Fall+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)

Course Wrap Up and Related Discussion Blue Planet Episodes Tides of Change video clips above

Who still needs to take the Final Exam? Article: 7 Ways to Save the Seas Read solo/answer questions then discuss Followed by this kid from Delft "How [|Oceans can Clean Themselves"] (12:00)
 * Jan 21****, Tuesday**

Finish Final Exam Everyone Else: Please study or work on something quietly until all exams are finished. *Note: Laptops are available and any incomplete coursework may still be turned in until Tuesday
 * Jan 17****, Friday**

Final Exam
 * Jan 16****, Thursday**

Final Exam Review Puzzle
 * Jan 15****, Wednesday**
 * Also, if you're planning on turning in any work for the 2nd marking period, you better do it ASAP. DO NOT wait until the last day of this course which is Thursday Jan 23rd. Finally, you may want to check on Sapphire to see what your final course average is starting to look like. Please remember that the final exam is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. **

CPS Final Exam Review
 * Jan 14****, Tuesday**
 * Also, if you're planning on turning in any work for the 2nd marking period, you better do it ASAP. DO NOT wait until the last day of this course which is Thursday Jan 23rd. Finally, you may want to check on Sapphire to see what your final course average is starting to look like. Please remember that the final exam is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. **

Announce final exam exemptions. CPS Final Exam Review
 * Jan 13****, Monday**
 * Also, if you're planning on turning in any work for the 2nd marking period, you better do it ASAP. DO NOT wait until the last day of this course which is Thursday Jan 23rd. Finally, you may want to check on Sapphire to see what your final course average is starting to look like. Please remember that the final exam is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. **

Finished viewing Dolphins (question sheets collected for credit) Returned and covered Marine Bio Unit Test Students worked on Final Exam Review Puzzle Handout previous course unit tests
 * Jan 10****, Friday (GRADE test schedule Double Periods 3, 4, and 9 today)**
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Marine Bio test Make Ups Viewed Dolphins IMAX (question sheet collected for credit)
 * Jan 9****, Thursday (GRADE test schedule Double Periods 1, 2, and 8 today)**
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Period 7: Survival Island
 * Jan 8****, Wednesday (2 Hour Delay)**


 * Jan 7****, Tuesday (Cold Day)**

Marine Bio test Make Ups Viewed Sharkman Segment
 * Jan 6****, Monday (2 Hour Delay)**
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Complete any outstanding assignments (review the most recent assignments below)
 * Jan 2****, Thursday**
 * Schedule Marine Bio test make ups**
 * 1) Marine Bio Concept Map Puzzle (this is accessed via your school email account //click Login using Google)//
 * 2) Marine Bio Gridsheet
 * 3) Marine Bio Group Presentation Slides (this is also accessed via your school email account)
 * 4) Any incomplete online discussion responses
 * From this point, I will not be overwhelming you with many new additional assignments. However, you should be working to get/stay caught up with course work and beginning to prepare for your final exam which is worth 20% of your overall course grade and is comprised of questions from the 4 major unit tests taken during this course. The end of the course is rapidly approaching and it is your responsibility to make sure you are working hard to earn the final grade you deserve. If you complete any assignments which have already been graded, please make sure to let me know so that I may credit you accordingly. **
 * Homework:** Complete any incomplete assignments and begin to prep for the final exam

Complete online discussion or any outstanding assignments
 * Dec 20****, Friday**
 * Test make ups**
 * Homework:** Respond to the online discussion for this week "[|Marine Animal Pets]" **(due Today)**

Collect extra credit review puzzles If you finish early, complete online discussion or any outstanding assignments
 * Dec 19****, Thursday**
 * Marine Bio Test Today**
 * Homework:** Respond to the online discussion for this week "[|Marine Animal Pets]" **(due Friday)**

**Marine Bio Test Test Tomorrow** Offered Marine Bio Crossword Review Puzzle **(due Thursday)** CPS Review of Marine Biology Unit
 * Dec 18****, Wednesday**
 * Homework:** Respond to the online discussion for this week "[|Marine Animal Pets]" **(due Friday)**

**Marine Bio Test Test Thursday 12/19** Offered Marine Bio Crossword Review Puzzle **(due Thursday)** Finish work on Marine Bio [|Concept Map Puzzle] (see directions below) Respond to the online discussion for this week "[|Marine Animal Pets]" **(due Friday)**
 * Dec 17****, Tuesday (Meeting at Admin. All Day Today) SNOW DAY**
 * Homework:** Marine Bio Homework Sheet **(due tomorrow)**

