SAGE 2YC 2016 Gallery Walk.pptx
•Download as PPTX, PDF•
1 like•93 views
Students will participate in a gallery walk activity to discuss various earth science topics. They will be split into groups and rotate through 5 stations, spending 3 minutes at each discussing and responding to a question on the easel. Topics will cover common student misconceptions, case studies, teaching methods, needs of instructors, and including stormwater education. After responding at all stations, students will place a sticker on the response they feel is highest priority before a whole group discussion.
Report
Share
Report
Share
Recommended
significant test
The document discusses statistical significance tests and the F test. The significant test determines whether data supports or rejects the null hypothesis. The F test compares the variance of two samples and follows an F distribution. It is used to test hypotheses about the equality of variances or means of multiple populations. Assumptions of the F test include random sampling from normal populations with equal but unknown standard deviations and independent samples.
D17-EWRT 1A
The document provides instructions for an in-class Kahoot quiz on the reading "Hope in the Dark" and paper 4. Students are told to get into teams to participate in the Kahoot game for participation points. The document also discusses participation grades and scoring to date. Finally, it instructs students to find at least three credible sources in the library databases to use for paper 4 and post their works cited list by noon for extra participation points. Homework is to consider a counterargument and alternative solution for their paper.
Back to school night dumoff 2012
This document provides information about a teacher including their teaching experience and education background. It also outlines their daily schedule, curriculum taught, and policies around communication, homework, volunteers, and donations. The teacher has 8 years experience, a Masters in Literacy, teaches K-6 science and reading, and is getting married in September 2012. Their daily schedule includes core subjects like language arts, math, science and breaks. They utilize various teaching methods and encourage parental involvement through volunteering, donations, and communication.
Active Learning Strategies
This document describes the steps for a Gallery Walk active learning strategy. Students are divided into groups and rotate between different "stations" in the classroom to discuss questions displayed and provide written responses. They then vote on the most important responses. This allows students to learn from their peers by discussing various topics at different stations within a set time period.
Are Your Class Discussions on Life Support?
This document provides several techniques for making class discussions more engaging and getting students more involved:
1) Front loading lessons with familiar examples can spark student interest and relevance.
2) Turn and talk partner activities allow less risky sharing of answers with peers.
3) Team activities using materials like EPR strips to assess prior knowledge and have small group discussions followed by whole class answers.
4) Dividing students into corners by viewpoint and having spokespeople summarize for the class can consolidate differing opinions on issues.
5) Concentric circle activities with review questions moving between inner and outer circles promotes peer feedback.
6) Captivating activities like the Energy Stick or surprising facts can grab student interest in
2017 responses
This document provides instructions for using OneNote to complete work for a biology class. It outlines how students should listen in class, read powerpoints, think about and answer questions, complete online activities, Scipad work, and Moodle quizzes. It emphasizes thinking over copying notes. The document also includes information on achievement standards, exam specifications, and the topic outline covering responses to the environment.
Educ tech lesson 11 12 13 14 15 16 & 18 copy
The document describes plans for a field trip to an aquarium. It includes objectives for the field trip focused on observing marine life and their habitats, survival, and defense mechanisms. It provides a detailed plan for the field trip, including preliminary planning, materials needed, and a step-by-step process to be followed during the trip. This includes using observation worksheets, a KWL chart, and discussion questions. It suggests reducing details in field trip planning through a flow chart. It also discusses using virtual field trips and compares their ability to replace actual field trips.
Welcome to Honors Earth Science
This document appears to be notes from an Earth Science class. It includes the course outline covering various Earth Science units, classroom rules and procedures, required supplies, grading policies, lab safety rules, and a note about setting goals.
Recommended
significant test
The document discusses statistical significance tests and the F test. The significant test determines whether data supports or rejects the null hypothesis. The F test compares the variance of two samples and follows an F distribution. It is used to test hypotheses about the equality of variances or means of multiple populations. Assumptions of the F test include random sampling from normal populations with equal but unknown standard deviations and independent samples.
D17-EWRT 1A
The document provides instructions for an in-class Kahoot quiz on the reading "Hope in the Dark" and paper 4. Students are told to get into teams to participate in the Kahoot game for participation points. The document also discusses participation grades and scoring to date. Finally, it instructs students to find at least three credible sources in the library databases to use for paper 4 and post their works cited list by noon for extra participation points. Homework is to consider a counterargument and alternative solution for their paper.
