PBIS Everchanging Earth Activity Sequence (11-12) (rid)
http://ebook.iat.com
Student Logon =McMsci
Student PassWord = Stem4u
!
supplimentary resources

(Mineral Project - Rock Project)

(green font = activities completed by ALL sections)
(purple font = started, not complete in that period)

(red font = sections which have completed the associated activity (ie: done = p1+p2+p4+p5+p6))
(black font = current & upcoming activities)


OnLine Geology Resources:

OnLine Geology Resources: use these, in addition to lab group share out ideas, RID links
EE-9-27 = "Pen Pals" Geologic Regional Surface Features Descriptions
, & . . .Google

PBIS Everchanging Earth kmz file (download and open to launch in Google Earth)

USGS This Dynamic Earth KMZ file of tectonic plates

GSA KMZ files

GoogleEarth FAQs for GeoSciences

USGS earthquake KMZ files

ERESE KMZ files

Google Earth Tutorials

MyWorld GIS Starter Manual (software at school)

SeaFloor Spreading Animation

SeaFloof Subduction Under Continent Animation

USGS This Dynamic Earth

USGS Plate Animations

Annenberg Dynamic Earth

USGS World Geology Interactive Web Map

USGS OnLine Data

USGS This Dynamic Planet OnLine Interactive Geologic Map

JOIDES Resolution EdWeb

OneGeology.org Interactive Web Map

CIA World FactBook

Wikipedia Earth

Wikipedia Geology

About.Com Geology

Wikipedia Citations / Reliability

PaleoMap Project

Washington Geology via Chris Hegg @ Georgetown Univ. - local pdf - local ppt - source ppt - source interactive map

Washington Geology via USGS - WebAccess - kml file (download and open to launch in GoogleEarth)

Supplimentary Resource - Michael Ritter, Univ. Wisconson, "The Physical Environment" WebText

Reference Resource = Don Anderson, CalTech, 1989 "Theory of the Earth" WebText (local PDF) (revision in process)

EPOD = Grand Tetons = GV = SatV

San Andreas / Kilauea / Iceland MAR

Nutrient Cycling Demos

InTeGrate / SERC / K12 / K8 / Site Index / Topic Index


All Sections = Lab Quad Seating Chart
(digital image voice memo, holding paper with full name & table number)

done = p1+p2+p4+p6


Why is it raining in the clear sky center of this cloud formation?
1) Hypothesize,
2) Explain your reasoning to others,
3) Listen, process, & incorporate others' thinking
4) Revise your thinking using others' observations / insights / ideas.

5) Try to dream about it - think about it falling asleep tonight . . . revisit tomorrow

Use this imaged data set to pick the best place to live hurricane free?

done = p1+p2+p4+p6


Vashon FIRST - Lego League (πR8s) - Girls Only Team this year:> - some slots remaining in other teams . . . RSVP - ASAP! (Sa14Sep2013@9am-12pm@McMurray Commons = 1st Parent/student meeting)


1) Everchanging Earth Activity Sequence - look here if you finish early . . . & OnLine Geology Resources @ the top:>!
black font = current & upcoming activities
purple font = started, not complete in that period
red font = sections which have completed the associated activity (done = p1+p2+p4+p5+p6)
green font = activities completed by ALL sections


2)OnLine Text PDFs = Its About Time Project Based Inquiry Science
student logon = mcmsci678
student pw = stem4u

Select "Everchanging Earth"

if no luck, download free
Acrobat Reader, install, reboot

done = p1+p2+p4+p6


3) SUMATIVE ASSESSMENT 90% WEIGHT= 8th Grade Technology Responsibility Contract for 2013-14

Read & discuss this agreement with your parents, sign date as indicated, and turn to the McMurray Office by 2:45pm PDT on Friday 06 September 2013.

Failure to do so will result in suspension of district technology use privileges (student account & internet access needed for classroom lab participation and credit) as well as a zero test credit for this requirement.

Student accounts are reactivated, and partial test credit is restored for correctly completed late submissions, once they are delivered as described above, and entered.

done = p1+p2+p4+p6


4) PIE Solar Scope, Solar Maxima SOHO, distance / diameter scales
scale modeling for hypothesis generation / testing / revision
distance - volume - mass - time - energy . . .?



ClassRoom Procedures / Expectations =

5) Lab Quad Seating Chart (digital image voice memo, holding paper with full name & table number)
done = p1+p2+p4+p6

6) How To Begin & End Every Class
done = p1+p2+p4+p6

7) Hall Pass Procedures
done = p1+p2+p4+p6

8) Journal Assembly & Storage (use heavy duty stapler for 50 + pages ONLY - 1/4" or thicker)
done = p1+p2+p4+p6

9) Lab Behavior Training
done = p1+p2+p4+p6

10) Substitute Teacher Behavior Training
done = p1+p2+p4+p6

11) Working in Other Sections Behavior Training
done = p1+p2+p4+p6

12) Classroom Operating Principles

13) Assessment (Family & Student Access) (EA+) System and Reasoning - {how to use formative skill check (5% category weight) assignment lists to improve}
done = p1+p2+p4+p5+p6

14) Standards / (Next Generation Science Standards (NGSS) (NSTA Earth-Space Science Summary)

15) 2013 OSPI VISD Report Card (37.3% increase in 4 years since PBIS pilot)(#7/295 rank statewide{top 2.4%})
(WA state)
(2009 OSPI Report Card) (WEA-WA state education statistics)
(SeattleTimes.com WA State Higher Ed Paradox)

16) 5E Inquiry Models


Sumative Test (70% grade category weight) =

16) demonstrate reliable online textbook access & utility.
done = p1+p2+p4+p6

17) demonstrate reliable SkyWard Student Access & VISD GoogleDrive (eMail, Docs, Numbers Sheet) access & utility.
done = p1+p2+p4+p6






18) "Gorillas & the missed" UIUC VisCog perception exercises - multiple experimental observations & independent verification.
VisCog Lab Videos Page (2) (3) (4)

done = p1+p2+p4+p6

19) Dug the Dog's experience of Focus . . ."SQUIRREL!!" (8.6x10^10 neurons + glial, ~8.6x10^9 neurons)
done = p1+p2+p4+p5+p6

20) NSTA Executive Function Article - Reading Fix-Up Strategies (HandOut+LuAnn)
a) summary / meaning T-charts
b) write-ons = summary - meaning - ?s - arguments - agreements - inisghts
c) citation / reference checks
d) visualize!
e) relationships?
e) math applications?

