April 27 Update on Class Structure for the Remainder of the Year!
- I’m going to be doing demonstrations on Zoom every Tuesday from 9-10! They will not last the entire hour, but please try to log in right at 9 so we can start promptly! Each demo will have a short reflection due the following Friday. I will post a video of the demo on Classroom and our website if you are not able to make the Zoom meeting on Tuesday. I will send you the link to our meeting in an email before our first one.
- Thursdays, I will do a help session on Google Hangouts from 9-10 to answer any questions you have about any of the assignments. You don’t have to be there, or you can just pop in, but I will be able to answer questions you have immediately! I am also open to creating more help sessions in Google Hangouts if students can’t make this time frame!
- One of the most important - do NOT spend more than 30-45 minutes per day on work for our class! My goal is to do short assignments with some longer projects built in. If you are unable to access something that has been posted, please email me immediately so we can get it figured out! :)
Monday, April 27 - Friday, May 1
Schoolwork
We are starting Oceanography this week!
We are starting Oceanography this week!
- Google Classroom - finish review from Climate Change packet before break and take notes. It is in Nearpod again and self-guided this time (check for the link and code in Classroom). It is only about 8 slides of information and some interactive slides. Notes, Keywords, and Summary due Friday (May 1)!
- Tuesday is Demo Day on Zoom from 9-10 (it shouldn’t take the whole hour). There will be a super short reflection on it due Friday (May 1) in Google Classroom
- Oceanography Activities to Try at Home - This will be posted on Google Classroom either Monday or Tuesday. Choose one from a list of activities to do and post about on Sutori (more information to come about that! It’s a collaborative platform) by May 6 (next Wednesday)
Monday, April 13 - Thursday, April 16
Standards/Proficiencies:
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
Schoolwork:
1. Tuesday or Thursday - Google Hangout Review Session from 9-10 am (will send out a link via email to all of my 9th graders!) - It will probably not last the entire time, but will start at 9am!
Please email me with any questions or concerns!
1. Tuesday or Thursday - Google Hangout Review Session from 9-10 am (will send out a link via email to all of my 9th graders!) - It will probably not last the entire time, but will start at 9am!
- We will use a program called "Nearpod" to deliver review information! Students will take notes in our typical notes format (there will be a digital copy on Google Classroom or students can create their own in a notebook or other piece of paper)
- Review Topics:
- Climate Chapter - main concepts
- Factors that affect climate
- Climate zones
- Climate change
- Homework (Due Thursday, April 16) - Do Keywords/Questions and 3-5 Sentence Summary from the notes/review session
- Climate Chapter - main concepts
- Earth's Spheres - In your own Backyard!
- 1. Watch the video below and/or check out the infographic about the different spheres of the Earth.
Earth's Spheres Video - https://www.youtube.com/watch?v=m4TnPv_b6WU
2. GO OUTSIDE - take a picture (you can do this with a phone, Chromebook, etc.), sketch, paint, etc. of your backyard, a local hike, etc. Then, list the different components of each sphere (biosphere, geosphere, atmosphere, hydrosphere) from your picture! I have created an example for you to use as a guide. LOOK AT THIS BEFORE YOU GET STARTED!
3. OPTIONAL - List as many connections between the different spheres in your picture as you can. USE MY EXAMPLE TO HELP YOU WITH THIS!
This assignment is due Thursday, April 16.
- 1. Watch the video below and/or check out the infographic about the different spheres of the Earth.
Please email me with any questions or concerns!
March 23-27: Climate and Climate Change
Standards/Proficiencies:
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
Assignments:
- Climate Chapter and section questions (due April 6)
- Daily Climate Data (ongoing)
- Climate/Climate Change Activities that can be done at home (due April 3)
March 18-April 6 Work
1. Checking the Weather - Weather Underground
-Check the weather for your location and a location of your choice for every day. Include the high temp, low temp, wind, pressure, and precipitation. If you miss a day, you can look back at the previous day.
-At the end of the week, compare the weather of that week to the same week from the previous year. You can look at graphs from the previous year! (you are not required to graph any data at home for the data you collect.)
-DO THE BEST YOU CAN! I have included the form on Google Classroom if you choose to do this digitally.
