posted on: May 16, 2007
Today we had a weather quiz, and following the quiz formed groups for the weather report map reading project and presentation.
posted on: May 11, 2007
Today we reviewed the correct answers to the workbook questions for chapter 17.4 in the workbook, the last chapter that we will cover before we move out to space. We then did a white board warmup activity, and did not get to the last activity I was hoping to start, which is the weather project. We also did not have the time to review the review questions for chapter 17.4 of the text. For most classes I handed out the study guide for the quiz. For the class that I did not have time to hand out the study guide I will do it before I give out the quiz. On Monday I will be giving a test on chapter sections 17.1, 17.2, and 17.4. Tomorrow after the quiz we will take the make our project groups and start on the project. The point of the project is for the students to be able to read several different types of weather maps, and truly understand them.
posted on: May 10, 2007
Today we started by reading the next chapter 17.2, and working on the review questions. When students were finished with that they had a two sided work sheet that reinforced the students understanding of storms, and what air pressure and temperature conditions they require to form. The review questions, and worksheets were finished in class and turned in for a grade. At the end of the class we had a tornado activity where we made mini tornados by adding a penny to the bottom, and liquid dish soap into a two thirds full mason jar of water. We vigorously spun the mason jars and made the water equivalent of a tornado.
posted on: May 08, 2007
Today I reviewed for a short period of time about weather fronts. Next the students took the four page test. Only a few did not finish, but they can finish tomorrow. If the student finished the test early they worked on a word scramble that covers some new and current material. Since the students were not able to have enough time to read the first chapter 17, the workbook homework is not due.
posted on: May 03, 2007
Today we started with an introduction to why the Dew point of the immediate atmosphere is important, also how to obtain the correct measurement to find the Dew point. Some of the classes were efficient enough so that we could do two measurements. We did a room activity, and also an outside activity. All classes viewed the next images of the different types of clouds. I also handed out the last study guide for the test for chapter 16.1,2,3,4 and the test has been moved back one day from tomorrow till Thursday due to the lack of time to review.
posted on: May 01, 2007
Today we did a psychrometer activity which uses a "wet and dry bulb thermometer to gather data to determine the relative humidity in percent in the atmosphere at three different locations around the school. First we made data tables, then we saturated the wet bulb and the swung both bulbs in the atmosphere which caused the moisture around the wet bulb to cool the mercury inside the thermometer as it evaporated by the air and evaporated more in the thirty seconds than if their was air filled with more moisture. Our three locations were outside on black asphalt in the full sun. The second location was inside the building in a sunny location with a Southerly location. The last location was in my freezing classroom that has a North Westerly exposure. We calculated the difference between the two bulbs, and used a table to calculate the relative humidity. Some classes were able to view two cloud type and classification images, where they drew some of the clouds and labeled them. The homework is to study for the test on weather that will be on Wednesday.
posted on: April 30, 2007
Today we started off by catching up on a DEAR reading time that my students lost while preparing for the CRCT test. Next we reviewed the 16.4 workbook homework from last night. The next activity was a discovery video about water in the atmosphere that demonstrated the energy that water can create in the atmosphere. I let some of the classes look at my old high school year books that I have not looked at in 20 years during DEAR time. We are doing a "Old school" thing about the teachers where we display the really young pictures of ourselves in the hallway. Some of the kids actually read some of the yearbook signings that were on the inside covers of my year book. Enjoy a well deserved weekend.
posted on: April 27, 2007
Today we reviewed 16.3 homework because it was connected to and demonstrated the most basic concept to understanding weather and why things work the way they do. I hope if you read this your pre-teen can explain why the winds from the ocean typically blow on shore in the afternoon and blow from the land to the sea in the morning. Please quiz them. We then started chapter 16.4 and read the text and went over the review questions to the chapter. I gave them a 16.4 worksheet to work on when they were done with their reading and review questions. I assigned them chapter 16.4 workbook chapter for homework.
posted on: April 26, 2007
Today we started the day with a short DEAR reading activity. Next I collected the essay homework about hurricanes and the worksheet. Next I showed them three of the best images of the globe that I could find. These images showed the different major global winds, where they are located in terms of latitude and hemisphere, the direction they blow or flow their official names and why they flow the way they do as well as global cultural and economic history behind why knowledge of how the global winds like the trade winds were and are very valuable just like the flow of the currents in the ocean. Next I had them draw and label the global winds from page 453 in the text. Finally when they were done they started the 16.3 winds worksheet which they can finish tonight if they were not able during class time. I have attached several of the images I used as the introduction to todays lesson. The homework for tonight is workbook chapter 16.3.