Back to school night dumoff 2012
This document provides information about a teacher including their teaching experience and education background. It also outlines their daily schedule, curriculum taught, and policies around communication, homework, volunteers, and donations. The teacher has 8 years experience, a Masters in Literacy, teaches K-6 science and reading, and is getting married in September 2012. Their daily schedule includes core subjects like language arts, math, science and breaks. They utilize various teaching methods and encourage parental involvement through volunteering, donations, and communication.
Active Learning Strategies
This document describes the steps for a Gallery Walk active learning strategy. Students are divided into groups and rotate between different "stations" in the classroom to discuss questions displayed and provide written responses. They then vote on the most important responses. This allows students to learn from their peers by discussing various topics at different stations within a set time period.
Are Your Class Discussions on Life Support?
This document provides several techniques for making class discussions more engaging and getting students more involved:
1) Front loading lessons with familiar examples can spark student interest and relevance.
2) Turn and talk partner activities allow less risky sharing of answers with peers.
3) Team activities using materials like EPR strips to assess prior knowledge and have small group discussions followed by whole class answers.
4) Dividing students into corners by viewpoint and having spokespeople summarize for the class can consolidate differing opinions on issues.
5) Concentric circle activities with review questions moving between inner and outer circles promotes peer feedback.
6) Captivating activities like the Energy Stick or surprising facts can grab student interest in
2017 responses
This document provides instructions for using OneNote to complete work for a biology class. It outlines how students should listen in class, read powerpoints, think about and answer questions, complete online activities, Scipad work, and Moodle quizzes. It emphasizes thinking over copying notes. The document also includes information on achievement standards, exam specifications, and the topic outline covering responses to the environment.
Educ tech lesson 11 12 13 14 15 16 & 18 copy
The document describes plans for a field trip to an aquarium. It includes objectives for the field trip focused on observing marine life and their habitats, survival, and defense mechanisms. It provides a detailed plan for the field trip, including preliminary planning, materials needed, and a step-by-step process to be followed during the trip. This includes using observation worksheets, a KWL chart, and discussion questions. It suggests reducing details in field trip planning through a flow chart. It also discusses using virtual field trips and compares their ability to replace actual field trips.
Welcome to Honors Earth Science
This document appears to be notes from an Earth Science class. It includes the course outline covering various Earth Science units, classroom rules and procedures, required supplies, grading policies, lab safety rules, and a note about setting goals.
Physical science 101 intro sp 2011
This document provides an overview and syllabus for a physical science course covering fundamental concepts in chemistry, physics, astronomy, geology, oceanography, and biology. The course aims to apply these scientific disciplines to everyday life and demonstrate their interconnections. Students will take online quizzes and exams, complete a 5-page research paper and presentation, and participate in online discussions to earn points towards their final grade. The syllabus outlines expectations for academic integrity, attendance, communication policies, and available academic resources.
Everyday 3 5
This document provides information about NJ ASK standardized testing for grades 3-5. It outlines the testing schedule, with Language Arts Literacy tests on May 10th and 11th. It also defines "everyday text" as materials like magazines and newspapers that convey information through nonfiction writing around 700-1400 words. The document discusses common challenges students face with everyday texts, such as vocabulary, charts and diagrams, and informational text structures. It also reviews various patterns of text organization, including description, time order, comparison/contrast, cause/effect, and problem/solution. Sample passages are provided to illustrate each pattern.
28thseptember6thgrade
This document provides instructions for a science lab activity. It begins by establishing lab rules like listening carefully and raising hands for questions. It then previews the topics to be covered - homework correction, lab purposes, and a map lab. Students will be asked to discuss lab definitions and importance in small groups. The document outlines different lab types and provides specific instructions for the classification lab, including working individually then comparing answers. Metrics for the room are provided, along with a participation tracking table and homework expectations.
Grade 4 training
This document provides an overview and training guide for River-Lab grade 4 online and outdoor training. It summarizes the River-Lab environmental education program, which uses a river basin curriculum across Fairfield schools. It outlines the grade 4 unit on the groundwater system and conducting study trips along the Mill River, led by trained volunteer guides.
Poster1-2
This document discusses a study conducted to understand students' perceptions of what causes seasons. The author surveyed 35 students before and after they learned about the topic in class. Prior to the class, most students believed seasons were caused by proximity to the sun. After the class, almost all students correctly said seasons are caused by the tilt of the Earth's rotational axis. However, some students still struggled with applying the concept, such as in predicting seasons in the equator. The author concludes the study assessed students' understanding but further evaluation is needed to understand mental models that prevent full comprehension.