2. Climate Reading
-Over the course of the next two weeks, read Chapter 25 from the book on "Climate" and answer the questions at the end of each section. Then, do the review at the end of the chapter.
-I have paper copies of the chapter, but I am also providing a digital copy if that is something you would prefer. However, you cannot print anything from this link.
Earth Science Textbook
-Check the weather for your location and a location of your choice for every day. Include the high temp, low temp, wind, pressure, and precipitation. If you miss a day, you can look back at the previous day.
-At the end of the week, compare the weather of that week to the same week from the previous year. You can look at graphs from the previous year! (you are not required to graph any data at home for the data you collect.)
-DO THE BEST YOU CAN! I have included the form on Google Classroom if you choose to do this digitally.
2. Climate Reading
-Over the course of the next two weeks, read Chapter 25 from the book on "Climate" and answer the questions at the end of each section. Then, do the review at the end of the chapter.
-I have paper copies of the chapter, but I am also providing a digital copy if that is something you would prefer. However, you cannot print anything from this link.
Earth Science Textbook
3/11/20 Climate!
2/25/20 - Predict the Weather for Tomorrow
Using what you now know about weather in terms of air masses, fronts, high and low pressure, and wind, try to predict the weather for tomorrow.
1. Open up Weather.com and go to the classic weather map to see what the weather is like right now.
2. Use the diagrams and links below to help you make your predictions. Some of these links are from the Edji about pressure and wind (so if you haven't seen them, they should be helpful to you.)
3. Draw your forecasted weather map on the blank map of the United States. Be sure to include important info - fronts, precipitation, high/low pressure, isobars, etc.
4. Take a picture (either with your laptop or computer) and post it to the assignment on google classroom and give a reasoning behind some of your predictions (why have fronts moved the way they have? What's happening with the fronts in terms of air masses? Etc.)
Important links on the Jet Stream - these are global air currents higher in the atmosphere that help direct our air masses moving from west to east. We will spend more time on it after vacation!
Jet Stream 1 - Real Time Visualization (this is what it looks like right now)
Jet Stream 2 - More Real Time Jet Stream maps
Jet Stream 3 - Forecasted Jet Stream
1. Open up Weather.com and go to the classic weather map to see what the weather is like right now.
2. Use the diagrams and links below to help you make your predictions. Some of these links are from the Edji about pressure and wind (so if you haven't seen them, they should be helpful to you.)
3. Draw your forecasted weather map on the blank map of the United States. Be sure to include important info - fronts, precipitation, high/low pressure, isobars, etc.
4. Take a picture (either with your laptop or computer) and post it to the assignment on google classroom and give a reasoning behind some of your predictions (why have fronts moved the way they have? What's happening with the fronts in terms of air masses? Etc.)
Important links on the Jet Stream - these are global air currents higher in the atmosphere that help direct our air masses moving from west to east. We will spend more time on it after vacation!
Jet Stream 1 - Real Time Visualization (this is what it looks like right now)
Jet Stream 2 - More Real Time Jet Stream maps
Jet Stream 3 - Forecasted Jet Stream
1/30/20 - Weather Pre-Assessment - Weather Maps!
On the back of your assignment, write/draw as many observations, connections, predictions you can about these maps, what they predict, and how they might be connected!
1/28/20 - Sorry, Saikin is out again :(
Stupid sickness! Sorry folks, I hate to be out again. I should be back tomorrow! Until then - Here's what you need to do while I'm out...
1. Finish yesterday's assignment. If you did not get to finish that, now is the time. It should be done by the end of class. If you did it on Google Classroom, check it, as I probably left you some feedback!
2. If you are done with yesterday's assignment, grab your journal. Follow these steps.
a. Title the next page "Glaciers vs. Icebergs."
b. Divide the page in half from top to bottom. Title the left side "My First Thoughts" and the right side "My New Thoughts."
c. On the left side, write (or draw) what you think the difference between glaciers and icebergs is, if there is any difference. Remember, these are your thoughts. NO RESEARCH!
d. When you are done, click the button below. Remember, you should ONLY have thoughts in the left column. Your right hand column should still be empty.
