Louise Culver's Science Classes

Science changing society…


April 30, 2013

Power Outage

Honors

  •  Turned in analogies and puns
  • Played game with puns/analogies
  • Create and play learning game on section 1&2 Glaciers Moving Ice And, glacial Erosion and Deposition.

2nd & 3rd

Quiz-Glaciers Moving Ice


April 29, 2013

Monday April 29, 2013-Honors

  • Warm Up: In what ways are glaciers similar to rivers? Answer the question using the A-R-E model.
  • Continue Reading and note taking 423-430-Glacial Erosion and Deposition
  • T.O.D.  Choose six key terms and write a pun or analogy.
  • Pictionary Review(Quiz tomorrow)

 

 

Monday 2nd & 3rd

v  Warm Up-Describe firn? Describe a glacier?

v  *completed Friday 4-26-13*Modeling Glacial Ice Formation: Using a square piece of paper “Fold the paper in half diagonally and in half again. Next, fold the paper in 3rds. Then cut several small areas from each of the three edges and unfold.” –A snowflake contain 90-95%air; firn (grainy ice)contains 20-305 air, and glacial ice contains less than 10% air. Model glacial ice formation by crushing the paper snowflake in your hands first into a golf ball size to represent firn; and then into as small and as compact as possible to represent glacial ice.

v  Reading and note taking-p 419-422 (Glaciers Moving Ice)

v  T.O.D. – Concept Map: Glacier, firn, snowline, snowfield, alpine glacier, continental glacier, basal slip, internal plastic flow, ice shelf, ice berg, and crevasse. Quiz tomorrow!


April 25, 2013

Honors:v  Warm Up: The landscape of what is today the State of Wisconsin exhibits a great variety of evidence of the glacier that covered two-thirds of the state approximately 14, 000 to 16,000 years ago.

The state capital sits on a low, tear-shaped hill that has been identified as a landscape feature resulting from glaciation. There are areas of exposed bedrock in the state that have deep scratches, or striations. Many of Wisconsin’s lakes lie in depressions formed by glaciation. Central Wisconsin is a fertile agricultural area due to its topsoil.

What caused the striations in the exposed bedrock?

All Classes:v  Create/Assemble Atmospheric Display Boards


April 24, 2013

How does the movement of water through the hydrosphere impact human life?

v  Warm Up: Explain how changes in the size of a glacier may indicate climate change.

v  Quiz –Glaciers Moving Ice

v  Read and take notes 423-430- Glacial Erosion and Deposition

v  T.O.D.-Name three examples of landforms created by glaciers. And, list the two processes that create the landforms.

Wednesday, 2nd & 3rd

  • No warm Up
  • Visual Display Project of how atmospheric conditions impact the biosphere?

 

 

Thursday, April 25, 2013 -Honors

v  The landscape of what is today the State of Wisconsin exhibits a great variety of evidence of the glacier that covered two-thirds of the state approximately 14, 000 to 16,000 years ago.

The state capital sits on a low, tear-shaped hill that has been identified as a landscape feature resulting from glaciation. There are areas of exposed bedrock in the state that have deep scratches, or striations. Many of Wisconsin’s lakes lie in depressions formed by glaciation. Central Wisconsin is a fertile agricultural area due to its topsoil.

What caused the striations in the exposed bedrock?

v  Create/Assemble Atmospheric Display Boards


April 23, 2013

Tuesday, April 23 2013-Honors

LEQ-What are the components of the hydrosphere?

v  Warm Up: Write a paragraph telling what you know about ice and glaciers.

v  Modeling Glacial Ice Formation: Using a square piece of paper “Fold the paper in half diagonally and in half again. Next, fold the paper in 3rds. Then cut several small areas from each of the three edges and unfold.” –A snowflake contains 90-95%air; firn (grainy ice) contains 20-30%   air, and glacial ice contains less than 10% air. Model glacial ice formation by crushing the paper snowflake in your hands first into a golf ball size to represent firn; and then into as small and as compact as possible to represent glacial ice.

v  Reading and note taking-p 419-422 (Glaciers Moving Ice)

v  T.O.D.- Concept Map: Glacier, firn, snowline, snowfield, alpine glacier, continental glacier, basal slip, internal plastic flow, ice shelf, ice berg, crevasse.

Tuesday -2nd & 3rd

v  Warm Up:  Create a Frayer Model for the term BIOSPHERE.

v  Using a rubric peer grade- Essay question (LEQ) – What are the physical and chemical characteristics of water that make it uniquely suited to support life on Earth?

v  Assign: Visual Display Project of how atmospheric conditions impact the biosphere?

