Earth+Science-summer+2012

Welcome Students!

"Life was meant to be lived, and curiosity must be kept alive. One must never, for whatever reason, turn his back on life." ~Eleanor Roosevelt "Love all, trust a few. Do wrong to none." ~William Shakespeare

Summer School 2012-July 9, 2012-August 17, 2012 Homework Assignments
 * 1) go to [] click on **Earth Structure**; read and take notes on the topic (50 points); record the questions and answers for the quiz (50 points)
 * 2) go to [] click on **Atmosphere**; read and take notes on the topic (50 points); record the questions and answers for the quiz (50 points)
 * 3) go to [] click on **Hydrosphere**; read and take notes on the topic (50 points); record the questions and answers for the quiz (50 points)
 * 4) go to [] click on **Biosphere**; read and take notes on the topic (50 points); record the questions and answers for the quiz (50 points)
 * 5) go to [] click on **BGC Cycles**; read and take notes on the topic (50 points); record the questions and answers for the quiz (50 points)
 * 6) go to [] click on **Climates**; read and take notes on the topic (50 points); record the questions and answers for the quiz (50 points)

Monday, 7/9 >> []
 * 1) How are earth's features formed?
 * 2) CW 1-Compelete the geologic wonders of the world chart [[file:geologic wonders of world.docx]]for any 20 of the 30 geologic landforms
 * 3) watch video []
 * 1) CW 2-Define the terms using cornell notes or flash cards
 * 2) aeobic bacteria
 * 3) aerosols
 * 4) air mass
 * 5) apline glacier
 * 6) altitude
 * 7) altitude of insolation
 * 8) aphelion
 * 9) arete
 * 10) asteroid belt
 * 11) asthenosphere
 * 12) HW 1: June 2011 Regents Exam [] Questions: 1-25: restate Q & A or copy Q & A; correct your work (#correct out of 25 see ans key [] )
 * 13) Lab #1 Safety
 * 14) notes on videos-how is safety a part of the process?
 * 15) radioactivity []
 * 16) crash testing []
 * 17) water testing []
 * 18) Lab 1: safety cartoon and questions

Tuesday, 7/10 Wednesday, 7/11 > Thursday, 7/12
 * 1) Aim: How are landforms creatd and characterized?
 * 2) Review and Reinforce-Exploring Eath's Surface #1-15
 * 3) Landforms: draw and describe: hills, plateaus, isthmus, peninsula, valley, delta, island, canyon, mountain
 * 4) Quiz #1-10 questions from June 2011 exam Qs 1-20
 * 5) Lab 2: Measurement
 * 1) Lesson-How do we learn vocabulary?
 * 2) Word Maps for terms below
 * 3) banding
 * 4) barometer
 * 5) bedrock
 * 6) big bang
 * 7) capillarity
 * 8) carbon 14 dating
 * 9) carbonate
 * 10) celestial object
 * 11) celsius scale
 * 12) cenozoic era
 * 13) chemical weathering
 * 14) cirque
 * 15) cirrus clouds
 * 16) clastic
 * 17) cleavage
 * 18) comet
 * 19) condensation
 * 20) conduction
 * 21) conglomerates
 * 22) constellation
 * 23) contact metamorphism
 * 24) Video Notes Quiz
 * 25) Gravity at Earth's center []
 * 26) Comets deliver amino acids [|ttp://www.teachersdomain.org/resource/flbe12.sci.ess.eiu.aminocomet/]
 * 27) Collecting data below Earth's surface []
 * 28) A hole in the sky []
 * 29) Lab 3: Density of solids
 * 1) Lab 3: Density of solids


