First+Marking+Period+2014-15

The dates and activities for the first marking period are listed below.


 * Date || Class Log ||
 * 10/20 || Graded the chapter 27 quiz together. After the we finished the quiz, we started to review chapter 17 again. The students struggled with this quiz for some reason so we are going back through the material together before a re-quiz is offered on Wednesday. ||
 * 10/21 || Today we looked at the reading notes activity from chapter 17. This activity used pictures for of the four physical processes. The students needed to correctly identify the process being shown in each picture. ||
 * 10/22 || Re-quiz on chapter 17. ||
 * 10/23 || Students were given time to work on their note sheet for the unit test. I provided an example outline for the students to use if they wished. many took pictures of this example to use. I also reminded the students that they will use their 5 maps on the unit test and I returned the chapter 17 quiz from yesterday. ||
 * 10/24 || In class today the students completed the first half of the unit one exam. The test will be completed on Monday. I surprised the students by announcing that anyone who averaged a 90% on the four quizzes for the unit, without any retakes, had the choice to not take the test. Of the 12 students who qualified, 5 took the exemption. The other 7 took the test anyway in an effort to improve their overall grade in my class. ||


 * Date || Class Log ||
 * 10/13 || No school, Columbus Day ||
 * 10/14 || I went over how to complete a Type 3 writing assignment for the current events project. I showed the students my example type 2 and the went over the steps I took to edit and improve the writing into a type 3.

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 * 10/15 || The students were given time to finish the assignments for chapter 27. Those that have already finished this work were given the opportunity to practice identifying climate zones through the use of climate graphs (a skill needed for the quiz this Friday), a chance to work on current events, or they could start to work on a note sheet that can be used on the unit test next Friday. The note sheet may be the front and back of a standard sized sheet of paper and it must be hand written. The student may use this sheet of notes on the test. ||
 * 10/16 || In class today I reviewed with the students how to use a climate graph to identify the different climate zones. This was to help prep them for the quiz tomorrow. The quiz will cover chapter 27 and climate. I'm posting here, some climate graphs and the reading on climate to help the students study.

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 * 10/17 || Chapter 27 and climate quiz. Time allowed to work on Current Events or the creation of a note sheet for the unit test. ||


 * Date || Class Log ||
 * 10/6 || In class today, the students continued to work on their climate types graphic organizer and their climate graphs. I also announced the we will all be retaking the chapter 17 quiz after seeing less than stellar results. The re-teaching and the re-quiz will take place after we finish with chapter 27.

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 * 10/7 || Today's class was spent going over how to complete the reading notes activity for chapter 27. The students must use clues from the reading to correctly place four puzzle pieces on each page of the reading notes. This activity supports what we have already learned about climate and how people adapt to the climate they live in. ||
 * 10/8 || At the beginning of class I introduced how to complete a Type 3 writing assignment. The major difference between a Type 2 and 3 is the use of FCAs. These Focus Correction Areas are the details or requirements that teachers are looking for in a writing assignment. These points are what is graded. The type 3 for chapter 27 is very easy and the students all should be able to do well on it. There is also a Type 3 for the current event project. That type 3 is much more difficult. I will go over the FCAs for that assignment with the students next week.

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 * 10/9 || Work day for chapter 27. I also talked with the students about Super Typhoon WongFong that is headed for the coast of Japan. This real-life story is directly related to our work we did in chapter 11 so the students should have a firm understanding of the forces that created this storm and the damage that it is capable of having on Japan. In addition, the enrichment period today was spent introducing the Team Jupiter President project. The details of the voluntary project are linked to the home page. Just click on Uncle Sam to see the requirements and due dates. ||
 * 10/10 ||  ||


 * Date || Class Log ||
 * 9/29 || In class today the students had a chance to complete their work for chapter 17 and to read an article in preparation for the introduction of our current events project. I will be introducing the project in class tomorrow, however I did post the requirements above. This project has an element of contract grading. The students can select the work level that they want to complete with the understanding that less work is worth less points. Since this is a long-term project, I will also discuss with the students how to chunk the assignment up and complete it on time. ||
 * 9/30 || The first 20 minutes of class was spent introducing current events project #1. The requirements are posted above. In addition to introducing the topic, I also showed the students four free apps that they could use to collect articles, organize and read them, and begin a vocabulary list. Those apps were called Flipboard, Zite, Pocket, and Vocabulary Biscuit. The early turn-in date for the project is 10/31/2014 and the deadline is 11/7/2014. Below is a check list to help with "chunking" the assignment into manageable pieces.