  • If you are working with a partner divide the labor.
  • Begin researching (Ms. Culver has supplied some) at home; bring all information to class on Wednesday 4-24-13. You will have the entire class period to create the display board.
  • Make the Rubric at home (Rubristar.com) and bring to class on  Thursday 4-25-13
  • The final product is due and being graded on Thursday 4-25-13.
  • Begin planning project; get information from the text book.


Earth Day; 4-22-13

*All Classes

  • Warm Up:  What is the biggest environmental issue facing our planet today?  Answer in the A-R-E model and give at least one practical suggestion as to how we can limit and/or stop this issue.
  • Students will work with a shoulder partner and be given a short reading with statistics on how much energy is used on certain activities, how much coal that equates to, and how much money that it’s equal to.
  • Choosing one of the topics, students will quantify how much money, and power (therefore coal) could be saved by changing lifestyle choices. 
    • Example of how to quantify the impact. For example if the air conditioner runs one less hour per day, how much electricity does that save per day, week, and year. Then calculate energy costs for their area to come up with the economic impact. If a 2.5 ton air conditioner uses 3.5 Kilowatt hours if run 1 hour per day, and electricity costs 12 cents per kilowatt hour, then the savings are 32 cents per day or 13 dollars per month. In each group, different students can research different areas, energy, fuel, personal consumption, water, etc.
    • Then in a pair students will have the choice to make one of the following as their graded projects:
      • PSA
      • Pamphlet
      • Make a poem/rap
      • Make a poster
      • Design a form a renewable energy

                 


4-19-13

All Classes:

v  No Warm up

v  Concept Map: Water Cycle, Hydrosphere, Ground water, Amazing water, oceans (include linking words)

v  Watch the Disney Documentary—Take note to answer the question: What can present day ocean features teach us about the formation of the oceans?

  • 3Three things learned-2things that you found interesting-1question that you still have

 


4-18-13

v  Warm Up:  Create a Frayer Model for the term BIOSPHERE.

v  Write a good bye letter to Ms. Kerr.

v  Using a rubric peer grade- Essay question (LEQ) – What are the physical and chemical characteristics of water that make it uniquely suited to support life on Earth? Due tomorrow.

v  Assign: Visual Display Project of how atmospheric conditions impact the biosphere?

  • If you are working with a partner divide the labor.
  • Begin researching at home; bring all information to class on Thursday 4-25-13. You will have the entire class period to create the display board.
  • Make the Rubric at home (Rubristar.com) and bring to class on Friday 4-26-13.
  • The final product is due and being graded on Friday 4-26-13.
  • Begin planning project; get information from the text book.

 

 

 

 

 

Thursday 2nd & 3rd

v  Warm up: Make a sketch or diagram of a formation that holds groundwater. Label all the layers, zones, and surface features.

v  Quiz: Water Beneath the Surface

v  YouTube Video: Water Liquid Awesome: Crash Course Bio #2 (http://www.youtube.com/watch?v=HVT3Y3_gHGg)

  • Guided notes/questions.
  • Essay question (LEQ) – What are the physical and chemical characteristics of water that make it uniquely suited to support life on Earth? Due tomorrow.


April 17, 2013

v  Warm up: Make a sketch or diagram of a formation that holds groundwater. Label all the layers, zones, and surface features.

v  Quiz: Water Beneath the Surface

v  YouTube Video: Water Liquid Awesome: Crash Course Bio #2 (http://www.youtube.com/watch?v=HVT3Y3_gHGg)

  • Guided notes/questions.
  • Essay question (LEQ) – What are the physical and chemical characteristics of water that make it uniquely suited to support life on Earth? Due tomorrow.

 

 Wednesday 2nd & 3rd

v  Warm Up: Summarize the water cycle with a focus on the states of matter and energy transfer or draw an annotated (explained) diagram. Explain the relationship between heat, temperature, and state of matter (Ch. 15).

v  Get-Five: Students share the important thing and the most important thing that you learned from yesterday with five different classmates. Then tell me one new thing that they learned.

v  Get-Five: Students share the important thing and the most important thing that you learned from yesterday with five different classmates. Then tell me one new thing that they learned.

v  Finish Read & note-taking:

v  : (pp 396-404) –Water Beneath the Surface

  • Reading Focus
    • Permeability
    • Water table
    • Aquifer
    • Porosity
    • Groundwater
    • Zone of saturation
    • Zone of Aeration
    • Perched water table
    • Wells & Springs
    • Artesian formation
    • Geyser

v  T.O.D:   Choose and complete four questions/problems from the section review on page 404. 


4-16-2013

v  Warm Up: Summarize the water cycle with a focus on the states of matter and energy transfer or draw an annotated (explained) diagram. Explain the relationship between heat, temperature, and state of matter (Ch. 15).

v  Get-Five: Students share the important thing and the most important thing that they learned from yesterday with five different classmates. Then tell me one new thing that they learned.

v  Finish Read & note-taking:

v  : (pp 396-404) –Water Beneath the Surface

  • Reading Focus
    • Permeability
    • Water table
    • Aquifer
    • Porosity
    • Groundwater
    • Zone of saturation
    • Zone of Aeration
    • Perched water table
    • Wells & Springs
    • Artesian formation
    • Geyser

v  T.O.D:   Choose and complete four questions/problems from the section review on page 404.

