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Homework Week of March 21, 2011
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Japan Earthquake & Tsunami
Homework Week of March 7, 2011
Homework Week of March 7, 2011

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 Sunday, 27 March 2011
Sunday, 27 March 2011 14:57:36 (Pacific Standard Time, UTC-08:00) ( )

Reminder from Mrs. Fischer: if you'd like late work or fixes to count for this grading period which ends just before Spring Break, the items need to be in by the end of THIS week or the late/fixed work will wait until the last grading period.

M 3.28- RE p. 124-127, answer questions & highlight/ underline main ideas

in class: ch 10 lesson 3 vocabulary & definitions on chapter 10 cover sheet (additional words: shore, deposit, sand, micron)  definition of micron since not in textbook:  micron - a metric unit of length; 1 micron = one-millionth of a meter, or ten-thousandths of a centimeter, or one-thousandth of a millimeter; symbol is called mu, looks like μ (think of it as a funny u with a tail out front)  looked at the table in TB p. 442 (or RE p. 126) and some sand samples to illustrate how "sand" or sediment comes in a variety of sizes depending upon amount of erosion it has experienced & the type of rock it came from.

T 3.29-  Answer TB p. 459 all - copy diagram & write out statements (& study ch 10 - hint, hint)

in class: drew longshore current (TB p. 440 figure 18), went over the ch 10 review board game requirements with class (must game must use at least 8 vocabulary/concepts from ch 10, including how sand arrives at beaches, game rules must be written & easy to follow, game must have a method for determining a winner, game must be approprate for children grades 2 and above).

W 3.30- TB  p. 462-463, write/type out questions and correct answer.

in class: work on creating ch 10 review games - assignment is an alternative method of evaluating the student's understanding, instead of a chapter quiz.

R 3.31- RE p. 131-134, answer questions & highlight / underline main ideas

in class: chapter 11 RE packet & cover sheet distributed; ch 11 lesson 1 vocabulary & definitions started (be sure to finish), additional word: air pressure.  Collected ch 10 packet (Oceans) which included the ch 10 foldable, ch 10 cover sheet, ch 10 RE papers, ocean floor picture, longshore current picture, Tuesday's homework & Wednesday's homework.

F 4.1- ch 10 WIGWAP (students created game boards instead) - only homework consists of finishing up any late/missing assignments (due date extended until Monday 4/4) and bonus collecting Weather Watch Field Data for this weekend.  Helpful links: http://weather.noaa.gov/ and  http://www.almadenweather.com/weather/forecast.php

in class: quick review of the Weather Instruments & what they measure, recorded weather data for today using online links above,played ch 10 review board games & students assigned new seats in periods 6 through 3.   distributed: WeatherWatchFieldDataTable.pdf (24.44 KB)  (unfortunately this is only half of the the actual paper - be sure to get the hand out from the teacher with the Beaufort Scale, Weather Instruments and chart to find Relative Humidity, and a cloud type word bank on the back side)

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 Monday, 21 March 2011
Monday, 21 March 2011 07:18:23 (Pacific Standard Time, UTC-08:00) ( )

M 3.21-RE p. 128-130, answer questions & highlight main ideas
in class: ch 10 lesson 4 vocabulary and definitions on chapter cover sheet for ch. 10, distributed RE pages 115-130 for use this week and next. Reminder, extra credit opportunity: watch the CNN video & identify where the error is in the explanation about the cause of the Japan earthquake & tsunami. 

