June 10:  Continue working on self-guided work product.  Somewhere in your notes that you will tun in, answer the following question and appreciate my attempts to connect with the youths...

Look at the image below that the paparazzi took of Jeremy's fleek Nike Flight Tracker's:

1.  Are the tags prominently displayed in an area that lets the casual observer know he is a man of wealth and status?

2.  Would there be stronger winds at his heel or at his toe and what evidence supports your claim?

3.  (Circle the correct answers) If the blue represents an area of overcast weather, would this be a high/low pressure system with winds blowing clockwise/counterclockwise and into/out of the system.

Homework: I suggest doing the June 6th Saturday Regents practice exam if you haven't already done so.

June 9:  Check out a laptop and use the answer key posted below today's homework to self-assess your Regents Review Packet.  Please do not hesitate to ask for help if needed!

Grades are due at the end of next week.  This means that you have time to improve your current standing in the class and this week will be used exactly for the purpose.  By the end of class on Friday, you can submit a packet of work, notes, or any other materials demonstrating that you have used this week as a productively as possible.  Wachter and I will review your submission and determine how many points to add to your final grade in this class.  A component of this grade will not just be the caliber of work, but your focus and diligence during class time. 

Homework:  Continue your Friday work submission

May 29:  Regents Prep Day 4 Objectives

1.  Complete the Station 3:  Constructing and Analyzing an Asteroids Elliptical Orbit located by the agenda table at the back of the room.  Complete Ellipses A-F.

2.  Review how to identify rocks and minerals

3.  Make sure that your Review Packet is completed by Tuesday, June 9th!

Homework:

***SET AN ALARM TO BE ON TIME FOR THE LAB PRACTICAL ON JUNE 8***

***SET AN ALARM TO BE ON TIME FOR THE LAB PRACTICAL ON JUNE 8***

***SET AN ALARM TO BE ON TIME FOR THE LAB PRACTICAL ON JUNE 8***

May 28:  Regents Prep Day 3 Objectives

1.  12th grade play

Homework:  Page 9-12 of Review Packet.  You will be receiving an answer key for the first 12 pages on Friday so that you may self-assess.  We expect all work up to and including Altitude of Polaris to be completed.

May 27:  Regents Prep Day 2 Objectives

1.  Astronomy Exam

2.  Begin working on pages 4-8 of Review Packet

3.  (Optional)  What's it like to do a space walk and experience the utter blackness of space? What it would be like to be trapped outside of a space station with your oxygen running out? If either of these curiosities caught your attention I highly recommend checking out this Radio Lab called Dark Side of the Earth

Homework:  Pages 4-8 of Review Packet (Everything up to and includingHigh And Low Pressure Characteristics)

May 26:  Regents Prep Day 1 Objectives

1.  Complete pages 1-4 of the Review packet

2.  Review the astronomy diagnostic in detail, that might or might not be the exam tomorrow

Homework:  See the attachment on May 4 for the astronomy diagnostic

(Optional)  Check out this super cool video on how we can explore Venus using giant airships like we learned about earlier this year.  To learn more about the HAVOC mission, read this article full of great visuals!

May 18:  Continue developing games

Homework:  Seasons and Moon Review

May 17:  Game Day!

Regents Review Materials:

100 illustrated ways to pass the regents

Non illustrated version

Regents Questions with Answers by Topic

Earth Science Need to Know Facts

May 12: 

AIM: How does the mass of a star determine its life cycle and what are the consequences for the planets that surround it?

Do Now:  The data sheet for the Do Now is posted below the homework for today's class

For the Part II reading link click here

Homework:  Have Persistence of Memory reading and questions completed by tomorrow

May 11:  HR Diagram Lab.  We will be teaching a lesson on how this diagram functions but first we would like you to try your hand at understanding it.  You can find helpful links below...