 

Tues 2nd & 3rd

v  Warm Up: Create Frayer Model using the term Hydrosphere

v  Activating Strategy: Crossword competition-partners complete Water Beneath the Surface crossword puzzle. The first set to finish wins an extra credit coupon.

v  Introduce LEQ: What are the components of the hydrosphere? –discuss with shoulder partner

v  Reading & note-taking: (pp 396-404) –Water Beneath the Surface

  • Reading Focus
    • Permeability
    • Water table
    • Aquifer
    • Porosity
    • Groundwater
    • Zone of saturation
    • Zone of Aeration
    • Perched water table
    • Wells & Springs
    • Artesian formation
    • Geyser

v  T.O.D. Summarize the important thing and the most important thing that you learned today.


April 15, 2013

LEQ: What are the components of the hydrosphere?

Honors:

v  Warm Up: Create Frayer Model using the term Hydrosphere

v  Activating Strategy: Crossword competition-partners complete Water Beneath the Surface crossword puzzle. The first set to finish wins an extra credit coupon.

v  Introduce LEQ: What are the components of the hydrosphere? –discuss with shoulder partner

v  Reading & note-taking: (pp 396-404) –Water Beneath the Surface

  • Reading Focus
    • Permeability
    • Water table
    • Aquifer
    • Porosity
    • Groundwater
    • Zone of saturation
    • Zone of Aeration
    • Perched water table
    • Wells & Springs
    • Artesian formation
    • Geyser

v  T.O.D. Summarize the important thing and the most important thing that you learned today.

-2nd & 3rd

v  Current Event

v  Study Ch. 24 & 25 (10 minutes)

v  Test Climate and Weather


April 12, 2013

HONORS

  • No Warm Up- Study time (5-10 minutes)
  • Test: Chapters 24 & 25- Atmospheric Changes Over Time

Regular

  • Warm Up: What would happen to Florida if the climate were to drastically cool?  Think of the effect to the environment as well as our society here.
  • Review: Practice Tests A & B

 


April 11, 2013

Thursday 4-11-13 HONORS

  • Warm Up: None
  • Jigsaw Review
    • Students will be put into groups of four, with each student being held responsible for a section of the text for the test
    • Students will share what they wrote so that each student has a completed ‘Study Guide’

Thursday 4-11-13 Regular

  • Warm Up: What would happen to Florida if the climate were to drastically cool?  Think of the effect to the environment as well as our society here.
  • Reading Section 3 Climate Change-(pages 641-646) note taking with Reading focus:
  • Define:
    • Global warming
    • Milankovitch Theory
    • Climatologist
    • Ice cores
    • Fossils
    • Take notes on:
      • Factors that influence climate change
      • The impacts of global warming
      • The methods of measuring determine past climate changes.
      • What do thin tree rings indicate?
      • How can we reduce CO2 levels in the atmosphere?
  • T.O.D.: Pick and answer one question from p. 646 (sec. 3 Review) & complete a concept map using the following terms: fossil, ice cores, climate, polar climate, climatalogist, steppe, temperature range, tropical climate, middle latitude climate, and savanna


4-10-13

Wednesday 4-10-13 HONORS

  • Warm Up: What would happen to Florida if the climate were to drastically cool?  Think of the effect to the environment as well as our society here.
  • Reading and Note taking for section 3 of chapter 25 (pages 641-646) on CLIMATE CHANGE
    • Define:
      • Global warming
      • Milankovitch Theory
      • Climatologist
      • Ice cores
      • Fossils
    • Take notes on:
    • Factors that influence climate change
    • The impacts of global warming
    • The methods of measuring determine past climate changes.
    • What do thin tree rings indicate?
    • How can we reduce CO2 levels in the atmosphere?
  • Ticket out the door: Can short-term climate changes be explained by using the cycles described by the Milankovitch theory?  Explain your answer using the A-R-E model.  Minimum of five sentences and three pieces of evidence (E) & complete a concept map using the following terms: fossil, ice cores, climate, polar climate, climatalogist, steppe, temperature range, tropical climate, middle latitude climate, and savanna

Wednesday 4-10-13 Regular

  • Warm Up: (see power-point) matching- Pictures w/ subclimates.
    • Steppe
    • Humid subtropical
    • Polar Ice caps
    • Tundra
    • Rainforest
    • Savanna
    • Reading Section 2 (pages 637-640)
    • Formal Answer to the LEQ: How can the state of the atmosphere be described at a specific place and time?
      • Students will have time to look back through what they’ve read (chapter 24 & 25) [pages 600-640]
      • Rubric will be used to grade student’s answers
      • Response to LEQ: Weather & Climate

        LEQ: How can the state of the atmosphere be described at a specific place and time?


