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How can we engineer our home to work with the natural water cycle so that we can sustain human water use well into the future? Weather & Climate: Scientific Principles 54 55
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Do Now 12/71. Copy down this week’s homework2. Put your Scientific Explanation rubric in the
In Box (make sure your name is on it!). 3. Turn to NB p53
Monday Tuesday Wednesday Thursday Friday- Weather &
Climate Cover Page on NB p53
- Circle all the questions on
your Knowledge
Map that you would get
100% correct.
- Plus/Delta (12/10)
- WC 13 #’s 1-4 (12/11)
- WC All (12/14)
52 53
Weather & Climate
On this page do you have:- Unit title- Drawings that relate to the
unit- Color the whole page
every cm should have color
No markers (they bleed through the page)
How can we engineer our home to work with the natural
water cycle so that we can sustain human
water use well into the future?
Weather & Climate: Scientific Principles
54 55
Weather & Climate CFU’s
56 57
Weather & Climate Tests
Weather & Climate Tech Project
58 59
How can we engineer our home to work with the natural water cycle so that we can sustain human water use
well into the future?
Update Your Table of Contents
How can we engineer our home to work with the natural water cycle so that we can sustain human water use well into the future?
• What words should we define?• What do you already know about this topic?• What do we need to learn about this topic?
P 58What you already know
What you need to learn
What you have learned
Where did all the water come from?
• Water covers over 70% of the Earth, cycling from the oceans and rivers to the clouds and back again. It even makes up about 60% of our bodies. But in the rest of the solar system, liquid water is almost impossible to find. So how did our planet end up with so much of this substance? And where did it come from?
• http://ed.ted.com/lessons/where-did-earth-s-water-come-from-zachary-metz#review
Earth’s History Cover Page
On this page you will put- Unit title- Drawings that relate to
the unit- Color the whole page
Sample Cover Page
HW: -Weather & Climate Cover Page on
NB p53
PUSH IN YOUR CHAIR!!!
Reminder
Do Now 12/8
A. In your table group:1. Come up with a definition for what
a model is.2. Find examples of models in the
classroom. 3. Record responses on NB pg. 60
I can use models to describe how water moves through Earth’s systems.
• What is a model?– A simplified representation of a system that is used to study
the system.• What models do we have in the classroom?– 2-dimentional
• posters • Diagrams• graphs
– 3-dimentional • Globe• Ipad apps
What makes a good model?
What makes a good model?
What makes a good model?
What makes a good model?
What makes a good model?• Data was analyzed and processed into a predictive
model that is used in real time to generate predictions about the duration of jams on different regions of the highway system. This put into a app for users.
Model of traffic jams in Seattle
A good model has:
• Explanatory power – a good model helps to EXPLAIN how something (a phenomenon) happens
• Predictive power - a good model helps to PREDICT when (or if) something (a phenomenon) happens
• Internal consistency – it works equally well within similar situations.
• External consistency - it works when comparing different but related situations
(Write this down on NB pg. 60)
I can use models to describe how water moves through Earth’s systems.
Of Tyrannosaurs and water…
Draw a model that explains how there could be dinosaur pee in my cup. Keep in mind what makes a good model:– Explanatory power – Predictive power– Internal consistency – External consistency
(NB pg. 60)
Where might the T-Rex fit in this model?
HW: • Study your Knowledge Map for
10 minutesPUSH IN YOUR CHAIR!
Reminder
Do Now 12/81. Prepare for learning check #8 on NB
pg 612. Complete Plus/Delta and turn in to
the INBOX
Plus/Delta
• Every few months we will do a plus/delta• I will review the deltas and bring any
commonalities back to the class for discussion.• You know how you learn best so this is
your opportunity to tell me.
• The website makes it easy to catch up on work.
• I like all the videos. I am a visual learner.
• My math teacher has a question box. This helps clarify questions on the homework.
• It would be helpful if _____ was on the website.
Learning Check #8
1. Write score on top of page 612. Write Score on sheet for INBOX3. Graph score on NB p4
HW: Plus/Delta
PUSH IN YOUR CHAIR!!!
Reminder
Do Now 12/101. Collect WC 13, cut and tape on page 632. First thoughts: Answer the question of the
lab.3. Learning target “I can use models to
describe how water moves through Earth’s systems.”
4. Update Table of Contents
Next… 12/10
1. Turn back to WC 13.
2. Make sure #1-3 is complete3. Read #4, and STAND BY to do this TODAY.
(We’ll get as far possible with the available time.)
HW: • Tonight: Start WC 13 #5
PUSH IN YOUR CHAIR.(Thank you!)
Reminder
Do Now 12/11
1.Take out WC 132.Double-check number of rolls
(turns) ≥ 203. Complete #54. Answer questions 6 and 7
WC 13Sample data from #5
6. Where did you spend the majority of the time in the water cycle?
Weather & Climate 13
7. Where is the majority of the water on earth? – Globe Activity• 70% of the worlds water is in the Ocean
– NASA Video: http://upload.wikimedia.org/wikipedia/commons/transcoded/9/93/Earth%27s_Water_Cycle.ogv/Earth%27s_Water_Cycle.ogv.360p.webm (6 min)
• Work with your table group to complete number 8.– One iPad per table group. – Include actual locations or names!– When you are done show your work to Mr. Summers.
Once approved you can work on finishing all of WC 13.
How do humans negatively impact the water cycle?
• Brainpop – Water Pollution http://www.brainpop.com/science/ourfragileenvironment/waterpollution/
HW: WC 13 All
PUSH IN YOUR CHAIR!!!
Reminder
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