21) David Brooks OpEd NYT 01May09 = Genius: The Modern View
done = p1+p2+p4+p5+p6

22) National Geographic "Pay Attention" DVD Multitasking Participatory (49 min. run time)
p1 = 30m37s, or done?
p2 = done
p4 = done
p5 = 34m00s (done?)
p6 = done

done = p1+p2+p4+p5+p6


23) Annenberg / Harvard / Smithsonian Astrophysics' "A Private Universe" & "Minds of Our Own"(thin air / moonphases & seasons)(APOD - "Rotating Moon"?)
Thin Air - Grads
done = p1+p2+p4+p5+p6

Seasons / Moon
done =
p1 =
p2 = seasons-7m19s
p4 = moon - 5m23s
p5 =
p6
=



24) Accessing "World of Science" & General Publications (Google Scholar) (Wikipedia Citations) (Snopes) (Bad Science) (PNWTO) (MSL) (YouTube) (EDU-Tube) (TeacherTube) "The Dangers of Keeping An Open Mind" (pdf)
done = p1+p2+p4+p5+p6

Endurance Runing Hypothesis - Dennis Bramble (Univ. Utah Biology) & Daniel Lieberman (Harvard Paleoanthropology) (Abstract) (Full PDF) (Summary) (Local PDF) (Presented Paper) (Local PDF) (Nature)(PDF) (Local PDF)(Google Scholar) (Discover Magazine) (Nice PDF summary Univ. Idaho)(David Attenboro Persistence Hunting Kalahari Bushmen) (Man vs Horse Marathon - Wiki)
(Nice CounterArgument - Lawrence Morran, Univ. Toranto Biocherm,istry)

done = p1+p2+p4+p5+p6

BTW . .  test yourself against Usain Bolt's reaction time & see normed test results:> (local copy) - NYT

WIRED - Limiting Physics of Running (local copy)

 


 


 


EE-2-8 ="What's the Big Question? - What Processes Within the Earth Cause Geologic Activity?"
done = p1+p2+p4+p5+p6


 



1) EE-9-27 = "What's the Big Question? - "Pen Pals" Geologic Regional Surface Features Descriptions
1 day LabWork = p1+p2+p4+p5+p6
2 days LabWork = p1+p2+p4+p5+p6

3 days LabWork = p1+p2+p4+p5+p6
3.5 days LabWork = p1+p2+p4+p5+p6

4.5 days LabWork = p1+p2+p4+p5+p6

- unstructured search - use your own ideas on how & where to look . . .
- record data in journals with URL, to discuss research methods / search terms tomorrow . . .
- don't forget your "PenPal" in the text . . .

9 "PenPals", 7 Earth Surface Feature not introduced in the text directly: (P1 - (P2) - P3 - P4 - (P5) - P6)

These are our content targets:

1) Lat/Lon/Altitude (EE-28-29 = "Communicate" - Latitude & Longitude)
2) Country information - economy, resources, politics . . .
3) Regional culture (rough description)
4) Weather/Climate
5) Describe Geologic activity (earth quakes, volcanics - details please, including images)
6) Effects on local human populations (rough description, images might be helpful)
7) Bonus = Any info you came across re: cause of the geologic activity, citing source directly
pronounciation = howjsay.com
remember to provide source URLs for data cited that you did not get from the text . . .

done = p1+p2+p4+p5+p6

Presentations =
Mo30Sep start for p2+p4,
Tu01Oct start for p1+p5+p6

done = p1+p2+p4+p5+p6





2) read = LS-1.0-EE-33="How Can My Region Be Described?" (geologists / visualization tools)
done = p1+p2+p4+p5+p6


3) read = (EE-34-46)-(LS1.1)-(Understanding the Question) = "Thinking About How My Region Can Be Described"
(MyWorld-Demo+Explore Individually)

done = p1+p3+p4+p5+p6


4) read-(EE-36-38)=MyWorld GIS Demo
done = p1+p2+p4+p5+p6


read-(EE-259-264)"Using MyWorld SoftWare"(DEMO skills) - INDIVIDUAL - 1 PERSON PER COMPUTER! (36 sumative points)

action item (sumative grade)= (7pts)
in pairs, record answers in each person's journal to the 7 bullet points on EE-38.

Be prepared to discusss.
done = p1+p2+p4+p5+p6

action item (sumative grade)= (4pts)
in pairs, record answers in each person's journal to the 4 bullet points on EE-39.

Be prepared to discusss.
done = p1+p2+p4+p5+p6

action item (sumative grade)= (4pts)
in pairs, record answers in each person's journal to the 4 Stop & Think questions on EE-39.

Be prepared to discusss.
done = p1+p2+p4+p5+p6

action item (sumative grade)= (9pts)
EE-262-Vertical Profile Tool (Distance Measure Tool for "crow flies" distance alone)- find the greatest elevation/depth (altitude) changes in you Earth Structure Region, and the distance it covers, and "print to file" a JPG of the profile to keep with your research materials on your Geologic Structure & Region in your GoogleDrive.

Individual skill demo
done = p1+p2+p4+p5+p6


 

action item (sumative grade)=(12pts)
individually demonstrate:
a) personal student logon to VANGUARD / ZDRIVE
b) personal student logon to GoogleDrive
c) eMail Mr. Justin a test eMail within GoogleDrive eMail
d) generate & share a GoogleDoc with Mr. Justin, then delete it.
e) print a hard copy of a single page GoogleDoc
f)
logon to personal StudentAccess account
g) demonstrate individual student ability to find missing assignments
h) demonstrate individual student ability to find assignment details
i) open & successfully complete a test check StudentAccess OnLine Assignment
j) demonstrate personal student access to their Kahn Academy account
k) demonstrate personal student access to their IXL account
l) independently and confidentially fill out a single RSVP survey as instructed

 

(EE-47-54)-(LS-1.2)-(Investigate) "How Can My Earth Structure Be Described?"

Google {surface feature name} geology & use (EE-3-37) for data to describe geology of each feature, it's cause(s), and effects locally.

action item (sumative grade)=
in pairs, record answers in each person's journal to the 4 Stop & Think questions on EE-39.