1. Finish yesterday's assignment. If you did not get to finish that, now is the time. It should be done by the end of class. If you did it on Google Classroom, check it, as I probably left you some feedback!
2. If you are done with yesterday's assignment, grab your journal. Follow these steps.
a. Title the next page "Glaciers vs. Icebergs."
b. Divide the page in half from top to bottom. Title the left side "My First Thoughts" and the right side "My New Thoughts."
c. On the left side, write (or draw) what you think the difference between glaciers and icebergs is, if there is any difference. Remember, these are your thoughts. NO RESEARCH!
d. When you are done, click the button below. Remember, you should ONLY have thoughts in the left column. Your right hand column should still be empty.
1/27/20 - Plans while Ms. Saikin is Out
Choose one of the articles below and read it. Then, you have several choices:
You may work alongside someone, but you need to have your own work done!
Choose one!
Record heat is burning the Arctic and melting Greenland's ice.
Animal graveyard found in deeply buried Antarctic lake.
Climate change cripples planet's glaciers and ice caps.
- Write a one-page summary (in your own words) of the article.
- Write a half- to one-page summary in your own words on Google Classroom (print and tape in your journal when done).
- Draw a model that summarizes the model in your journal.
You may work alongside someone, but you need to have your own work done!
Choose one!
Record heat is burning the Arctic and melting Greenland's ice.
Animal graveyard found in deeply buried Antarctic lake.
Climate change cripples planet's glaciers and ice caps.
1/23/20 - Glacial Landforms
You and your group will look at the pictures below of different glacial landforms. You need to determine the type of landform it may be. If you cannot decide, you may narrow it down to two or three possible landforms. You may also do a diagram to help show this. Also include how glaciers make these (how do they change the land to make it look this way?)
This link will be helpful!
Glacial Landforms
This link will be helpful!
Glacial Landforms
1/22/20 - Erosion Simulation
1/21/20 Wolves of Yellowstone
Midterm Daily Check-In 1/14-1/17
Midterm Resources
I'm providing some links that may be helpful for your project! If you still need something, let me know!
Glaciers
Erosion
Glaciers
Erosion
1/13/20-1/17/20 - Midterm Project
Your midterm will be to look at these landforms. Either by yourself or with one other person, you will choose 1 to research and present on. The goal is to have every group do a different landform (so no two groups will have the same landform). For today, start focusing on researching the following:
As part of your project, you will also need to include the following:
Possible Landforms
Be creative with your project! Possible ideas...
- How was your landform created
- When your landform was created
As part of your project, you will also need to include the following:
- An explanation or demonstration of how the processes that created your landform works (for example, how does wind erosion occur? How are mountains created?)
- The types of rocks that are found at that formation and how they could have been formed (think about what we know about metamorphic, igneous, and sedimentary rock)
- What did the Earth look like when this landform was created? (was it a supercontinent? Was there an ice age? Etc)
Possible Landforms
- The Grand Canyon (Arizona)
- Old Man of the Mountain (New Hampshire)
- The Basin (Franconia Notch, NH)
- Quechee Gorge (Vermont)
- The Great Blue Hole (Belize)
- San Andreas Fault (California)
- Willoughby Gap/Lake Willoughby (Vermont)
- Mount Ossipee Ring Dike (New Hampshire)
- Window Rock (Arizona)
- Arches National Park (Utah)
- The Castle Rock (Colorado)
- Crawford Notch (New Hampshire)
- El Capitan (Yosemite National Park)
Be creative with your project! Possible ideas...
- Websites
- Documentaries/Videos
- Posters
- Timeline
12/11/19 - Plans while Ms. Saikin is out
1. Using the graph paper provided, create a line graph of the class results from the Skittlium and Blankium lab. Use my guide below to help you get started with setting up the graph paper.
2. When you are done, continue reading pages 191-196 and answering the questions on page 196 in your journal.
- You will use two colors to create two line graphs - one line for the numbers of Skittlium atoms and the one line for the numbers of Blankium atoms. Plot the numbers of Sk atoms using one color, then plot the numbers of Bl atoms using a second color. Plot them by placing dots in the correct coordinates.
- This graph is due by the end of class. Otherwise it is homework due first thing tomorrow morning.
