EARTH SCIENCE SYLLABUS AND OTHER INFORMATION
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Welcome to 2019-2020 Earth and Environmental Science
DEAR STUDENTS, PARENTS AND FAMILIES: We are fortunate to be working together this year in a class with such exciting and relevant subject matter. You will have numerous opportunities to think critically about these issues and problem-solve, as well as use your imagination and collaborate on life skills-rich projects. The Triangle and Triad regions, as a whole, have an abundance of resources, as well as individuals with expertise in various areas of the sciences. I have been in the classroom for over two decades, have been part of the Hawbridge community since 2016 and I continue to be very excited to be here! You can count on me to be fair, enthusiastic and creative, and be dependable and consistent with my communications. Your success in my class can be summed up this way: - always give it your very best - a good attitude is a wonderful attribute - be open to learning new things and new ways of doing things - regularly ask questions for clarification on instructions or content. - on-going communicate, especially when things aren't going so well - do your part to help ensure our classroom has a great learning environment WEB SITE [email protected] STUDENTS AND PARENTS STAYING INFORMED All students are expected to do their best to stay informed about what we do in class each day. All assignments and calendar reminders will be on Google Classroom. Please feel free to sign up to your son/daughter’s class or ask them to share it with you. GOOGLE CLASSROOM CODES SECOND PERIOD: y5g78dq THIRD PERIOD: g8y2gq I will post regularly updated reminders, etc. on the board located on my supply closet door. Students may take a photo of the board that pertains to their class if that is a good method of reminding. Sign up for your son/daughter’s class text message “REMIND” feature. I will provide the code. I will not overuse it, maybe once per week. It is likely that when a remind message is sent, it will consist of multiple texts (one after the other) as there is a limit to the number of characters per message. CLASSROOM POLICIES REFLECTION FORM Students will become familiar with the 16 Habits of Mind (on my web site: dropdown menu under “other.” In most cases, disruption, tardy and not following rules will be followed by a reflection form, which will be thoughtfully completed during an assigned lunch detention. More serious infractions will call for an administration referral and/or contacting a parent/guardian. ELECTRONICS Unless I announce that a smart phone or other device will be used as a tool in class, they are to be put away in backpacks and not left out. After one warning, the device will be taken away and not handed back until the end of the school day. The consequence for using electronics is lunch detention. As a reward for productive time together, I may announce that phones can be used during the last few minutes of class. Phones may be used during a Kahoot review. If you need to get a message to your son/daughter, please DO NOT TEXT. Call the school. Nancy will call my classroom with your message. HEADPHONES AND EARBUDS Keep these items OUT OF SIGHT until I announce that they may be used to listen to music during seatwork. If they are used in class when I’ve not made that announcement, after one warning, you will be assigned lunch detention. It is best to put them away so this does not become a problem. DISRUPTION OF CLASS After one warning you will be assigned lunch detention. Administration referral and parent contact for repeated disruptions. Know when it is time to listen, when it is time to ask questions and contribute, and when it is time for general conversation. LEAVING CLASS/ BATHROOM BREAK First ask for permission. Do not leave during instruction time unless it is an emergency. Only ONE person at a time for a bathroom break. When leaving class for bathroom or other reason, please use the sign out sheet on a clipboard that stays on my desk. Sign back in when you return. You cannot take your cell phone with you when leaving the room during class. ARRIVING TO CLASS LATE Please take your seat and get out supplies without drawing attention to yourself. You will be marked tardy if not in your seat when class begins. If another teacher sends an email related to your tardiness to class (you were held longer) it will be excused. TAKING CARE OF CLASSROOM SUPPLIES Everything has its place. Become familiar with where things are returned. Unless instructed otherwise, no classroom supplies should be left on tables or on floor. Please respect the supplies and understand that someone had to take the time to obtain them. FOOD AND DRINK Based on my many years of experience, allowing food and drinks is mostly not a good idea. Not everyone has the same sense of cleaning up personal messes. Only water will be allowed. Exceptions are for students who need access to food