HISTORY OF SCIENCE FICTION:
Today we assessed the self-reflection we have done in our reading journals. The questions were:
- Of the 7 reflections in our journals, how many have we done?
- Where am I truly understanding my progress towards the learning target?
- Where am I not understanding my progress?
- What can I do to improve my own progress towards each learning target?
This assessment was worth five points. I read each one and asked questions directly on the assessment for students to reply back. All students were then given a zero for the assignment–but, I asked them to reply back to my questions in order to receive the five points. When the student reply, they will get full credit for the assignment. If not–the zero stands.
We practiced making scale strips and using them to calculate distances on maps. Next, we finished the map scale activity, which we will discuss tomorrow before moving on to chapter 2.
WASHINGTON STATE HISTORY:
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 _______________________.