**Marine Bio Test Test Thursday 12/19** Check Marine Bio Grid Sheet for Credit **(You may earn credit for this sheet by having it completed this week ONLY)** Handout Marine Bio HWK sheet **(due Wednesday)** Continue work on Marine Bio [|Concept Map Puzzle] (see directions below) **Please note: You must first locate the file in the email I sent you. We're not loading you down with many more new assignments/projects for 2nd marking period. Thus, the time to move to get/stay caught up is now. This 2nd marking period / this course will be over before you know it.** Respond to the online discussion for this week "[|Marine Animal Pets]" **(due Friday)**
 * Dec 16****, Monday**
 * Homework:** Marine Bio Homework Sheet **(due Wednesday)**

**Marine Bio Test Test Thursday 12/19** Students worked in pairs to complete the Marine Bio [|Concept Map Puzzle] on Lucidchart (Google Docs). **Please note: You must first locate the file in the email I sent you** Checked Marine Bio Grid Sheet for credit Respond to the online discussion for this week "[|Classification of Marine Organisms] " **(due Today)**
 * Dec 13****, Friday**
 * Have Marine Bio Presentation Sheets out to be checked for credit**
 * Homework:** Marine Bio Grid Sheet

Students reviewed the "Marine Bio Group Presentation" and completed the Marine Bio Gridsheet:
 * Dec 12****, Thursday (No 2nd Period)**
 * Note: this worksheet will be checked for completion credit next time we meet. Also, you are not limited to using the class presentation. You may use reliable Internet sources, your notes, etc.**
 * Homework:** Respond to the online discussion for this week "[|Classification of Marine Organisms] " **(due Friday)**


 * Dec 11,** **Wedne****sday (Triple 2nd Period)**
 * Collect Test Corrections**
 * Begin / 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]]
 * Homework:** Respond to the online discussion for this week "[|Classification of Marine Organisms] " **(due Friday)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Continued project work from yesterday *Note: the only remaining class time to complete this assignment is today and tomorrow If you finish early, complete the online discussion for this week and/or get caught up on any incomplete assignments. The end of the course is now rapidly approaching.
 * Dec 10****, Tuesday**
 * Homework:** Respond to the online discussion for this week "[|Classification of Marine Organisms] " **(due Friday)**


 * Dec 9****, Monday**
 * Collect Boating and Nav. Test corrections**
 * 1. 2nd period catch up (see details below)**
 * 2. 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 "[|Classification of Marine Organisms] " **(due Friday)**
 * 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, Birds and Mammals)
 * Dec 6****, Friday (No 2nd Period, Triple Next Time to catch up w/ that group)**
 * 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

There's so much great stuff on sharks, and so little time.
 * Dec 5****, Thursday No 2nd Period (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+)
 * 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

Return Boating and Nav. Test (offer remediation, **due Monday**) View accompanying Underwater Trilogy DVD sections
 * Dec 4****, Wednesday (Triple 2nd Period)**
 * 1. Catch up from yesterday (see plan below)**
 * 2.** Cover [|CH 15] Notes on Phylum Chordata (fish classes)
 * 3. Move forward with tomorrow's plan (see above)**
 * 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

Return Boating and Nav. Test (offer remediation, **due Monday**) Covered [|CH 15] Notes on Phylum Mollusca and Phylum Echinodermata View accompanying specimens, slides, etc. on display (Octopus, sea urchin, sea star, etc.)
 * Dec 3****, Tuesday (No 2nd Period, Triple Tomorrow to catch up w/ that group)**
 * 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

Get caught up on any coursework, incomplete assignments, etc.
 * Nov 26****, Tuesday**

Viewed Coral Reef Adventure DVD
 * Nov 25****, Monday**

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
 * Nov 22****, Friday**
 * Homework:** Online discussion for this week "[|Ocean Zones]" **(due Today)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Check, View and 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)
 * Nov 21****, 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)
 * Nov 20****, Wednesday**
 * Homework: Read Article "Cement from Thin Air" (read and answer questions for tomorrow).**
 * 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? Respond to the online discussion for this week
 * Nov 19, Tuesday (Next Time, consider forgoing the group presentation later on, instead beginning with, and introducing option of a. group presentation OR 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.) Feynman on [|the difference between knowing] the name of something and really knowing something**
 * Also, new vid. on [|How Evolution Works] (12:00)**
 * 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:
 * Nov 18, Monday**
 * 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 "[|Ocean Zones]" **(due Friday)**

Boating and Navigation Unit Test Today. If you finish early, respond to online discussion or complete other work. This week's discussion - approximately 39% have responded so far Last week's discussion - approximately 70% have responded so far 2 week's ago - approximately 75% have responded so far
 * Nov 15, Friday**
 * Other items: Tying Line Knots and 2 items with Google Earth