Stellar Evolution:  A user friendly synopsis of how stars are born and die

The Life Cycle Of A Star:  To the point resource on what the different star types and events are

Flowchart:  Easy to read flowchart of starts like our sun and bigger stars.  Explanations beneath

Homework: Persistence of Memory Reading and 6 questions due Wednesday

May 8:  We took another look at the relative sizes of celestial objects and discussed the homework from last night.  We became familiarized with the terms nuclear fusion and red shift

Homework: Have the 6 questions for the Persistence of Memory reading completed by next Wednesday (May 13)

May 7:  Discussion of the eccentricity lab and practiced constructing another ellipse

Took a look at the scale of the Universe

Homework:     Go to the website below and watch the video on VY Canis Majoris

                        http://www.deepastronomy.com/hypernova-vy-canis-majoris.html

 (1) How does VY Canis Majoris differ from most stars, including our own sun?

 (2) What is the cost for VY Canis Majoris being so large?

(3) What would happen to Earth if a local star in our galaxy was the size of VY Canis Majoris and went hypernova?

May 6:  Began class with a review of our evil genius plans from last night's homework.  We then spent the rest of the period discussing the questions for How To Build A Universe.

Homework: None

May 5:  In class discussion on How To Build A Universe.  Points will be awarded for participation.

Homework:  Radiolab podcast commemorating the events of May 5, 1945

1.  How was Earth Science used for evil?

2.  Imagine a scenario where you are the adviser to a super villain who wants to use Earth Science for evil.  What would you suggest or recommend to your super villain?  

May 4:  The class engaged in the following activities

1.  Astronomy Diagnostic.  Students should use the ESRT but no books or internet.  This is not counted as a grade and is for us to determine your prior knowledge to better instruct you.

2.  Watched BBC's Inside Nature's Giants and looked at the anatomical structures of a fin whale as a lead in to our reading a Carl Saga passage this upcoming week

Homework:  Students that were here are to finish the astronomy diagnostic.  Students who sat for the AP exam may take tonight to work on the diagnostic.  If so, please make sure to use the ESRT but do not look up answers online.

May 1:  Please answer the following Do Now prompt with as much detail as you can provide...

Prompt:  Explain how Earth and life on Earth would be affected if the Earth's orbital eccentricity was changed from its current value to that of comet 2011 CP4.

Homework:  How To Build A Universe due on Monday, May 4

April 30:  Eccentricity Lab

Homework:  How To Build A Universe due on Monday, May 4

April 29:  PowerPoint on Eccentricity

Homework: NA

April 28:  Sun's Path Post Lab Assessment

Homework: NA

April 27:  Sun's Path Interactive Lab.  Click the link below for the Class # 5 Do Now please

Do Now Link

Homework:  Complete the Sun's Path Post Lab Review

April 22:  Finish Mock Regents and students who finish early will start working on the homework

Homework:  Please explain in as much detail as you can what dark matter and dark energy is and the role that they play in our Universe.  Please provide your sources at the bottom of this assignment.  *Wikipedia articles on this subject tend to get very technical so I'd start by looking elsewhere and refine your Google search to phrases such as, "Dark matter made easy" or "Dark energy for Dummies." If you encounter unfamiliar terms such "gravitational lensing" or "cosmic microwave background radiation" I suggest you take the time to familiarize yourself with them. 

April 20-21:  Mock Regents (last one, we promise!)

Homework:  One of our Do Now questions from last week was, "What would life be like on Earth if the moon did not exist?" 

1.  I want to reopen this question, and this time I would like you to provide an answer using information from this article.  I do not want this in bullet point form but rather a well articulated paragraph.

2.  I would then like to to write an additional paragraph on whether or not you feel that this is a valid website with reliable content and please provide the reasoning for your argument.

April 16:  Moon Pops Lab! 

Homework: Complete the Analysis and Critical Thinking Questions

April 15:  Extension day for Lunar Lab

Homework:  Complete the Lunar Lab

April 14:  Continue working on Lunar Lab

Homework: Answer the following 4 questions...

1.  Describe the difference between a solar eclipse and a lunar eclipse.

2.  Draw the positions of the Earth, Moon, and Sun for a solar eclipse to occur.

3.  Draw the positions of the Earth, Moon, and Sun for a lunar eclipse to occur.

4.  Looking at questions 2 and 3, why doesn't a lunar and solar eclipse happen every month?

April 13:  Lunar Lab .  The Coney Island Tide Chart is posted below today's homework

Homework:  Go to the following website and take a journey to the moon.  There are 11 stages.  1.  For each stage, please provide a 1-2 sentence description of what is occurring.  For each stage you can also change the view, see the photo gallery, and check out the video gallery.