Warm ups
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
Welcome to Honors Earth Science
The document appears to be notes from an Earth Science class. It includes the course outline with various units of study, classroom rules and procedures, lab safety rules, and information about assignments, grading, and setting goals.
Four Teaching Strategies in English
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
LESSON PLAN SHS-COT.docx
The document outlines the objectives, content, learning resources, and procedures for a lesson on Earth's four major subsystems - atmosphere, geosphere, hydrosphere, and biosphere. The teacher will lead the class in an activity where students are divided into groups to watch a video and complete a concept map explaining the interconnection of the four subsystems. The lesson aims to help students identify, differentiate, and appreciate the importance of each subsystem and how they work together to sustain life on Earth.
How to study more effectively
Taking effective notes, preparing an optimal study space, and using various study methods are important for academic success. The document provides guidance on three stages of good note-taking: preparing before class, actively taking notes during class, and rewriting notes after class. It also outlines 10 habits of successful students and factors to consider when selecting a study place, such as minimizing distractions. Finally, the document describes various study methods like using acronyms, flashcards, imagery, and study groups. The overall message is that applying structured note-taking practices and choosing the right study techniques and environment can improve learning and performance.
Designing a School's Green Space
This presentation summarizes the action research project I conducted last spring. The findings of this action research project will be taken into consideration when creating Garland's new Outdoor Club and Outdoor Classroom!
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Sharp powerpoint
The document discusses the QAR (Question-Answer Relationship) reading comprehension strategy. [1] QAR helps students become active readers by showing them where information can be found in the text or in their own heads. [2] It breaks questions down into four types: Right There, Think and Search, Author and You, and On My Own. [3] The strategy provides a way for teachers to classify questions and guide students in understanding different question types.
Our Evolving Classrooms: Involving Students with Autism in Social Studies
The document provides information and suggestions for involving students with autism in social studies classes. It begins with background on autism as a spectrum disorder impacting communication and social interaction. It then discusses general considerations for students with autism, such as communication difficulties, sensory sensitivities, preference for routine, and challenges with social interaction. Examples are provided of adapted social studies assignments, like a group activity on labeling Canadian provinces and a think-pair-share on the Great Depression. Suggestions are offered for each assignment to support students with autism, such as written instructions, visual supports, and explicit directions. Resources on teaching students with autism are also referenced.
Syllabus Feminist Climate Justice
This document provides the syllabus for a course titled "Feminist Climate Justice" being offered in the spring of 2015. The course will explore the links between women, climate justice, and systems of power that shape inequality and strategies for social change. It will examine how marginalized communities are impacted most by climate change and are leaders in climate justice movements. The syllabus outlines expectations, assignments, and grading for the course. Students will complete brief response papers, current event presentations, a research project on a climate justice group, and participate in class discussions. The goal is for students to analyze climate issues through a feminist lens and better understand real-world climate justice work.
Poems for Teaching in the Content Areas
This document provides 5 activities for using poetry to teach content areas like science and math. The activities are:
1) Reading a poem aloud and having students discuss their initial responses and connections.
2) Dividing a poem into stanzas and having groups act out each stanza to retell the poem.
3) Assigning stanzas and having groups brainstorm sounds to accompany each stanza.
4) Having students write poems in different geometric shapes that describe the shape.
5) Writing an "apostrophe poem" from the point of view of something in science that can't talk back, like a cell or the moon.
Tpd roman - lesson 6 classplan - high school
This lesson plan is for a 6th year English class in Comodoro Rivadavia, Argentina. The lesson focuses on discussing animal testing and ways to raise awareness about the issue. Students will read news articles on animal testing, discuss opinions using language like "argue" and "emphatically", and do paired speaking practice with discussion cards. The lesson aims to improve reading, speaking, and language skills while exploring an ethical topic.
Life of the Mind_Olsen
Presentation on the LOM discussion leader training for 2011 at the University of Tennessee Knoxville.
Introfall 2016 14week
This document provides information about a 14-week online physical geography course taught by Professor Lisa Schmidt. The course will cover basic elements of geography including climate, landforms, water, soils, plants and animals. Students will study these topics and their global patterns. Assignments include weekly discussions, chapter quizzes, map quizzes and four exams. The course aims to give students an understanding of the earth's physical systems and human relationships with the environment.
ISRD Winter 2016 Inclusion
A presentation on inclusion strategies presented to the Institute for Small and Rural Districts, February, 2016.
