Louise Culver's Science Classes

Science changing society…


April 30, 2015

EARTH SCIENCE:

–Whole Group-Teacher Demo-Investigate Part B: Salt Content and Circulation (p. 476)

 

–IndividualsàPartners: Part C: “Thought Experiment” on Convection Cells (p. 477)

ENVIRONMENTAL:

–Individuals Environmental Open Note Quiz
“How Populations Change in Size”:

  1. In what ways are disease and predation density-dependent?
  2. What are some examples of resources that could determine carrying capacity in an ecosystem?

–Whole Group: “What is the difference between a lion in the wild and a lion in the zoo?

–Individuals: Create Frayer Models- niche, competition predation, parasitism, mutualism, commensalism, symbiosis


April 29, 2015

EARTH SCIENCE:

–Warm Up: What makes deep ocean waters move?

–Small groups: Investigate Part A: Temperature and Circulation (p475)

ENVIRONMENTAL:

–Warm Up: Video: “How to Draw a Perfect Line Graph” http://ed.ted.com/on/uSlm0s1e  à Complete “Population Growth” (beans) line graph. Be sure to include a meaningful title, &  labels for the X & Y axis’s,

–Individuals: “How Populations Change in Size” Crossword Puzzle


April 27, 2015

Earth Science:

–Whole Group Watch: Whole Group Watch: Light seconds, light years, light centuries- How to measure extreme distances – Yuan-Sen Ting (5:30) https://www.youtube.com/watch?v=Op3AYaJc0Xw

–Individuals Finish Frayers:

–Individuals: Complete “The Size & Scale of the Universe” Crossword puzzle

ENVIRONMENTAL:

–Warm Up: You have just been offered a job that will last one month. You have two salary options. You can either receive $10 a week with a $5 per week raise every week, or you can receive one penny for your first day on the job and then double the previous day’s pay for each of the remaining 30 days. Which salary would you prefer?

–Demo: Classroom Density (198)

–Partners: Read How Populations Change in Size” (197-202)


April 24, 2015

Earth Science:

Individuals Frayer: astronomer, star, planet, astronomical unit, galaxy, light-year, parsec, solar system, gravity, density, telescope, atmosphere, universe, parallax (p. 12-16)

ENVIRONMENTAL:

Individuals Frayers: “How Populations Change in Size” (p. 197-230)- population, density, dispersion, growth rate, reproductive potential, exponential growth, carrying capacity


April 23, 2014

EARTH SCIENCE:

–Warm Up:

What is the expected temperature for ocean water at the equator at a depth of 500 meters?

Where is the thermocline least developed?

–Small Groups: Checking Up (p. 472).

–Individual: Fill in blank –Guided Reading notes

ENVIRONMENTAL:

–Open Note quiz: “Dead Zones & Eutrophication: How Food We Eat Is Connected to Water Pollution”

  1. Diagram the process of eutrophication.
  2. In all of the world, how many dead zones are there?
  3. Where is the most famous dead zone located?
  4. Which state is closest in area to the area you determined for the total Hypoxic Zone?
  5. What are the largest sources contributing nitrogen & phosphorus to the Mississippi River?

Hook: What limits the size of a population? Can a population grow forever?


April 21, 2015

Earth Science

–Warm Up: Match the vocabulary word with corresponding picture: thermocline, pycnocline, oceanographers, wind stress, Coriolis force, Coriolis effect

–Partners: Read “The Nature of the Ocean” (p. 468-472).

ENVIRONMENTAL:

–Small Groups—Whole Groups: “Dead Zones & Eutrophication: How Food We Eat Is Connected to Water Pollution”, the mapping activity on the Gulf of Mexico Dead zone, & analysis questions at the end of the mapping activity


April 20, 2015

EARTH SCIENCE:

–Warm Up: The Causes of Ocean Circulation Investigate Open Note Quiz

–Individuals, partners, or small groups: create Frayer models-thermocline, pycnocline, oceanographers, wind stress, Coriolis force, Coriolis effect

ENVIRONMENTAL:

–Small Groups Read “Dead Zones & Eutrophication: How Food We Eat Is Connected to Water Pollution” and complete the mapping activity on the Gulf of Mexico Dead zone.

Then, complete the analysis questions at the end of the mapping activity


April 17, 2015

Earth Science:

–Warm Up: Why does water move in the ocean?

–Partners: Investigate

“Part A [demo] Wind on the Ocean Surface”

½ of the class will watch the teacher demo above while the other ½ of the class completes “Part B: The Coriolis Effect”

ENVIRONMENTAL:

–Small Groups Read “Dead Zones & Eutrophication: How Food We Eat Is Connected to Water Pollution” and complete the mapping activity on the Gulf of Mexico Dead zone.