2.  Create a T-chart with one column describing the ways in which the journey to the moon was similar to how you imagined the process would be and one column on things that surprised you or challenged your preconceived notions on how we got to the moon.

SPRING BREAK EXTRA CREDIT

April 1:  Eccentricity presentation by Sory and Asif.  Review of most commonly missed questions on exam and begin working on first 3 days of the Spring Break Extra Credit Packet.

Homework:  Complete extra credit assignments as they are posted over break

March 31:  Seasons Assessment.  See class distribution below.

Homework:  N/A

March 30: Continued with our presentations on The Reason For The Seasons

20 question learning check (see attachment below)

Homework:  Study for test on the Seasons this week.

March 26:  Presentations!

Homework:  Prepare to present

Earth Science 1 Season Notes!

March 24:  Work on PowerPoint for your Season's assignment.  Feel free to use this super helpful website sent courtesy of Julia from ES 2

1.  5 need to know facts about your topic
2.  Common mistakes you could possibly make with this topic (Misconceptions)
3.  A visual that you will explain
4.  A problem that you will model how to solve
5.  A problem that the class will be given some time to solve
6.  Last slide will be a link to a video explaining your topic

Homework:  Have PowerPoint ready for presentation (saved to email and a flash drive)

March 23:  We are beginning our Seasons Unit.  We are starting off by taking a different approach where you students become the teacher for the first half of the week.  See below

Homework: Prepare your groups note sheet with the following requisite information...

1.  All critical terms defined in user friendly language

2.  Visual representation of your terms and topics

3.  What you need to know for the Regents (You may reference question numbers from the Seasons Question Document)

4.  How it relates to your life/real world application.

March 20:  Meteorology Unit Exam Written Response

Homework:  Enjoy the weekend

March 19:  Meteorology Unit Exam

Homework:  I will be giving you your exams back at the end of the period and will upload the test you took today so you can use that as a learning tool for tomorrows short answer section.

March 18:  Meteorology Unit Exam for which you should know the following topics:

How air moves in different pressure systems, air masses, fronts (how air masses interact), station model interpretation, relative humidity, dewpoint, reading weather maps, land versus sea breeze, lake snow effect, what fronts are associated with what weather and where precipitation will occur, causes of wind.

Homework:  Finish Wacther's Practice Test and check work (see attachment below)

March 17:  Share out our MELCOW maps and learn about the Lake Snow Effect. 

Homework:  Mr. Wachter's Practice test.  Will be attached below after MELCOW share out.

March 16:  We worked on finishing out Westeros Meteorology Lab and began work on MELCOW (a pneumatic device for remembering the major factors that affect climate)

Homework: Complete the MELCOW assignment

March 11:  Westeros Meteorology Lab

Homework:  Westeros, unlike Earth is noted for having seasons that last for unpredictable amounts of time.  Tonight, please do the following (in order)...

1.  Hypothesize why you think Westeros could have unpredictable and variable season lengths

2.  Read this article and write down what the author's suggest is responsible for these seasons

3.  Please feel free to include any questions you may have regarding this topic of astronomy

March 10:  Review the Discussion Questions from yesterday's lab and then go over the more difficult part of the Weather Maps Assessment that we took on Friday, March 6.  As you can see from the data below, we need do do a little review and concept clarification on this unit.

Homework:  Complete the 20 questions attached below the grade distribution

March 9:  Specific Heat Lab

Homework: Complete the Discussion Questions

March 6: Weather Map Assessment

Homework: Go outside and enjoy the High Pressure system. 

March 5:  Today we will be taking a look at the RedBull Stratos Mission and what happens to the human body when it is taken from the comfort of the troposphere and put into the higher levels of the atmosphere and eventually the vacuum of space that beyond the thermosphere

Homework:  Describe what happens to the human body when exposed to outer space using the blank body model handed out at the end of class.  Refer to this article:  Outer Space Exposure

March 4:  We will be taking a more in depth review on how weather variables such as fronts, pressure systems, and air masses are related.

Homework:  Finish whatever was not completed during class

March 3:  We will be reviewing the Thinking Critically Questions from yesterdays document and then analyzing the essay's that we wrote for homework.

