to have enough computers)**
 * Create a new account username: YourLastName2013 password: **Whatever you want** **(But make sure you write it down!) *Make sure to use a personal email address too! That way you can easily recover your password if you forget.**
 * 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]

Checked signed syllabus 1. Log on, click and go here (http://askabiologist.asu.edu/teaching-scientific-method) 2. Peruse (skim) the webpage to extract the most important info for this lesson 3. Find and click on The Science Detectives Training Room 4. On a piece of paper to be turned in for credit, as you work through the simulation, summarize the steps that you needed to carry out in order to escape the room. 5. Back on the main page, find and take the 10 question quiz found in the right hand margin. To receive full credit for this activity, please also include the correct answers to the 10 questions on your paper to be turned in.
 * Jan 28****, Tuesday**
 * Simple Scientific Method Activity**
 * Note:** You may choose to work alone or with 1 partner for this activity. If you work with a partner, 1 person should follow the directions below and operate the laptop and the other should record answers on paper.


 * Jan 27****, Monday (SWPBS Mtg. 9th Period Monday Jan. 27 Room 2104)**
 * 1) Welcome and Fire Exit Procedure
 * 2) Please carefully review the course syllabus and expectations
 * 3) Seating and Attendance (Make the seating chart on Sapphire; this will be your assigned seat at the beginning of each class each day for attendance ***Is there anyone who needs to be seated up front who has not been placed there already?**
 * 4) Collect student Network Usernames (Update email contacts folder for this class period)
 * 5) Discuss course syllabus and expectations. Questions?
 * 6) Class Website
 * 7) Textbooks / Online Textbook
 * 8) Discuss Major Course Objectives or move forward (time permitting)
 * 9) Must See Motivational Video
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Ocean Sylabus 2013.doc]]