Then, complete the analysis questions at the end of the mapping activity


April 16, 2015,

EARTH SCIENCE

–Partners ReadU.S. and China in joint effort to fight climate changehttps://www.newsela.com/articles/us-climatechange/id/5983/

 

It’s getting harder for polar bears to act naturally“ https://www.newsela.com/articles/polarbears-environment/id/7699/

 

àpartnersàsmall group: completing a synthesizing graphing organizer for U.S. and China in joint effort to fight climate change & taking a quiz for Scientists call 2014 warmest year ever

ENVIRONMENTAL

–Individuals: Create Frayer Models- Cellular respiration, Dead Zone, Dissolved Oxygen, Eutrophication, Hypoxia, Photosynthesis, Phytoplankton, ppm & mg/L, Runnoff, Tributary, Watershed


April 15, 2015

Earth Science:

–Individuals: Read- “Scientists call 2014 warmest year ever” https://www.newsela.com/articles/warmest-year/id/7037/

“Whale’s wrong turn leads to scientific discovery” https://www.newsela.com/articles/whale-ancient/id/8078/

àpartnersàsmall group: completing a synthesizing graphing organizer for Whale’s wrong turn leads to scientific discovery & taking a quiz for It’s getting harder for polar bears to act naturally, even in nature

ENVIRONMENTAL:

–Dead Zone Vocab PowerPoint Presentation: Cellular respiration, Dead Zone, Dissolved Oxygen, Eutrophication, Hypoxia, Photosynthesis, Phytoplankton, ppm & mg/L, Runnoff, Tributary, Watershed


April 14, 2014

EARTH SCIENCE

— Too Good For Drugs & Violence Presented by Mrs. Tammy Coker

-Inner Act Alliance

ENVIRONMENTAL:

–“Fishing for Answers in the Gulf of Mexico’s Dead Zone”  “clicker” Case Study (33-39)

–Dead Zones for Dinner-

–Picture & Class Discussion: http://news.nationalgeographic.com/news/2010/09/photogalleries/100916-fish-kill-louisiana-suffocated-oil-pictures/

http://www.gulfhypoxia.net/Overview/hypoxia_flash.asp

–Dead Zone Vocab PowerPointPresentation: Cellular respiration, Dead Zone, Dissolved Oxygen, Eutrophication, Hypoxia, Photosynthesis, Phytoplankton, Runnoff, Tributary, Watershed


April 13, 2015

EARTH SCIENCE:

–Warm Up: Hurricanes Quiz today! Title your answer sheet “Hurricanes” & write your name, today’s date, & class period in the upper right hand corner.

–FSA testing locations

–Quiz your partner on Hurricanes!

–Quiz: Hurricanes

–Individualsà Small Groupà whole Group: What Do You See

ENVIRONMENTAL:

–Whole Group: Watch: Sick fish, Eutrophication & Dead Zones (NatGeo 15:14)

https://www.youtube.com/watch?v=0JnKkit5ocI

–“Fishing for Answers in the Gulf of Mexico’s Dead Zone”  “clicker” Case Study (23-39)


April 8, 2015

EARTH SCIENCE:

–Warm Up: Where do “seeds” for tropical cyclones originate? When predicting the hazard potential of a hurricane, what factors should be considered?

–Individuals Read Which disaster would you choose: Hurricane or tornado? à Reading comprehension quiz https://www.newsela.com/articles/hurricane-tornado/id/197/

–Whole Group: Introduce the Debate Sequence & Debate Rubricà review the FSA argumentative graphic organizer  with a sample essay (under doc camera)

–Whole group: watch Harry Potter Vs. Twilight- The Actual Debate!

https://www.youtube.com/watch?v=BOFBkR9s_gU

 àdivide into a groups & assign disaster)

ENVIRONMENTAL:

–Warm Up:

–Partners Read: Salmon: A Link in the Food Chain http://www.ridgemont.k12.oh.us/Downloads/Salmon%20COmputer%20COpy.pdf

–Whole Group: Review diagram rubric

—-Partners: Case study assessment (“Fish as Fertilizer”): Diagram Quiz

Case study assessment (“Fish as Fertilizer”): Diagram Quiz: Make a complete diagram as you can of the movement of nutrients from the ocean into components of the stream and the riparian ecosystem. Label each component in your diagram. Between components, write a phrase or sentence that clearly describes the relationship or connection between the components.


April 7, 2015

Earth Science:

— Too Good For Drugs & Violence Presented by Mrs. Tammy Coker

-Inner Act Alliance

ENVIRONMENTAL:

–Partners: “Fish as Fertilizer” –case study: Part 4 à Whole group: “Fish as Fertilizer” –case study: Part 4


April 6, 2015

EARTH SCIENCE:

–Warm Up: Review your notes & the discussion questions for Hurricane Katrina –The Storm That Drowned A City.

–Whole Group Finish: Watching Hurricane Katrina –The Storm That Drowned A City pausing to discuss questions

Small Groups:  Jigsaw discussion questions à whole group

ENVIRONMENTAL:

–Small Groups: “Fish as Fertilizer” –case study: Part 2-Jigsaw à Whole Group

–Small Groups: “Fish as Fertilizer” –case study: Part 3à Whole Group