Martin Martin Presentation Link

https://docs.google.com/a/wlwv.oregonk-12.net/presentation/d/1qWJzMcq3-QtcjJh7XSzooJjI6PaP9qsdxnQZ6lot_N8/edit?usp=sharing

Outdoor School Parent Night Presentation

https://docs.google.com/presentation/d/1F0ap6L6YjuxddzUGWWZsq9IZkkQJd_EioSR-kJnWa2g/edit?usp=sharing

Week of 2/21/17 to 2/24/17

A Day

Period 1, 2, and 3

Warm Up: We discussed what characteristics of living things are shared in common by all living things. We thought about behaviors, needs, and physical structures.

We then worked on finishing the Weather and Climate test from last week.

Homework: None.

B Day

Period 2, 3, and 4

In class we began by discussion, “Is a Seed Living?” we then spent the day debating this idea. Afterwards we looking into and recorded notes on what the characteristics of living this is:

  1. All living things need energy (nutrients, minerals, food, oxygen, etc are needed for this energy).
  2. All living things grow and develop.
  3. All living things sense and respond to changes in their environment.
  4. All living things reproduce.
  5. All living things are made of one or more cells (we are going to explore this further)
  6. All living things show relationship to their offspring and “siblings”. In other words, they have DNA and pass traits on from generation to generation.

Homework: Have a conversation with your family about whether or not a seed is alive. Have them sign your planner confirming that the conversation happened.

C Day

Period 1

In class we began by discussion, “Is a Seed Living?” we then spent the day debating this idea. Afterwards we looking into and recorded notes on what the characteristics of living this is:

  1. All living things need energy (nutrients, minerals, food, oxygen, etc are needed for this energy).
  2. All living things grow and develop.
  3. All living things sense and respond to changes in their environment.
  4. All living things reproduce.
  5. All living things are made of one or more cells (we are going to explore this further)
  6. All living things show relationship to their offspring and “siblings”. In other words, they have DNA and pass traits on from generation to generation.

Homework: Have a conversation with your family about whether or not a seed is alive. Have them sign your planner confirming that the conversation happened.

Period 4

We spent the period finishing  up our Weather and Climate test.

Homework: None.

Period 3

In class we discussed if fire is living or not, concluding that it must not be living because it did not have all the characteristics of living things. We then began our activity of observing living things in different stations and recording what makes them living or not.

Homework: None.

Final Climate Test Study Guide Help

1. Compare and contrast radiation, conduction, and convection:

https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiation

2. Explain how the three types of heat transfer are involved in energy from the sun reaching the upper atmosphere:

http://www.srh.noaa.gov/jetstream/atmos/heat.html

Explain which way wind blows:

http://www.srh.noaa.gov/jetstream/synoptic/wind.html

4. Use your understanding of the difference in how land and water heat up and cool down to explain seasonal differences in the temperature of maritime and continental air masses.

Notes from Jones’ Class

Jone’s Lab Notes

5. Explain how warm air and cool air interact to cause tornadoes and explain why tornadoes happen so often in the central united states during the spring.

A good resource for this is your video notes on “Hunt for the Supertwister”

The basic idea: Tornadoes occur where warm and cold air masses are meeting and mixing. As the warm air rises and the cold air sinks around each other, they spin, causing a tornado. This happens within thunderstorms. In the spring the warm tropical air from the Gulf of Mexico is moving up into the US, running into the cold air that settled over the continent during the wintertime.

Here’s some more detailed information: http://www.weatherwizkids.com/weather-tornado.htm

THESE VIDEOS GO INTO WAY MORE DETAIL THAN YOU NEED TO KNOW. BUT, HERE THEY ARE IF YOU WANT TO WATCH THEM:

6. Correctly draw pressure belts and convection cells across the globe:

These should be on your Wind Notes. Here’s some more info to help:

Textbook Reading Wind

http://www.srh.noaa.gov/jetstream/global/circ.html

7. Explain how the sun’s energy strikes high latitudes different  than low latitudes and why high latitudes experience more extreme seasonal differences… Recognize these difference on temperature graphs:

This information should be on your green notes sheet from when we shared our lab with Mrs. Jones’ class. Here’s an online source with some of the same information:

http://www.platteville.k12.wi.us/biology/Chapter%2034%20Concept%2034_2.pdf

When we completed the recent quiz, we looked into these differences seen on weather graphs:

Weekly Check 10 Key

8. Explain factors affecting climate for an inland, coastal, high latitude, and low latitude location.

This is basically what we have been doing the last couple days. Looking at a locations  yearly temperature graph and precipitation graph, why does it look the way it does? For example if a place has low rain throughout the year, is it located inland and along  a high pressure belt where dry air is sinking?

Here are the factors that affect climate we discussed in class:

FACTORS AFFECTING CLIMATE FILLED OUT

We reviewed this today with the warm up. Here’s what we wrote down comparing Vermont to Portland:

Montpelier vs. Portland

9. Explain why global winds blow sideways and not just up and down from pole to equator:

On  the surface of Earth, winds move from areas of high pressure (Poles and 30 degrees N and S) to low pressure (equator and 60 degrees north and south). These locations are the pressure belts. The winds do not move straight up and down because the Earth is spinning while the winds move. This causes the winds to shift “off course”. We call this the Coriolis effect.

http://edtech2.boisestate.edu/johnfuller1/502/506_final_project/Adam/global_winds.html

ALSO, you can check out the coriolis effect videos again from previous posts. You are not required to know details on how the coriolis effect works. Just know that it makes winds and storms curve.