Be prepared to discusss.
done = p1+p2+p4+p5+p6


3) Present 16 Earth Surface Structures & Regions Features = P1 - P2 - P4 - P5 - P6

Student pairs will present findings using projecting system




 

These tests are diagnostic & formative - they are not used in grade calculations - We are required to give them.

1) 1/8-Z-1-3-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.2) 1degEqBalOLA = First order algebraic equation balancing OnLine Assignment skill check
3) MEFES-PT = Matter & Energy Flow Through Earth Systems PreTest -
4) 2/8-Gri-4-6-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.5) 3/8-SCS-7-10-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.6) 4/8-SCI-11-14-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.7) 5/8-SCI-15-16-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.8) 6/8-Gra-17-18-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.9) 7/8-SI-4-6-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.10) 8/8-C-4-6-ACT-OLA = Academic Character Trait OnLine Assignment - self assessment pre-tests.11) 1/3-Ap-1-7-11-13-15-17-AGQ-OLA = Achievement Goal Questionnaire OnLine Assignment - self assessment pre-tests.12) 2/3-Av-2-5-6-9-10-16-AGQ-OLA = Achievement Goal Questionnaire OnLine Assignment - self assessment pre-tests.13) 3/3-M-2-5-6-9-10-16-AGQ-OLA = Achievement Goal Questionnaire OnLine Assignment - self assessment pre-tests.14) SMART = What it means to be "Smart" writing prompt. This is a paragraph essay - finish at home by Tr14Nov2013@3:15pm.15) WLGITW = When Life Gets in the Way . . . writing prompt. This is a paragraph essay - finish at home by Su17Nov2013@3:15pm.

done = p1+p2+p4+p5+p6


Seismic Tomography - Discover Magazine / Java Animation / Paper / Java Abstract / Wikipedia ST / Wikipedia EarthScopeIRIS ST / IRIS Animations /EarthScoep ST / Cornell / Google Images- BLOCK DAY LAB - LAB = EE-67-70 = 2.3 - (Explore) "Making Observations and Inferences" = MYSTERY BOXES LAB - follow procedure, skipping step 6 - only work 1 box per table. Report out as a table to the class what you think you have, based on the evidence of your observations using the wire probe and any other methods leaving the box seals intact and uncompromised. Use the TESTS - OBSERVATIONS - DATA (evidence) & HYPOTHESES format to collect & present your findings.

 


action item (sumative grade)=(EE-44-45)-(LS1.1)-"Create a Vertical Profile (transit) of Earth's Surface in Your Region (which you reported on)"

EE-262-Vertical Profile Tool (Distance Measure Tool for "crow flies" distance alone)- find the greatest elevation/depth (altitude) changes in you Earth Structure Region, and the distance it covers, and print out the profile to keep with your research materials on your Geologic Structure & Region.a) Select Elevation & Depth,
b) Select Create Vertical Profile 1 KILOMETER interval
c) left click & RELEASE,
d) drag the mouse across your geologic structure,
e) double left click when finished
f) Netbooks may have to drag the horizontal divider bar in the vertical profile window
downward to see the plot
g) RIGHT CLICK on the profile, select print, or, save plot as JPEG to your DESKTOP, & print (you may have to find my printer = HP - LaserJet - 5M
f) staple in you journal

g) note where the transet (vertical profile) starts & finishes in the geologic structure you chose.
(example = left = seaflor, right = mountaintop of Andes coastal range of mountains)

Show in your Journal with plot locations ID =
1) MyWorld GIS Vertical Profile
2) GoogleEarth Vertical Profile (below)

and . . .

Demonstrate GoogleEarth skills live on demand:
1) find lat/lon location
2) find by placename
3) download, load & turn on /off KMZ/KML files

4) use vertical / profile views, and adjust profile scale to 1:1

done = p1 + p2 + p4 + p5 + p6




(EE-47-50)-(LS-1.2)-(Investigate) "How Can My Earth Structure Be Described?" = GoogleEarth IntroGoogleEarth FAQs for GeoSciences

Google {surface feature name} geology (use the geologic feature & region you gave your report on). Be prepared to demo GoogleEarth features to Mr.J. for credit - no need to record the bullit points or questions in the text in your journal, just show you know how to use the program as requested.


= Google Earth Tutorials =
1) Navigate to: PLACES > COMPUTER > FILE SYSTEM >Move to the desktop, & run the app from this location.
2) Download these KMZ files, SAVE to DESKTOP =

PBIS Everchanging Earth Geologic Structures & Regions KMZ file,
USGS This Dynamic Earth Tectonici Plate Boundaries & Direction of Motion KMZ file,
KMZ USGS This Dynamic Earth Tectonic Ocean Plates Age by color KMZ file
3) Open GoogleEarth (repeatedly if necessary, clicking YES for Open GL operation), leave it alone to boot and show a globe.
4) In Google Earth, FILE > OPEN, navigate to DESKTOP > KMZ file you downloaded. Repeat for all 3.
5) Check on the 3 KMZ files in your "Temporary Places" navigation window on ther left of the map.
6)Open MY PLACES files by double clicking, and select features to interrogate the same way.

done = p1+p2+p4+p5+p6


8) At the bottom of the left column under PLACES, you will find LAYERS. Click on the LAYERS arrow, then click on the arrow for PRIMARY DATABASE.
9) Within PRIMARY DATBASE, click on the GALLERY arrow, then under that select the boxes for EARTHQUAKES nad VOLCANOES.
10) Finally, past GALLERY, but still under PRIMARY DATABASE, click on the arrow beside MORE, and check the box for WIKIPEDIA.