Just in time for us to study about oceans! On Friday, during SSR & a little bit of 5th period, we will video chat with Jennifer Saltzman from Stanford University & some of the crew on the JOIDES Resolution using Skype. The JOIDES Resolution is a boat that is able to drill out core samples from the sea floor. The rock core samples are used to study many different things. Check out their website for more information (including information, games & Jennifer Saltzman's blog entries about the trip). http://joidesresolution.org

 

T 3.22- RE p. 115-118, answer questions & highlight main ideas
in class: ch 10 lesson 1 vocabulary and definitions on chapter cover sheet for ch. 10, drew TB p. 427 Figure 5 which shows the geologic features of the ocean floor in profile view (label geologic features & color code: red- mid-ocean ridge & volcanic islands, orange- continental slope, yellow- continental shelf, green- abyssal plain, purple- oceanic trench.  Give it a title & your name and period). We compared our color coded drawings (which are in profile view) to the color coded map of the ocean off of Costa Rica, where the JOIDES Resolution is located.  (click here for maps & information link)  Costa Rica and Japan have similar geologic features off the coast & the same type of plate boundary off their coasts.  Also looked at a link sent by J.K. from 6th period, which shows the earthquakes which have occured in Japan since March 11.  The size of each earthquakes circle shows the magnitude of the earthquake; the color indicates the depth of the earthquake's focus.  Check it out for your self, link:  http://www.japanquakemap.com/

W 3.23- RE p. 119-121, answer questions & highlight main ideas & do Foldable (in RE p. 120)
in class: ch 10 lesson 2 vocabulary & definitions on chapter cover sheet for ch. 10 (words from textbook & RE packet: removed, ocean currents, surface currents, overall, salinity, deep currents, gyre, El Niño, La Niña, Gulf Stream, cycle, latitude).  Set up the foldable which is part of tonight's HW (shown in RE p. 120), new seats due to rearrangement.  Looked for the California Current and the Gulf Stream (another current) on globes which were at the tables.  Watched video on the Great Pacific Garbage Patch from Gorilla in the Greenhouse, link: http://www.greengorilla.com/video-post/great-pacific-garbage-patch & looked at globe to find where the North Pacific Gyre is located (looked for other gyres on the globes).  Mentioned about other plastic trash (in addition to the plastic bags) which are collected in the gyres and mentioned their effects on marine birds (plastic is getting stuck in the bird's digestive systems).

Additional links which illustrate the impact & movement of our plastics ...
   -http://marinedebris.noaa.gov/info/patch.html  (National Ocean and Atmospheric Association explain about the garbage patch)
   -http://www.cbsnews.com/video/watch/?id=591802n&tag=related;photovideo (CBS news video about plastics found in one of the gyres & how it is effecting some of the sea life)
   -http://marine-litter.gpa.unep.org/facts/facts.htm (information on sources of the plastic in the ocean, how the plastic impacts marine life & includes links to related information)
   -http://news.cnet.com/8301-11128_3-9959995-54.html (information on sailing away on a plastic raft to raise awareness of the issue)
   -http://www.ens-newswire.com/ens/feb2010/2010-02-01-01.html (impact of plastic & other trash being in the ocean; warning: includeds photo of fish that they have dissected and the plastic they found inside (might make some uncomfortable)

R 3.24- RE p. 122-123, answer questions & highlight main ideas
in class: we will be in the computer lab today, looking at various links & logging into the Portal as students .... Bret Harte's best kept secrets

F 3.25- make corrections on returned papers & ch 9 WIGWAP

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 Tuesday, 15 March 2011
Tuesday, 15 March 2011 10:29:03 (Pacific Standard Time, UTC-08:00) ( )

M 3.14- No School for Students (teacher inservice day)

T 3.15- RE p. 106-110, highlight main ideas, & answer questions on sides and top of pages (skip foldable)
in class: wrote homework for the week, RE packets p. 101-105 checked for completion stamp; wrote vocabulary & definitions for ch 9 lesson 2 into the Chapter Cover Sheet (page was distributed last week).