2. When you are done, continue reading pages 191-196 and answering the questions on page 196 in your journal.
Blankium and Skittlium
The Grand Canyon!
https://edji.it
Click the link above! Then, you'll have to put a code in. Put this code in:
v2hk - 7th period
dvjh - 3rd period
Click the link above! Then, you'll have to put a code in. Put this code in:
v2hk - 7th period
dvjh - 3rd period
12/2/19 Core Sampling
Here is the link to another application of Core Drilling
core samples and volcanic eruptions
core samples and volcanic eruptions
11/18/19 - Plans while Ms. Saikin is out today
Directions for today. Please read carefully!
1. Find your fossils on the back table. They are in a giant plastic bag, so be careful not to rip the bag please! 3rd period is on the far left side (if you are facing the back wall) and 7th period is more to the right. Carefully peel back your layers. It may crumble a little. Take pictures of your fossils with your phone. When you are done - Clean up your materials! Throw your bread and gummies away and put the books away also please.
2. When you are done, click on the following link to watch a video and read about the whale fossil found in Charlotte. Write a half page to one page summary of the article in your journal, Be sure to include the details of how the fossils made it to Vermont in the first place!
Charlotte Whale News Article
When you are done with your summary, create a model in your journal of how you think the fossil got there. Include what we know about where fossils are made and how. It should be connected to your lab!
1. Find your fossils on the back table. They are in a giant plastic bag, so be careful not to rip the bag please! 3rd period is on the far left side (if you are facing the back wall) and 7th period is more to the right. Carefully peel back your layers. It may crumble a little. Take pictures of your fossils with your phone. When you are done - Clean up your materials! Throw your bread and gummies away and put the books away also please.
2. When you are done, click on the following link to watch a video and read about the whale fossil found in Charlotte. Write a half page to one page summary of the article in your journal, Be sure to include the details of how the fossils made it to Vermont in the first place!
Charlotte Whale News Article
When you are done with your summary, create a model in your journal of how you think the fossil got there. Include what we know about where fossils are made and how. It should be connected to your lab!
11/15/19 - Fossils - Design an experiment!
You and your group are going to design an experiment using bread, gummies, and books to show how fossils are created.
1. Title your next journal page "Fossil Experiment" 2. Design an experiment using the above materials to show how fossils are made. Include a diagram with detailed labels showing your lab set up along with an explanation of your design. 3. Include a hypothesis, which is a scientific prediction. Set it up the following way: "If we _______________________________ (what you do with your materials), then I think ____________________________ (your prediction) because ______________________________ (why you think that about your prediction)." 4. Start putting your experiment together. Every step of the way, take pictures with your phone. 5. When you are all set up, you will read an article about fossils found in Vermont and summarize it in your journal. |
11/14/19 - Fresh Water Documentary
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11/14/19
Click here for some more information on the Rock Cycle.
Take notes in your journal about the rock cycle and the different types of rocks.
You can use this animation or information from the book to help you tell the difference between the different types of rocks.
Take notes in your journal about the rock cycle and the different types of rocks.
You can use this animation or information from the book to help you tell the difference between the different types of rocks.
10/30/19 - What are these landforms? How did they get here?
10/24/19 - TED Talks
10/21/19 - Plans for while Ms. Saikin is Out
Directions: Follow these directions and complete as much as you can while Ms. Saikin is out.
1. [If you have not already] - complete your research on past tectonic plate motions.
2. When you are done, you are going to write a CER. Choose 1 of the following questions to answer and use your evidence/information from your research to use as evidence and/or reasoning. Fill in the graphic organizer. I will check this before you write your final piece.
Focus Questions for CER (choose only 1!)
1. [If you have not already] - complete your research on past tectonic plate motions.
2. When you are done, you are going to write a CER. Choose 1 of the following questions to answer and use your evidence/information from your research to use as evidence and/or reasoning. Fill in the graphic organizer. I will check this before you write your final piece.
Focus Questions for CER (choose only 1!)
- How has the Earth changed since Pangea? (watch the video in the link here to help you more with this)
- Why do the Earth's major land masses look like "puzzle pieces"?
- What is happening with the Himalayan mountains?