11) You might prefer to turn off the following LEGENDS off, or singly back on later, as they overlay each other:
Dynamic_Earth.kmz / Dynamic Earth / Seafloor Age / Legend (off) (on seperately if desired)
Dynamic_Earth.kmz / Dynamic Earth / Earthquakes / Twenty years worth of large earthquakes / Legend (off)
Dynamic_Earth.kmz / Dynamic Earth / Earthquakes / M+1, past 7 days, plotted by magnitute / Legend (off)
Dynamic_Earth.kmz / Dynamic Earth / Earthquakes / M+1 earthquakes past 7 days, plotted by depth / Legend (off) GoogleEarth Geologic Structure Vertical Profile Generation:
12) TOOLS menu, select RULER, and in RULER, select LINE. Leave the remaining options alone, unless you have a seafloor structure, in which case in the second popup window, you click on the ALTITUDE tab, and select BOUND TO SEAFLOOR.
13) CLICK cursor ONCE, move cursor across geologic structure along desired path, CLICK ONCE more when finished drawing the path. Save the line.
14) RIGHT CLICK / CONTROL CLICK on the transit line you just drew, select from the popup menu SHOW ELEVATION PROFILE.
15) ELEVATION PROFILE pops up on bottom of screen - run cursor over profile, and an arrow shows where on the transit line corresponds to that point on the geologic structure.
16) PRINT SCREEN BUTTON on thin client desktop stations Netbooks = see #17 below . . .
17) NetBooks = in PROGRAMS / ACCESSORIES, open SNIPPET TOOL. Capture screen, SAVE to MY PICTURES. Open & print.
18) Staple in journal.

done = p1+p2+p4+p5+p6





DVD = 2hr. into "Supervolcano" - Yellowstone Eruption "Future History" (Discovery Channel / BBC 2005)
Curiosity (Pele) / Wikipedia (2)(scheduled for We27Nov2013 - early release before TurkeyDay) Jake Lowenstern

Show in your Journal with plot locations ID = (details AFTER #4 below . . . )
1) MyWorld GIS Vertical Profile
2) GoogleEarth Vertical Profile (below)

and . . .

Demonstrate GoogleEarth skills live on demand:
1) find lat/lon location
2) find by placename
3) download, load & turn on /off KMZ/KML files

4) use vertical / profile views, and adjust profile scale to 1:1

done = p1+p2+p4+p5+p6



#1b) Read 3.2-EE-96-104-What Causes EarthQuakes and What Happens When They Occur?
(done =p1 + p2 + p4 + p5 + p6)

EQ links (Tectonics URLs), Slinkies, Pointy Sticks, Cobblestones, Rubber Bands, & Masking Tape:>

(done = p1 + p2 + p4 + p5 + p6)

VISD-PNWSN Seismometer "test":> (
Rock ID URLs)
(EPOD San Andreas)
(p4 drop image)


4) Lab = (EE-52-54)-(More to Learn) "How Do Topographic Maps Represent Earth's Surface?"

done = p1 + p2 + p4 + p5 + p6


5) (EE-55-58)-(More to Learn) "Back to the Big Question" - "Explain Your Reasoning"

done = p1 + p2 + p4 + p5 + p6


Topographic Map Slope Calculations:> (google images) (landform comparisons)

y = mx + b = (solve for "y" if you are given a dual variable equation)
To find any "y" (vertical axis) value for a Cartesian Coordinate System ordered pair (x,y) . . .
find the slope = m = {rise ÷ run} = [(Y2-Y1) ÷ (X2-X1)] . . .
multiply the slope times the measured "x" (horizontal axis) value . . .
add in the "y - intercept" = b = the "y" value for where the plot line crosses the "y" axis".

Use the topo map you created from the wet lab rock.
Using a cm ruler,make a data table of Cartesian Coordinate ordered pairs (x,y) for each elevation line on your map.
Make sure you lable what units you are using (cm).
Plot the data on graph paper - make sure you lable the units on each axis (x = horizontal distance in cm, y = elevation in cm)

Does your plot show repeated X values? Did you use INTERVAL measures for X, or RUN? What's the difference
(hint: [VPT or transit] vs [interval slope])


Find the slope between each pair of topo lines on your rock's topographic map.

What GIS tool does this plot represent?
Describe the relationship between the topo map and the plot - what views of the data do each represent?

(done = test prep)


Test =
1 ) Topo map with transet marked .
2) CCS data tables (x,y) for topo map coordinates - interval-x values.
3) CCS data tables (x,y) for topo map coordinates - total run or transit-x values.
4) Graph plot of transit-x or total run from first to last point.
5) Graph plot of interval-x data.
6) Show calculations for slope for interval-x & total transit or run.
(p4 needs 1 more day = Fr12Dec2014, 7am makeup henceforth for any/all regrades)
when done / waiting to get checked off, read EE-60-79.


6) Read = EE-60-63 = 2.1 - (Understanding The Question) "Think About the Structure of the Earth

done = p1 + p2 + p4 + p5 + p6


7) Read = EE-64-66 = 2.2 - (Explore) "A Model of the Earth's Structure".

done = p1 + p2 + p4 + p5 + p6


8) LAB=MYSTERY BOXES = EE-67-70 = 2.3 - (Explore) "Making Observations and Inferences" - follow procedure, skipping step 6 - only work 1 box per table. Report out as a table to the class what you think you have, based on the evidence of your observations using the wire probe and any other methods leaving the box seals intact and uncompromised. Use the TESTS - OBSERVATIONS - DATA (evidence) & HYPOTHESES format to collect & present your findings.


9) Read = EE-71-79 = 2.4 - "What do Scientists Know About the Earth's Interior"?

answer 2 "Stop & Think" questions on pg.79 in journal, & draw earth's layers with density lables as shown & described in text - both crust detail and whole Earth cross section - 4 action items)

 

done = p1 + p2 + p4 + p5 + p6


Density Lab Requirements:

#4) = Qualitative Lab - Density Stack = LAB = 2.4=EE-80-83 = (More to Learn) "Density"#5) Qualitative Lab - 6 Reflect Questions = LAB = 2.4=EE-80-83 = (More to Learn) "Density"

#6) Quantitative Density Lab Analysis -Pt.4 Use a 1/10g sensitivity balance, agraduated syringe, and tared, seperate dixie cups to quanitfy the density of glycerine (glycerol), dish soap, water, and baby oil. Record on your density column sheet in your journal as g/mL MEASURED. (recomend 5cc uniform sample volumes) (remember VISCOSITY in your substance transfer plans!)

