Tues: Read the "Introduction to the Visions of Hell" article and be prepared for class discussion on Wednesday. Do NOT do the questions for the "Visions of Hell" article until we get into class on Wednesday.

If you were not here on Monday, please look over the PowerPoint, "Interior of the Earth and Intro to Geology" and use the Study Guide to fill in up to Slide #11.

*If you were absent today, you can use the Continental Drift and Sea Floor Spreading Study Guide to begin working on slides 1-6 on the Continental Drift and Sea Floor Spreading PowerPoint 2009.*

*If you were absent today, you can use the Continental Drift and Sea Floor Spreading Study Guide to begin working on slides 6-8 on the Continental Drift and Sea Floor Spreading PowerPoint 2009.*

• Finish the Sea Floor Spreading Synthesis Worksheet.
• Look over and review the 1st Qtr Review Sheet 2009 (covers Indirect Observation, Inferences, Destructive/Constructive forces, Interior of the Earth, and Continental Drift.) Please use your HW, Labs, Study Guides, and notes, to help with study for next Friday's 1st Qtr. Quiz.

(Oct. 30)

• Go to the 7th Grade Project Page and click on the "Plate Tectonic Inquiry Project 2009".

• Go to Phase 1: "Background for Everyone" and go to #2 and #3 in that section. Follow the directions for to begin creating both your Sea Floor Feature Poster and Plate Boundary model used to jigsaw the learning on how they are evidence for Plate Tectonics.
• You'll be working in Pod Groups (table groups) to do the research and creation of these two parts of the project (all resources needed are available on the "Plate Tectonic Project 2009 Rubric".)
• Each Pod Group will get a specific Sea Floor Feature and Plate Boundary to research and create.
• Use the Plate Tectonics Student for the Day Handout to guide you in what your Sea Floor Feature Poster and Plate Boundary model should provide.
• We will use the posters and models in a culminating Plate Tectonic Jigsaw Day where all groups will rotate around teaching each other about how their Sea Floor Feature and Plate Boundary plays a role in Plate Tectonics and its activity.

• Work on the research for your paragraphs on your poster, as well, pictures needed to show your Sea Floor Feature. Get materials needed to create your plate boundary model and work on building it. You can break the two parts of the project apart amongst your group, but please keep your group members in the loop of the progress over the Parent Conference Break (email). Remember to use the Plate Tectonic Inquiry Project 2009 Phase 1: #2 and #3 for resources on your project and use the Plate Tectonics Student for the Day Handout to guide you in what your Sea Floor Feature Poster and Plate Boundary model should provide.

Look over the Earthquake Unit PowerPoint which we will start on tomorrow. If you'd like you can start using the Earthquake PowerPoint Study Guide to guide your reading. We will also work on this on Wednesday.

• Look over the TLC Earthquake Simulator and learn about San Francisco's history and how to keep buildings and bridges safe.
• Spend time working with the New Bay Bridge to Classroom Simulation ProgramSimulation Program.: Become familiar with different roles that people play in ensuring its structure. Learn about different styles of bridges and safety features. Also simulate different magnitudes of earthquakes on the two major faults of the Bay area.

• Continue to spend time working with the  New Bay Bridge to Classroom Simulation Program: Become familiar with different roles that people play in ensuring its structure. Learn about different styles of bridges and safety features. Also simulate different magnitudes of earthquakes on the two major faults of the Bay area. This will prepare you for the upcoming Bridge/Tower Earthquake Challenge.
• Gather up recyclable materials (non glass) for building your Bridge/Tower structure for the 2009 Bridge/Tower Earthquake Challenge when you return from Thanksgiving Break!!!!

Begin working on your creating your Ticket to the Midterm using the 2009 Midterm Review Sheet. Remember to design your study tool in the way in which you study the best (Study Guide, PowerPoint Game, etc.)

HW: Finish the Volcano and Earthquake Plot Lab for tonight.

The research links can be found on the Library Resource Page, so click here.

We will erupt our Volcanoes on Thursday, February 25th!!!!!!

•  Work on the Lorax Sequel Story Line Organizer to create an outline of different scenarios and its positive and negative that you think would have taken place since the Once-ler gave the boy the last Truffalo Seed and due tomorrow.
• Begin reading the contrast to the Lorax story, the Truax for tonight. If you don't finish it tonight, you can read the rest tomorrow in class.

If you'd like the tutorial on how to add music into your Create Your Own Adventure story, click here.

We watched the "From Salt Ponds to Wetlands"  KQED Multimedia Quest and used the "From Salt Ponds to Wetlands" KQED Multimedia Student Assessment Worksheet to reflect on how both ecosystems are important to the preservation of the SF Bay Watershed.

HW:

Finish the Wetlands in a Pan Student Inquiry Lab Sheet.

7A - Salt Ponds to Wetlands or 7B - Salt Ponds to Wetlands

The drawings will be collected in class on Thursday (April 1)

For those going on Wednesday - No HW

For those who went on Tuesday - Write a 1 page reflection on our field trip.  Include any observations you made, things you learned, or exciting memories.

For those who went on Wednesday - Write a 1 page reflection on our field trip.  Include any observations you made, things you learned, or exciting memories.

For Thurs: Bring your boots to class for Thursday!!!

• Make sure to be here by 7:30am to begin loading the bus!

• Have all medications in a Ziploc Bag with your name on the bag.

• You can bring some breakfast (muffins, bagels, etc) and juice to eat/drink on the bus ride up to Pinnacles. When we arrive, the Naturalists will have lunch ready for us.

• Absolutely no electronics on the bus (I-pod, I-phones, PSP's, or Gameboy). You may bring a Flip Videos or camera.

1. What intriguing things would you tell them about your adventure?
2. How would you describe Pinnacles as a connection to California and its unique geologic processes? 
3. How does the water in the Pinnacles watershed transfer itself from the peaks to below ground? 
4. Take your family member on an written voyage into the world of Pinnacles through your eyes!

• Bring Laptop and Notebook daily

"How do we balance the preservation of ecosystems without jeopardizing our human needs for water?"

• Write your daily data and journal entries for your "Soiled Again!" Bean Growth Experiments.
• Work on finishing the "Is Your Region Ready for a Drought" Inquiry Questions. If you were not here you can go to the Is Your Region Ready for Drought online activity 7 and 7A, http://serc.carleton.edu/eslabs/drought/7.html.