- How are the world's major structures (volcanoes, ocean ridges, trenches, mountain ranges, etc.) all connected?
10/17/19 - Scientific Writing Practice - CERs and Commercials
You are going to practice some scientific writing using commercials. We are going to write what's called a CER, which stands for Claim, Evidence, and Reasoning. We are going to do one together as a group, then you'll do some practice on your own!
Click on the link below to gain access to the commercials. You are going to watch two commercials and fill out the graphic organizer by answering the question below about the commercials you watch.
Padlet: Commercials for CER Practice
Padlet: Commercials for CER Practice
10/16/19 - Evidence for Past Tectonic Plate Motions
Visit the following links to learn more about how the past movements of tectonic plates have shaped the Earth over time. Fill in your table in your journal.
Fossil Evidence
More about Fossils - Video
Mountain Ranges
Himalayan Mountains
Puzzle Pieces
Fossil Evidence
More about Fossils - Video
Mountain Ranges
Himalayan Mountains
Puzzle Pieces
10/10/19 Mantle Convection Model
Using your models and information you've gathered about how convection currents are created, create a model on your own about how the tectonic plates move. Show the following in your model
This is independent!
- Convection currents in the mantle and why they are created (think about the different layers of the Earth)
- Convergent, Divergent, and Transform boundaries, and the landforms they create (mid-ocean ridges, trenches, mountains, volcanoes, etc.)
- Rules/Explanations for how and why they move (include information on convection)
- Evidence from your convection current lab on how you know this (this can be sketches from your journal, observations about the dye and paper discs, etc.)
This is independent!
10/7/19 - Documentary
10/1/19 - Tectonic Plate Pictures
Mountain Maker Earth Shaker - Tectonic Plate Simulation
Picture #1
1. Explain what type of plate boundary is happening long the western coast of South America. Use your knowledge of plate tectonics and plate boundaries to explain what is happening. 2. What type of landform(s) or natural disasters would you expect to see along the boundary? Explain your thinking! |
Picture #2
This is called the "Ring of Fire." According to National Geographic, The Ring of Fire is home to 75% of the world's volcanoes and 90% of the world's earthquakes. 1. Using your knowledge of tectonic plates, explain why the Ring of Fire is such an active place. Why are there so many volcanoes and earthquakes? What are some other observations you can mke about the Ring of Fire? (Hint: use the maps ont eh website and click the "Absolute Plate Motions" buttons). |
Picture #3
This is the "Great Rift Valley" also known as the "East African Rift Valley." It is located in Eastern Africa. 1. Using your understanding of plate tectonics, what type of plate boundary do you think is causing the rift valley? Explain your thinking (explain how the plate boundary works and how it resulted in the rift valley). 2. Why do you think there is volcanic activity in the rift valley? Explain your thinking. |
9/26/19 - TED Talks while Ms. Saikin is out
Watch these TED talks and fill out the organizer. You may watch them with a partner, but your work needs to be in your own words in your organizer.
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9/24/19 Maps of the Earth
Title your journal page, "Maps of the Earth"
Divide your journal page into 4 sections. Title the first three "Mountain Builder", "Cracked Plates", and "Ocean Features." Title the last section "Connections/Relationships"
Click on the interactive maps below to gather some information and observations about mountains, volcanoes, earthquakes, oceanic features, etc. Write them down in the appropriate section in your journal. The last section (Connections/Relationships) is for any observations that you think connect any of the maps.
Mountain Builder
Cracked Plates
Ocean Features
Divide your journal page into 4 sections. Title the first three "Mountain Builder", "Cracked Plates", and "Ocean Features." Title the last section "Connections/Relationships"
Click on the interactive maps below to gather some information and observations about mountains, volcanoes, earthquakes, oceanic features, etc. Write them down in the appropriate section in your journal. The last section (Connections/Relationships) is for any observations that you think connect any of the maps.
Mountain Builder
Cracked Plates
Ocean Features
9/6/19 - Earth's Interior with P- and S-waves
Watch this video to learn more about P- and S- waves from earthquakes and how they help us learn about the Earth's interior!
Model of p and s waves!
Earthquakes - P-wave and S-wave Shadow Zones