This lab is supported in class TODAY ONLY - consider it a "work in class test" - MakeUps / ReTakes @ 7am by appointment ONLY:>EVERYONE in the LabQuad MUST show Mr.J. their agreed upon PROCEDURE recorded in their own journals BEFORE the can start the labPlease make sure you coinsider in your procedure the following . . . a) Materials = what lab gear will you be using, and what substances will you be measuring?b) Procedure = detailed steps - how to measure volumes, transfer substances to a container to take their masses, and keep cross contamination and substance loss to a minimum . . . YOU MUST SEAL THE BALANCE BY ITSELF SECURELY WITHIN THE PROVIDED ZIPLOCK BAG, OR YOU BUY ME A NEW BALANCE:<...c) Data = RECORD & LABEL measurements in grams (g) & milliliters (mL). Make sure you do not have the mass of the weighing container imbeded in your mass measurements. Also make sure your internet sources have detailed page URLs, and you have recorded your reasons for trusting each specific source.d) Results = show all calculations with the required units at each step (D=g/mL). e) Conclusions = Put it all together - your density stack lab results, your measured & calculated D values in g/mL, your LookUp value, and make your case for your best D values for all substances.

Run this on Block Daze . . . finish up with LookUp Values w/ Specified Source Pages after break

#7) Reconcile Findings -DENSITY LAB Pt.5 - how do our . . .

A) Qualitative Observations (visual density column, 7) LAB = 2.4=EE-80-83 = (More to Learn) "Density" above)

compare to our . . .B) Quantative Measurements and calculated values for density for each liquid?(done = p1 + p2 + p4 + p5 + p6)

#8) -DENSITY LAB Pt.6 - How do our Qualitative Observations & Quantative Measurements & Caluclations compare to the scientific community's reference standards online? (done = p1 + p2 + p4 + p5 + p6)#9) -DENSITY LAB Pt.7 - How do we reconcile these 3 disparent data?

a)Error Analysys?

b) Source Validation?

#10) -DENSITY LAB Pt.8 - Dynamic System Model Analysis - Finally, describe the stages of a complete cycle of a blob of yellow wax in the Lava Lamp in your Journal & to Mr.J. in person.


10) LAB = EE-80-83 = (More to Learn) "Density"

done = p1 + p2 + p4 + p5 + p6


Scale . . .

Scale / XS . . . (Wiki "Not To") (Tectonics URLs) (UCo GeoPhys) (Annenberg) (EC)

Geologic Scale TimeLines // (Plate Tectonics URLs)

#11) Read = EE-83-85 = 2.5 - (Explore) "Modeling the Earth's Structure" -

done = p1 + p2 + p4 + p5 + p6

scale = ratio or fraction comparing one model dimension to the actual dimension of the actual system being modeled, maintaining relative proportions.

Training . . .

Usually presented as . .
(model measurement):(actual system measurement),
or
(model measurement) / (actual system measurement)

example =
1:24 = 1cm measured on the model = 24cm measured on the real object = 1/24 scale model

can be used for ANY dimension . . . linear distance, volume, mass, time, energy, money . . .

or for any combination of dimensions . . . force, work, density, income per capita (person) . . .

(models) (maps) (globes) (conversions-tables) (local = calc - list - conversions)


 


Resources / reminders about how density works . . .

Density = D = mass / volume = NYCS = PhEt Density = PhET Bouyancy = PhET Tectonics = PhET Fluid Pressure

Wikipedia D orders of magnitude / (1kg/m^3 = 0.001g/cm^3)

Examples? = (1) (2) (3) (4) (5) (6)

Examples? (A1) (A2) / (B1) (B2) / (C1) / (D)

Relationship between champaign glasses' density & tone (resonance frequency)

Relationship between density and light refraction (pencil in water)

"Disappearing Beaker" cause?

Geologic Importance of Density (Pressure / Temperature) = (Bowen's Reaction Series) (2) (Igneous Rock Distribution)

- - mass = grams = g

- - volume = cubic centimeter = cc = cm^3 = milliliter = ml = (Length)*(Width)*(Height)

- - volume (L x W x H = cm^3) ≠ area (Length x Width = cm^2)

volume ≠ area (Length*Width) cm^2


done = p1 + p2 + p4 + p5 + p6

Siesmic Tomography - (relations = topography, slope, & density)

EarthScope FAQ & Images  - IRIS FAQ & Images - IRIS Animations  - Discover Mag Seismic Tomography  GoogleImages Cornellabstract (front page)


 


* * * Walk Through Scale Model Earth * * *
Flow of Matter & Energy Through Earth Systems
(Gandalf) (Lab Convection Candle Loop) (Earth Systems Convection - Good Scale) (Earth Systems Convection - Good Graphics)

OutDoor SME Walk-Through & Function data - take your SME map with you:>

New Seismic Tomography:>

Siesmic Tomography - (relations = topography, slope, & density)

EarthScope FAQ & Images  - IRIS FAQ & Images - IRIS Animations  - Discover Mag Seismic Tomography  GoogleImages Cornellabstract (front page)

(done = p1 + p2 + p3 + p4)

LAST NOTEBOOK SCALE MODEL EARTH COMPONENT =

9) FUNCTION of each layer in creating and maintaining the surface environment on Earth - geo-hydro-atmo-bio-spheres.
(EE-86-87-LS2.5.1-More to Learn - Earth Systems)

(done = p1 + p2 + p3 + p4)


 

 

 


#13) Summative Assessment (Sem01Fall2014 Final)
Scale Model Earth
Cross Section on NoteBook Paper (SME-NBP-XS)

2014-15 Test Run in class:
1) HomeWork & 7am help available (not required)
2) Open Notes / InterNet / Text
3) Work in LabQuads
4) Each person is exclusively responsible for their own learning / product.

Day 1 = We18/Tr19Dec2014 (blocks = 1/2 SME-WTM)
Day 2 =Fr20Dec2014
Day 3 = Mo05Jan2015
Day 4 = Tu06Jan2015
Day 5/6 = We07-Tr08Jan2015 (blocks)
Day 6 = Fr09Jan2015=DUE in class / take verbal exit exams

***Scale Model Earth - NoteBook Paper - Cross Sectional Model (SME-NBP-XSM) Grading CheckList (√List-Rubric)***

***Scale Model Earth - NoteBook Paper - Cross Sectional Model (SME-NBP-XSM) Grading Graphic Organizer (GO-Rubric)***

***Scale Model Earth - Exit Verbal Exam Items*** (-3=9/12 minimum to pass)

***Scale Model Earth Walk Through Model*** info page (~2 or 3 of 4 grade)

***Provided (STRONGLY recomended) SME URLs*** (single page URL list)


Consensus lab notes . . .