posted on: April 25, 2007
Today we watched a Discovery movie on hurricanes and wrote an essay on it, the movie was quite good. We reviewed the weather worksheet from last nights homework. I handed out a worksheet for homework tonight.
posted on: April 24, 2007
Today we had a quick quiz on some of the things that cause and effect weather. Following the quiz if they finished early they were given their homework worksheet. When everybody was done I introduced the prism or electromagnetic radiation bending/scattering activity. We went outside and made rainbows and the students actually understood why all the colors in the visible spectrum could be seen due to being bent through the prism. Finally we watched a short video on Tornados. The worksheet was homework and will be collected tomorrow. Some of you are already done with it, and you have earned at least a one evening break. Take care Mr. Woolsey
posted on: April 23, 2007
Congratulation kids, and parents the official tests are completed, and I hope and believe that you worked and tried your best. As a reminder, do not throw away any school work until the year is done because they are the best information to prepare for these big tests. In all of my classes except 6th, we watched a Bill Nye instructional DVD on some of the new material that we will resume on after these tests. After this movie the students worked on a word puzzle related to the current topic. No homework and relax but realize the learning will continue and I will not slow down the pace of introducing and working on new science concepts. Take care, Mr. Woolsey
posted on: April 20, 2007
Today was the science CRCT and from what I heard it was difficult. In my class we read chapters 16.2 and 16.3 and went over the review questions for both chapters. Some classes had time to watch a Bill Nye video. Tomorrow is a social studies CRCT day. I have assigned no homework.
posted on: April 19, 2007
Today we spent several hours on the CRCT reading and language arts, and watch a Discovery weather movie. Homework is a short two paragraph essay on the video which they should use their two column notes to help them complete. Sorry for no blog on Monday but I wrote it at home and it did not send. Good luck tomorrow.
posted on: April 17, 2007
Today we reviewed the workbook correct answers. I also handed out another two page study guide. We then viewed several images that show all the different forms electromagnetic radiation can take. I have attached some of the images. No homework.
posted on: April 13, 2007
Today we had a short review, and then took the quiz. Following the quiz began chapter 16.1 which is about energy in the atmosphere. I handed out a key terms and objectives for this chapter and we answered the four review questions. Some students did an energy in the atmosphere word scramble. Finally I introduced some features about the sun's electromagnetic energy. Homework is chapter 16.1 in the workbook.
posted on: April 12, 2007
Today was started with a white board warmup exercise which was a review for the quiz tomorrow. This took up the majority of the period. The rest of the period was spent reading due to the fact that science does DEAR on Wednesday. Homework is to study chapter 15.1 and 15.3 for the assessment tomorrow.
posted on: April 11, 2007
We started the day by reviewing the question from the homework sheet from yesterday. Next I demonstrated how to use the difference between the water level before and after adding an irregular object to a graduated column of water with the weight of that object to determine the volume and eventual density with simple math of that object. I then handed out a worksheet on 15.1 which if not finished is homework. Lastly I introduced our new topic in chapter 16.1.
posted on: April 10, 2007
Today most of the students took the quiz on chapter 15.1 about the air around me. First we reviewed the atmosphere images and reviewed a little more of the details about the air we breathe. Following the quiz, the students received a review and reinforce worksheet which is due tomorrow. We finished the day with a air density demonstration. I heated aluminum can with some water in it. When it was hot enough I immediately dunked in a pot full of ice filled in with water. The can imploded immediately. The discussion finally was about why the can imploded. The students were asked to explain why on the molecular level. The answer is because the gas molecules are excited by the energy of the heat, collide more quickly, and take up more space. When those same molecules were cooled instantly they could only occupy a smaller space and that force pulled in the side of the can. No air was present to move form the ice water to take the empty space in the can. Remember the worksheet 15.3 as homework.
posted on: March 28, 2007
Today we took a short breather to catch up on missed assignments, assessments, and began a new unit that will be about the atmosphere, and how it works, and affects humans. We read chapter 15.1, worked on the review questions and for homework or partial classwork chapter 15.1 in the workbook.