 * 1) Aim: How are positions on Earth determined?
 * 2) IO: Earth's system of coordinates is based on Earth's rotation
 * 3) Do Now: Indicate lines of latitude and longitude on the sphere? How are these determined?
 * 4) Mini-lesson: Regular predictable motion of solar objects
 * 5) force of gravity depends on mass and distance
 * 6) planets orbit the sun in an ellipse with the sun at a foci
 * 7) Earth is orbited by one moon and many artificial satellites
 * 8) Earth rotates 15 degrees per hour so it appears as though celestial objects are moving around Earth
 * 9) Eart's axis is tilted at 23.5 degrees; the North pole is aligned with Polaris
 * 10) Evidence of Earth's rotation: Foucault Pendulum and Coriolis effect
 * 11) Reading Comprehension- section 20-1The Solar System
 * 12) Fossil cut outs: Nautiloids, trilobites, mammoth
 * 13) How are rocks and minerals characterized?
 * 14) Mineral crystal group 3-4 shape cut out activity
 * 15) Page 38-39 Review Questions 1-10
 * 16) Lab 4: Longitude and latitude

Friday, 7/13
 * 1) How can we describe the geology of the USA? [[file:Geologic features to locate on the map of the USA.docx]]
 * 2) Identify, number and color code the major mountains, rivers, lakes, hills and national parks of the USA
 * 3) Vocabulary review: altitude, angle of insolation, aerobic bacteria, arete.
 * 4) How do we measure positions on Earth?
 * 5) Cornell Notes on Unit 1-pags 19-24 Earth dimensions
 * 6) Review Questions 1-20 on pages 25-26
 * 7) Lab 5- Isoline and Profiles

Monday, 7/16
 * 1) How do we reflect on our learning-June 2007 Qs 1-10?
 * 2) io: assess understanding of week 1 and plan for weeks 2-4
 * 3) chocolate chip cookie activity []
 * 4) vocabulary-define in own words-use word map
 * 5) continental glacier
 * 6) continental polar air mass
 * 7) continental tropical air mass
 * 8) contour interval
 * 9) convection
 * 10) convergent plate boundary
 * 11) coriolis effect
 * 12) crest
 * 13) crust
 * 14) cumulus clouds
 * 15) cyclone
 * 16) exit: earth's interior section 4-1
 * 17) Lab 6: topographic mapping

Tuesday, 7/17


 * 1) How can we describe earth's structure?-Teach your mates --Answer the assigned question using a labeled picture, written explanations; Be creative and neat & organized.
 * 2) Describe Earth’s atmospheric zones p. 21
 * 3) Compare the zones of Earth to the layers of a hard boiled egg. P. 50-51
 * 4) How are the 3 rock group characterized? Use the bold terms in your descriptions Give 2 examples of each type of rock. P. 32-36
 * 5) Explain the relationship between p waves, s waves, epicenter, crustal plates and earthquakes p. 48
 * 6) How do the 3 types of plate boundaries cause changes in geography, climate and evolution of life?
 * 7) Create a graphic organizer that illustrates the types of weathering and factors that affect weathering
 * 8) Use a graphic organizer to illustrate the properties of transported materials; water velocity & sediment
 * 9) Summary- June 2007 1-10; 51-55
 * 10) Lab 7: P & S Waves

Wednesday, 7/18 >> [] >> []
 * 1) How can earth's history be described?
 * 2) pre-assessment: when did the following occur?
 * 3) earth formed
 * 4) 1st life appears
 * 5) multicellular organisms appear
 * 6) <span style="font-family: 'Garamond','serif'; font-size: 13px;">99% of all life becomes extinct
 * 7) <span style="font-family: 'Garamond','serif'; font-size: 13px;">age of dinosaurs
 * 8) <span style="font-family: 'Garamond','serif'; font-size: 13px;">first humans
 * 9) <span style="font-family: 'garamond','serif'; font-size: 13px;">create a timeline of Earth's history on toilet paper []
 * 1) Lab 8: Locating the Epicenter