CPS Review of Boating and Navigation Unit Boating and Navigation Extra Credit Review Puzzle offered **(due Tomorrow)** Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**
 * Nov 14, Thursday**
 * Test on Boating & Nav. Unit Tomorrow**

Viewed Cocos Island of the Sharks Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**
 * Nov 13, Wednesday (SWPBS Mtg. 2nd Period)**

Check and cover homework Viewed Great Pacific [|Garbage Patch] (10:00) and Captain Charles Moore "[|Seas of the Plastic]" (7:21) Ocean Pollution Lesson
 * Nov 12, Tuesday**
 * Test on Boating & Nav. Unit Friday!**
 * 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:** Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**


 * Nov 11, Monday**
 * Test on Boating & Nav. Unit Friday!**
 * 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?)**
 * 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) Draining bathtubs and sinks -[|Wikipedia]
 * 7) Respond to the online discussion for this week "[|Ocean Currents]." **(due Friday)**
 * Homework:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation] **homework sheet**

"Coriolis Experiment & Data Collection."
 * Nov 8, Friday**
 * 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:** New Discussion Response "[|Boating and Navigation]" **(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?
 * Nov 7, Thursday**
 * **Question:** Is the direction of water rotation as it drains from a basin directly caused by the hemisphere you are located in?
 * **Null Hypothesis** (always assumes no influence of the independent variable on the dependent variable): **The direction of water rotation as it drains from a basin IS NOT influenced by the hemisphere you are located in. --> What is the Expected Outcome?**
 * **Procedure** (Brief explanation, but we'll run it tomorrow)
 * **The main problem:** How do we determine whether any data result is "significant" or not? i.e. If we observe that sinks drain both clockwise and counterclockwise **EXACTLY**50% of the time, then that seems to support the null hypothesis above (that hemisphere doesn't play a direct roles in the direction of drain rotation). But what does an outcome that gets further from 50% suggest?
 * Example: Fairness of a coin toss? How can you tell whether it is or isn't?
 * 1) I toss a quarter 10 times
 * The calculator will give us a **p value**, which when translated literally means, **"the percentage of time that a difference as large as the one we calculated between the Observed and Expected will happen by chance alone."** And most professional scientists agree that __**A SIGNIFICANT** difference between the **OBSERVED and EXPECTED** is one that occurs by chance alone 5% of the time or less__.
 * Homework:** New Discussion Response "[|Boating and Navigation]" **(due Friday)**
 * M11.E.4.1.2** Use probability to predict outcomes.

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) Finished marlinspike (knot-tying) activity or continue practicing knots if worksheet is complete. Take a guide sheet if needed since **(*Note: There is no more class time scheduled for this activity**)
 * Nov 6, Wednesday**
 * New Vid: [|Gulf Stream] & Climate Change (5:00)**
 * Homework:** New Discussion Response "[|Boating and Navigation]" **(due Friday)**

Begin work on marlinspike (knot tying) activity
 * Nov 5, Tuesday**
 * (*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 Friday)**

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)**
 * Nov 4, Monday**
 * Homework:** New Discussion Response "[|Boating and Navigation]" **(due Friday)**

Once you finish, grab a laptop and complete the assignments we've worked on the past few days
 * Nov 1, Friday**
 * World Seas Quiz Today**
 * Homework:** New Discussion Response "[|Biggest Threats to Our Ocean]" **(due today)**

Checked and covered the homework sheet CPS Clicker review of World Seas Complete work on the following:
 * Oct 31, Thursday**
 * 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 Tomorrow (*Note:** **You will need to be able to identify where these oceans and seas are located without coordinates)**
 * Homework:** New Discussion Response "[|Biggest Threats to Our Ocean]" **(due Friday)**

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 Tuesday)
 * Oct 30, Wednesday**
 * Homework:** [|World Seas Worksheet]
 * World Seas Quiz Friday (*Note:** **You will need to be able to identify where these oceans and seas are located without coordinates)**
 * 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 Ocean Research worksheet (below) Cover Time Zone Practice
 * Oct 29, Tuesday**
 * 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 Friday. 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:** "[|Threats to our Ocean]" online discussion **(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)
 * Oct 28, Monday (End of 1st Marking Period tomorrow) **
 * 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:** "[|Threats to our Ocean]" 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).

Complete the Time Zone and Nautical Mile worksheet (from yesterday) Complete online discussion for this week if you still need to Extra Time? View some short Nat. Geo. video clips (above)
 * Oct 25, Friday (Half Day; Periods 1- 4)**

**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]
 * Oct 24, Thursday**
 * 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.

