THE EARTH SCIENCE FACTORY

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THE EARTH SCIENCE FACTORY
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Note: This PowerPoint goes along with the Warm Up + Guided Notes on rotation and revolution which is also posted on my TPT page. Includes: (1) Title/Essential Question (2) Warm Up activity (3) Answers for guided notes (4) Turn and Talk
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Introduction to Rotation and Revolution Included: Essential Question, SWBAT, Warm Up activity in which students interpret the movement of planet Earth using sentence stems to guide thinking, guided notes for rotation and revolution (including a
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Do Now Activity: Anticipation Guide - Students Agree/Disagree with statements regarding classroom situations and have a chance to express how they feel. A step by step process for coming to a consensus on a definition for respect, how to maintain
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The students will agree or disagree with a claim made in the far left column using sentence stems. You will choose a text that can validate or negate any of the statements, and ask the students to find the evidence within the text to support or
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This is an introduction to high and low pressure systems, decoding high and low pressure on a weather map, understanding what types of weather are associated with each system. etc Includes: 1) CCLS aligned Do Now activity using Because/But/So
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Your students will interpret a topographic map, and make a topographic profile. They will be asked to answer questions about the information from the map such as gradient and contour interval. They will be given sentence stems to help them prove
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Students will use sentence stems to answer a few questions about the Hertzsprung - Russell Diagram. Can be individual or group activity Takes about 4-6 minutes to complete Should be used as a warm up activity
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This task is CCLS aligned, and is suggested for use at the end of the rocks and minerals unit for high school students. Students will write a proposal for the best rock material to use to create a kitchen in a residential housing unit. CCLS -
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Lesson (Students should have been introduced to continental drift and plate tectonics at this point) Unit: The Dynamic Crust Topic: Tectonic Plate Boundaries Focus: Convergent Boundaries 1) The Aim 2) The Do Now (Hochman Method: Because/But/So
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Packet Includes: Do Now Activity: Compare/Contrast Guided Notes (with visuals) / turn and talk opportunities for engaging students in discussion Content: Topographic / Contour Maps Real life vs. 2 dimensional representation Reading topographic
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This Do Now is intended to help students form sentences using a particularly vocabulary word using the "because-but-so" strategy. In this Do Now students will work with the vocabulary word "contour line." The graphic organizer provides the
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(1) Students will take a survey about water conservation (provided in activity) (2) Students will conduct interviews to gain insight about people's knowledge and opinion on water conservation and the global water crisis. (interview sheets with
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Detailed Review Guide: (1) Explicit directions on how to read and use the P and S Wave Travel Time Graph on the Earth Science Reference Table (ESRT) (2) Independent Practice Questions (a) Reading a seismogram: finding p and s wave arrival
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What is a RAFT: Student chooses - 1) A role 2) An Audience 3) A Format 4) A Topic This is a fun activity to help students understand how clouds form using scientific evidence and writing Can be used as an in class activity, but is also perfect
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This slide show discusses high and low pressure systems It goes along with the activity High and Low Pressure Activity/Worksheet, but can be used separately as well. Includes a Do Now Activity + Answer Includes an explanation of high and low
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CCLS aligned + Science Comprehension Students are prompted to practice literacy through the use of the rock cycle diagram and sentence stems Students are given a question based on specific scientific content from the diagram
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Students will write an argumentative essay as if they were a insurance agent urging citizens not to buy property on the beach Task: Defend a claim by writing an argumentative essay Content: Aligned to the weathering and erosion unit.
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(1) Do Now: Writing Strategy (students should have had an intro to plate tectonics/continental drift) (2) Mini Lesson: How Alfred Wegner revolutionized geologic thinking/ what is the theory of continental drift, and why was it not complete? (3)
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Students will be given a statement They will be asked to agree or disagree with the statement and explain why They will be given a short piece of text in which they will be asked to find evidence that supports/negates the statement. Students should
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Content CCLS NYS Standards Summative/ Formative Assessments Performance Task Outline Outline of Lessons Labs
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TEACHING EXPERIENCE

I have been teaching Earth science in NYC public schools for six years

MY TEACHING STYLE

I believe that incorporating literacy strategies into science is just as important as reading and writing in an ELA classroom. Students who struggle to read and write need additional support regardless of content area. My lessons are designed to reinforce these skills, and build confidence in students. I differentiate my tasks to meet the needs of every child in my classroom. I also focus on creating tasks that are engaging, and thought provoking.

HONORS/AWARDS/SHINING TEACHER MOMENT

Outstanding Contribution to the Social Sciences for my work as a physical/forensic anthropologist

MY OWN EDUCATIONAL HISTORY

Columbia University Graduate - M.A. Earth Science Education Adelphi University Graduate - M.S. Environmental Science Adelphi University Graduate - B.A. English/ Physical Anthropology

ADDITIONAL BIOGRAPHICAL INFORMATION

I also have experience teaching biology/living environment and chemistry.

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