Spring+2013

= 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)


 * June 3****, Monday (Period 4 Senior Final; No Period 3. Period 9 Final; No Period 8)**


 * May 31****, Friday (Period 3 Senior Final; No Period 4. Period 8 Final; No Period 9)**

There should be very few testing today. Survival Island? Marine Bio Test Make-ups (Your score for this test will be pulled from this section of the final exam)
 * May 30****, Thursday (Period 7 Senior Final Part 2)**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

Marine Bio Test Make-ups (Your score for this test will be pulled from this section of the final exam) Return and cover marine bio test Offer 2nd Final Exam Crossword Review
 * May 29****, Wednesday (Period 7 Senior Final Part 1)**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

Marine Bio Test Make-ups. Offer extra credit review puzzles. Everyone else, please work on final exam review or something else quietly
 * May 28****, Tuesday**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **


 * May 24****, Friday (Graduation Project Day)**

Marine Bio Unit Test Today. Return previous unit tests. If you finish early, get caught up on any incomplete work for the 4th marking period
 * May 23****, Thursday**
 * Study all Unit Tests from the Course (This is where questions on the final exam come from) **

CPS review of Marine Bio Unit
 * May 22****, Wednesday**
 * Marine Bio Unit Test Tomorrow!**

Period 7: Under Sea Adventure
 * May 21****, Tuesday**

Period 7: Viewed Blue Planet Tidal Seas
 * May 20****, Monday**

Checked and covered the study guide Students worked on the extra credit review puzzle
 * May 17****, Friday (Regular School Day)**
 * Marine Bio Unit Test Thursday 5/23**

Students began work on the Marine Bio Unit Study Guide **(due tomorrow) **
 * May 16****, Thursday (Both sections meet today)**
 * Marine Bio Unit Test Thursday 5/23**

Period 7: Collect sheet from yesterday Air Jaws
 * May 15****, Wednesday**

Period 7: Continued Blue Planet Seasonal Seas..... Coral Seas
 * May 14****, Tuesday**

Period 7: Viewed Blue Planet Seasonal Seas
 * May 13****, Monday**

Check and discuss 7 ways article
 * May 10****, Friday**
 * Complete Lucidchart activity and/or Catch up on incomplete work. Don't forget the online discussion.**
 * After keystone exams, we will review and test on the Marine Biology unit**

Continued work on the Marine Bio Concept Map Puzzle on Lucidchart (Google Docs)
 * May 9****, Thursday**
 * Homework:** Article: 7 Ways to Save the Seas (for tomorrow) **and** Respond to the online discussion for this week "[|Classification of Marine Organisms]" **(due Friday)**

Check Marine Bio Presentation Sheets for credit Students worked in pairs to complete the Marine Bio Concept Map Puzzle on Lucidchart (Google Docs)
 * May 8****, Wednesday**
 * 1) Login to your school email solo or with 1 partner, and open the Marine Bio Concept Map Puzzle
 * 2) Read and follow the directions found there
 * Homework:** Respond to the online discussion for this week "[|Classification of Marine Organisms]" **(due Friday)**

First part of period 4: **Complete project work and/or Complete online discussion for this week** (*Note to self: Marine Bio Project Grading Sheet on Google Drive) Students reviewed the "Marine Bio Group Presentation" in order to complete this sheet:
 * May 7, Tuesday (Double Period 4)**
 * Homework:** Respond to the online discussion for this week "[|Classification of Marine Organisms]" **(due Friday)**


 * May 6** **Mon****day (No Period 4)**
 * Save Marine Bio Review and Test until after Keystones**
 * Complete project work**
 * Complete [|online discussion] for this week**


 * May 3** **Fri****day**
 * 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


 * May 2****, Thursday**
 * 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]]
 * Homework:** Respond to the online discussion for this week "[|Criteria for Life]" **(due tomorrow)**
 * 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) View accompanying Underwater Trilogy DVD sections (Marine Reptiles and Mammals)
 * May 1****, Wednesday**
 * Homework:** Respond to the online discussion for this week "[|Criteria for Life]" **(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

There's so much great stuff on sharks, and so little time.
 * April 30****, 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

Cover [|CH 15] Notes on Phylum Chordata (fish classes) View accompanying Underwater Trilogy DVD sections
 * April 29****, Monday**
 * Homework:** Respond to the online discussion for this week "[|Criteria for Life]" **(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Finished viewing the final 10 min. Coral Reef Adventure Covered [|CH 15] Notes on Phylum Mollusca and Phylum Echinodermata View accompanying specimens, slides, etc. on display (Octopus, sea urchin, sea star, etc.)
 * April 26****, Friday**
 * As you move around to the different stations, compare the accompanying diagram handouts you received to the materials found there.
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Coral Reef Adventure DVD
 * April 25****, Thursday**

