HISTORY OF SCIENCE FICTION:
Reviewed yesterday’s assessment. Began to discuss the concept of themes. It is a complex subject. We will discuss this at greater length on Monday.
We reviewed latitude and longitude and began the reading assignment for 1.5, which we started yesterday. We did the map activity in the book that dealt with map scale. This will be continued on Monday.
Learning Target: “I can understand how maps are used to locate relative and absolute location.”
Read section 1.5, including the maps and graphics.
- Identify vocabulary: map scale
- Define them as they are described in the reading, provide an illustration, list characteristics of the words and words related and NOT related (opposites) to the vocabulary word.
- Reflect: What do these words have to do with understanding relative and absolute location?
- Working in your groups, complete the map stations around the room.
- Use the Washington D.C., and surrounding areas and Downtown Washington D.C. map on p. 18 and the handout Dealing with Distances: Map Scale.
- Follow the directions at each station. Use the maps on p. 18 as reference point. Write your answers on the map handout.
Student talk: In what ways have we met this learning target using the map activity?
Reflection: “I am meeting the learning target because I did _______________________.”
WASHINGTON STATE HISTORY:
Students who finished the cenozoic project began the next activity on the Ice Ages. (Those not finished were given the class time to finish. No more class time will be given.)
Learning Target: “I can explain how Washington state formed during the Ice Ages.”
READ section: The Ice Ages (p. 22-25)
- Identify terms: continental glaciers, glaciers, lobes, ice dam, coulees
- Define it as described in the text.
- Reflect: What does this term have to do with understanding geologic processes?
- What caused or triggered the era of Ice Ages? How did it begin the formation of glaciers?
- What is the one major difference between continental glaciers and those on a mountain?
- Create a three-sided chart for the three glacial lobes. Use this chart to identify the following for each glacial lobe:
- environmental impact
- geologic formations
- STUDY: Focus on The Great Floods
- How do the pictures and maps help you to visualize the erosive power of the ice ages?
- How can you use this to help you answer the questions?
- Reflection: “I am meeting the learning target because I did ____________________.