Homework: Weather Station Questions

March 2:  To start off the week we will be briefly reviewing the properties of the Earth's atmosphere.  With the basics thoroughly covered we will then apply that knowledge to high order questions involving Earth's climate history using this link on Snowball Earth.

When writing your essay for one of the two lenses on Snowball Earth, please refer to the rubric attached below (pdf).

Homework:  Finish Snowball Earth Essay (document attached below for absent students)

February 27: Learn how to calculate Dewpoint and Relative Humidity

Homework:  None

February 26:  Complete parts B-1 and B-2 on the Mock Regents

Afterwards, you will compare your answers in groups of two and come to a consensus on differing answers.  We will then post the correct answers and you will self-assess and complete a reflection on the test and your own ability and effort.

Homework: Self-assess Part B-2

February 25:  Weather Station Models

Homework:  TBA

February 24:  We will be reviewing the homework as a part of the Do Now.  Since the diagnostic took longer to complete than anticipated, we will be doing the activity for minutes 60:00 - 90:00

Homework:  Finish questions 51-80

February 23:  Complete diagnostic using the following protocol...

Today's class is 90 minutes

0:00 - 60:00  You will read this protocol and then work independently on the diagnostic.  Fill in the answer sheet according to examples provided.  Do not look at other students answers.  

60:00 - 75:00  When we call time, you will spend this time comparing answers with a partner. Your partner must be a person from another table who you haven't worked with yet.  Take this time to reconcile differences in answers and look over questions that were difficult for you.

75:00 - 90:00 We will post the answer key and you will self-assess.  Finally you will answer the Performance Review Questionairre 

Homework: Please listen to the first part of this Radiolab Podcast (first 9 minutes).  Tomorrow's Do Now will be based on this podcast so make sure to listen closely and retain the information.

February 12:  Water Cycle and Soil Movement Review Quiz.  Come prepared tomorrow to discuss the Colonization of Venus reading.

Homework:  Thought Experiment

Design an experiment to prove that air has weight/mass and include...

1.  A list of materials that you would need

2.  A step by step procedure describing how to conduct the experiment

February 11:  We reviewed the following principals of the Greenhouse Effect

1.  Don't just say 'radiation' and specify if it is long wave or short wave

2.  The words emit, absorb, reflect, and re-emit are very specific and not interchangeable

Homework:  Read the following article posted here and do the following...

1.  Write a well composed, one-paragraph summary of the article

2.  Write down 5 questions that you think are the most important to understand in order to comprehend this article.

3.  Based on the reading, has your opinion changed on Venus being the most readily accessible of the terrestrial planets for colonization?  Please provide evidence form the reading to support your claim.

February 10:  PowerPoint presentation on The Greenhouse Effect

Homework:  Complete the second page of the Introduction to Atmospheric Sciences Sheet posted in February 9.

February 9:  Collaborative group discussion on MBHS Urban Development Project to determine the best site.

For the second period we began investigating atmospheric sciences by doing independent research after a brief diagnostic on atmospheres

Homework: 

1.  Complete the (first page only,front and back) Introduction to Atmospheric Sciences sheet that is also attached below.  People with below an 80% make sure to do your flashcards (see Feb 6 Homework for details)

February 6:  MBHS Urban Planning Project.  Click this link to access reading

Shout out to Winona Holderbaum for finding and sharing some great resources for Soil Types for Construction and Types of Soil & Their Uses

Homework: 

1.  Complete both parts of the MBHS Urban Planning Project. 

2.  Check Pupil Path and if you have less than an 80% in this class, you must create flash cards for each word in the Water Cycle section of the Vocabulary page on this site.

February 5:  Water Movement Lab Quiz. 

Homework: None

February 4:  Reviewed the written portion of the Water Movement Lab.  We then reviewed the soil science terms: texture, sorting, shape, and capillarity

Homework:  Complete the Graphing Surface Processes sheet.  Choose 4 problems from this sheet that gave you the most trouble and explain the process you went through as you attempted to solve the problem.  Write these neatly on the back of the Graphic Surface Processes sheet please.

February 3:  Water Movement Virtual Lab.  Click here for the virtual lab

Homework:  Complete the lab, including all questions.  If you were absent, the document has been attached below for your convenience.