        Teacher Name: Ms. Culver & Ms. Kerr

        Student Name:     ________________________________________

        CATEGORY

        4 – Above Standards 3 – Meets Standards – Approaching Standards 1 – Below Standards Score
        Position Statement 

        A-Assertion

        &

        R- Reasoning

        The position statement provides a clear, strong statement of the author’s position on the topic. The position statement provides a clear statement of the author’s position on the topic. A position statement is present, but does not make the author’s position clear. There is no position statement.
        Support for Position 

        E- Evidence & Examples

        Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that supports the position statement. Does not includes evidence (facts, statistics, examples, real-life experiences).
        Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position. Evidence and examples are NOT relevant AND/OR are not explained.
        Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author’s train of thought. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing.
        Sentence Structure All sentences are well-constructed with varied structure. There are no grammatical errors. Most sentences are well-constructed and there is some varied sentence structure in the essay. There are one to two grammatical errors. Most sentences are well constructed, but there is no variation is structure. There three grammatical errors. Most sentences are not well-constructed or varied. Four or more grammatical errors exist.

         


4-9-13

2 & 3 periods:

  • Warm Up: Describe the climate as well as the physical characteristics of FL.  Identify other areas in the world that have a similar climate to ours.
  • Study 5 minutes
  • Quiz Section 1 of chapter 25 (Factors that influence Climate)
  • Reading & Note taking section 2 of chapter 25 pages 637-640

1st, 5th-7th

  • Warm Up:WU matching pictures with subclimate
  • Finish Reading Section 2 (pages 637-640)
  • Complete concept map (#9 page 640)
  • Formal Answer to the LEQ: How can the state of the atmosphere be described at a specific place and time?
    • Students will have time to look back through what they’ve read (chapter 24 & 25) [pages 600-640], and create an outline or plan for how they could best answer the question.
    • Rubric will be used to grade student’s answers
    • Formal answer is timed (15 minutes exactly).
    • This counts as a quiz grade.
 

Response to LEQ: Weather & Climate

LEQ: How can the state of the atmosphere be described at a specific place and time?


Teacher Name: Ms. Culver & Ms. Kerr

Student Name:     ________________________________________

 

CATEGORY

4 – Above Standards 3 – Meets Standards – Approaching Standards 1 – Below Standards Score
Position Statement

 

A-Assertion

&

R- Reasoning

The position statement provides a clear, strong statement of the author’s position on the topic. The position statement provides a clear statement of the author’s position on the topic. A position statement is present, but does not make the author’s position clear. There is no position statement.  
Support for Position

 

E- Evidence & Examples

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that supports the position statement. Does not includes evidence (facts, statistics, examples, real-life experiences).  
Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position. Evidence and examples are NOT relevant AND/OR are not explained.  
Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author’s train of thought. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing.  
Sentence Structure All sentences are well-constructed with varied structure. There are no grammatical errors. Most sentences are well-constructed and there is some varied sentence structure in the essay. There are one to two grammatical errors. Most sentences are well constructed, but there is no variation is structure. There three grammatical errors. Most sentences are not well-constructed or varied. Four or more grammatical errors exist.  

 


4-8-13

2 & 3 Period

  • Warm Up: What is the difference between weather and climate?
  • Jigsaw: El Nino & Monsoon
    • Partner A’s will get article on El Nino
    • Partner B’s will get article on Monsoon
    • Silent reading and answering of 6 questions on the back of each article
    • 30-35 minutes to read and answer Qs
    • Last 10 minutes of class the students will share what they learn
    • ‘Question 7’ will be writing ‘I used to think, but now I know’ about their partner’s weather phenomenon

1st, 5th-7th

  • Warm Up: Describe the climate as well as the physical characteristics of FL.  Identify other areas in the world that have a similar climate to ours. (5 minutes)
  • Share/jigsaw about Monsoons & El Nino’s (10 minutes)
    • ‘Question 7’ will be writing ‘I used to think, but now I know’ about their partner’s weather phenomenon
  • Study 5 minutes
  • Quiz: Section 1 of Chapter 25 (Factors that influence Climate) [10 min]
  • Reading & Note taking section 2 of chapter 25 pages 637-640 [20 minutes]
  • Ticket-out-the-door: Concept Map of the following terms:
    • Tropical Climate
    • Subarctic
    • Tundra
    • Steppe
    • Polar icecap
    • Mediterranean
    • Middle-latitude climate
    • Rain forest
    • Savanna
    • Desert
    • Polar climate