Thursday, 7/19

Friday, 7/20
 * 1) Preparing for the regents exam? What test taking tips can be used during the test?
 * 2) June 2009 Earth History regents questions pre
 * 3) Test taking tips
 * 4) Earth history timeline
 * 5) Lab 9: Activities at Plate Boundaries
 * 1) How do we learn regents vocabulary?
 * 2) word maps:
 * 3) my definition
 * 4) a picture
 * 5) examples
 * 6) non-examples
 * 7) a sentence
 * 8) D terms
 * 9) deficit
 * 10) dendritic drainage
 * 11) deposition 1
 * 12) deposition 2
 * 13) dew
 * 14) dewpont temperature
 * 15) deviation
 * 16) direct relationship
 * 17) doppler shift
 * 18) drainage basin
 * 19) drainage patterns
 * 20) dendritic
 * 21) trellised
 * 22) radial
 * 23) drumlin
 * 24) build a 3d volcano;
 * 25) reading comprehension types of volcanoes
 * 26) Lab 10-Sea Floor Spreading
 * 1) Lab 10-Sea Floor Spreading

Monday, July 23, 2012 >> Remember that scientific texts usually deal with writing patterns. Once you can recognize and analyze them, your comprehension will increase. >> **The Classification Pattern:** it is a pattern or writing procedure used by scientists to group and sub-group various things, objects, or areas. For example, a scientist who wish to discuss the structure of a plant may break his topic into various subheadings as roots, stems, leaves, or flowers. Even within these subheadings, the scientist may break down the parts even further. Recognizing these structural parts in order of importance or position is essential to good comprehension and note taking. >> **The Process Description Pattern:** this pattern is concerned with what the process is and how the process works. You need to understand what the description pattern is about. Is it about the process? or how the process works? >> **The Factual-Statement Pattern:** facts are usually used in defining things, in comparing or contrasting things and citing examples or illustrations. In science, the word fact has a more exacting meaning that other areas. Factual Statement refers to a statement which, because of scientific observation and experimentation, defines something, or explains its actions, and which, so far, has not been disproved. >> **The Problem-Solving Pattern:** this pattern is usually found in passages from science tests which describe or recount past problems in science or discoveries in science made through experimentation. When you're confronted with the problem solving pattern, use the following questions to help you understand and analyze the passages. What is the question or problem? How was the question answered? How do we know it was answered? In addition, application of these questions can help you to separate the major and minor points. >> **Experiment-Instruction Pattern:** to understand the experiment-instructions pattern and to make sure that you follow the instructions exactly, use the following questions. What is the purpose of the experiment? What equipment is needed? What, in order, are the basic steps involved? What are the results? Usually you must alternate between the reading matter and the experimental tool, so have the questions firmly in mind before attempting the experiment. In addition, use the questions when you have been given an assignment from your lab manual. >> **The Combination Pattern:** not all science texts follow one pattern. Sometimes the writer may use a combination of patterns. For instance, a reading passage may begin with factual statement of definition, move to classifying the components or parts of the term being classified, and end up discussing a process. An awareness of all patterns is needed in this case to aid in distinguishing the main ideas and supporting details in the various pattern used. >> []
 * 1) Aim: How do we read science texts-(topic: meterology)?
 * 2) Analyze For Comprehension
 * 1) review and reinforce 154-: layers of the atmosphere; energy in the atmosphere 16-1; winds 16-3
 * 2) Lab 11- Mineral ID

Tuesday, July 24, 2012

>> [] check answers here >> [] Wednesday, July 25, 2012
 * 1) Aim: What variables affect weather?
 * 2) types of clouds-reading []
 * 1) build models of clouds []
 * 2) review and reinforce
 * 3) water in the atmosphere 16-4
 * 4) precipitation 16-5
 * 5) air masses and fronts 17-1
 * 6) for fun-childhood poems: by Shel Silverstein []
 * 7) Lab 12: rock cycle
 * 1) What variables affect weather-part 2?
 * 2) trivia-
 * 3) world human population
 * 4) number of countries in the world
 * 5) Earth's circumference
 * 6) at equator
 * 7) at poles
 * 8) highest elevation
 * 9) lowest elevation
 * 10) Note-taking
 * 11) cornell
 * 12) sq3r
 * 13) outline
 * 14) graphic organizer
 * 15) paragraph
 * 16) Lab 13: Landscapes of NYS
 * 17) Regents review: 56-60 - topical review book company

