2012-13+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 11-Monday=

Completion of Test
Ecosystem Crossword Puzzle

=Feb 8-Friday=

Water Quality and River Basins Test
[|**http://www.quia.com/quiz/4047237.html**]

=Feb 7-Thursday=

Prep for tomorrows test- Use the textbook to answer the questions on the worksheets. Chapt 3, Sect 2 pages 103-111


=Feb 6- Wednesday=

Water Treatment Plant- Using the two sites, complete the worksheet. Draw and write a description bout the 5 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 4-5: Monday/Tuesday=

Create an Enviroscape
An Enviroscape is a model or drawing of a watershed with various types of land use including residential, transportation, agricultural, construction, recreation and forestry areas or other area that shows the man-made and natural structures and habitats in that area. The purpose of the EnviroScape is to demonstrate how water pollution can result from a variety of activities and sources in our own backyards and neighborhoods, and how the pollution can impact our water resources. >
 * A watershed is an area of land that drains into a specific body of water. For example, Rainwater will flow down the land (on hills or slopes) toward a lower point where there is a small stream, creek, or river.
 * Non point source pollution originates from many sources. Each time it rains, run-off from the streets picks up litter, car lubricants, pet waste, excess fertilizers and pesticides, leaves, etc. These pollutants reach our waterways via wind, storm drains, and general run-off.
 * Point source pollution can be traced back to specific source like a power plant or an industrial plant
 * 1) ==== You will create an Enviroscape poster that illustrates 8 point source pollutants and 8 non-point source pollutants. Number each pollutant on the poster. ====
 * 2) ==== On a separate sheet of paper, you must create a chart that lists each pollutant by number. Then, write a description of each pollutant and give 2 possible ways in which each pollutant could be reduced or diminished. ====

=Jan 31-Feb 1 Thursday/Friday=

Testlet: The Wet Treatment, Pt 1
Students will use my wiki page to pull up the power point on Ecosystems and Food Webs and complete the guided notes. After completing notes, they are to write an 8 sentence summary.

Complete the Ecosystem Vocabulary when finished with the guided notes


>

=Jan 29-Jan 30 Tuesday/Wednesday=

Students are to complete the Vocabulary work from Monday.
=Jan 28-Monday=

** Water Quality Pamphlet (tri-fold) - You will use your laptop and notes to complete the research for the pamphlet. **

 * 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.

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
 * __ 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 too high and 6 too low)

http://ga.water.usgs.gov/edu/waterquality.html

= Jan 23-25: Wednesday thru Friday =

Discovery Education Scavenger Hunt on Water Quality

 * http://tinyurl.com/a54rgfu**



= Jan 17-Thursday =

Completion of NC River Map and "Fish Kill" Article
= Jan 16-Wednesday =

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. 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. ===

Rivers of NC
http://geology.com/lakes-rivers-water/north-carolina.shtml

River Basins
[]

= Jan 15-Tuesday =

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

 * http://tinyurl.com/bf675y6**

http://www.ncsu.edu/wq/harmful%20algae/pfiesteria/index.html http://www.ncsu.edu/wq/aboutCAAE/facilities/pfiesterialab.html
 * Other resources:**

= Jan 14-Monday =

Completion of Scavenger Hunt
= = = = = Jan 11-Friday =

River Basin Scavenger Hunt
[]

= Jan 10-Thursday =

Completion of Test
Properties of Water cross word puzzle

= Jan 9-Wednesday =

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

= Jan 8-Tuesday =

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. Picture to sum up your story. (create a picture from Paint and then insert it into your word document 3. 12 point font, one page, and single spaced.

=Jan 7- Monday=

Completion of Water Cycle Webquest
=**Jan 4- Friday**=

Using the Weather Webquest found on my wiki page, students will search the web and learn about the Water/Hydrologic Cycle.
Worksheet Water Cycle Diagram

http://mrscameronswiki.wikispaces.com/Weather+Webquest

=**Jan 3- Thursday**=

Buoyancy Activity
http://phet.colorado.edu/en/simulation/buoyancy

=Jan 2-Wednesday=

Density Lab

 * [] **

= Have a Merry Holiday Vacation ....See you next year! = = = = Dec 20- Thursday-1/2 day dismissal =

= Dec 19- Wednesday =

Guided Notes-Floating or Sinking


= Dec 18- Tuesday =

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

=Dec 17- Monday=

Data Sheet:


=Dec 14- Friday=

Students to visit prospective high schools.
=Dec 13-Thursday=

Sinkin' Lincoln Lab Activity-Surface Tension and Cohesion


=Dec 12- Wednesday=

Please click on the link for density lab

 * [] **

=Dec 11- Tuesday=

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

Water Power Point Guided Notes

Properties of Water Reinforcement worksheet

=Dec 10-Monday=

Quiz on Ocean Floor and Zones
[|**http://www.quia.com/quiz/3954893.html**]

=Dec 7- Friday=

Completion of foldable and an additional Creature Cube for extra credit
=Dec 6-Thurs=

Completion of Creature Cube foldable
=Dec 5-Wed=

Student assembly in Gym- Boys at 9:30 and Girls at 10:30.
Using the following site or the printed worksheet, you will select an Oceanic Animal and create a 'Creature Cube" http://www.readwritethink.org/files/resources/interactives/cube_creator/

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
 * 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: http://www.liveaquaria.com/ http://www.factzoo.com/

=Dec 4- Tuesday=

Completed page 185 (1-3 all in complete sentences)
=Dec 3- Monday=

Scroll to the bottom and click on "Journey to Deep Sea Vents"
=Nov 30- Friday= =Career Day for Eighth Graders= = =

=Nov 29- Thursday=

Exploring the Ocean power point


=Nov 28- Wednesday=

Drawing the Ocean Floor Activity- Use textbook pages 180-181 or 188-189


=== ** 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. ** ===

** After you are finished with part 1 and part 2...Color the entire drawing. **
=Nov 27- Tuesday=

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


=Nov 26- Monday=