posted on: March 26, 2007
Today we reviewed 14.1 in the workbook, which the students kept. Next we finished the oceans movie from Monday and the movie questions. Finally the students worked in small groups, and drew and labeled all the ocean floor structures, like sea mounts, the abyssal plain, mid-ocean ridge, continental slope, continental shelf, trench and underwater volcano that makes an island. They then drew three organisms that live in the ocean, and placed them appropriately deep or shallow, or near the shore or trench depending on their adaptations. I handed out a study guide for 14.1, and then the worksheet handout for homework. Quiz tomorrow on 14.1, please study.
posted on: March 20, 2007
Today we began chapter 14 exploring the ocean. We started by reading the chapter pages 458 - 464, and answering the review question 1-5 on page 464 in the text. Next they watched a movie about exploring the ocean, and answered a page of prepared questions that about the information covered in the movie. Homework is workbook chapter 14.1, pages 165 - 167.
posted on: March 19, 2007
Today we started by reviewing the 13.3 workbook correct answers. The next activity was a demonstration of how the depth of the water, or amount of water column above determines the atmospheric pressure as you go deeper in the ocean. I had two gallon jugs of water with a hole drilled in the upper one third of the first jug, and the bottom .5 inch of the last jug. The demonstration was for the power of water pressure created by the volume of water above. We watched a great live streaming video, and took two column notes and wrote a two paragraph essay. If done there is no homework.
posted on: March 09, 2007
Today I reviewed for the quiz. I first started by making and detailing two drawings that showed all the currents, structures, waves, longshore drift, groins, wave direction, sandbars, breaking zone, surf zone, wave height, wave length, I then reviewed the true and false as well as the fill in the blanks questions. I gave a work bank for the drawings. I still have part of their worksheet for 13.2, so if they have all their previous work done they do not have any homework.
posted on: March 05, 2007
Whiteboard warmup activity to prepare for tomorrow's quiz. Review the worksheet handed out on Friday, which covered selected substances that are the most important to test for water safety. View several images that show the growing trends of water use, demand, availability and cost. Lastly I prepared the students for a graphing exercise prior to taking the quiz. Study for the quiz, Mr. Woolsey. P.S. I have attached a few images that we used.
posted on: February 26, 2007
Today I allowed students that wanted to re-test on the quiz do so. I allowed students that had grades lower than 80 retest to obtain a grade up to 80%, unless they were taking the quiz for the first time they can get up to 100%. We discussed the different ways they used and conserved water at home, as well as which ones used more water than others. The overwhelming conclusion was showers. We then reviewed questions on page 402. Next I handed out a study guide for the quiz on Tuesday that will be the last exam on this chapter. We read chapter 12.3 pages 411-418 and finally I had the students start on worksheet that is also a great study guide and practice for the chapter ending. We will be moving into waves, oceans etc. next. There is no homework if you were able to finish the worksheet. Enjoy the weekend, Mr. Woolsey
posted on: February 23, 2007
Today we finished the water balance 12.2 worksheet, and reviewed the answers. The students kept them to study the answers, just like the 12.1. worksheets. We then made groups and examined the differences between the water treatment process of lake or river water into safe drinking water, versus the process of treating waste water so it is safe to return to the water cycle like a river, or ocean. For homework I reviewed many examples of how water is used, and is conserved in the home, in agriculture, and industry. The homework is three paragraphs, they can be short, on how the students use water, and conserve water. They can also write about they could conserve water better than they are currently. We discussed why waste water treatment and drinking water usage are intricately connected and how cleaning the waste water is crucial for America or any country to maintain their ability to treat any as much fresh water in nature into safe drinking water.
posted on: February 22, 2007
Today we had a short review before taking a fill in the blank quiz. Period three was treated to a great afro/cuban/american percussion performance for most of the period. I was able to hand out the lab activity and write up to period 5 and 6. They can start the writing part of the activity if they want. I introduce the lab activity which is an aeration modeling lab. I will be giving a make up quiz for any one who did poorly on the original quiz. Take care, Mr. Woolsey.
posted on: February 15, 2007
Today we did an activity preparing the students for a quiz on water treatment on Thursday. I first had all the key words on the promethean board then had the students try to answer them on their white boards without the text book. These are terms they have read about, talked about, seen images showing them being used, and have drawn and detailed posters about them. I have included these key terms as a word attachment. Yes I know there is a typo with a t instead of a d, sorry.