Density Consensus Values

Earth Density Layering collected meaning notes from Text /

Collected meaning notes from pointy sticks / rocks / rubber bands lab



Research (online & using your text & HandOuts), design, and create a SCALE CROSS SECTIONAL MAP OF EARTH'S LAYERS that fits on a standard 8.5" x 11" PAPER. Don't try to get you map all the way to the edge of the paper . . .YOU MUST USE A DIAMETER OF 20cm ON YOUR PAPER, AND USE ONLY METRICS (Km, mm, g/cc, C).

SHOW YOUR COMPLETE CALCULATIONS on the back of your map (how you calculated your scale, & how you calculated map distance for every layer), and put the map scale you used on the front side, bottom right corner of your paper. Use the Earth radius value in Km on the Scale Model Earth Walk Through Model.

You must draw the depth / thickness to scale of (mm : Km) and lable your map with the following information for credit:

start cross sectional map with:
a) outer boundary of Earth's surface
b) scale calculations
c) one additional layer - either core-up or surface-down

(done = p1 + p2 + p4 + p5 + p6)

Next, add remaining of all 5 layers, and start adding temperature and density ranges.(done = p1 + p2 + p4 + p5 + p6)Finally, complete your lables for each layer of your model:
1) real life thicknesses (Km)
2) scaled thicknesses (mm)
3) density ranges top to bottom for each layer (g/cc)
4) temperature ranges top & bottom for each layer (C)

(done = p1 + p2 + p4 + p5 + p6)



14) CHECKLIST OF ITEMS ON YOUR SCALE MODEL EARTH CROSS SECTION =
(
105 test points {35 items x 3pts. ea.})Thickness, or cord distance in Kilometers, and scale distance on the map in mm, of:
1) Crust
2) Lithosphere
3) Mantle
4) Outer Core

& the radius of the:
5) Inner Core6) Composition / materials present / chemistry for each layer7) Location of Hi/Lo Temperature for each layer (in degrees Celcius)8) Location of Hi/Lo Density for each layer (in g/cc = g/ml = g/cm^3)

9) FUNCTION of each layer in creating and maintaining the surface environment on Earth - geo-hydro-atmo-bio-spheres.
(EE-86-87-LS2.5.1-More to Learn - Earth Systems)

(done = p1 + p2 + p4 + p5 + p6)



15) Scale Model Earth - Exit Verbal Exam Items:
Using ONLY your OWN NoteBook Scale Model Earth Cross Sectional Map, answer the following on the back (or an attached paper with your heading on it) in explanitory &/or illustrated sentences:
(24 test points {12 items x 2pts. ea.})

1) What is the power supply for plate motion?

2) Why is the hotter inner core solid and the cooler outer core liquid?

3) What is the source of Earth's magnetic field?

4) How is Earth's mag-field used by surface life?

5) How do elements in the outer core & lower mantle get transported to & combined into molecules in the upper mantle?

6) What is the most massive layer of Earth, and what is it's most massive component?

7) Where does the Earth's atmosphere come from, and how is transported to where we find it?

8) Where does the Earth's hydrosphere come from, and how does it get to where we find it?

9) What is the source of all the solid chemical elements found on Earth's surface, and how do they get to where we find them?

10) Why is it forseeably impracticable to drill into or through Earth's mantle, or core layers?

11) Where do we find most mountain ranges, volcanoes, and earthquakes on Earth's surface?

12) What structure is the seafloor basalt and continental granite of Earth's solid rocky crust embeded in, and moved by?


 


 


(EE-47-54)-(LS-1.2)-(Investigate) "How Can My Earth Structure Be Described?"

Google "{surface feature name} geology" & use (EE-3-37) for data to describe geology of each feature, it's cause(s), and effects locally.

Hand in an initial team CER (Claim - Evidence - Reasoning)
describing YOUR Geologic Feature (original team report topic)
(Plate Tectonics URLs:>)

Example:

Claim: Mt. Rainier in WA state, USA, is a composite (strato) volcano.

Evidence:
1) ~30deg. conic shape,
2) high (~14,000ft.) altitude,
3) frequent weak & occasional strong earthquake region,
4) basalt & ash composition,
5) explosive (grey) eruptions of mostly gas & ash.

:Reasoning:
1) Similar in structure & composition to other regional Cascade Range composite volcanoes (Baker, Adams, St. Helens, Lassen, etc.) (http://en.wikipedia.org/wiki/Cascade_Volcanoes)
2) Regional EarthQuake mapping indicates tectonic plate boundry interaction similar to other seafloor subductions around the world.
3) Seafloor subduction is associated with coastal mountain range uplift with composite volcanoes.
4) Superheated steam from subducted seawater cracks overlying continental rock, allowing a boyant mixture of remelted seafloor basalt & continental granite to vent at the surface.



NEGATIVE (BAD) EXAMPLE =NO SCIENCE PRINCIPLES OR KNOWLEDGE BASE (derived from fair test experiments, independently verified by multiple methods & measures) APPLIED.

Claim: Composite volcanoes are caused by the Roman god Vulcan's activities at his forge.

Evidence:
1) energy for eruption comes from underground,
2) sounds like what a godly forge might sound like when it erupts,
3) &occasional strong earthquake region,
4) people exploring eruptions seldom return,
5) explosive (grey) eruptions of mostly gas & ash, as if from a bellows exhaust over coals.

:Reasoning:
1) Something inside Earth has to provide an incredible amount of energy to blow up a mountain.
2) Eruptions might indicate displeasure with worshipers.
3) Gods are long lived, so infrequent eruptions argue for their slow active pace.
4) People believe it.


 


 


STEMfest (student generated individual engineering project, research, or research investigation & GoogleDoc presentation)
(STEM resources)(LabWrite)(LegoLeague)


 


 


 


 


Tectonics Unit . . .



Oldest Earth Crust? (2) (3) (4) (SciAm)

SPARK Museum Bellingham:> actual "SteamPunk" (2) (3) (4)
(MegaZapper) (1st person plasma) (2) (Tesla Coil)
(Antique Radio)


1) LAB=LS-3.0+LS-3.1 (EE-91-95 - Understanding The Question -Think About What Happens @ Plate Boundaries) Work in pairs on the clay models and the SIMULATING PLATE INTERACTIONS sheet (3.1.1) (each person fills out their own plate bounday sheet). and attach it to your journal.

