Science Classroom Connection

Students are to complete their work on the characteristics of the atmosphere if they have not finished it in class as it will be verified in class tomorrow. Furthermore, students are highly advised to study today’s notes on the atmosphere and its layers since it will be a part of their evaluation in the near future.

Students will read, write, and orally discuss their annotations with their classmates based on the article that focuses on President Obama and His 2-year plan for free community college education.

Students will review for their district common assessment that is scheduled for next week.

All students are advised to come on time to take the test next week due to the end of the semester as students will have a very small window to make up the work if absent since next week we are meeting only two and one-half days only, and the test is scheduled on either Tuesday or Wednesday of next week, depending on the availability of computers.

Students will read, write, and orally discuss the characteristics of the fossil record and elaborate where necessary upon the ideas that were put forth by several geological scientists over time.

Each pair of students will complete their geologic time line and analyze the data through a series of questions. When the pair is done, the teacher will evaluate the work for the grade.

Students will work in pairs (teamed up at random per teacher’s discretion) to create a geologic timeline that is based on several major evolutionary events using the various eras and periods as a reference guide set in millions of years ago (mya).  The data will be plotted on the timeline and then analyzed through a series of questions. Note that this mini-project is expected to be completed within two class periods and will count as a summative evaluation worth up to twenty (20) points.

NOTE: If a student is absent prior to completing this assignment, he or she will be assigned either a different assignment or will have to do the work of this timeline as a homework within two school days/forty-eight (48) hours.

Students are highly recommended to study the concepts and ideas on the fossil record that we have discussed and reinforced in class for the past couple of days.

Note that since students will not have a regular test on said topic but rather a small classroom project that will replace the test. Furthermore, students need to study their material since it will be a part of the district common assessment for the end of the semester, the week of the 19th of January, 2015.

EARTHQUAKES and TSUNAMIS:

*Name of earthquake

*Country where earthquake occurred (include a map).

*Population of that Country

*Language spoken in the Country

*Plant and animal life that live in the earthquake zone.

Earth’s Plates

*Name of Earth’s plate or plates that is close to the earthquake.

*Type of plate boundary located near your earthquake (divergent, convergent, transform fault).

*Explain the interaction of the type of plate boundary located at or near your earthquake.

*Explain what earthquakes are and why they occur.

*Why do earthquakes occur in California? Which plates are interacting in what ways?

*What part of the plates is breaking to cause earthquakes?

*List and explain the different hazards caused by earthquakes:

(falling objects, collapsing infrastructure, lahars, tsunamis) and how to avoid them.

*Explain what people can do to prepare for an earthquake (safety).

Include what people should put in an earthquake survival kit.

VOLCANO:

*Name of volcano

*Elevation (how tall is the volcano)

*Country where volcano is located (include a map).

*Population of that Country

*Language spoken in the Country

*Plant and animal life that live on the volcano or near the base of the volcano.

Earth’s Plates

*Name of Earth’s plate or plates that surround your volcano.

*Type of plate boundary located near the volcano (divergent, convergent, transform fault)

*Explain the interaction of the type of plate boundary located at or near the volcano.

Volcano Type

*Name the volcano type (shield, cinder cone, composite).

*How often does it erupt?

**Project: Courtesy of Mrs. Paulsen!**

Students are to complete their directed reading/study guide on the effects of volcanic eruptions as we will be going over it in class, discussing it further, and grading it.

Students are to complete their homework on earthquake measurement, Section 5.2, and be ready to turn it in for a grade on Monday since we are starting volcanoes next week.