posted on: February 13, 2007
Sorry for being out of the classroom yesterday but I was able to set up the substitute in the morning before homeroom began, and pick up the hydrology test to start grading while my son and tried to recover from another cold. Today we reviewed part of the 12.1 worksheet, started on 12.2 by reading from page 404 - 408. I handed out a 12.2 worksheet that we will review next week, after we finish reviewing the 12.1 worksheet. I am half way finished with grading the tests and as a whole you guys and girls did very good. Enjoy your weekend. Mr. Woolsey
posted on: February 09, 2007
TODAY - we finished the hydrology presentations, I reviewed groundwater, percolation, saturated and unsaturated zones, and water table, All the students have different assigned seating locations to help minimize talking. The last thing we did was watch a short video called "water the amazing liquid". Homework is for the students to write two short paragraphs on the movie they watched and finish defining the key terms handout that I handed out.
posted on: February 05, 2007
Today we finished almost all of the hydrology presentations. For those students that were still not ready for one reason or another, I will only take off 5%. I also reconfigured the classroom, and where individuals with a goal for maximum learning, and close observation when needed, as well as to minimize student to student off task discussions. The homework is to write two paragraphs on at least two presentations from your notes. Enjoy your weekend. Mr. Woolsey
posted on: February 02, 2007
Today we had hydrology presentations, started a worksheet that reviews 11.3 ground water, had one final day for working on the laptops, and finally I had a short sweet demonstration with pre-sliced multi flavored cheesecake to help the students visualize how little fresh water is in the form that terrestrial animals like us can utilize for life. The percentage is less than 1 percent of 3 percent of all the fresh water on earth due to the majority of fresh water being in the form of permanent ice. Tomorrow we will be having more presentations, and reviewing the homework, and the key terms and concepts that will help them on the quiz Thursday, as well as the Test on 11.1 through 11.3 next week. The only part of 11.2 will be the part on icebergs. The homework if not completed in class is the worksheet which pages 378 - 381 in the text will help.
posted on: January 30, 2007
Sorry we were still unable to reserve any computers other than my extra room computer for project work. The students rotated through several stations or activities today. I first reviewed the quiz material for them, then we separated them into groups to either start on the quiz, or the computer, DEAR reading, or drawing and labeling at least 5 places where significant amounts of water is stored. The absolute final date for projects will now be at the end of next week due to the lack of time on computers. No homework tonight. We will start and be finishing out the rest of unit 11 in terms of reading and review questions by this week. Students that are done with their projects are welcome to present them starting this Friday. Sorry I could not blog yesterday evening, but the county server was down after five O'clock I my four attempts to publish were unsuccessful. Take care - Mr. Woolsey
posted on: January 24, 2007
posted on: January 19, 2007
Today we finished the geology post test. When finished the students started on a water cycle worksheet, then drew the water cycle with the help of some of the water cycle images that I had projected onto the smart board. We then reviewed the correct answers to the the workbook questions starting with chapter 11.1 on page 127 to the end of the section. Homework is the review questions from the textbook on page 366 which are due Monday. If the student was not able to start the water cycle worksheet they can turn it in on Monday as well. Next week I have reserved two days in the Mac Lab to work on the Hydrology projects, and their presentation. There is a quiz on 11.1 and icebergs on Tuesday. I will give a handout on Icebergs Monday which fully describes icebergs, and their origin, composition, etc. I will be returning the workbook worksheets on Monday for them to use for studying. I have graded all the rock cycle tests, and recorded them. The districts I-cue on-line grading system was not on line till after my planning period ended this morning. I had been able to tell some students their grades, but I will be entering them after I finish this note to all of you. I am told that the district's "update" has had most of the "bugs" fixed. We have a very busy week tomorrow so please keep up everybody. I know many of you have great activities planning for your weekends, but you are going to have to dedicate a small portion of time for science at least every other weekend. Take care and enjoy the weekend as much as you can. Mr. Woolsey
posted on: January 19, 2007
Today we did our DEAR to make up for missing it on Wednesday. The students took a Geology post test today which they can finish tomorrow if they did not finishing today. This post test is to simply show me the the progress that the student has made so far in terms of their knowledge of Geology. I am only categorizing this test as a classwork assignment so the test will not carry much weight or have much affect on the students grade. We will have two more days next Tuesday and Wednesday to work on the projects on computers in the Mac lab.