Viewed Blue Planet "The Deep" (video question sheets collected for credit)
 * Oct 23, Wednesday**
 * Homework:** "[|World Seas]" online discussion **(due Friday)**

Viewed Blue Planet "Tidal Seas" (video question sheets collected for credit)
 * Oct 22,Tuesday**
 * Homework:** "[|World Seas]" online discussion **(due Friday)**

Done early? Finish any sea floor map work that has yet to be completed and/or complete the online discussion.
 * Oct 21, Monday**
 * Geology of Oceanography Unit Test Today.**
 * Homework:** New Discussion Response "[|World Seas]" **(due Friday)**

Offered Geology of Oceanography study guide and extra credit review puzzle (due Monday)
 * Oct 18, Friday**
 * CPS review for Geology of Oceanography Unit Test Monday!**
 * Homework:** Respond to the discussion topic **(due Today)**

Offered Geology of Oceanography study guide and extra credit review puzzle (due Monday) Finished work on the "Mapping the Seafloor" and/or get caught up on any other course assignments
 * Oct 17, Thursday**
 * Returned CH 3 Quiz**
 * Geology of Oceanography Unit Test Monday!**
 * Homework:** Respond to the discussion topic **(due Tomorrow)**
 * 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:
 * Oct 16, Wednesday**
 * Geology of Oceanography Unit Test Monday 10/21**
 * 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.

Displayed and discussed Reading Contour Maps part 1 and methods to improve resolution. Introduced [|Reading Contour Maps part 2]. Complete online discussion response and/or begin CH 4 homework sheet
 * Oct 15, Tuesday**
 * Homework:** [|CH 4 Homework Sheet] **(due tomorrow)**
 * 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.


 * Oct 14, Monday (In-Service Day)**

Students continued work on [|Reading Contour Maps Part 1] Respond to discussion topic
 * Oct 11, Friday**
 * Homework:** New Discussion Response "[|Geologic Ocean Structures]" **(due today)**
 * 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]
 * Oct 10, Thursday**
 * Homework:** New Discussion Response "[|Geologic Ocean Structures]" **(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.
 * Oct 9, Wednesday**
 * Homework: Finish & Label Graphing the Ocean Bottom worksheet by tomorrow**
 * Homework:** New 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).

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)**
 * Oct 8, Tuesday**
 * Homework:** New 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).

CH 3 Quiz Make-ups Viewed Volcanoes of the Deep
 * Oct 7, Monday**
 * Homework:** New Discussion Response "[|Geologic Ocean Structures]" **(due Friday)**

Complete the online discussion for this week.
 * Oct 4, Friday**
 * Review online discussion page (I should have just under 60 responses for each. What you should do...)**
 * CH 3 Quiz Today**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Checked and covered homework CPS review for tomorrow's quiz: Earth Layers, and Tectonics Quiz 1 & 2 Viewed streaming vid: Drift Spread Tectonics (11:00)
 * Oct 3, Thursday**
 * 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 " [|Theory of Plate Tectonics] " **(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 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].
 * Oct 2, Wednesday**
 * CH 3 Quiz Friday**
 * Homework: ** [|CH 3 Homework Sheet] **(due tomorrow)**
 * Homework:** 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).

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
 * Oct 1, Tuesday (After the lab, please put laptops away and plug them in.)**
 * 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) There is 1 lab setup at each table (6 total) and each group should get 1 laptop.
 * 2) Please find your lab directions sheet
 * 3) Walk students through opening Logger Pro, the correct file, and beginning to collect data.
 * 4) **Note:** You must make sure to click the **"Autoscale"** button after collecting all data. (Otherwise you won't be able to see all data points)
 * 5) Complete the lab by collecting data, sketching a graph on back and answering the questions
 * 6) Turn in the completed lab sheet
 * If you were not here for this activity, type a 2 paragraph summary explaining how the magnetism of rocks near mid ocean ridges serves as evidence of sea floor spreading and plate tectonics.**
 * Homework: **Complete today's lab sheet (You should be able to finish in class)
 * Homework:** Discussion Response " [|Theory of Plate Tectonics] " **(due Friday)**

Completed the [| Earthquake gizmo]:
 * Sept 30, Monday**
 * 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 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).

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)
 * Sept 27, 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).

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)
 * Sept 26, Thursday**
 * 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 "[|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).
 * 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:
 * Sept 25, Wednesday**
 * 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:** 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).
 * S11.A.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis).
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document).
 * Sept 24, Tuesday**
 * 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 "[|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).

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!
 * Sept 23, Monday**
 * 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).