for medical reasons, i.e. diabetes CLASS OUTSIDE I do enjoy taking students outside for class and have done it consistently while at Hawbridge. I welcome parent volunteers for outdoor activities. It’s always wise to have a second pair of eyes! While outside in the community, each student represents Hawbridge. I expect good behavior and following the school rules. A student who does not demonstrate adherence to the rules listed below will be referred to the admin team. He or she will remain inside, supervised, and complete a reading and writing activity while the rest of the class is outside. In general: - listen and understand instructions for the outdoor activity - participate fully in the activity - no inappropriate language or activity - shoes or sandals required while in creek or river – no bare feet - no climbing on walls in amphitheater or walls or trees, in general - keep out of flower beds - respect the property of Saxapahaw neighbors - be alert when crossing road or in parking lot END OF CLASS Unless I’ve stated otherwise, do not leave your seats and line up in the hallway waiting for the bell. Stay seated. I will inspect the room for supplies left behind and messes. ACADEMIC PROCESSES ASSESSMENT – QUIZZES There will be assessments in the form of fairly short quizzes (up to 20 questions) with one longer “test” towards the end of the grading period. The dates will be announced ahead of time. The test (not the quizzes) will come with study guides. There will be two methods of doing quizzes: The first is something new for me: Right after the quiz, you will be given a red pen and grade your own quiz as I give the answers. While doing this your pencil /eraser must be out of site. You will then hand them in and I will enter your grades. The second method is the traditional way, whereby I do the grading. In either case, you may improve your grade by doing CORRECTIONS. If the procedure for corrections is followed precisely, you may earn ½ of your points back. You may do corrections during BRIDGE period or at home – not during class. Procedure for quiz corrections:
You cannot do corrections after the final test at the end of each grading period. Best advice is to use the study guide, and study your previous quizzes. COMPLETING CLASSWORK I expect students to do their best in completing work in class. Bridge period may be used to complete work if there was not enough class time. If it is still not possible to complete the work by the end of the day, it will be completed for homework and handed in the next day. I am happy to give reasonable extensions, especially if time was used wisely in class. If a student has obviously not using class time wisely, he/she will not get the extension. There will be a number of multi-day assignments or activities POWERSCHOOL AND GRADES I try my best to keep PowerSchool updated. There are times I record assignments into PowerSchool before students begin working on them. If you see a blank on any assignment, it means it was either not graded - or not yet assigned. If you see a zero, it can mean one of a few things: the assignment was not handed in - or - the assignment was handed in without a name. (I do maintain a "no name" folder where students can search). Students will have to ask me to see this folder. The last reason for a zero is due to my error in not entering the assignment. I will always enter the points once this error is uncovered. THE NOTEBOOK Organization is an important attribute of learning and a notebook serves as a study tool, a compilation of what we are exploring in class. In some cases, PARENT INVOLVEMENT with your son/daughter’s notebooks can be a difference-maker. INTERACTIVE NOTEBOOK (COMPOSITION NOTEBOOK) Students will maintain a composition notebook as an interactive notebook. Students will take notes mostly at home, copying an online photo of my own composition notebook for the class. This will be a regular homework assignment (several times per week). Of course, this can be done during Bridge period. Work in these notebooks will be checked as I walk around (no need to hand in). At the top of each entry, in upper case letters, write the date: MONTH, DAY (i.e. JULY 14). Everything should be in chronological order and match the composition notebook I keep. These notebooks will also be used for daily CATALYSTS (also called “jump starters” or “bell ringers”) at the beginning of class Writing the notes in advance has its advantages: there will be more time in class to teach the material, answer questions and do activities related to the content. The composition notebook will be used for other purposes including the beginning of class “catalyst,” and for some labs. THREE-RING BINDER (1 or 2 in.) Students may use a small (1-2”) three-ring binder for materials handed out in class. As with the composition notebook, print the date in upper case letters on top MONTH, DAY. These notebooks will be used for a variety of things: 1) syllabus 2) handouts 3) labs and