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 Complete online discussion
 * April 24****, Wednesday**
 * Homework:** Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**
 * 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 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)
 * April 23****, Tuesday**
 * Homework:** Respond to the online discussion for this week "[|Ocean Currents]." **(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)
 * April 22****, Monday**
 * Homework: Read Article "Cement from Thin Air" (read and answer questions for tomorrow).** Respond to the online discussion for this week "[|Ocean Currents]." **(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)
 * April 19, 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
 * 4) Make sure you are caught up on all class online discussions
 * 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:
 * April 18, 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:** Online discussion for this week "[|Coriolis Effect]." **(due tomorrow)**

Boating and Navigation Unit Test Today. If you finish early, quietly respond to online discussion or complete other work.
 * April 17, Wednesday**

While I come around to check homework, check out this article that was in an insert in the Morning Call yesterday Checked and covered Boating & Nav. homework and Wind Pattern sheet CPS Review of Boating and Navigation Unit Boating and Navigation Extra Credit Review Puzzle offered **(due Tomorrow)**
 * April 16, Tuesday**
 * Test on Boating & Nav. Unit Tomorrow**

[|New this year?](7:21) Viewed Great Pacific [|Garbage Patch] (7:00) Ocean Pollution Teacher [|Lesson] Resource Respond to the online discussion for this week "[|Coriolis Effect]." **(due Friday)**
 * April 15, Monday (Coriolis Experiment normally performed at this time; condensed due to Keystone)**
 * Heads Up: I'll be watching closely for a professionalism grade this week.**
 * Test on Boating & Nav. Unit Wednesday 4/17**
 * 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:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation] **homework sheet**

Covered [|CH 8 Notes] through slide 6 w/ globe and light demo. Covered slides 7-11 (Coriolis Effect). View [|Ocean Currents] narrated animation (5:00) Viewed streaming videos on the Coriolis Effect (4 each @ 10 min. total)
 * April 12, Friday**
 * Today is the last day to earn full credit for the World Seas discussion.**

Return Geology of Oceanography tests and world seas quiz Begin work on marlinspike (knot tying) activity ***Consider introducing this with magic "daisy chain" knot**
 * April 11****, Thursday**
 * Homework:** New Discussion Response "[|Biggest Threats to Our Ocean]" **(due tomorrow)**

Viewed Cocos Island of the Sharks
 * April 10, Wednesday (All day KtO Meeting at admin.)**

Grab a laptop and get the remaining [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). [|Nautical Flags] & [|Other Meanings]
 * April 9, Tuesday**
 * World Seas Quiz Today**
 * Homework:** New Discussion Response "[|Biggest Threats to Our Ocean]" **(due Friday)**

Checked and covered the homework sheet CPS Clicker review of World Seas Complete work on the following:
 * April 8, Monday**
 * 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 "[|Biggest Threats to Our Ocean]" **(due Friday)**

Handout [|World Seas Worksheet] **(due Monday)** 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 Tuesday)
 * April 5, Friday**
 * Homework:** [|World Seas Worksheet]
 * World Seas Quiz Tuesday 4/9 (****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 World Seas and Ocean Research worksheet (below) Cover Time Zone Practice
 * April 4, Thursday**
 * The end of the 3rd marking period is tomorrow. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 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 Tuesday 4/9/13. 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:** "[|World Seas]" online discussion **(due tomorrow)**

**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 3, Wednesday**
 * The end of the 3rd marking period is 4/5/13. 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
 * Homework:** "[|World Seas]" online discussion **(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** Longitude and Time Zones [|video] clip (4:30) Handed out all [|Boating and Navigation Notes] and covered slides 1 - 13 and 18 - 21. [|U.S. Time Zone Map]
 * April 2,Tuesday**
 * 4th period: Sorry. Don't shoot the messenger. I was told not to dismiss you early anymore :(**
 * The end of the 3rd marking period is 4/5/13. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** [|Mile Conversion] and [|Time Zone] worksheet **and** "[|World Seas]" online discussion **(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.

Viewed Blue Planet "The Deep" (video question sheets collected for credit)
 * March 28, Thursday (V-Ball Tourney)**

Done early? Finish any sea floor map work that has yet to be completed and/or complete the online discussion.
 * March 27, Wednesday**
 * Geology of Oceanography Unit Test Today.**
 * Homework:** Respond to the "[|Water Planet]" discussion topic **(due Tomorrow)**


 * March 26, Tuesday**
 * Returned CH 3 Quiz**
 * CPS review for Geology of Oceanography Unit Test tomorrow!**
 * Homework:** Respond to the "[|Water Planet]" discussion topic **(due Thursday)**