 * Sept 20, Friday**
 * Test Makeups**
 * Viewed Earth Biography Oceans**


 * Sept 19, Thursday**
 * 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
 * Sept 18, Wednesday**
 * Unit 1 Test Tomorrow!**
 * Homework: O**nline discussion [|History of Marine Science] **(due Friday)**

Completed work on "History of Oceanography" activity:
 * Sept 17, Tuesday**
 * 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 Thursday),** and online discussion [|History of Marine Science] **(due Friday)**
 * Unit 1 Test Thurs****day 9/19**


 * Sept 16, Monday**
 * Checked and covered water properties SG**
 * Unit 1 Test Thurs****day 9/19**
 * 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 **(There are 14 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**
 * Homework: O**nline discussion [|History of Marine Science] **(due Friday)**

Incorporate more short clips on various "History of Oceanography" such as: [|Trieste's Deepest Dive]


 * Sept 13, Friday**
 * 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:**

Collect any remaining "Freezing Ocean Water" labs (NOTE: If you were absent for this lab, see alternate assignment below). If you were only absent for one part of the lab, talk to myself or a peer about how to complete your lab using the info we gathered while you were absent. Covered the remainder of the **[|Water Properties Notes]**
 * Sept 12, Thursday (Double 2nd Period Today, No 2nd tomorrow)**
 * Vid: [|Water Temperature] and Density (2:00) Brain Pop Cartoon "[|Oceans]" (3:00)**
 * Homework: [|Water Properties Study Guide]** **and** Respond to the new online discussion "[|What is so special about water?]" **(both by tomorrow)**
 * 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.

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.
 * Sept 11, Wednesday**
 * 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 "[|What is so special about water?]" **(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.


 * Sept 10, Tuesday (Get Ice)**
 * 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 "[|What is so special about water?]" **(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.

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."
 * Sept 9****, Monday**
 * Homework:** Respond to the new online discussion "[|What is so special about water?]" **(by Friday)**

Finish the water salinity & density lab from last time:
 * Sept 6****, Friday**
 * 1) Brief discussion of **what seemed to work** vs. what didn't work
 * 2) Brief example of **a good testable hypothesis**
 * 3) Modify (as needed), then **carry out the procedure** to investigate the relationship between salinity and density
 * 4) **Write your conclusions** and **turn in** the lab sheet
 * 5) Please leave lab table **well organized and clean** when you're finished
 * 6) **If you finish early, respond to the online discussion** for this week if you haven't already done so
 * 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:** Lab Write Up (due next time we meet)


 * Sept 5****, 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) Group up (3's or 4's ONLY) discuss and write a hypothesis and controlled procedure to investigate this question. **Important Points:**
 * ** Brainstorm and Discuss ideas with your group**
 * **The main goals for today are to develop a good hypothesis and lab procedure **
 * **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, salinity sensor 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.
 * Homework:** Online discussion response "[|What is Marine Science?]" (due tomorrow)


 * Sept 4, Wednesday**
 * Viewed a streaming video on Water Properties (7:30)**
 * Covered slides 1-14 of the [|Water Properties Notes].**
 * Mini Lab Activity:**
 * 1) **Can you make a paper clip float?**
 * 2) **How does the diameter of a graduated cylinder influence the meniscus? Why?**
 * Homework:** Online discussion response "[|What is Marine Science?]" (due Friday)

Collect "What is a Real Hypothesis?" worksheet. Checked and displayed CH 1 Study Guide. Scientific Method Lesson:
 * Sept 3****, Tuesday (Technology uncooperative; skip Sea Level Trends and Marine Science Careers for now)**
 * 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
 * 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 Thursday (*Note: there will be more class time for this tomorrow)**
 * Homework:** Respond to the new online discussion "[|What is Marine Science?]" **(by Friday)**

Complete the "Observation Exercise" (see entry below) Introduce and complete **"What is a Hypothesis?" worksheet.** (due Tuesday) Respond to online discussion topic
 * Aug 30****, Friday**
 * Homework:** CH 1 Study Guide, "What is a Hypothesis worksheet" and 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
 * Aug 29****, Thursday**
 * 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. [|First discussion response] (due tomorrow) (see directions below for details)
 * 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)
 * Aug 28****, Wednesday**
 * 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 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** ***Please Note: Online discussion responses are due by Friday each week**
 * Aug 27****, Tuesday**
 * 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]

Who
 * Aug 26****, Monday**
 * 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 class each day for attendance ***Is there anyone who needs to be seated up front who has not been placed there already?**
 * 3) Collect student Network Usernames
 * 4) Cover course syllabus and expectations **(Short Periods)**
 * 5) Interview & Introduce a neighbor **(Regular Periods)**:
 * 6) 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]]