activities 4) tests and quizzes. After each nine weeks, you will remove your notes and clamp or paper clip together. You will get all of your notes back when we begin review for the end of year test. If you are well organized, you have the option of keeping your notes in a safe place at home. In this way, your three-ring binder will not get too full and you will have the needed notes for the topic we are currently investigating. THE CATALYST Often called a “bell ringer. On most days this will be the first order of business. It will be fairly short and must be done in the composition notebook. Be sure to put the DATE on top of the page (MONTH, DAY) If the catalyst involves a science topic or issue in the news, during the previous class period students will be alerted to investigate so they can write about it. MISCELLANEOUS ITEMS ACCOMMODATIONS I will always do my very best to adhere to student accommodations as listed in an IEP or 504 Plan. If a student who does not have such accommodations has extenuating circumstances, which may lead to late or incomplete assignment, I would call a meeting with that student and his/her parent to develop a reasonable plan for completing work. SUPPLY WISH LIST On my web page is a class supply list for students. I have also included a classroom supply "wish list" if you are able to make a donation. You or someone you know may have connections to a local university or college where larger lab items may be available due to being replaced. VOLUNTEERS I welcome parent volunteers during indoor or outdoor activities. If I am able to pinpoint a day ahead of time, I will send out an email and remind text ahead of time requesting volunteers. Please contact me if you would like to volunteer to let me know what days and times are best for you. FIELD TRIP We will do at least one field trip this year. It is likely we will visit a major rock quarry, learn about the aggregate business and collect mineral specimens from exposed veins. DRAWING SUPPLIES These items will come in handy for science. While I will have these materials, it is always nice to have your own. You may have a preference for the type of fine-tipped marker or pen you use. One idea that has worked well for students I've taught in the past: Put your materials in a pouch with a zipper or a small container. I can find a place to keep these in the classroom if you prefer not to carry it around with you. Include some regular pencils, ultra-fine tipped pens or markers of various colors (i.e. pilot or sharpie), colored pencils, eraser, sharpener, a small straight edge, a small template for sketching circles, etc. EARTH AND ENVIRONMENTAL SCIENCE CONTENT Below is a list of all possible topics. It’s not realistic to cover it all in one school year as we will cover fewer in more depth. INTRODUCTION The Earth’s Four Spheres Earth Systems Time and rates of change in Earth Science Threshold and feedback effects THE EXOSPHERE (Astronomy) EARTH IN SPACE Navigating the sky – the ecliptic and the meridian Seasons Phases of the Moon Milankovich cycles Sunspot activity, solar flares and CMEs Magnetosphere and the aurora EARLY EARTH Describe the conditions that led to our Solar System The story of the Earth from the early days to the present Differentiation: Layers of Earth Earth’s early atmosphere Life, iron and evolution of the modern atmosphere Evidence of what the early Earth was like; Yellowstone Cosmology and the Early Universe STARS AND STELLAR LIFE CYCLE Hertzsprung-Russell (HR) Diagram DEEP SKY OBJECTS Galaxies, Nebulas and Clusters FATE OF THE UNIVERSE Dark matter and dark energy SPACE EXPLORATION THE GEOPSHERE (OR LITHOSPHERE) THEORY OF PLATE TECTONICS Explain how the structure and energy from within the Earth create plate tectonics Sea Floor Spreading Hypothesis Anatomy of tectonic plates Plate Boundaries Hot spots Why plates move: Earth as a heat engine Supercontinents Isostasy: vertical movement of the lithosphere How plate movements affect Earth systems EARTHQUAKES Explain how volcanoes and earthquakes impact the lithosphere Explain how the locations of faults, earthquakes and volcanoes be predicted Earthquake waves Earthquakes and plate boundaries Earthquake prediction, damage and hazard mitigation Studying the Earth’s Interior The Earth’s magnetism VOLCANOES Explain how volcanoes and earthquakes impact the lithosphere Explain how the locations of faults, earthquakes and volcanoes be predicted Magma Basalt and Granite Partial melting and the Origin of Continents Silica and water’s effects on magma behavior Plutons Volcano types and mechanisms Risk assessment: predicting volcanic eruptions Historic volcanic eruptions MOUNTAIN BUILDING Folds and faults: geologic structures Mountain ranges Island arcs The Andes, the Cascades and the Himalayas Olympic Peninsula Geology of the Chapel Hill area ROCKS AND MINERALS Rocks and the rock cycle Igneous rocks: cooling, crystallization and Bowen’s reaction series metamorphic rocks sedimentary