_ I have selected 3 articles and had them approved by Mr. Repsch _ I have completed a summary paragraph, opinion /reaction paragraph, and bibliography for each article (type 2) _ I have completed collecting at least 10 vocabulary words taken from my articles _ I have edited and improved one of my type 2 summaries into a type 3. _ My type 3 has followed the FCA’s (available on the wiki, check future dates) and has been typed. _ I have found an additional article connected to one of my first three. (if you are trying to earn an A) _ I have completed an additional type 2 summary for my enrichment article.

Remember that the early turn-in date is 10/31/2014. Students who meet this deadline will be permitted to fix major mistakes. Those who wait until the 7th of November will not receive this opportunity. ||
 * 10/1 || In class today the students received time to finish their chapter 17 work that is due tomorrow. Tomorrow is also the date of the quiz. Students who had already completed ch. 17 were allowed to work on their new current events assignment. I am attaching below two resources to help students with the current events project. The first is a "how to" document to help them with the Type 2 summaries. The second resource is an example of what a Type 2 summary should look like.

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 * 10/2 || Chapter 17 quiz. ||
 * 10/3 || In class today, I reviewed climate with the students. They should have received instruction for climate and climate graphs last year, but since climate graphs are big part of chapter 27, I like to review this information to make sure the students understand. A goal for the students is to be able to use a climate graph to identify a climate zone. The students received a graphic organizer from me that defines each of the 12 climate zones. We will be working into next week with our review of climate and how it is different from weather. ||


 * Date || Class Log ||
 * 9/22 || Students who had finished the chapter 11 assignments spent today completing them. The students who were finished moved on to chapter 17. This chapter focuses on the forces that shape our planet. As with other chapters, there are several assignments to complete. See the management plan above for a list of them. The quiz for chapter 11 will be given tomorrow. The home access center is updated for grades. Please check to make sure that we agree on what your grade should be currently be.

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 * 9/23 || Chapter 11 Quiz ||
 * 9/24 || In class we graded the chapter 11 quiz. I then explained how to complete the reading notes activity for chapter 17. The necessary materials are posted above. ||
 * 9/25 || This was an advisory day so the class period were shortened. The students continued to work on chapter 17. I discussed how to complete the reading notes activity and show the students where the resources are. ||
 * 9/26 || Chapter 17 work continued. I was not in school this day. A substitute covered my class. ||

http://discoverer.prod.sirs.com/discoweb/disco/do/frontpage
 * Date || Class Log ||
 * 9/15 || In our class today, I introduced the rubric and requirements for the hurricane brochure. This small project is part of the assignments for ch. 11 (see unit management plan above). The rubric (posted last week on 9/12) should be followed to earn the highest possible score. If you (the student) do not understand something on rubric, please ask for help. To help you find an article on either Hurricane Katrina or Hurricane Sandy, use this link:

When you get to the database, simply type "hurricane katrina" or "hurricane sandy" into the search box and you will find tons of articles. ||
 * 9/16 || The students continued to work on the assignments from ch. 11. During the class, I showed a Nova Special on the events of Hurricane Katrina. The video did an excellent job of providing a visual description for the information in chapter 11. Students who are taking the re-take quiz for ch. 35 will take that during the remediation period on Thursday. The quiz is NOT the same exact quiz you took before so you should be reviewing the chapter and materials not just the quiz from last time. ||
 * 9/17 || Chapter 11 work. The early turn-in is Friday for the assignments for chapter 11. [[file:GA_ISN_11-1.pdf]] ||
 * 9/18 || This was a work day for chapter 11. The early check-in/turn-in date is tomorrow. ||
 * 9/19 || I collected the chapter 11 work from those students who had the work completed. The deadline for this work is Tuesday. The quiz will also be Tuesday. ||


