Science Classroom Connection

Students are to complete their directed reading on Inside the Earth as part of their study guide. If a student chooses to lose the paper or misplaces it, a grade of zero will be given unless there has been a dire family situation.  Students have been instructed to get a paper folder to keep all their papers in it.

Students who failed to turn in their concept map on the processes of heat transfer on Friday are still able to do so by Tuesday, January 21, 2014 for reduced credit. On Tuesday, for those students who did not get started on the greenhouse effect analysis, here is the summary one more time:

1) Sketch the diagram on page 12 and label it by using your own words.

2) Read pages 12 and 13 on the greenhouse effect, and in your own words, in an essay format, similar to your language arts’ class (using an introduction, body, and conclusion) describe the greenhouse effect process, and elaborate upon the social impact of its contributing factors over time.

1) Draw a concept map and explain, in your own words, the three types of          energy transfer in the atmosphere. As a guide, use figures 1 and 2 on pp. 10 and 11.

2) Sketch the greenhouse effect based upon how it occurs in our atmosphere and      explain, in your own words and in an essay format, this significant process and the      effect of the role that humans contribute to this process over time. As a guide, use      figure 3 page 12.

Students will be evaluated upon the different air masses and their formation of different fronts that bring about weather changes over short periods of time. I recommend that students study their double journal entry, their reading guide reinforcement, and practice upon the review questions 1-13 on page 51.

Furthermore, students need to be familiar with figures 1 (p.46) and 4 (pp.48-49) that are based upon the air masses and the fronts that affect the North American continent  in terms of what weather they bring about over time, as well as understand how air pressure results in the relationship between anticyclone and cyclone and their significance on our weather.

Students: Keep in mind that upon your return, we will review Section Two on Currents and Climate in Chapter 3 as a means of preparation for our quiz on Friday. I do highly recommend that you review your discussion notes, double journal entry, your reading guide, and the review questions at the end of the section as a reinforcement to be better prepared for your quiz as well as to avoid having forgotten the material  upon your return to school on Thursday, January 09, 2014!

Students will be evaluated upon ocean currents in terms of how they are influenced by weather patterns, position of the continents, and the earth’s rotation over time. Students are to study the reading guide that was assigned and corrected in class as well as the main ideas that were written down through their double journal entry, and the section review questions.

Students will read and complete their reading guide on ocean currents based upon the surface and deep currents as well as the variables or factors that influence them. Furthermore, students will elaborate upon the Coriolos effect as it relates to global winds and surface currents as the Earth rotates on its axis.

HOURS 1 AND 2: Several students still need to present their projects on the ocean floor. Furthermore, both hours need to complete their double journal entry as our first time practice since this time only, it will be graded for participation rather than the standard correctness of the material.

HOUR 4: Several students (about half the class) still need to present their projects on the ocean floor.

HOUR 5: STUDENTS WILL BE HAVING A TEST THIS COMING MONDAY, DECEMBER 16, 2013 ON CHAPTER 2 TITLED “EXPLORING THE OCEANS”, SECTION 1, 2 AND 3 ONLY.

Students need to complete and turn in their summative assignment that they started on in class on drawing, labeling, and explaining the features of the ocean floor.

Students will draw, label, and describe the features of the ocean floor as they will use their work that they’ve done on their foldables as their guide throughout this activity. Note that this activity will count as a summative evaluation.