In the PROCEDURE on EE-93, #5, push the clay blocks firmly together so they are fused together somewhat before attempting to pull them apart. Use paper scraps between clay pieces and table top to reduce friction.

Write out the questions and answer the 3 REFLECT questions on EE-95 on the back of theSIMULATING PLATE INTERACTIONS sheet (3.1.1). (copy Richter & Mercali Scales into journals.) (Seismo-Richter-Mercalli GFX)

(Tectonics URLs)

EarthQuake & Volcano mp3's:>

(done = p1 + p2 + p4 + p5 + p6)


2) Read & ReCap LS-3.2-EE-96-104="What Causes EarthQuakes & What Happens When They Occur?"

(done = p1 + p2 + p4 + p5 + p6)


3) Read & Discuss =LS3.3-EE-105-115 "How Do Scientists Collect and Evaluate Data From Earthquakes?"

Richter / Mercalli

- Write out the " Stop & Think" questions, and answer in complete sentences in Journals =
(two on EE-113):
a) Compare Richter & Modified Mercalli Intensity Scales.
b) What factors affect the intensity of an earthquake?

& COPY the (Seismo-Richter-Mercalli GFX) & Richter & Mercali Scales into journals.

(done = p1 + p2 + p4 + p5 + p6)


4) Paper LAB =LS-3.4-EE-116-122 = How Do Scientists Find the Epicenter of an Earthquake? (pp.EE-116-122) = (Finding the Epicenter Map 3.4.1) .

Follow instructions in text, including answering all questions as you go on the back of your (Finding the Epicenter Map 3.4.1. Calculate & indicate epicenter on (Finding the Epicenter Map 3.4.1), attach to your Tectonics Labs HandOut Set, and discuss as a class.(Lightning/Thunder YouTube / Lightning Wx Dude)
- EE-117-Reflect-#1-3
- EE-120-Stop & Think-#1-2
- EE-121-Stop & Think-#1-3
- EE-121-Reflect-#1-7
(total = 15 questions)

(done = p1 + p2 + p4 + p5 + p6)


5) GIS LAB=3.5 Explore = "What Can Earthquake Data Tell You About the Location of Plate Boundaries?" (ppEE-123-130) Forget the "Big World Map", and use the following URLs, GoogleEarth, & WmyWorld GIS as a last resort . . .

Answer questions #1-7 on page 124, #1-3 on page 139, using the links below:

(USGS This Dynamic Planet Interactive Web GIS)
(USGS EarthQuake Interactive Web GIS Now to Last 30 Days)
(USGS Top 10 EarthQuake Lists & Maps)
(USGS Global Seismicity 1900-2010 PDF Maps)
(USGS EarthQuake Info by Region)
(USGS US Seismicity PDF Map)
(USGS EarthQuake Home Page)
optional Google Earth plug-ins (not required) =

(USGS KML Files)
(GoogleEarth KMZ Layer File for Tectonic Plates USGS)
(USGS_Earths_Tectonic_Plates.kmz)
optional:
Plate Tectonics URLs

(done = p1 + p2 + p4 + p5 + p6)


6) GIS LAB = LS3.6=EE131-140="How Can One Year of Earthquake Data Help You Better Identify Plate Boundaries?"

USE ONLY EE-137-140 MyWorld GIS & GoogleEarth-
optional:
(USGS This Dynamic Planet Interactive Web GIS)
(USGS EarthQuake Interactive Web GIS Now to Last 30 Days)
(USGS Top 10 EarthQuake Lists & Maps)
(USGS Global Seismicity 1900-2010 PDF Maps)
(USGS EarthQuake Info by Region)
(USGS US Seismicity PDF Map)
(USGS EarthQuake Home Page)
optional - Google Earth plug-ins:

(USGS KML Files)
(GoogleEarth KMZ Layer File for Tectonic Plates USGS)
(USGS_Earths_Tectonic_Plates.kmz)
optional:
Plate Tectonics URL

(done = p1 + p2 + p4 + p5 + p6)


7) Read=LS3.7-EE-141-144 & discussion

"Where Are Plate Boundaries Located Across the Entire Earth?"

(done = p1 + p2 + p4 + p5 + p6)


 


8) OnLine LAB = LS6.1-EE-216-220=Think About What Geologic Activity Happens @ Plate Boundaries = Answer 5 REFLECT Questions on EE-220 on back of the BLM Table 6.1.1 "Plate Animations Interactions" WorkSheet

use CONFERENCE questions to fill out the front of the worksheet.

OnLine Animations of Pate Boundary Interactions - EQ + Volcanics + Mountain Building

Use these links: 1 2 3 4 5 6 7

Plate Tectonics URLs

Google Earth =
(USGS KML Files)
(GoogleEarth KMZ Layer File for Tectonic Plates USGS)
(USGS_Earths_Tectonic_Plates.kmz)

(done = p1 + p2 + p4 + p5 + p6)


9) READ = EE-4.3-pgs-159-167, "Why Does the Mantle Move the Way it Does?" & EE-5.3-pgs.189-202 "What is a Volcano?" Skip the questions, but add info as you come across it to your (Volcano Table 5.3.1)


9) Volcano GIS LAB = LS-5.1- Understand the Question - Think About What Volcanoes Can Tell You About Plate Interactions( EE-172-179) (Volcano Table 5.3.1)
Use MyWorld GIS (in lab only) &/or . . .
Web =


(USGS This Dynamic Planet Interactive Web GIS)
Google Earth =
(USGS KML Files)
(GoogleEarth KMZ Layer File for Tectonic Plates USGS)
(GoogleEarth KMZ layer for SeaFloorAge)

Plate Tectonics URLs

(done = p1 + p2 + p4 + p5 + p6)


10) LS.6.2.1-EE221-238-How Do Scientists Describe the Differences Between Moving Plates? -

(WorkSheet 6.2.1-Plate Interactions: Boundaries & Zones)

(EQ+Vcn)

Plate Tectonics URLs

(done = p1 + p2 + p4 + p5 + p6)


11) CER (claim - evidence - reasoning) for EverChanging Earth Learning Sets 1 & 2 "Big Question" =
"What processes in the earth Cause Geologic Activity" in your journal - no need to print out template.