posted on: January 18, 2007
Our class today did not do the typical DEAR wednesday routine, but we spent another day in the media center to garner more additional information on their hydrology projects. Before going to the media center we completed reading section 11.1 in the textbook which is the first chapter in hydrology. Section 11.1 of the workbook is due tomorrow. Tomorrow we will do the DEAR reading exercise. The presentations for the hydrology project will start at the end of next week.
posted on: January 18, 2007
Today my students took their Unit Rock test and with a little extra time we all watch a live streaming video about hydrology. Next week we start Hydrology and the worksheet, and we will start our water projects. Enjoy the long weekend and rest up. Mr. Woolsey
posted on: January 12, 2007
Today we had a rock group activity where we used our terminology and skills to classify and name rocks as either sedimentary, metamorphic, or igneous with their corresponding common name. We then reviewed with a power presentation how to classify rocks, how igneous, metamorphic, and sedimentary rocks are formed. The homework for the night is to study for the unit test. Good luck tomorrow.
posted on: January 11, 2007
Today we did our DEAR reading time, then people that wanted to retest took the test again. We also did a rock classification activity where we used the terminology that Geologists utilize to describe, categorize and finally classify different types of rocks. We described, classified and identified a selection of four different sedimentary, four metamorphic, and four igneous rocks. We also played a geology version of stump your neighbor. The homework is just to keep on studying chapter 3.1, 3.2, 3.3, and 3.5 sections in the text book.
posted on: January 10, 2007
Today the students and I reviewed the classroom rules. Next I used two images to introduce the short and long rock cycle. I have attached these images. Lastly the students broke into groups of four or less drew and labeled the short and long rock cycle by memory. No homework tonight
posted on: January 08, 2007
Today we had a true and false, fill in the blank with a word bank rocks test. We will be reviewing the worksheet that some classes got tomorrow in class.
posted on: December 19, 2006
Today all my classes spent the entire period in the Mac lab working with the counselor on their prospective future careers.
posted on: December 15, 2006
In all classes, we reviewed the double sided two page worksheets. In periods 1 and 2 I did a silly jolly rancher rock cycle demonstration, and they worked on a igneous rock worksheet which they turned in, and they have no homework, and went over missing assignments. For periods 3 and 4, we did a sedimentary rock lab activity, and they have the igneous rock worksheet for homework.
posted on: December 14, 2006
Today we had DEAR time, I returned some more assignments, and I gave each student a key terms and definitions handout that I made to help them with sedimentary rock, their differences, and how to recognize them. We reviewed chapter 3.3, and worked on review questions 1-4 of this chapter. The homework is to try to finish the two handouts that I handed out yesterday. I will review the handouts tomorrow.
posted on: December 13, 2006
Today we watched a rocks and minerals movie which was quite good, and interesting. The movie was narrated by Charlie sheen, and they took two sided notes to keep and to study as well as to answer the 20 questions I had prepared on the Promethean board for a post movie activity, We finished up by reviewing the two page two sided worksheets that I handed out for homework due Thursday. Period only was given one handout due tomorrow, they will receive the second handout tomorrow. This is the homework.
posted on: December 12, 2006
Today we watched two rock and mineral DVD's, and answered questions on one of the DVD's. No homework
posted on: December 11, 2006
Today we started chapter 3.1 igneous rocks and used the veni diagram tool to help process, compare and contrast the information. Comparing, and contrasting information is one of the most important ways to understand material.
posted on: December 08, 2006
Today we viewed granite an igneous rock, and banded sandstone a sedimentary rock first on the Promethean board via a 200 power magnified lighted microscope. We were able to see the crystal structure of these very different rocks. The students then looked at their own granite and sandstone rocks and in groups made "vend" diagrams with the common elements of the rock in the overlapping middle, and the differences on either side. Three groups for each class shared their diagrams.
