Louise Culver's Science Classes

Science changing society…


3-22-13

2 & 3

  • Warm Up:  Describe how the four main types of air masses affect the weather of North America. Be specific (p. 601-604).
  • Jigsaw Reading Activities: Storm Formation
    • Each student will be assigned a group, as well as a number between 1-3
      • 1= Hurricane
      • 2= Cyclone
      • 3= Tornado
  • Once settled in the group the students will then read and answer the supplemental questions from their specific reading on a storm system.  Note: Higher Order thinking is imbedded within these questions.
  • Once each member of the group has finished answering their questions then the group will converge and fill out the triple Venn Diagram.  Note: students will fill this out as a group but each individual student must complete their own diagram.

1st, 5th-7th

  • Warm Up: Compare and contrast Hurricanes and Cyclones
  • Round Reading for Section 2 of chapter 24 (Pages 605-610)

For this activity students were put into reading groups consisting of three students, then sent to a ‘station’ in the room.  At each station the group read together, and then wrote one important thing about that section on the poster or whiteboard for that station.  When the timer went off, all of the groups rotated clockwise.  Students could draw a diagram or write a sentence.  Students had to use critical thinking towards the end to think of important things to add to the poster of notes.  They should elaborate on how society, science, the earth, etc. is impacted by the subject being written about.

Stations:

Fronts

Cold Fronts

Warm Front

Stationary/Occluded Front

Polar Fronts & Multitude cyclone

Anticyclones

Thunderstorms

Lightning

Hurricanes

Tornadoes

QUIZ MONDAY APRIL 1st!!!!!!!*

*Honors Classes Only

Have a GREAT Spring Break!!! 

❤ Ms. Culver & Ms. Kerr

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3-21-13

2 & 3

  • Warm Up: •Choose one of the following weather conditions and write a short paragraph on how it affects people and/or society:
    •Blizzard
    •Severe Thunderstorm
    •Drought
    •Hurricane
    •Tornado
  • Outline Map: Types of Northern American Air Masses
  • Pages 601-604

1st, 5th-7th

  • Warm Up:  Describe how the four main types of air masses affect the weather of North America. Be specific (p. 601-604).
  • Jigsaw Reading Activities: Storm Formation
    • Each student will be assigned a group, as well as a number between 1-3
      • 1= Hurricane
      • 2= Cyclone
      • 3= Tornado
  • Once settled in the group the students will then read and answer the supplemental questions from their specific reading on a storm system.  Note: Higher Order thinking is imbedded within these questions.
  • Once each member of the group has finished answering their questions then the group will converge and fill out the triple Venn Diagram.  Note: students will fill this out as a group but each individual student must complete their own diagram.


March 20, 2013

1st & 5th -7th Periods

Warm Up:

Choose one of the following weather conditions and write a short paragraph on how it affects people and/or society:
•Blizzard
•Severe Thunderstorm
•Drought
•Hurricane
•Tornado
 
Outline Map: Types of Northern American Air Masses
 
 
2nd & 3rd Periods
  •  Study for Test 
  • Test: Water in the Atmosphere


March 19, 2013

1st & 5th -7th periods

  • Study 
  • Test: Water in the Atmosphere

2nd & 3rd 

  • Warm Up•How does Supercooling work?  What particles are not present during this process? 
  • Practice Test: Water in the Atmosphere

 


3-18-13

2 & 3 Period:

Warm Up:

Explain what each of the following word parts mean:
•Stratus
•Cirrus
•Cumulus
•Alto
•Nimbus
Notes on the following:
*Condensation Nucleus: a solid particle in the atmosphere that provides the surface on which water vapor condenses
*Adiabatic cooling: process by which the temperature of an air mass decreases as the air mass rises and expands

*Lifting: air is forced upward when a moving mass of air meets sloping terrain, such as a mountain range.  The cooling of air results in cloud formation.
*Advective cooling: the process by which the temperature of an air mass decreases as the air mass moves over a cold surface.

*Low clouds= 0-2000 meters
*Middle clouds= 2,000-6000
*High clouds= above 6,000 meters
Reading and note taking of section 3 of chapter 23.  Pages 587-590 in Holt textbook.
1st, 5th-7th
Warm Up:

•Explain the process of Cloud Seeding.
Review for Test tomorrow: Practice Test
First 15 minutes- take test individually
Next- talk with shoulder partner about questions that ‘stumped’ you.
Then- use notes and/or textbook to verify correct answers.

Test on chapter 23: Water in the Atmosphere

 TOMORROW!!!! *

*Honors Classes Only


3-15-13

2&3 Periods:

Warm Up:

•Thermometer is to temperature as Psychrometeris to __________.
•Radiation fog is to valleys as ________ fog is to Coasts.
•Seed is to Plant as ___________ (type of cloud) is to Thunderstorm.
Finish Cloud Atlas

Cloud Atlas:  Create a cloud atlas with the following terms:

  • Nimbostratus
  • Altostratus
  • Cumulonimbus
  • Altocumulus
  • Stratocumulus
  • Cirrocumulus
  • Cirrostratus
  • Radiation Fog
  • Advection Fog

This is to be made on a poster board (Provided in class).  Each term needs a picture, a label, and a description.

CATEGORY

4 3 2 1
Title Title can be read  and is quite creative. Title can be read  and describes content well. Title can be read and describes the content okay. The title is too small and/or does not describe the content of the poster well.
Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive.
Content – Accuracy At least 9 accurate facts are displayed on the poster. 7-8 accurate facts are displayed on the poster. 5-6 accurate facts are displayed on the poster. 4 or Less accurate facts are displayed on the poster.
Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled.
Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others.

 

 

1st, 5th-7th Periods:

•Thermometer is to temperature as Psychrometeris to __________.
•Radiation fog is to valleys as ________ fog is to Coasts.
•Seed is to Plant as ___________ (type of cloud) is to Thunderstorm.
Reading and Note taking on Section 3- Precipitation.  Pages 587-590
Ticket-Out-The-Door: Concept Map using the following words
  • Precipitation
  • rain
  • sow
  • glaze ice
  • hail
  • coalescence
  • supercooling
  • freezing nucleus
  • sleet
  • drizzle

CLOUD ATLAS DUE MONDAY!!! *

*Honors Classes Only


3-14-13

Warm UpCompare and contrast clouds and Fog.
Cloud Atlas:  Create a cloud atlas with the following terms:

  • Nimbostratus
  • Altostratus
  • Cumulonimbus
  • Altocumulus
  • Stratocumulus
  • Cirrocumulus
  • Cirrostratus
  • Radiation Fog
  • Advection Fog

 This is to be made on a poster board (Provided in class).  Each term needs a picture, a label, and a description.

CATEGORY

4 3 2 1
Title Title can be read  and is quite creative. Title can be read  and describes content well. Title can be read and describes the content okay. The title is too small and/or does not describe the content of the poster well.
Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive.
Content – Accuracy At least 9 accurate facts are displayed on the poster. 7-8 accurate facts are displayed on the poster. 5-6 accurate facts are displayed on the poster. 4 or Less accurate facts are displayed on the poster.
Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled.
Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others.