Prepare and share out white board concensus by table, revise note book initial personal explainations.

Read

(done = (p1 + p2+ p4+ p5 + p6)


Test = Plate motion direction & effects = Tectonics Test Map

Combined Tectonics Lab WorkSheets

simple instructions:

1) Put your name, period, and date on the upper right corner of the back side of this map. Each person hands in their own hand labeled map, and must explain their reasoning to Mr.J. for credit.
2) Draw lines on this map of 15 major tectonic plate boundaries. Additional plates with evidence = extra credit (4/4 potential).
3) Use arrows to indicate the direction of travel of the plates at their boundaries on the map.
4) Label the plates with their names on the map.
5) List the plate names on the back of this map, & describe the surface geology features (locations of mountains, rifts, ridges, trenches, volcano types, earthquake types) which provide evidence for each plate's direction of travel.
6) More credit possible if (#2-5) above are provided for additional plates.
7) Use internet, journal WORKSHEETS & TABLES, text, MyWorldGIS, lab partners, and class discussions to construct your map and explainations.
8) 90 test points assessed (names, boundaries, directions, 3 reasons x15)
9) NO ReTakes! In class ONLY (tests CANNOT leave the room)!
10) Hand in your test with your lab worksheets folded in half together, NOT stapled (scanned before graded), full header on each paper used on the exam.

(done = p1 + p2 + p4 + p5 + p6)


13) (Plate Tectonics Map Test) = Plate Motion, Direction & Resultant Surface Geology = Mo07, We09 & Tr10 Blocks, & Fr11Apr2014 maximum, or until Mr.J. calls and end due to socializing / off task behavior.
**Suggested Live OnLine Resources (no hard copies please) =
+Tectonics URLs

+Annenberg Dynamic Boundry Map (scroll down)
+USGS Plate Motion Detail Map
+Lehigh Univ. Tectonics GIS
+USGS Dynamic Planet OnLine Tectonics GIS
+IRIS GIS
+MyWorld GIS - Earth Structures - Inquiry Project
+Google Earth = (USGS KML Files) (GoogleEarth KMZ Layer File for Tectonic Plates USGS) (USGS_Earths_Tectonic_Plates.kmz)
**Suggested Live OnLine Resources (no hard copies please) =
+Combined Tectonics Test Resources
- make sure you have accurately corrected your own work - NO ZEROXES OF OTHER'S WORK ALLOWED!


1) Put your name, period, and date on the upper right corner of the back side of this map. Each person hands in their own hand labeled map, and must explain their reasoning to Mr.J. for credit.
2) Draw lines on this map of 15 major tectonic plate boundaries.
3) Use arrows to indicate the direction of travel of the plates at their boundaries on the map.
4) Number & list the plate names on the back of this map.
5) Label plates on your map with the numbers of their names you listed on the back of your map.
6) Use pairs of plate numbers to describe the surface geology features at their labled boundary locations on your map (locations of mountains, rifts, ridges, trenches, volcano types, earthquake types), which provide evidence for each plate's direction of travel.
6) More credit possible if (#2-5) above are provided for additional plates.
7) Use internet, journal Combined Tectonics Lab WorkSheets, text(student logon = mcmsci678) (student pw = stem4u) (Select "Everchanging Earth" Text), MyWorldGIS (Library = Earth Structures, "ESInquiry20051212m3vz" file), USGS Dynamic Planet OnLine Tectonics GIS, Lehigh Univ. Tectonics Web GIS, Google Earth = (USGS KML Files) (GoogleEarth KMZ Layer File for Tectonic Plates USGS) (USGS_Earths_Tectonic_Plates.kmz) lab partners, and class discussions to construct your map and explainations.
8) 90 test points assessed (names, boundaries, directions, 3 reasons x15)
9) NO ReTakes! In class ONLY! Tests CANNOT leave the room or lose credit entirely!
10) Hand in your test with your lab worksheets folded in half together inside (hamburger), NOT stapled (scanned before graded), full header upper right corner on each paper used on the exam or risk loss of credit for work without full headers upper right corner.

(done = p1 + p2 + p4 + p5 + p6)

I will NOT be re-teaching material during the test.

I will be monitoring your work during the test, asking questions about your process and reasoning, and taking your test from you if you are off task.

I will coment on / mark up / grade your maps, then scan them for me to keep in your portfolio.

When the tests are graded and entered in SKYWARD, I will ask you questions about the comments I made on your test.

If you can show me by using your materials what your thinking was, and why, you could get an upgrade.

If you CANNOT show me prep materials &/or explain your reasoning for ANY FEATURE on your map ("I don't know, that's what THEY said"), you get NO CREDIT for your exam!

No ReTakes!
1) executive function test
2) problem solving
3) evidentiary reasoning
4) NOT memorizarion
5) NOT copying
6) EXPLAIN YOUR THINKING!


 


 


OnLine Text PDFs = Its About Time Project Based Inquiry Science
student logon = mcmsci678
student pw = stem4u

Select "Everchanging Earth" Text

if no luck, download free
Acrobat Reader, install, reboot


 


 


PBIS Planetary Forecaster Sequence = next unit of study = weather, climate, and geologic history




 


Advisory SSRR - bring book(s) of choice, or you must use GoogleBooks or Mr. J.'s library - A READING HABIT TRAINING, NOT A STUDY PERIOD!


1) SRR 25 minutes

2) 5 minute turn & talk - proceed through list below Mo-Tu-Tr-Fr

1) Plot UpDates
2) Prediction
3) Recommendation (with reasons)
4) Conflict Description
5) THEME
6) Reader ?s (confusing words, plot elements)
7) Connections (silimarity to reader's life, other books, real world events)


Advisory Curricula
Sustained Silent Reading ResponseResponse to Intervention (RTI~SpEd replacement)Olweus Bullying Prevention Resources(OSPI Student Led Conference Resources)
OSPI Student Led Portfolio Conference Video ResourcesOSPI Navigation 101 College & Career Readiness ResourcesOSPI Navigation 101 Portal

OSPI MS + HS Technical Support

(McM Student Led Conference Resources)
- SLC Activities
- CheckList - Masters - YouTube Demo - "High School Ready Fall 2012"- SLC Schedule Tr21 & Fr22Mar2013