Thursday, July 26, 2012 >> in a continuing, creative process. Friday, July 27, 2012
 * 1) <span style="font-family: 'Garamond','serif'; font-size: 16px;">How do we review geology, meteorology and astronomy using videos?
 * 2) <span style="font-family: 'Garamond','serif'; font-size: 16px;">The central purpose of scientific inquiry is to develop explanations of natural phenomena
 * 1) <span style="font-family: 'Garamond','serif'; font-size: 16px;">Set up video analysis chart-Knew/New/Questions
 * 2) <span style="font-family: 'Garamond','serif'; font-size: 16px;">Science Screen Report
 * 3) <span style="font-family: 'Garamond','serif'; font-size: 16px;">Volume 19
 * 4) <span style="font-family: 'Garamond','serif'; font-size: 16px;">Robotics
 * 5) <span style="font-family: 'Garamond','serif'; font-size: 16px;">Wind power
 * 6) Go Figure
 * 7) The truth about water
 * 8) Slinky science
 * 9) Think Smart
 * 10) Crude Energy
 * 11) Bird Brained

Monday, July 30, 2012
 * 1) Exam-June 2010
 * 2) Astronomy
 * 3) videos 1 & 2
 * 4) Vocabulary
 * 5) eccentricity of ellipse
 * 6) eclipse
 * 7) el nino
 * 8) electromagnetic energy
 * 9) electromagnetic spectrum
 * 10) ellipse
 * 11) eon
 * 12) epicenter
 * 13) epoch
 * 14) era
 * 15) erosion
 * 16) escarpmetn
 * 17) esker
 * 18) extrusion
 * 19) extrusive igneous rock
 * 1) Reviewing Earth Science Vocabulary
 * 2) greenhouse gases
 * 3) ground moraine
 * 4) gyre
 * 5) heat of fusion
 * 6) heat of vaporization
 * 7) high
 * 8) hurricane
 * 9) hydrosphere
 * 10) igneous rock
 * 11) index fossil
 * 12) infiltration
 * 13) intrusion
 * 14) inverse realationship
 * 15) island arc
 * 16) isobar
 * 17) jet stream
 * 18) jetty
 * 19) jovian planets
 * 20) kettle hole
 * 21) kettle lake
 * 22) la nina
 * 23) light year
 * 24) lithosphere
 * 25) luminosity
 * 26) lunar eclipse
 * 27) lunar month
 * 28) luster
 * 29) mafic magma
 * 30) meander
 * 31) mesozoic era
 * 32) milky way
 * 33) monsoon
 * 34) moraines
 * 35) neap tide
 * 36) nuclear fusion
 * 37) occluded front
 * 38) ocean trenches
 * 39) oceanic crust
 * 40) orogeny
 * 41) outwash plain
 * 42) ozone
 * 43) penumbra
 * 44) permeability
 * 45) plain
 * 46) plateau
 * 47) pleistocene epoch
 * 48) polaris
 * 49) precambrian
 * 50) primary wave
 * 51) principle of superposition
 * 52) psychrometer

Monday August 6, 2012


 * 1) Reviewing the big ideas-flashcards
 * 2) June 2010 exam review-deconstruction

Tuesday, Wednesday August 7-8, 2012
 * 1) June 2011 final exam
 * 2) article analysis any 4 articles from National Geographic magazine
 * 3) Headline, Author, Date
 * 4) Factual information
 * 5) who
 * 6) what
 * 7) where
 * 8) when
 * 9) why
 * 10) how
 * 11) things you wonder about/questions that arise
 * 12) describe interesting pictures


 * 1) Geology of the world project http://geology.com/world/
 * 2) create an ad for your assigned geological wonder of the world. Your ad must include the following
 * 3) name and picture of the geologic feature
 * 4) country, capital, flag, geographic location (continent/ocean/3 neighboring
 * 5) diagnostic-what do you know?

