Louise Culver's Science Classes

Science changing society…


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May 27, 2014

– Create a crossword puzzle using the ‘geo words’. The clues should be clever and discrete; not the definitions or overt. Example: a pillows of reflectivity; Cumulonimbus Cloud

–Create a Life Cycle of a Star Sequencing Diagram


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May 23, 2014

–Warm Up: Summarize what you learned from the Investigate Part A: Brightness Versus Distance From the Source p. 101 & Part B: Luminosity and Temperature of Stars
p.102
–Whole group: Q & A~ Investigate Part A: Brightness Versus Distance From the Source p. 101 & Part B: Luminosity and Temperature of Stars
p.102

–Whole Group watch: http://www.youtube.com/watch?v=PM9CQDlQI0A The Life Cycle of Stars

–Introduce vocabulary: luminosity, molecular cloud, main sequence star, supernova, neutron star, stellar black hole, p.

–Vocabulary Graphics
–H.W. Read the section Earth’s Stellar Neighbors p. 103-104 Take Notes! Notes can be used on future project but not books.


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May 21, 2014

–Warm Up: What do you See?

p. 100

–Individuals: Think About It -As you stargaze, what do you notice about the stars? Do some stars appear brighter than others? Do some appear larger or smaller? What about their color? àsmall groups

–Investigate Part A: Brightness Versus Distance From the Source p. 101 


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May 15, 2015

–Warm Up: Draw a picture that summarizes what you have learned about Electromagnetic Radiation.

– Watch: Properties of Light Blackbody Radiation http://www.youtube.com/watch?v=oU8cUN6ZXeQ

–Individuals: Reread the section Electromagnetic Radiation p. 93-98 –take notes & answer the Checking Up on p. 98

–T.O.D. Summarize your learning by using the key terms in a paragraph about the topic. Circle/box/highlight the terms in your paragraph

http://www.youtube.com/watch?v=OGyRe_SGnck (Waves-Bill Nye) (23 minutes) with directed note taking hand out.


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May 14, 2014

–Warm Up: Vocabulary Give-One-Get-One (7minutes; get 4 initials; if neither student has a word that the other needs, create a graphic together).

–Whole Group: watch http://www.nasa.gov/audience/foreducators/nasaeclips/search.html?terms=&category=0010 (Launchpad: Neon Lights-Spectroscopy in Action)

–Whole group: Teacher reads the section Electromagnetic Radiation aloud to class (thinking aloud & stopping to discuss). p. 93-98

Individuals: Work on Vocabulary graphics


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May 13, 2014

–Warm Up: Draw a picture or write a paragraph that summarizes what you have learned from the Investigate
Observing Part of the Electromagnetic Spectrum & Scaling the Electromagnetic Spectrum
–Whole group: watch http://www.youtube.com/watch?v=gtgBHsSzCPE (Light & Color –Bill Nye)- Class discussion: AHA’s
–Vocabulary Graphics: electromagnetic spectrum, spectroscopy, ultraviolet radiation, spectrometer, visible spectrum, electromagnetic radiation, infrared radiation, radio telescope, X-ray telescope, blackbody, peak wavelength, absolute zero, spectrum, emission spectrum, absorption spectrum, (p. 93)


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May 8, 2014

–Warm Up: What Do You See? p. 89 (individuals small group)
–The Electromagnetic Spectrum: Think About It P. 89 What does a prism reveal about visible light? The Sun produces light energy that allows you to see. What other kinds of energy come from the Sun? Can you see them? Explain your answer.
–Investigate p. 89 Part A: Observing Part of the Electromagnetic Spectrum & Start Part B: Scaling the Electromagnetic Spectrum


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May 6, 2014

–Warm up: With your shoulder partner (you both write) draw a picture that summarizes what you have learned about The Sun & Its Effects. Then write a summary about The Sun & Its Effects. Circle the key terms in your paragraph.
–Pass back work-discuss grade resolutions (Disappearing Ozone completed to redo progression poster; 5 pts. will be deducted from redo’s)
–Individuals: Checking Up p. 86  small groups
–Partners: Understanding & Applying p. 87 small groups


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May 5, 2014

–Warm Up: With your shoulder partner (you both write) draw a picture that summarizes what you have learned about ozone. Then write a summary about ozone. Circle the key terms in your paragraph.
— Develop a poster that explains the progression of ozone & CFC’s in our atmosphere.


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May 2, 2014

Warm Up: Create a bar graph to communicate the following data:

Part of Sun Temperature
Core 15 million °C
Radiative Zone 7 million °C
Convection Zone 2 million °C
Corona 1.5 million °C
¬¬¬¬¬¬¬¬*Be sure to give the graph a title & label the X-axis & Y-axis

Write 3 questions that can be answered using the graph.

Individuals Finish: NOAA’s Disappearing Ozone Activity; How is ozone distributed in our atmosphere? What is the relationship between ozone and CFCs in our atmosphere?


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May 1, 2014

–Warm Up: Draw a diagram of the Sun. Include labels that describe the each layer? How will you remember the order of the layers & what is important about each layer? For example: Corona means crown in Spanish. Therefore, the corona is the top layer; a crown is worn on top of your head. Get it?

–Individuals: NOAA’s Disappearing Ozone Activity; How is ozone distributed in our atmosphere? What is the relationship between ozone and CFCs in our atmosphere?

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