posted on: December 07, 2006
We reviewed the workbook homework answers. Then we started a rocks and minerals lab activity where the students used rocks and minerals they had found in their back yard, or had collected. They used a handout with key terms that geologists use to classify rocks. They then discussed the rocks with their friends, and chose four rocks to describe using the handout terminology, and by comparing them to rocks that are labeled by name, and type such as igneous, sedimentary sandstone, and metamorphic quartzite. Some students in third period finished their minerals quiz, I returned all others, as well as mountain of graded homework. No homework
posted on: December 05, 2006
Today my students took a 30 point quiz that had true and false at the beginning and fill in the blank for the rest. I offered the option to take the test with a word bank and offered them the option and challenge to take the test without the word bank. In my third period class we were blessed with the presence of Mr. Higgins a pilot by trade and a gem collector for fun. He showed us a refractometer that analyses the way a gem refracts or bends light, a carat measuring device, a spectrometer which analyses the spectral signature of the gem, and many of his incredible and beautiful gems. He was trusting enough with the students to demonstrate how one of his gems could bend light and turn from blue to clear because of the specific elements that is is composed of and how it was used by the Vikings to navigate at day in the fog when the sun was not visible to the human eye. I will offer a retest of the quiz for students that did not do well, and will offer this retest on Tuesday of next week. Most of the students brought in rocks and minerals that they have found, bought, or have been given for the next subject that we are moving into, Rocks. Have a great weekend. Mr. Woolsey
posted on: December 01, 2006
Today we had DEAR, and then reviewed the workbook homework, and finally started the minerals hardness, and metallic or non metallic color observation lab. We will finish this tomorrow. The students received a study guide hand out for 2.1 minerals, and I will going to have a test or a quiz on the chapter on Friday.
posted on: November 29, 2006
Today I received most of my progress reports signed. Please remember to sign them and return them. The students got their tests and quizzes back, and I allowed students that earned a 70% or less to retake the test. If they earn a higher grade I will replace the original grade with the retest grade, but I will not give grades above 80%. While some students were retaking the test we did a promethean board/personal white board exercise that involved defining all the key terms in chapter 2.1. I gave out a study guide for chapter 2.1 with all the definitions on them. The students returned their homework review questions 1-4 for chapter 2.1 in the text.
posted on: November 28, 2006
Today I distributed progress reports for the second quarter. We also started the rocks and minerals section. We read pages 46-54 from the text, then worked on a rocks and minerals word puzzle. I also distributed a study guide, and periodic table. Lastly I went over some of the questions from the test on weathering that confused some of the students. The students will get their tests back tomorrow.
posted on: November 27, 2006
We started the day with the honor roll students attending a short party in first period, and then the students received several assignments back. I -parent is almost completely up to date except for several straggler assignments, and corrections to be inputed. We had a Promethean board student review for chemical and mechanical weathering. Classes that had time read chapter 7.2 pages 221-227 of the text, and some students were able to finish and turn in review questions 1-4 on page 227.
posted on: November 14, 2006
Today we reviewed the weathering and erosion handout, in some classes the workbook homework, and in all classes we went out into the woods and collected a sample of the soil within one inch of the top of the soil. We started by me showing them that I wanted them to find some "white stuff", or fungi. This fungi is not a mushroom, but the primary decomposer of leaf litter, or needle litter. We also discussed how important this stuff is and the role it plays in decomposing leaf litter, and needle litter into mineral soil that the trees, and all other plants can utilize.
posted on: November 10, 2006
Today we continued with erosion and weathering. We started the day with DEAR reading time, then reviewed the workbook answers, and talked about how they can apply their knowledge to predict for example the features of an older mountain range like the Grand Tetons versus the Appalachian Mountain Range. We discussed the different types of weathering, and erosion like chemical, wind, water, animal, etc.
posted on: November 08, 2006
Today we watched a Bill Nye volcano DVD and then did a Think, share, pair and walk activity. The activity was set up so that two students were paired up with an individual that I selected. They then were required share with their partner information on volcanoes. If they do not know something that their partner is telling them then they write it down on the white board they are carrying. Their partner does the same. The point of the exercise is to discuss the information that they both know, and find out if one understands, or has retained information about volcanoes that the other did not, and to record it. I finished the activity by asking each student what knew information they learned. This meant as an active participatory student directed review before the quiz tomorrow, and the test on Monday.
posted on: November 02, 2006
Today my class had DEAR reading time which they missed last week due to our busy schedule. We then did a volcano activity where we drew and labeled all the structures found in a volcano, there was an example of a volcano with all the structures. No homework. P.S. I hope you all had a great trick or treat or halloween day and night. My 3 year old son was shwashbuckling pirate, ooh scary.
posted on: November 01, 2006
Today we finished all but two presentations. We then reviewed the workbook chapter 6.1, and in some classes were able to start the process of drawing, cutting out, and labeling the key features of a volcano.