January 22:  Present "Cut-Up Poem" and share out of Part 4 in the Water Cycle Note Sheet. 

Homework:  Study for your Regents Exams!

January 21:  Finish "Cut-Up Poem" and begin working on Water Cycle Note Sheet.  This note sheet is a collaborative endeavor so please work diligently. Featured below is Mr. Schantz's "Cut-Up Poem" for Precipitation.  Amazing!  Underneath that you will find the document for the Water Cycle Note Sheet

Homework:  Each group member will contribute to Step 5 of the Note Sheet

January 20:  Introduction to water cycle and "Cut-Up Poem" activity

January 19:  Martin Luther King Jr. Day

January 15:  The Color of Plants on Other Planets.  This reading and the assignment attached to it is geared to continue our exploration on planet habitability and give you a preview at undergraduate level college work.

You can find a color version of the reading here and the assignment below:

Homework:  Read the article and write a reading response that answers...

1.  What was it like reading a college level science material?

2.  What did you find interesting?

3.  What questions do you have?

January 14:  Extreme Planet Makeover Lab pages 5-6

Homework:  Make sure the lab is complete

January 13:  Continue working on lab

Homework:  Have pages 1-4 completed.  Do not begin pages 5-6.

January 12:  Today we will be concluding out topography unit.  We know that this has been a test prep heavy unit so we will take a quick break from all that and have fun with our Extreme Planet Makeover Lab.

Extreme Planet Makeover and Solar System Generator

January 9:  Finished the Gradient and Rate of Change quiz.  Engaged in a discussion regarding the habitability of exoplanets.  We will be following up on this topic in depth when we return next week.

January 8:  Took the Gradient and Rate of Change quiz (20 points)

Homework:  To be turned in as a hard copy, nothing electronic please. Click this link and complete the following...

1.  Compare and contrast Earth with Kepler 438b

2.  What is significant about Kepler 438b's position in its solar system?

3.  The diagram in the middle of the article shows our solar system compared to the Kepler-186 solar system.  How will the life cycle for each of the stars within these solar systems be different?  (This will require additional research and was a question in the Winter Break (P)Review)

4.  According to the article, how do we currently detect if a distant star such as the ones mentioned have planets orbiting them?

January 7:  After our basic introduction to topography, we learned how to draw profiles of topographic maps.  The process is summed up in the image below. 

Remember:  Mark every position including the starting and ending points.  Carefully record the elevation of the intervals that cross your profile line. Your line should be smooth and mountains and valleys be curved, not flat.

January 6:  Introduction to Topographic Maps.  We learned how to calculate Gradient and Rate of Change.  Note:  Make sure that you write out the formula clearly before solving the equation and include all units.

Homework:  Complete the 20 questions attached below

January 5:  Mock Regents (90/90 minutes)

Homework:  Please provide evidence that you have done research on all of the questions from 2 of the 5 major topics listed in the Winter (P)Review

This document can be located in the Study Guide section of the website

December 19:  Mineral Identification Lab Part 2. 

Below is the grade distribution for the Relative Dating of Bedrock Quiz.  We have  also included a teacher commentary on what the data speaks to.  Please note that all statements are a general assessment of the data we can use to grow as a learning community and no was a punitive means of calling out individual students. 

This is an unusual distribution as it is actually the inverse of a typical bell curve.  There are two peaks where there should be troughs and a trough where there should be a peak.  This is indicative of and reflects the fact that while some students have continued to put forth the requisite effort, a statistically significant number have begun to wane in their habits of work.  Once again, not all statements will apply to all students, but as a collective unit we need to invest more effort and approach every class with the tenacity that will culminate in a better distribution.  Over the break, we will provide students with a practice guide. 

December 18:  Mineral Identification Lab Part 1.  Only investigate one mineral at a time and please put each mineral back where you found them

Homework:  What is asbestos and why does it pose such a health hazard for humans? Please write your answer in the form of a well-composed paragraph.

 Include the source of your information (no Wikipedia)

December 17:  Relative Dating of Bedrock Quiz

December 16:  Finished assignment from the previous day.  Fun was had.