W 3.16- RE p. 111-114, highlight vocabulary & definitions, & answer questions on sides and top of pages (skip foldable).  NOTE: Tonight you're reading about the jet stream - you might wonder about the jet stream and the nuclear power plants in Japan which have been releasing radiation into the atmosphere.  Could the radiation reach us through the Jet Stream?  see video clip below from channel 7 ABC news.
in class: went over last weeks mini-quiz & recorded the 3 types of energy transfer which occurs in the atmosphere if not already described; watched Greenhouse Effect BrainPop (click here to link to BrainPop video) username: sjusd457  password: broncos  (students can earn 5 points of extra credit if they print out the quiz, take it & turn it in by Friday 3/18.  We also checked RE p. 110 (if student did not recieve blue approved stamp, last night's homework was incomplete/has fixes), and went over the answers to last night's homework.  Set up tomorrow's sponge activity: Earth's Energy Balance (drawing figure 7 from TB p. 386 - students will have 10 minutes in class to create & label the drawing)

R 3.17- Study for ch 9 quiz tomorrow & complete RE packet (3 blue "approved" stamps means the packet is complete; if you don't have 3 blue stamps, make fixes/finish so it's complete)
in class: Earth's Energy Balance (student's drew figure 7 from TB p. 386 & labeled the percents to show how Sun's incoming energy is distributed in Earth), also checked RE p. 113 (if student did not recieve blue approved stamp, last night's homework was incomplete /has fixes), corrected last night's homework, watched Wind BrainPop (click here to link to BrainPop video) username & password are above, in yesterday's inclass work (bold).  Also brought up the Beaufort scale which is used to measure the wind strength.  We will use this scale when studying Weather in a few weeks.

F 3.18- Make fixes in returned work.

Science in the News:  The nuclear power plants in Japan are releasing radiation.  Could the radiation reach us in California if it got into the atmosphere's Jet Stream?

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 Friday, 11 March 2011
Friday, 11 March 2011 23:38:05 (Pacific Standard Time, UTC-08:00) ( )

A fantastic time lapsed map showing the earthquakes which have occured in Japan since March 11.  The size of each earthquakes circle shows the magnitude of the earthquake; the color indicates the depth of the earthquake's focus.  Check it out for your self, link:  http://www.japanquakemap.com/    Thank you J.K. in 6th period for the link!

A bit of positive news from Japan - recieved a short email from the family of our student from 1° who moved back to Japan in December.  They felt the earthquake, but she & her family are o.k.!

More information is being updated from the world news networks & government agencies.  A few links & information though....

Link to PodCast about the earthquake from USGS (has geophysicists who specialize in earthquakes & tsunamis) http://www.usgs.gov/corecast/details.asp?ep=147

Link to IRIS (Incorporated Research Institutions for Seismology) which has links to explinations related to the earthquake in Japan & tunami.
http://www.iris.edu/hq/retm

USGS Shakemap of Honshu. The map shows that the earthquake was off the coast and that the land shaking was not extreme. The underwater location off the coast is key to understanding why the devastating tsunami happened. Also, it is interesting to note that the tsunami would have been funneled into the bay enclosed by the arc-shaped coastline of Honshu. Sendai, the town strongest hit, is in the bay closest to the earthquake location.  (One person mentioned news footage of whirlpools in the water; these might have been caused by water receeding from the coast - not sure if the footage seen was from before or after the tsunamis nor the location of the whirlpools.)

http://earthquake.usgs.gov/earthquakes/shakemap/global/shake/c0001xgp/

What causes a tsunami?  Dan Ashley from KGO, our local tv channel 7, reports with the help of the USGS & NOAA.

 

Another explination as to the cause of a tsunami ... (note: from YouTube; will not play at school; information posted by IRIS education network)

 

 

Explains why the Hati earthquake did not generate a tsunami ... (by comparing the types of plate boundaries   note: from YouTube; will not play at school; information posted by IRIS education network)

CNN video of the tsunami waves and oral explination (refers to the wavelength of the tsunami wave & compares these waves caused by earthquakes with wind generated waves).
http://www.bbc.co.uk/news/world-asia-pacific-12709850

Watch this explination from CNN about the cause of the earthquake in Japan - Mr. Marciano provides some incorrect information as he explains the cause of the Japan earthquake.  What is his error?

If you have already downloaded Google Earth onto your computer, they have produced a Google Earth earthquake map: Go to the first link listed on this page: http://earthquake.usgs.gov/learn/kml.php Then turn the globe over to the Japan area. You’ll see the cluster of earthquakes by Honshu. Zoom in, and you can see all the earthquake event markers and magnitudes as well as a really good view of the plate boundaries that shows how these earthquakes were located right on a subduction zone.