posted on: October 31, 2006
Attention all parents and students, the grade book automatically resets my electronic weighting of assignments by category to 0. For example one homework assignment would be worth as much as a test grade etc. I have reset my weighting as detailed in my syllabus, and you will see that the overall grade in i-parent will be different than what you saw before. The individual grades by assignment will not change, but the overall average will because I weight an individual test or quiz score, or even project score heavier than an individual homework grade. We had some great presentations, and I took pictures of all of them. I will start to make a podcast for you to view on line in the near future. No students that are not allowed to be on a blog will be shown, so do not worry. No homework over the weekend.
posted on: October 27, 2006
Today we finished reading chapter 6.1, pages 178-181, and did a latitude longitude mapping activity to plot the location of volcanoes, and earthquakes. We plotted them on a map that showed the plate boundaries faults, and volcanoes in the oceans of the world, the ring of fire, the continents shaded in dark. Some students needed to bring the work home to finish. Much homework, quizzes, and tests were handed back. Some I still need to enter. I am un-burying myself from the end of grades and conference week.
posted on: October 23, 2006
Because we spent the majority of yesterday testing, we spent most of today doing DEAR. We finished the day reviewing the extra credit part of the test, the epicenter activity. Tomorrow we start studying volcanoes. Check the homework category.
posted on: October 19, 2006
Sorry the blog is late, I had some late conferences. We had a fun day. We started by doing an earthquake epicenter and distance from sensor lesson. It involved the Promethean board and graphing, epicenter radius circles, and the relationships between them. The difference between when the P wave and then the S wave arrive is directly related to how far the sensor is away from the epicenter of the quake. Time equals distance, a long time equals a long distance and a short time equals a short distance. We then had a question and answer session, followed by a science who wants to be a millionare activity. Tomorrow is a test. Take care and study, please.
posted on: October 17, 2006
Today the class studied and read pages 168-172 in the textbook, then finished their workbook pages 58-62 or pages 59-62. Homework is these pages in the workbook if they did not finish.
posted on: October 10, 2006
Today we read the rest of 5.2 and 5.3 as well as the review questions 1-4 on page 167.
posted on: October 09, 2006
We had a an easy pop quiz, and then did a strike slip fault activity. We finished the period by watching a short 5 minute live internet stream on the Kobe Japan earthquake. No homework tonight. There will be a project for homework on Friday over the weekend. It is to make a 3D model of one of the types of faults like normal, reverse, or strike slip. There will be a substitute tomorrow.
posted on: September 28, 2006
We started the day by reviewing the correct answers to the quiz the previous day. I thought this was necessary because some students did not do so well on the quiz. The quiz was more difficult than the test for a reason, to make my students start to realize that they need to prepare for my assessments, and to do that through a less valuable vehicle like a quiz. Some students did great on my quiz. These students were studying and taking notes as per my instructions on a daily basis. I checked notes for a complete or incomplete grades from every student as I gave out the test. I assisted the students as best as possible through out the test and many did not finish. I am still contemplating letting all students take more time to complete the uncompleted segments of the test, depending on how many were unable to complete. We also went over the homework assignment, one side with the picture of the core will be graded, the other side will be added as extra credit. No homework over the weekend.
posted on: September 23, 2006
Today my class first were given a tough quiz which was designed to prepare them for a test tomorrow. I did offer some assistance on the quiz to individuals that requested it. After we finished the quiz we worked through almost all the rest of the correct answers to the homework previously assigned.
posted on: September 21, 2006
We performed another long white board activity. The students as they enter the room get their white boards and start answering the questions that are up on the Promethean board. I give out stars to the first 8-10 students that finish the first 5 questions first and correctly. We then go to the next set of 4 questions and do the same thing. After everybody is finished I have the students come up to the promethean board and write the correct answer. The students are chosen by random by picking their names from a cup. If they get the answer right they can choose from me either my right or left hand for a reward of either m&m candy or a jolly rancher. They then pick from the cup the name of the next student to come up to the Promethean board to repeat the process until we are all done. If the answer is not correct they do not get a reward, but can pick the next students name from the cup. There were multiple answer questions.
Next we review half of the homework hand out papers that I issued on Monday. We will finish correcting them tomorrow.