 * Date || Class Log ||
 * 9/8 || This is the final work day to complete the assignments for chapter 35. In class tomorrow, the students will turn-in their assignments and take a quiz on vocabulary and concepts from the chapter. If any students are still working on assignments from chapter 35, scroll down to find the resources you may need. ||
 * 9/9 || In class today, the students completed their first quiz. The quiz focused on big ideas and vocabulary from chapter 35. Students who finished early started reading chapter 11. This new chapter will focus on extreme weather, specifically hurricanes. The file at the top of the page is the Time management plan for the entire unit. If you lost your copy or if any parents want a copy for home, you can print it out. ||
 * 9/10 || In class today the students completed the following Type 2 writing assignment as wrap-up to the Chapter 35 material:

Type 2 writing assignment (15 minutes)

Given what you have learned from chapter 35, decide if you are a supporter or doubter for the theory of global warming. Compose **__a 6-8__** sentence paragraph where you explain what the theory of global warming is and how it works and reveal whether you support or doubt this theory using **__three pieces__** of evidence from chapter 35. 10 points

We also corrected the quiz that was taken yesterday. Those scores will appear in home access center sometime within the next day or two.

The next chapter in the unit is chapter 11. These pages are available here: ||
 * 9/11 || In class we first discussed the incident of the Terror Attacks of 9/11. I showed the kids I a brief timeline of the events from that day. The rest of the period was spent working on chapter 11. I have handed back the quizzes from ch. 35 and I have instructed those students who struggled to see me tomorrow to discuss what they need to do to receive the opportunity to re-take the quiz. ||
 * 9/12 || The students continued to work on ch. 11. Following the unit management plan, the students should be reading the chapter and working on the Cornell Notes, Geo-Terms, and Reading Notes from the ISN.

Possible Big Ideas for Cornell Notes:

Geographic Setting The Weather Machine How a Hurricane is Formed Preparing for and Dealing with a Natural Disaster Global Connections

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 * Date || Class Log ||
 * 9/1 || No Class, Labor Day ||
 * 9/2 || Students continued to work on chapter 35. Today I introduced the physical map of Europe. The students must read about the physical features of Europe and create their own map. The map will be used on the unit test, so accuracy and neatness are very important. This is not a challenging assignment, but it helps the students build their world geographic knowledge and the test questions will allow them to demonstrate their understanding. ||
 * 9/3 || In class today, the students received instruction on how to complete the reading notes and station activities. ||
 * 9/4 || Today was a work day for the students to accomplish the work assigned for chapter 35. At this point, the students should have completed the chapter preview, reading the chapter and taking Cornell Notes, the Geo-Terms page, and a physical map of Europe. Most students are currently working on the reading notes/stations activity.

Please refer to your unit check list and see that the first quiz (for ch. 35) is next Tuesday. ||
 * 9/5 || Today was the early check-in for students who completed the ch. 35 work ahead of schedule. Students who are behind and are in need of either the text pages stations materials will find them posted here and below.

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 * Date || Class Log ||
 * 8/25 || Welcome back! The first day of school has come once again. The students of team Jupiter spent the day getting to know their teachers and finding their way around the building. In geography class, I introduced myself to the students and shared my two classroom rules; Respect and Responsibility. I also asked the students to share any questions they have about seventh grade, team Jupiter, or what they will be learning this year. ||
 * 8/26 || In class today, the students were given a checklist for the assignments they will complete for the first unit. The list is a way for them to learn to chunk assignments and to manage their time both in class and outside of school. ||
 * 8/27 || Today the students were given the opportunity to begin working on our first unit. I reviewed with them how to take Cornell Notes and where to find the preview activity in their ISN. The students used the ISN all of last year, so they are very familiar with how it works and with the activities. ||
 * 8/28 || To start class, we discussed what possible big ideas could be used in our Cornell Note sheet. The following ideas were suggested:

The Geographic Setting The Theory of Global Warming Arguments For Arguments Against Types of Research Global Connections

The students were instructed to pick only three big ideas for their notes and find supporting details to explain them. I am posting chapter 35 for students who want work on chapter 35.

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 * 8/29 || No school, Labor Day recess ||