Finished work on the "Mapping the Seafloor" from Friday Offered Geology of Oceanography study guide and extra credit review puzzle (due Wednesday)
 * March 25, Monday**
 * Geology of Oceanography Unit Test Wednesday!**
 * Homework:** Respond to the "[|Water Planet]" discussion topic **(due Thursday)**
 * 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 explorelearning.com:
 * March 22, Friday**
 * Geology of Oceanography Unit Test Wednesday 3/27**
 * 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
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Viewed Volcanoes of the Deep
 * March 21, Thursday**

Finished [|Reading Contour Maps part 2] Complete online discussion response
 * March 20, Wednesday**
 * ​Returned CH 3 Quiz**
 * Homework:** [|CH 4 Homework Sheet] **(due Friday)**
 * 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. *Note: There will be more class time for this tomorrow only. Also, I will not be here tomorrow or Thursday, but on Friday I will be collecting these 2 maps, a CH 4 Homework sheet, and finally don't forget about the online discussion (also due Friday)
 * March 19, Tuesday (IEP 9:30 - 11) (2 Hour Delay).**
 * 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 for credit, and revisited [|Graphing the Ocean Bottom] with students and labeled graph Completed the [|topo map sheet] as a class. Students began work on [|Reading Contour Maps Part 1]
 * March 18, Monday**
 * 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.

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) Show Atlantic Basin Contours on Google Earth Students began working on the [|Graphing the Ocean Bottom] worksheet.
 * March 15, Friday**
 * Homework: Finish & Label Graphing the Ocean Bottom worksheet by Monday**
 * 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 (3:30) and What is the Continental Shelf? Brain Pop Cartoon "[|Ocean Floor]" (2:00) NOAA [|Touring the Ocean Bottom] (1:20)
 * March 14, Thursday**
 * Homework:** New Discussion Response "[|Geologic Ocean Structures]" (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).

Complete the online discussion for this week.
 * March 13, 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)
 * March 12, 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.

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 11, Monday**
 * CH 3 Quiz Wednesday**
 * Homework: ** [|CH 3 Homework Sheet] **(due tomorrow)** & New 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).

Introduced and performed the Vernier Experiment 5 "Seafloor Spreading" lab activity: Group up and introduce the lab (in back): Finish the Earthquake Gizmo if you haven't done so
 * March 8, Friday (Period 7: At the end of class, please put laptops away and move materials to side counter. Thanks!)**
 * 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, model seafloor of the Mid Atlantic Ridge, and QUICK overview of procedure.
 * 1) Please find your lab directions sheet
 * 2) Walk students through opening Logger Pro, the correct file, and beginning to collect data.
 * 3) **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)
 * 4) Complete the lab by collecting data, sketching a graph on back and answering the questions
 * 5) 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)

Completed the [| Earthquake gizmo]:
 * March 7, 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) **and** Discussion Response " [|Ocean Geologic Evidence for Plate Tectonics] " **(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).

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 6, Wednesday**
 * Homework:** Discussion Response " [|Ocean Geologic Evidence for 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 5, Tuesday**
 * Below:** Cascade mountains of Washington state (left) and Thingvellir National Park Iceland (right). What is the important [|connection] between the 2 ?
 * Homework:** Discussion Response " [|Ocean Geologic Evidence for 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.

Finding Global Patterns of earthquakes and volcanoes:
 * March 4, Monday**
 * 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!**
 * If you were not here for this activity, pick up a map in class and follow the directions above.**
 * Homework:** Discussion Response " [|Ocean Geologic Evidence for 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).
 * 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).

Announcement: Please turn in any "i" work by Monday. I'll be issuing progress reports then. Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document).
 * March 1, Friday**
 * 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!
 * Feb 28, Thursday**
 * 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).
 * Homework:** Online discussion [|Oceanography Current Events] **(due tomorrow)**


 * Feb 27, Wednesday**
 * Collect Extra Credit Review Puzzles**
 * Unit 1 Test Today**
 * Done early? Quietly complete online discussion and any other classwork.**
 * Viewed clips: [|NatGeoChannel] (Welcome to the Galapagos Islands, Bermuda, Hawaii and the Great Barrier Reef)**

Checked and covered CH 2 HWK sheet CPS review of Unit 1
 * Feb 26, Tuesday**
 * Unit 1 Test Tomorrow!**
 * Homework:** Online discussion [|Oceanography Current Events] **(due Friday)**

Completed work on "History of Oceanography" activity:
 * Feb 25, Monday (All Day KtO Meeting at Admin)**
 * 1) Finish your work on the presentation
 * 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),** and online discussion [|Oceanography Current Events] **(due Friday)**
 * Unit 1 Test Wednes****day 2/27**


 * Feb 22, Friday**
 * Unit 1 Test Wednes****day 2/27**
 * Begin "History of Oceanography" activity:**
 * 1) Log into your school [|Gmail] account
 * 2) Under Gmail open the document: "History of Oceanography" that I've shared with you
 * 3) Find the slide(s) assigned to you and your group
 * 4) Now all of us can add appropriate images and text simultaneously You may edit it, add to it, create new slides for more room
 * 5) Your job is to provide a good summary of the accomplishments and contributions to marine science as well as images


 * Feb 21, Thursday**
 * Reminder: Check Sapphire ASAP. Some people are neglecting to complete / turn in assignments.**
 * 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]**
 * Feb 20, Wednesday**
 * 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 tomorrow**
 * Feb 19, Tuesday**
 * 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.