Lastly time permitting we did the sea floor spreading and a mid-ocean ridge,transform boundary, convergent boundary, and divergent boundary, subduction at a sea floor trench activity with the snickers bars. All in all it was a fun and sweet day. No new homework.
posted on: September 19, 2006
The class performed a long white board activity in combination with a Promethean board activity on plate tectonics, convergent, divergent, transform and subduction plate tectonics. One of my classes was able to do the snickers bar activity which showed the different types of plate boundaries and what happens at them. Ask your child about the snicker bar activity. We also used an image that I have attached for additional demonstration of the process of subduction, and sea floor spreading. Essentially I am reviewing and preparing them for the chapter four test.
posted on: September 19, 2006
The class started out the period by writing down either vocabulary words and the corresponding definition, or questions and the corresponding answer on their flash cards. The question or word on the unlined side, and the definition or answer on the lined side. I had the activity displayed on the Promethean board. Next we did a sea floor spreading activity. I distributed a three page hand out that had a description of the activity and an exercise on the last page. I demonstrated the process of making horizontal colored lines on a white piece of paper, writing "start" at two places at the top of the paper and then folding the paper hot dog style then cutting it in half along the crease. We then took some construction paper and folded it into eighths hamburger style opened it back up folded it again hot dog style then made three cuts half way through the folded paper, once in the middle, and then 1/4 way from the top and 1/4 way from the bottom at the creases. We then opened up the construction paper and inserted the two lined pieces into the middle with the start end first and the lined sides facing towards each other. Finally we pulled the lined pieces through the middle cut, and then through the two end cuts one at each end. The activity demonstrated the process of molten rock pushing up from the mantle at the mid-ocean ridge to the surface, up and out to each side evenly and then subducted back into the mantle at either a continental plate or at an ocean trench. Some of the classes had time to view and discuss several of the sea floor spreading images that I had found on the internet.
posted on: September 14, 2006
My classes have slightly different schedules depending on their pace through the work. I am sorry for posting so late but I had commitments directly after the sixth grade teacher conference scheduling meetings. The following is a description of a combination of what all the classes were able to accomplish.
1. White board warm up exercise that started by having the students answer the recently learned topics displayed on the Promethean board by writing and drawing on their own personal white board. I then had each individual that was chosen at random from a name in a cup, to answer one of the questions that they had already worked through on their white board by using the active promethean writing pen. I started first, and then let each student write and choose the next name.
Read trough text book pages 123 - 129
page 129 questions 1 - 5
If done work book question on page 29
If all these class activities were completed we looked at several of incredible images that visually displayed what I was teaching and what I was trying to explain.
posted on: September 12, 2006
Today we reviewed the correct answers to the questions on pages 44 and 45 of the workbook. After this review the students took a quiz on convection, conduction, and radiation. After the students finished their quizzes I demonstrated the relative densities of corn syrup, mineral water and isopropyl alcohol by dying them different colors and pouring the least dense fluid first into a graduated cylinder, then the most dense corn syrup dyed a different color on top of the isopropyl alcohol, and finally the mineral water. The most dense fluid moved through the less dense fluid and you could see the convection occurring due to the less dense fluid working it's way to be above the less dense fluid. No homework.
posted on: September 07, 2006
The class period started with a little behavior management. I handed out $bills and copies of my classroom rules to each student, then reviewed the rules. We finished reading chapter 4.2 in the text and then answered the chapter review questions 1-5 as a group by having the question read and students volunteer to write the correct answer on the promethean board. I would correct any wrong answers or complete unfinished answers. I also drew numerous examples of the heat transfer process on the promethean. Finally we began reviewing the workbook answers on pages 44 and 45 in the same way. We will finish those on Tuesday.
posted on: September 01, 2006
We went over heat transfer by convection, conduction, and radiation. We also used dictionaries to define Bloom's taxonomy words to help them with their eventual writing project.
posted on: August 31, 2006
Today our class read out of the text about heat transfer by radiation, conduction, and convection. We discussed the different methods real life analogies and examples. I also used several images for additional examples.
Objectives of the next lessons:
Explain how heat is transferred
Identify what causes convection currents
Describe convection currents in earth's mantle
I Will be using several different lab techniques over this week and the next to demonstrate all of the key terms and achieve the above mentioned objectives.
posted on: August 30, 2006
The class used vocabulary words describing the layers of the Earth's core that I had written on the white board, and individually wrote them on the promethean board. I have an example of the work. It looks messy but it engages the students and is a very good review prior to a quiz. I then gave them a short quiz, which most did quite well on.
posted on: August 29, 2006
This thursday my students further studied the different characteristics in terms of composition, thickness, temperature, and state for the crust, upper mantle and majority of the mantle as you go further towards the core of the Earth. We also studies the same characteristics for the outer and inner core.
posted on: August 17, 2006