(Thank you to Mrs. Z. & J.K.-6° for some of the links & infomation!)

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 Monday, 07 March 2011
Monday, 07 March 2011 13:02:45 (Pacific Standard Time, UTC-08:00) ( )

M 3.7-ch 9 lesson 1 vocabulary definitions
In class: started filling out the Chapter Cover Sheet for ch 9, collected items from ch 3 & short surprise quiz on ch 3 lessons 2 and 3 (student's able to use their foldable on this).  Items collected afer the short surprise quiz: (1) ch 3 lesson 3 foldable, (2) ch 3 lesson 3 Reading Essentials Pages, (3) part 2 of Ch 3 binder paper, (4) Conduction, Convection, Radiation Puzzle.

Science In the News: The Kilauea Volcano in Hawaii has increased its volcanic activity (fissure eruptions, lava spewing 65 feet into the air, a lot of earthquakes & the crater collapsed.  Read more details by following the link to the news story:  http://mobile.reuters.com/article/idUSTRE7260GC20110307?ca=rdt  and/or you can get the latest information straight from the source, USGS's Hawaiian Volcano Oservatory, at http://hvo.wr.usgs.gov/

T 3.8- RE p. 101-105, highlight/underline main ideas & answer questions on sides of pages
(RE = pages from Reading Essentials workbook)
In class: created foldable shown in Reading Essentials packet page 101.  Read/underlined p. 101 of Reading Essentials and transfered information about the composition of Earth's atmosphere into the foldable.  Created a pie chart showing composition of Earth's atmosphere.

W 3.9- finish classwork.  Benchmark #3 is tomorrow; get a good night's sleep
In class: took notes for the bottom portion of the foldable (function of Earth's Atmosphere) from RE p. 102 and watched the atmosphere brain pop (additional notes were put into foldable from the video).  Link to Atmosphere Brain Pop:  http://www.brainpop.com/science/earthsystem/earthsatmosphere/      Log in:  sjusd457       password: broncos

R 3.10- finish classwork (crossword puzzle)
In class: Students took the last Science Benchmark for the school year & started a review crossword puzzle on ch 9 lesson 1.

F 3.11- finish classwork (completing the RE packet through page 105 - includes highlighting/underlining main ideas AND answering all of the questions along the sides of the pages - all but 3rd period: blue stamp on p. 105 means that the student already completed the assignment on Tuesday.  Red stamp means it is to be completed and/or fixes to be made.) 
In class: We spent some time in class today discussing the earthquake & tsunamis which which started near Japan.  Link to more detailed information.   Used a flashlight and the floor to demonstrate how the Earth is unevenly heated by the Sun due to the Earth's curved surface.  Done by shining a flash light a perpendicular (90°) angle to the ground & at an accute angle (approximately 30°).  Saw that the 90° angle produced a bright light in a small area of the floor (just like at Earth's equator which is hot).  At the 30° angle, the light was more spread out & not nearly as bright (just like at Earth's poles which are cold).   Students were also introduced to ROY G. BIV; would you like to meet him?  Here's the music video.

 

http://earthquake.usgs.gov/earthquakes/eqinthenews/2011/usc0001xgp/#details

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Monday, 07 March 2011 10:38:29 (Pacific Standard Time, UTC-08:00) ( )

M 3.7-ch 9 lesson 1 vocabulary definitions
In class: started filling out the Chapter Cover Sheet for ch 9, collected items from ch 3 & short surprise quiz on ch 3 lessons 2 and 3 (student's able to use their foldable on this)

T 3.8- RE p. 101-105, highlight/underline main ideas & answer questions on sides of pages
(RE = pages from Reading Essentials workbook)

W 3.9- finish classwork.  Benchmark #3 is tomorrow; get a good night's sleep

R 3.10- finish classwork

F 3.11- finish classwork

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