2013-14+Hydrosphere

Essential Standards: 8.E.1: Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.

= Feb 24-Monday = = Water Quality and River Basin Test =

=Feb 21-Friday=

http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT04/CT04.html


=Feb 20-Thursday= ==== Make up day for missing assignments. Go to your power school to see what you are missing. Once you finish all missing assignments, turn them into the basket and then go to the Quia assignment listed below. ====

IF you are not missing anything, Go to Quia or click below and complete the "Activities" listed on my page. Do the best you can.
EOG REVIEW: []
 * Bacteria and Viruses**

[]
 * Geologic Time Vocab**

[]
 * Hydrology EOG Review Part 1**

**Earth Science - A Trip Through Geologic Time** []

= Feb 19- Wednesday= Testlet: Spill spews tons of Coal Ash into NC river

Water Treatment Plant- Using the two sites, complete the worksheet. Draw and write a description about the 6 steps to the water treatment process.
http://ga.water.usgs.gov/edu/wwvisit.html http://water.epa.gov/learn/kids/drinkingwater/watertreatmentplant_index.cfm = =

=Feb 18-Tuesday=

Virtual Lab- Assessing Water Quality- Acid Rain and pH
Click on the Information tab and fill in the guided notes. Begin the activity and fill in the chart. The computer will randomly chose a specimen. You will need to hit "RESET" several times to test ALL specimens. http://www.mhhe.com/biosci/genbio/virtual_labs/BL_09/BL_09.html Purpose: · to learn a method for assessing water quality · to investigate the effects of acid rain on aquatic organisms Procedure: Results: See Data Table 1 and graphs, below Discussion : Please support your statements with information from Data Table 1 and your graphs!
 * 1) Go to Assessing Water Quality at []
 * 2) Read the information in the text box to the left of the simulation.
 * 3) Click on the information button on the bottom of the lab screen to learn about acid rain, pH, indicator species, and how changes in populations of aquatic invertebrates indicate water quality.
 * 4) Read the procedure and follow the directions for using the lab simulation.Record your data in Data Table 1, below Note: the pH scale on the data table goes from high to low, so you will need to fill in the table from the bottom to the top!
 * 5) Practice a bit so you understand how the simulation works!
 * 6) Collect Data for each invertebrate (Sideswimmer, Stonefly Nymph, Aquatic Earthworm, Fairy Shrimp, Dragonfly Nymph, Snail, Leech, Tubifex Worm, Crayfish, Clam)
 * 1) How does acid rain affect ecosystems?
 * 2) Which species of aquatic invertebrate was most tolerant to changes in pH? Which was least tolerant? How do you know?
 * 3) Do you think it is necessary to start with a higher pH level? Explain
 * 4) What is an indicator species? How are indicator species used to assess pollution levels?
 * 5) Which of the species that you investigated is most likely an indicator species?
 * 6) What are some sources of error in this experiment? How would you improve it?
 * 7) What type of experiment would you perform to determine the effect of acid rain on plant species?

Conclusion: One statement about the species that is most tolerant to changes in pH AND One statement about the species that is least tolerant to changes in pH Reflection: Personal statement about what you learned from this lab activity Data Table 1 : Effects of Carbonic Acid on Water pH and Population Size of Aquatic Invertebrate
 * ** Species ** |||||||||||||||||||||||||||||| ** Population Size ** ||
 * ^  || ** 2.8 ** || ** 3.1 ** || ** 3.4 ** || ** 3.7 ** || ** 4.0 ** || ** 4.3 ** || ** 4.6 ** || ** 4.9 ** || ** 5.2 ** || ** 5.5 ** || ** 5.8 ** || ** 6.1 ** || ** 6.4 ** || ** 6.7 ** || ** 7.0 ** ||
 * ** Sideswimmer ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Stonefly Nymph ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Earthworm ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Fairy Shrimp ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Dragonfly Nymph ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Snail ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Leech ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Tubifex Worm ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Crayfish ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Clam ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

=Feb 17-Monday=

= Due to our inclement weather, the 2013-2014 calendars have been adjusted. March 21, 2014, will now be full instructional day. Please remember to notify all parents of the change. =

Back to Top = **Feb 11- Feb 14 Snow Week** = = = = Feb 10-Monday =

** Water Quality Pamphlet (tri-fold) - You will use your laptop and notes to complete the research for the pamphlet. **
1. cover page 2. Importance of water quality 3. Indicators description 4. Ramifications (consequences) of too high and too low 5. Websites (5) 6. Pictures http://ga.water.usgs.gov/edu/waterquality.html http://water.epa.gov/scitech/datait/tools/waters/index.cfm http://water.epa.gov/scitech/swguidance/standards/ http://sanfordnc.net/Public_Works/Water_Plant/wtp.htm
 * You are an employee of the local agriculture extension agency and have been assigned the task of creating a public awareness pamphlet on the importance of water quality testing
 * You will have to include a description of the indicators of water quality (pH, dissolved oxygen, turbidity, nitrates, temperature, and bio-indicators).
 * You will also need to include a section that discusses the ramifications (consequences) of indicator levels being too high or too low.
 * The agency has asked you to include a section of websites that the public can use to become more informed.
 * __ Guidelines for you Pamphlet __**
 * what is water quality
 * why is it important
 * why do we test
 * pH, DO (dissolved oxygen), turbidity, nitrates, temp, bio-indicators
 * for each indicator (you will have 6 that are too high and 6 that are too low)