10. Often I fly a kite at the beach, why does the kite flow inland during the day? How would it change at night?

The land heats up faster than the water, so the land (warmer) has lower air pressure relative to the ocean (cooler). So the wind moves from the high pressure out at sea to the low pressure inland. This causes a wind. How big the temperature difference affects how big the wind is. At night, the land cools down and can get colder that out over the ocean, so the direction of the wind switches.

http://climate.ncsu.edu/edu/k12/.breezes

Week of 2/13 to 2/17

A-Day

Period 1, 2, and 3

Warm Up: 2 observations and 1 question based on this video:

Work Completion Check: Wind Reading Notes. Textbook Reading Wind Wind Reading Notes Sheet

Hand Out: STUDY GUIDE for test on Friday: Global Heating Study Guide.WALSH.VERSION

Main Activity: Reading jigsaw on Factors Affecting Climates: FACTORS AFFECTING CLIMATE

Homework: Complete some of the study guide prompts.

B-Day

Period 4

Warm Up: 2 observations and 1 question based on this video:

Work Completion Check: Wind Reading Notes. Textbook Reading Wind Wind Reading Notes Sheet

Hand Out: STUDY GUIDE for test on Friday: Global Heating Study Guide.WALSH.VERSION

Main Activity: Reading jigsaw on Factors Affecting Climates: FACTORS AFFECTING CLIMATE

Homework: Complete some of the study guide prompts.

Period 2 and 3

-Sharing and filling out of “Factors Affecting Climate” notes:

FACTORS AFFECTING CLIMATE FILLED OUT

-Explanation  on how to complete “Factors that Affect Climate” main assignment and then independent work time (yellow sheet).

Homework: Continue to work on the study guide.

C-Day

Period 1 and 4

-Sharing and filling out of “Factors Affecting Climate” notes:

FACTORS AFFECTING CLIMATE FILLED OUT

-Explanation  on how to complete “Factors that Affect Climate” main assignment and then independent work time (yellow sheet).

Homework: Continue to work on the study guide.

Period 3

-Warm Up Comparison of Portland Oregon and Montpelier Vermont,  looking at why the climate might be different between the two locations. We discussed these differences:

  • Prevailing winds from over the ocean for Portland vs. from over the land for Vermont.
  • Slightly higher altitude for Vermont, so colder.
  • Vermont is more impacted by the Continental Polar air mass in the winter, so they have colder and drier winters.
  • Portland is more impacted by the Maritime Polar air mass in the winter, so we have cool but not as cold winters that are rainier.
  • Vermont has “continental” summers that are more humid and wetter. Portland has drier summers.

We then broke up the “Factors that Affect Climate” assignment and had groups focus on a specific location. We then began sharing this information out.

HOMEWORK: Finish study guide (it will be worth a couple points extra credit on the test).

2/7/17 – 2/8/17

A Day

Period 1, 2, and 3

In class we discussed the connection between high pressure, low pressure, and wind. There was a warm-up handout for this that went into student journals (see me for the handout if needed)

We then spent 15 minutes  working on reading notes on wind: Wind Reading Notes Sheet

We then began working on understanding better the Coriolis  Effect: Global Winds and Coriolis

Homework: None

B Day

Period 4

In class we discussed the connection between high pressure, low pressure, and wind. There was a warm-up handout for this that went into student journals (see me for the handout if needed)

We then spent 15 minutes  working on reading notes on wind: Wind Reading Notes Sheet

We then began working on understanding better the Coriolis  Effect: Global Winds and Coriolis

Homework: None

Period 2 and 3

In class we spent the warm up looking at RADAR weather video for today and observing the direction today’s storm was moving. We observed it was moving from SW to NE, following “westerlies” winds experienced in our latitude (45 degrees N)

We then finished the Global Winds and Coriolis assignment. To complete the assignment we watched the following videos:

HOMEWORK: Finish writing on Coriolis worksheet if not done. Sentence starter for last written part on the backside: “Wind moves from _______________ to __________________ . Because of the coriolis effect, that movement changes so from ______ degrees to ________ degrees the wind move ________________ direction and from _________ degrees to ___________ degrees the wind moves _________________ direction.”

C Day

Period 1 and 4:

In class we spent the warm up looking at RADAR weather video for today and observing the direction today’s storm was moving. We observed it was moving from SW to NE, following “westerlies” winds experienced in our latitude (45 degrees N)

We then finished the Global Winds and Coriolis assignment. To complete the assignment we watched the following videos:

HOMEWORK: NONE

Period 3

In class we finished up our WIND NOTES: Wind Reading Notes Sheet

If you did not finish, then you need to do so outside of class. Here is a digital copy: Textbook Reading Wind

D – Day

Period 1, 2, and 4

In class we finished up our WIND NOTES: Wind Reading Notes Sheet

If you did not finish, then you need to do so outside of class. Here is a digital copy: Textbook Reading Wind

HOMEWORK: finish wind reading notes.