December 15:  We graded our Igneous Rock Set 1 & 2 questions and then reviewed the extra credit.  We also began working on an assignment that is described in detail below:

Directions:  You will be writing a short, descriptive essay about a geological cross section (like the ones we have been working on in class). The writing should be specific and clear enough that when you hand it to one of your group members, they will be able to accurately draw what you had envisioned in your head when you were writing. Each cross section should include:

o 6 depositional events forming 6 different types of sedimentary rock

o 2 index fossils sequenced correctly in their specified layers of rock

o 1 extrusion or intrusion of igneous rock with contact metamorphism

o 1 event of faulting or folding

o 1 event causing an unconformity

Step 1: Draw your geological cross-section.

Step 2: Write a detailed description (in paragraph form)

Step 3: Essay will be randomly assigned to a peer to complete geological profile drawing

Step 4: Students will compare what they drew to what the author drew initially in Step 1

Homework:  Have Steps 1 & 2 completed by the beginning of class tomorrow

December 12:  Progress reports coming out next week so we took this time to finish current and missing assignments on a case-by-case basis

Homework:  If you did not do "The Weight of Mountains" homework, your homework is to answer the diagram questions your classmates drew and find the mistakes I made in the packet handed out during class.

December 11:  Class 2/2 for Rock Practical Lab where students will identify the characteristics that make up sedimentary and metamorphic rocks

Homework Part 1:  Take a photo of your comic strip and email it to yourself.  We will be selecting people at random to share out in class

Homework Part 2:  Click this link for the "The Weight of Mountains" video

Answer the following questions:

1.  How is the life of a mountain analogous to that of a humans?

2.  What is the process by which orogenesis occurs?

3.  Write one or two sentences describing how each of the following   contribute to denudation of mountains:  Sun, Rain, Frost, Gravity, Wind, Moving Ice, Animals, Humans

4.  How does vegetation both prevent and encourage denudation?

5.  Where do all mountains eventually end up and what transports them?

December 10:  Class 1/2 for Rock Practical Lab where students will identify the characteristics that make up sedimentary and metamorphic rocks

Homework:  None

December 9:  Worked on how to interpret the relative age of bedrock.  Simone has been kind enough to provide us with her notes if you need help.

Homework:  Finish the Relative Dating of Bedrock Assignment (not the same as yesterday's)below

December 8:  Students were enthralled by one of the most spectacular displays of teaching prowess as Mr. Schantz brought to life the fascinating world of geology.  Time Out New York raves, "I'd repeat my senior year just to have that lesson again" and The New York Times says, "We couldn't find a single fault with this one!" 

Homework:  Finish Relative Dating of Bedrock assignment.  PDF below.

December 5:  We worked on constructing a 6-panel comic describing the process that culminates in the formation of sedimentary rocks.  You can be literal or abstract.  The instructions and extra copy of the comic are below

Homework: Have the 6-panel comic completed and ready to present!

December 4:  Igneous Rock Practice Exam

December 3: We learned how to determine the mineral composition of individual rock samples.  The previous day shows this process for Basalt

Homework:  Students are to complete the "Igneous Rock Cookbook" where they will determine the mineral composition for various rocks.  Please see Schantz/Wachter for the assignment.

December 2: Focus is on how to determine the mineral composition of igneous rocks using ESRT 6.  The gallery below highlights this process for basalt.  The second image shows how to see all of the minerals present and the third image shows how to focus on a specific sample of basalt.

Homework:  Complete the questions in the PDF below and we will review them at the beginning of your next class.

December 1:  We looked at how Igneous Rocks are classified on ESRT 6

Homework: Due December 2

Part I:  Define each term listed under “Igneous Rock Vocabulary”

Part II:  Diagram challenge! The objective is to incorporate as many   vocabulary terms into as few diagrams as possible. Theoretically   you can do 12 diagrams each representing one term or one   diagram representing 12 terms. Make sure to label each   vocabulary term in your diagrams.

November 3: Class discussion on The Elephants Foot 

Discussion Questions that were due for homework today: 

1.  What is the Elephants Foot?

2.  In one sentence, summarize what happened at Chernobyl.

3.  What does it mean for an atom to be radioactive?

4.   Why would the ‘Elephants Foot’ give you cancer while a cell phone       won’t?

5.   After reading the article, do you think that nuclear power plants should   continue to be used and what is your reasoning? What are some alternatives   that you can think of that we can turn to as a more sustainable society?