Check out the Cape Fear Watershed:
http://ofmpub.epa.gov/waters10/attains_watershed.control?p_state=NC&p_huc=03030004&p_cycle=2010&p_report_type=

= Feb 7- Friday =

Complete the worksheet for "Stuff Happens- Bathroom"
Stuff Happens: Bathroom- http://app.discoveryeducation.com/search?Ntt=stuff+happens%3A+bathroom

Fill in an ABC chart for "Stuff Happens- Beaches"
Stuff Happens: Beaches- http://app.discoveryeducation.com/search?Ntt=stuff+happens%3A+beach

= Feb 6: Thursday =

Point Source and Non Point Reading
[|Water Quality: Point Source Pollution] Read the article on Point Source Pollution and answer the 6 questions found at the bottom of the article.

= Feb 5: Wednesday =

Discovery Education Scavenger Hunt on Water Quality

 * []**

= Due to our inclement weather, the 2013-2014 calendars have been adjusted. February 12, March 5, and March 28, 2014, will now be full instructional days and not half days. Please remember to notify all parents of the change. = = =

= Feb 4- Tuesday =

Water Quality Puzzle.... Search the internet or use your textbook to fill in each puzzle piece then cut apart and glue into your notebooks as shown in the picture
Picture Courtesy of [|Mrs. Barton]

= Feb 3-Monday =

Students will draw the rivers and basins of NC on a map provided. They will color code the largest river basins.

 * === Draw in ALL the rivers of NC. ONLY Label the following: French Broad, Yadkin, Pee Dee, Deep River, Haw, Tar, Cape Fear, Neuse, Catawba, Roanoke, and Chowan. ===
 * === Using colored pencils, draw and shade in the 4 largest river basins: Cape Fear, Tar-Pamlico, Neuse, and Yadkin. Be sure to include a color key on your map for the River Basins. ===
 * === Don't forget to color and label the Atlantic Ocean. ===
 * === Remember to have a key on the paper matching the color to the river basin ===

Rivers of NC
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River Basins
[]

Back to Top = **Jan 28- Jan 31 Snow Week** =

= = = Jan 27-Monday =

Read the article "The Fish Kill Mystery" and answer the 9 questions at the end of the article on a separate sheet of paper.

 * []**

Other Resources:
http://www.ncsu.edu/wq/harmful%20algae/pfiesteria/index.html http://www.ncsu.edu/wq/harmful%20algae/pfiesteria/index.html

= Jan 24-Friday =

River Basin Scavenger Hunt- Go to the first web site and then scroll down to open the River Basin Booklet OR click on the second link.
http://www.eenorthcarolina.org/riverbasins.html http://www.eenorthcarolina.org/images/River%20Basin%20Images/final_web_booklet.pdf

= Jan 23-Thursday =

Properties of Water and Water Cycle Test
[|**http://www.quia.com/quiz/4000737.html**]

= Jan 22-Wednesday =

Journey of a Water Droplet Activity
Procedure: 1.There are 9 stations located around the room.
 * Station 1 = CLOUD
 * Station 2 = LAKE
 * Station 3 = OCEAN
 * Station 4 = RIVER
 * Station 5 = GROUNDWATER
 * Station 6 = ANIMAL
 * Station 7 = PLANT
 * Station 8= SOIL
 * Station 9=GLACIER

2. Count off by 9’s and report to your assigned station. 3. Roll the dice and record your number. Then read your next destination by matching up the number on your dice with the number on the station card. Record your station, directions, and destination on your Water Cycle Travel Log 4. Listen for teacher to call “Cycle” and be ready to move to your next station. 5. You will continue for 10 cycles. Return to your seat.

After you have your travel logs completed, write a 1-2 page story (from a water drop’s viewpoint) describing your travels Journey of a water molecule story 1. You are to write a story on your travel as a water droplets point of view. 2. You must come in contact with at least two of the following: an animal, a plant, and/or a human. 3. Picture to sum up your story. (create a picture from Paint and then insert it into your word document 4. 12 point font, one page, and single spaced.

