1. Three week Jan 7th – Jan 25th
Earth Science Chapter 1, 2, Benchmarks
Final will be on Physical Science and Benchmarks on Earth Science
Started Lessons Jan 7th

2. Start off with Warm-ups and CNN STUDENT NEWS

3. Chapter 1 Vocabulary Earth Science
Hydrosphere
Atmosphere
Lithosphere
Biosphere
Atmospheric science
Meteorology
Oceanography
Geology
Astronomy
Hydrology
Geography

4. Make a Foldable On p. 4, 5, and 6 Earth’s systems Hydrosphere
Atmosphere
Lithosphere
Biosphere
Add a picture on the inside
2nd Foldable p. 14 in text
Workbook page 1 and 2
Prentice Hall Videos
watch?v=jxbIJH4fTYo
/video-topics/earth-science

5. National Geographic The story of earth

6. Websites
/lesson-plan/earth%20science/index.cfm
ageNum_files=0&totalRows_files=111&media=Worksheet &subject=earth%20science

7. Worksheets
submitted/100_Ways_not_ill-SHEEHAN.pdf

8. Warm-up Questions List things you see when you look at the night sky?
What is Earth science? NOUN
geology or a similar earth-related science: a science that deals with the Earth's physical properties, structure, or development, e.g. geology
Identify the four main Earth systems?
The hydrosphere, atmosphere, lithosphere, biosphere

9. Warm-up Questions
List the four main branches of Earth Science? (use text pages 4-7)
Atmospheric science, oceanography, geology, and astronomy
Compare and contrast the atmosphere to the hydrosphere. How are they similar? How are they different?
Both the atmosphere and the hydrosphere contain water. He water in the hydrosphere is a liquid, while the water in the atmosphere is a gas. Much of the water from the hydrosphere flows over the Earth’s solid surface. Similarly, the atmosphere floats/flows over the surface. Both the hydrosphere and the atmosphere are necessary for life on earth.

10. Make a Circle Map
What is Earth Science? Use page 4-7

11. Chapter 2 Mapping Earth Start off with Warm-ups and CNN STUDENT NEWS
Vocabulary copy page 30
Foldable page 30
Computer Activity-Google Earth

12. Chapter 2 Warm-up questions
Explain what a map is and how maps can be useful? (page 17 in textbook)
Answer- a map is a representation of a certain area or part of an area. Maps have many uses..show resturants, routes, rivers, states, rainfall patterns, etc
What are three map projections? P
Answer: Mercator, Conic, Azimuthal Projections
Explain how longitude and latitude are used to locate a point on Earth. Latitude is a measurement of the distance of a point north or south of the equator. Longitude is a measurement of the distance of a point east or west of the prime meridian. Together, these two measurements give the exact location of a point on earth

13. Chapter 2 Warm-up questions
Explain how a map legend is a useful feature of a map? P. 25 in text
What is the GIS system? (p. 29 in text)

14. Mapping Activity P. 16 in text book Think about Maps
Page 9 in workbook

15. What is a map Activity 1. What is a map?
Explore what students already know about maps. What is a map? Why do people use maps? What does a map contain that makes it a special kind of "picture"? What kinds of information are included on maps? What kinds are left out? What types of maps have students seen and/or used?
Divide the class into groups of 3-5 students each, and give each group a set of maps to examine. These may include museum maps, park maps, subway maps, bus maps, road maps, or maps from familiar children's stories (e.g., Peter Pan or Winnie-the-Pooh), as well as geographical and political maps from atlases or encyclopedias. If your supply is limited, try rotating the maps from one group to another in order to let each group view as many different types as possible.
As you circulate from group to group, prompt students with the following questions:
What do you notice about this map?
What does it show?
What kinds of things can you see in this "picture"?
What can't you see?
What makes this map similar to another you've looked at?
What makes it different?
How could you use this map?

16. Activity 3. Create maps of classroom
Divide the class into groups of four students each. Give each group a large piece of poster paper, a ruler or yardstick, a pencil, an eraser, and a set of colored pencils or markers. Tell them that they are now going to create maps of their classroom. Explain that one of the groups will make a map of the entire classroom, while the other groups will make maps of smaller areas within the room.
Before students begin, discuss what kinds of details they might or might not need to include on each type of map. The students who are mapping the entire room might simply draw a square or rectangle to represent each piece of furniture, for example, while the students who are drawing the area maps might include subtler details, such as important objects that are on the furniture.
Help each group to determine the area on which their map should focus. After the maps are complete, have each group present their map to the rest of the class, noting the information they chose to include. As each map is presented, discuss its boundaries: What are the limits of the classroom? Where does each area of the classroom begin and end? Are certain areas of the classroom designated for specific purposes only? An understanding of boundaries will help to prepare students for Step 4 of the lesson, in which they will need to recognize the borders of their state, nation, and continent in order to see how one geographical area "nests" within another.
Finally, post the maps on a wall or bulletin board, grouping the area maps together to form a large map of the entire room. Again, the accuracy of the map is less important than the students' perception that many small maps can be put together to form one big map.

17. website http://www.earthsciweek.org/

18. Activities  Mapping
castle_WMZNQ.pdf
latitude-longitude-map_WMZRM.pdf
nd-map_WMZNM.pdf

19. Benchmarks VCOE- Benchmark Chapter 1 and Chapter 2
Final exam is in Physical science