Homework:  Click this link and read from the top of the page to the first       data chart (see if you can make sense of the chart as well).  After you have completed the reading, please explain what the quote below means in a well composed paragraph.  Be prepared to share out during your next class.

November 4:  No school

November 5:  Diagrams below illustrate the homework reading.  The parent isotope is the original element (Carbon-14) and the daughter element is what it decays into (Nitrogen-14).

Homework:                                                                                                    (1)  Join our Google Classroom using the code eyp76jd

(2)  Answer the 10 questions in the picture gallery below and input your answers into the Google Classroom document titled "Graph-Life."  Get it?

November 6: Introduction to Otzi the mummy.

In the "Just For Fun" section please click the Radiolab link and search for "Ice-Cold Case."  Listen to the podcast and answer the Google Classroom questions (create a document). The questions are also below.

1. Please describe what Otzi's looked like when he was still alive.

2. When given a CT scan, what did they discover about Otzi's body?

3. What information did the local pollen reveal about Otzi's last days?

4. Describe Otzi's last day or two and how he came to his end.

5. Do you think that when Otzi prepared his last meal, he was his intent on sustaining himself unaware of his imminent death or did he know he was doomed and just wanted to enjoy one last pleasant meal?  What evidence from the podcast supports your position? 

November 7: No class (parent teacher conferences)

November 10: Otzi's Last Meal debate

Quarterly Practice Exam:  On Wednesday you will be having your Quarterly Exam which will cover all of the material we have learned thus far.  The pdf below covers all the material that will be on the exam and even has two of the questions on it.  Make sure you don't peak at the answer key before you have completed a problem!

November 11:  No School

November 12:  Quarterly Exam

November 13:  We just looked at absolute dating (half-life and other techniques that give us an objects specific age).  We are now shifting our focus to relative dating (how old things are compared to one another) starting with learning how to use Earth Science Reference Table 8 and 9

November 14:  Before we get to the days lesson, some really cool news coming from the European Space Agency.  The ESA launched a spacecraft 10 years ago that has traveling over 4 billion miles at an average speed of 40,000 mph with the plan of landing it on a moving comet and it was a success.  How awesome is that?!  Please check out this link to watch how the mission went and this link to see what the purpose of the mission was.

Check out the images below taken from spacecraft Rosetta of Comet 67P

Please wait for you teachers instruction prior to opening this PDF please.

November 17:  Review of the homework questions from the reading

1.  How would you classify an epoch?

2.  What is meant by "Anthropocene"

3.  What are the features that characterize the Anthropocene epoch?

4.  How can scientists define if a new epoch has begun?

5.  What evidence can you find to support that Anthropocene epoch has begun?

6.  Why do you think soil is important to help formalize the concept of Anthropocene?

7.  Other than science curiosity what motives are there to prove that Anthropocene epoch has begun?

8.  What conclusions can you draw about the idea that we have entered the new epoch Anthropocene? Provide evidence to support your conclusion.

ps- congrats on belonging to a species that has taken these actual photos

pps- here is an infographic of humanity's attempts to explore the cosmos

November 18:  Geologic Time Quiz

Do not click this link until instructed to do so.  Geologic Time Quiz

When you finish the test please open your homework assignment from the weekend.  Please do the following...

1.  Write down one question you had from the reading or an area of further exploration on this topic you think would be of interest.

2.  Write down one or two lines from the reading that you thought were significant, powerful, interesting, or that resonated with you.

We will be sharing out in class

November 19:  We will be discussing the reading on the Anthropocene

Homework:  Begin working on your MBHS Time Machine Project.  It will be due Sunday night at midnight.  Use the image gallery below as a guide to making your PowerPoint presentation.  It can be more than three slides.

November 20: Work on MBHS Time Machine Project

November 21: Continue working on MBHS Time Machine Project

                             DUE SUNDAY AT MIDNIGHT

November 24:  Paleozoic Presentations

November 25:  Mesozoic Presentations

November 26:  Cenozoic Presentations

November 26-27:  HAPPY THANKSGIVING