 * Feb 18, Monday (Get Ice)**
 * Reminder: We're beginning to accumulate a lot of possible credit/points for class assignments. You may turn in assignments for up to 1 week after the due date and still earn 100% credit. After that, the maximum credit you can earn is 50%.**
 * 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:
 * Feb 14, Thursday**
 * 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
 * 4) Please leave lab table exactly as you found it
 * If you were not present both lab days:** please write a 2-paragraph summary on "How is the density of water influenced by salinity?"
 * Homework:** Online discussion response "[|Water Properties]" (due tomorrow)


 * Feb 13****, Wednesday**
 * 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) Group up (3's or 4's ONLY) discuss and write a hypothesis and controlled procedure to rank the salinity of 4 unknown samples. **Important Points:**
 * ** Research the Internet and discuss ideas with your group**
 * **Write with a pencil on your lab sheet**
 * One of the samples is fresh water and the rest increase in salinity by about 2% each
 * You will have ** lab equipment at your disposal **; such as: graduated cylinders, pipettes, beakers containing a small amount of each water sample, balances, a refractometer, etc. ***Note: Use your colored water samples wisely ; you only have a small amount of each.** Let me know if your experiment requires additional materials.
 * 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) ***I'm looking for quality work here; use logic, work efficiently, and put in an effort!**
 * Homework:** If I didn't sign off on your lab procedure, you need to have it ready for me to review first thing in class next time.

Collect Hypothesis homework sheet Viewed a streaming video on Water Properties Covered slides 1-14 of the [|Water Properties Notes]. Mini Lab Activity:
 * Feb 12****, Tuesday "When the well runs dry, we know the worth of water." - Benjamin Franklin**
 * 1) Can you make a paper clip float?
 * 2) How does the diameter of a graduated cylinder influence the meniscus? Why?
 * Homework:** New discussion response "[|Water Properties]" (due Friday)

Period 7: Viewed streaming video on Water Properties
 * Feb 11****, Monday (2 Hour Delay)**
 * "What is a Hypothesis?" worksheet.** (due tomorrow) [[file:Hypotheses.docx]]

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**.) Make sure you've completed the online discussion response "[|Student Option]"
 * Feb 8****, Friday**
 * Any 10th and 11th graders who haven't taken the Biology Keystone Benchmark Test on Study Island should do so now**

Finish "[|Sea Level Trends]" if you haven't already done so
 * Feb 7, Thursday (All Day KtO Training at Admin.)**
 * Homework:**
 * 1) **"What is a Hypothesis?" worksheet.** (due tomorrow) [[file:Hypotheses.docx]]
 * 2) **Complete "Sea Level Trends" document and share it with me.** (due tomorrow)
 * 3) Online discussion response "[|Student Option]" (due tomorrow)

Checked and displayed CH 1 Study Guide Scientific Method Lesson:
 * Feb 6****, 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)**

Viewed vid: How the Oceans were Formed (2:00) Complete the "Observation Exercise" (see entry below) Respond to online discussion topic
 * Feb 5****, Tuesday**
 * Homework:** CH 1 Study Guide & Read Handout "The Birth of Earth"
 * **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

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
 * Feb 4****, Monday**
 * 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," or to create an "If...then" statement.**)
 * 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. New discussion response "[|Student Option]" (due Friday)
 * 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.

Quick Question: How many 10th and 11th graders are currently taking another science course? Viewed " [|Ocean Overview] " (7:36) (time permitting) "How big is the [|ocean]?" (5:30) Covered [|CH 1 Notes] (thru slide 14 "branches of marine science")
 * Feb 1****, Friday**

Collected signed syllabus 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 and go to our class website: nahsoceanography.wikispaces.com and follow these directions: ***Please Note: Online discussion responses are due by Friday each week**
 * Jan 31****, Thursday**
 * Go to wikispaces.com
 * 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]


 * Jan 30****, Wednesday**
 * 1) Welcome and Fire Exit Procedure
 * 2) Seating and Attendance (Make the seating chart on Sapphire; this will be your assigned seat at the beginning of each period for attendance, homework check, lecture, etc. Basically anytime we spend in the front half of the room which is a lot.)
 * 3) Cover course syllabus and expectations
 * 4) Interview & Introduce a neighbor:
 * 5) 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) Class Website
 * 2) Textbooks (time permitting)
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Ocean Sylabus 2013.doc]]