-WEB RESOURCES EARTH SCIENCE-

Games General
 * 1) review
 * 2) http://reviewearthscience.com/pages/esrt.php
 * 1) http://wps.prenhall.com/esm_tarbuck_appinvest_5/38/9932/2542610.cw/index.html

Rock Identification
 * 1) resources
 * 2) http://geology.about.com/od/rocks/a/Rock-Tables.htm

Weather >
 * 1) El Nino http://meteora.ucsd.edu/~pierce/elnino/whatis.html

MAKE-UP WORK

week of May 21, 2012
 * 1) LABS:
 * 2) you can do virtual labs for chapters 1-10 at the following site: [] You must write a report that explains the entire process of each lab experience. Be sure to include the following: introduction, materials, purpose/objectives, data, analysis, conclusion. YOU MUST DO THESE LABS WITH ME IN CLASS, AT LUNCH, BEFORE OR AFTER SCHOOL.
 * 3) you can also do 3 virtual labs at the following site: []. You must write a report that explains the entire process of the each lab experience. Be sure to include the following: introduction, materials, purpose/objectives, data, analysis, conclusion. YOU MUST DO THESE LABS WITH ME IN CLASS, AT LUNCH, BEFORE OR AFTER SCHOOL.
 * 4) Make word maps [][] frayer models for any 25 Earth science vocabulary terms in the following glossary
 * 5) Do 25 regents review questions (restate Q & A) []
 * 6) Individual Labs: make-up work []
 * 7) Earth science resources [][]
 * 1) Clues to Earth's Past Lab activity: []

week of April 16, 2012 > [] week of April 2, 2012
 * 1) Lab-Continental Drift []
 * 1) HW #2: Define terms on page 244 cornell, frayer or word map
 * 2) Regents Review
 * 1) weather and climate
 * 2) Lab-weather stations
 * 3) HW1-define the terms on pages 126 and 160-cornell, frayer or word map

week of February 27, 2012 week of February 13, 2012
 * 1) 3-2-2012 HW #6: read and take notes on topic 3; be sure to define all vocabulary terms
 * 1) lab #4: density of liquids
 * 2) lab #5: latitude and longitude
 * 3) lab #6: plotting earthquakes and volcanoes []
 * 4) lessons: earth structure and system of coordinates [|powerpoint 1] [|powerpoint 2]
 * 5) quest-density and measurement
 * 6) HW #s 2-4: read and take notes (cornell) on chapters 2 through 4
 * 7) HW #5: respond to the discussion topic at: [] (you do not need to join the wiki, simply create an account so that you can post to the discussion board)

week of February 6, 2012 **File Not Found** Week of January 31, 2012 || **Definition (in own words)** >> A change in size, shape, or stateof matter || || **Characteristics** >> New materials are NOT formed >> Same matter present before andafter change || >> |||||| (**PHYSICAL CHANGE)** || >> || **Examples (from own life)** >> Ice melting >> Breaking a glass >> Cutting hair || || **Non-Examples** >> Burning wood >> Mixing baking soda with vinegar || >>
 * 1) lab #3 measurement
 * 2) lessons: basic skills vocabulary & measurement
 * 1) HW #2: write your autobiography. Include: where you were born/grew up; describe your family; schools attended; positive and negative school experiences; places you have traveled/would like to travel to; 3 things you'd like to do in the next year; 3 things you'd like to do in the next 5-10 years; predict your life as it would go up through age 100; anything else you'd like to share
 * 2) HW #1: read and outline chpt 1 on loose-leaf - cornell notes []
 * 1) safety lab # 1
 * 2) lesson & lab # 2 plate tectonics
 * 3) 7 habits of effective readers; annotation & VPACE [] []
 * 4) community building & multiple intelligences []