=Jan 17-Friday=

Buoyancy Activity
[]

=Jan 16-Thursday- 2 hour Delay =

Density Lab- PhET: Density Activity/Funsheet

 * [] **

=Jan 15-Wednesday=

Make up work.....
=**Jan 13-14: Monday/Tuesday**=

Using the Weather Webquest found on my wiki page, students will search the web and learn about the Water/Hydrologic Cycle.
http://mrscameronswiki.wikispaces.com/Weather+Webquest

Back to Top = Jan 10-Friday =

Passengers in a Boat


= Jan 9-Thursday =

[]
=Jan 8-Wednesday=

Science Benchmark
Code: V3JAWY2

= Jan 7- Tuesday: 2 Hour Delay =

=Jan 7-Tuesday=
 * Sinkin' Lincoln Lab Activity-Surface Tension and Cohesion **

=Jan 6: Monday=

Frayer Model Continued
=Jan 3- Friday=

Graphic Organizer on the following terms-
The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word. For this activity, you will write the definition, give real world examples, draw a sketch, and use the word in a sentence of your own.
 * surface tension
 * cohesive forces
 * adhesive forces
 * universal solvent
 * buoyancy
 * density
 * polarity
 * capillary action

Frayer Model


= HAPPY NEW YEAR, 2014!!! = =Jan 2-Thursday=

Floating or Sinking- Chapt 2, Sect 2


= Dec 18-20: Wednesday-Friday =

Finding Nemo Video and Question Worksheet
(2 worksheets)

= Dec 17- Tuesday =

Properties of Water
Brain Pop- Water http://www.brainpop.com/science/earthsystem/water/preview.weml

Water Power Point Guided Notes Properties of Water Reinforcement worksheet

Back to Top = Dec 16-Monday =

Ocean Floor and Zones Test of Quia
= Dec 13- Friday =

Ocean Floor and Zones Test of Quia
= Dec12- Thursday =

8th graders to visit High Schools
Blue Planet- Ocean Deep Video

= Dec 11-Wednesday =

Plate Tectonic Lab
Courtesy of: http;//www.calaged.csuchico.edu

= Dec 10-Tuesday =

1-Define the following:

 * ==== Tectonic plate ==== || ==== fault ==== || ==== Lithosphere ==== ||
 * ==== Divergent boundary ==== || ==== Subduction zone ==== || ==== Convecting mantle ==== ||
 * ==== Convergent boundary ==== || ==== Continental drift ==== ||  ||
 * ==== Transform fault boundary ==== || ==== Lithospheric plates ==== ||  ||

2-Draw, color, and label a picture of each:

 * ==== Convergent boundary ==== || ==== Divergent boundary ==== ||
 * ==== Transform fault boundary ==== || ==== Subduction zone ==== ||

= Dec 6 and Dec 9-Friday and Monday =

Completion of Creature Cubes
= Dec 5-Thursday PROGRESS REPORTS SENT HOME TODAY =

Scroll to the bottom and click on "Journey to Deep Sea Vents"
= Creature Cubes = Using the following site or the printed worksheet, you will select an Oceanic Animal and create a 'Creature Cube" [] When using this site, you will need to select the "Create Your Own Cube". You will need to insert a title. Once the cube loads, click in the lower right corner "Finish". This will give you a blank cube to create your work on.

Task:
 * Search the web and Select an animal to research
 * Answer the following 6 questions (One question per side of the cube)
 * 1) Description of the Animal- What is it called? What does it look like?
 * 2) Draw and color a picture of the animal
 * 3) Where does it live? Which ocean zone?
 * 4) What does it eat? (Prey)
 * 5) Who are their enemies? (Predators)
 * 6) List 3 interesting facts
 * Write in Ink- blue or black
 * Decorate your Cube with colored pencils or markers
 * Cut the Cube from the page and fold along the dotted lines
 * Using a very small amount of glue, assemble the Cube

Additional Resources: [] [] = =

= Dec 2-4: Monday-Wednesday = Video "Drain the Ocean" Documentary https://www.youtube.com/watch?v=T2lOb4YUvl4

Exploring the Ocean Guided Notes


Back to Top

= Nov 26-Tuesday =

Exploring the Ocean Guided notes
= = = Nov 25-Monday =

Magic School Bus:Blows its Top


= Nov 22- Progress Reports sent home to be signed and returned on Monday. =

= Nov 22:Friday =

Drawing the Ocean Floor Activity- Use textbook pages 180-181 or 188-189
=== ** Part 1: Label the parts of the ocean floor (continental shelf, **** continental slope, abyssal plain, mid ocean ridge, and trench. Outline everything in black. Either a marker or colored pencil so that it stands out. You will be adding more items to the picture so do not color it in yet. ** ===

= Nov 21- Thursday = ==== Today students began their studies of Earth’s oceans by taking a closer look at estuaries. We read an article to learn more about estuaries, their importance and how our human activity can impact the ecosystem balance in an estuary. ====

Answer the questions in the following format in your notebooks. Don't forget to glue the article into the notebook.
[|Courtesy of Mrs. Barton]

= = = Nov 20-Wednesday =

The Water Planet- you will need a calculator, ruler, and colored pencils


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