rocks and their environments What is a mineral? Chemical composition of minerals Crystalline nature of minerals Physical properties of minerals Mineral classes and rock-forming minerals Commercially important minerals Harmful and dangerous rocks and minerals MINING AND FOSSIL FUEL EXTRACTION Compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural gas, nuclear fission and wood) Explain the consequences of human activities on the lithosphere such as mining Mineral deposits and extraction Petroleum Natural Gas and fracking Coal – deep and surface mining; mountaintop removal THE HYDROPSHERE Groundwater and aquifers Explain how ground water and surface water interact. The Water Cycle Permeability and porosity Limestone features; karst topography Hot springs and geysers Salt water intrusion Deep well injection The Everglades Rivers, streams and watersheds Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments streams stream erosion: how landscapes evolve stream deposition floods lakes wetlands Weathering, soils and erosion, mass wasting Describe how weathering, erosion and deposition affect the Earth’s surface Explain the probability of and preparation for geohazards in a particular area based on available data Mechanical and chemical weathering soils agents of erosion (wind, water and ice) mass wasting Historic landslides Predicting and avoiding landslides Investigation of land surface features using topographic and relief maps Coastlines Tides Waves Storm surge Barrier islands: how they work and their features Development on barrier islands hard stabilization Beach nourishment Oceans Explain how water is an energy agent (currents and heat transfer) Origin of the oceans Features of the sea floor Continental margins Ocean currents and gyres THE ATMOSPHERE Atmosphere and energy balance (Heating the Earth): Air Masses Explain the formation of typical air masses and the weather systems that result from air mass interactions Differentiate between weather and climate. The layers of the atmosphere Atmospheric temperature and pressure The ozone layer Incoming solar radiation Energy storage and balance Temperature changes with latitude and season Temperature changes with geography Atmospheric moisture and clouds Atmospheric moisture: cooling and condensation Rising air and precipitation Types of clouds Air Pressure, weather fronts and winds High and low pressure systems Fronts: cold, warm, stationary and occluded Types of winds Severe Weather Explain how cyclonic storms form based on the interaction of air masses Thunderstorms Tornadoes Supercells Hurricanes Noreasters Winter storms Weather Maps and Predictions Predict the weather using available weather maps and data (including surface, upper atmospheric winds, and satellite imagery) Climate Change and Earth’s History: Paleoclimatology Explain how human activity affects air quality Explain changes in global climate due to natural processes. Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect and deforestation). Attribute changes in Earth systems to global climate change (temperature change, changes in pH of ocean, sea level changes, etc.) Measuring climate change Astronomical causes of climate change Water and climate The natural carbon cycle and climate Tectonics and climate change Volcanic eruptions and global climate Greenhouse Effect: carbon cycle and global warming Feedback and threshold mechanisms of climate change The Kyoto Treaty on greenhouse warming THE BIOSPHERE – HUMAN INTERACTIONS WITH OTHER SPHERES Human Activities and the Earth: Water Issues Evaluate human influences on freshwater availability Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments Dams and their effects on Rivers Irrigation Salt water intrusion Fracking and groundwater Desalination Desertification Human Activities and the Earth: Agriculture Explain the consequences of human activities on the lithosphere such as deforestation, agriculture, overgrazing, and land use past and present Human Activities and the Earth: Development and Urbanization Explain the consequences of human activities on the lithosphere such as urbanization and land use past and present Mismanagement of floodplains; flooding Impervious surfaces Creating unstable slopes Urban heat island effect Ozone and smog Management of trash Pollution of waterways Human Activities and the Earth: Mining and Fossil Fuel extraction Compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural gas, nuclear fission and wood) Explain the consequences of human activities on the lithosphere such as mining Mineral deposits and extraction Petroleum Natural Gas and fracking Coal – deep and surface mining; mountaintop removal Renewable Energy Evaluate alternative energy technologies for use in North Carolina Wind Passive solar design Active solar energy Biofuels Sustainability: Sustainable development and design LEED (leadership in Energy and Environmental Design) Cradle to Cradle Environmental Issues: local, state and regional |