StatVignette03_Sig.Figs_v04_07_15_2020.pptx
This document discusses the concept of significant figures and how to determine the number of significant figures in measurements and calculations. It defines significant figures as the "important digits" that indicate the precision of a measurement. Rules are provided for determining significant figures depending on leading or trailing zeros and whether the number is read from left to right or right to left. Examples demonstrate applying these rules and how to round final answers in calculations like addition, subtraction, multiplication and division based on the least precise measurement used. The key takeaway is that significant figures convey precision and final answers should not be more precise than the least precise input.
StatVignette06_HypTesting.pptx
This document discusses hypothesis testing. It explains that hypothesis testing is used to determine if data is statistically significant enough to reject or fail to reject the null hypothesis. The key aspects covered are:
- Identifying when hypothesis testing is appropriate
- Distinguishing between the null and alternate hypotheses
- Determining whether to reject or fail to reject the null hypothesis based on comparing a test statistic to a critical value from a distribution table
More Related Content
Similar to SAGE 2YC 2016 Gallery Walk.pptx
Physical science 101 intro sp 2011
This document provides an overview and syllabus for a physical science course covering fundamental concepts in chemistry, physics, astronomy, geology, oceanography, and biology. The course aims to apply these scientific disciplines to everyday life and demonstrate their interconnections. Students will take online quizzes and exams, complete a 5-page research paper and presentation, and participate in online discussions to earn points towards their final grade. The syllabus outlines expectations for academic integrity, attendance, communication policies, and available academic resources.
Everyday 3 5
This document provides information about NJ ASK standardized testing for grades 3-5. It outlines the testing schedule, with Language Arts Literacy tests on May 10th and 11th. It also defines "everyday text" as materials like magazines and newspapers that convey information through nonfiction writing around 700-1400 words. The document discusses common challenges students face with everyday texts, such as vocabulary, charts and diagrams, and informational text structures. It also reviews various patterns of text organization, including description, time order, comparison/contrast, cause/effect, and problem/solution. Sample passages are provided to illustrate each pattern.
28thseptember6thgrade
This document provides instructions for a science lab activity. It begins by establishing lab rules like listening carefully and raising hands for questions. It then previews the topics to be covered - homework correction, lab purposes, and a map lab. Students will be asked to discuss lab definitions and importance in small groups. The document outlines different lab types and provides specific instructions for the classification lab, including working individually then comparing answers. Metrics for the room are provided, along with a participation tracking table and homework expectations.
Grade 4 training
This document provides an overview and training guide for River-Lab grade 4 online and outdoor training. It summarizes the River-Lab environmental education program, which uses a river basin curriculum across Fairfield schools. It outlines the grade 4 unit on the groundwater system and conducting study trips along the Mill River, led by trained volunteer guides.
Poster1-2
This document discusses a study conducted to understand students' perceptions of what causes seasons. The author surveyed 35 students before and after they learned about the topic in class. Prior to the class, most students believed seasons were caused by proximity to the sun. After the class, almost all students correctly said seasons are caused by the tilt of the Earth's rotational axis. However, some students still struggled with applying the concept, such as in predicting seasons in the equator. The author concludes the study assessed students' understanding but further evaluation is needed to understand mental models that prevent full comprehension.
Warm ups
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
Welcome to Honors Earth Science
The document appears to be notes from an Earth Science class. It includes the course outline with various units of study, classroom rules and procedures, lab safety rules, and information about assignments, grading, and setting goals.
Four Teaching Strategies in English
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
LESSON PLAN SHS-COT.docx
The document outlines the objectives, content, learning resources, and procedures for a lesson on Earth's four major subsystems - atmosphere, geosphere, hydrosphere, and biosphere. The teacher will lead the class in an activity where students are divided into groups to watch a video and complete a concept map explaining the interconnection of the four subsystems. The lesson aims to help students identify, differentiate, and appreciate the importance of each subsystem and how they work together to sustain life on Earth.
How to study more effectively
Taking effective notes, preparing an optimal study space, and using various study methods are important for academic success. The document provides guidance on three stages of good note-taking: preparing before class, actively taking notes during class, and rewriting notes after class. It also outlines 10 habits of successful students and factors to consider when selecting a study place, such as minimizing distractions. Finally, the document describes various study methods like using acronyms, flashcards, imagery, and study groups. The overall message is that applying structured note-taking practices and choosing the right study techniques and environment can improve learning and performance.
Designing a School's Green Space
This presentation summarizes the action research project I conducted last spring. The findings of this action research project will be taken into consideration when creating Garland's new Outdoor Club and Outdoor Classroom!
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Sharp powerpoint
The document discusses the QAR (Question-Answer Relationship) reading comprehension strategy. [1] QAR helps students become active readers by showing them where information can be found in the text or in their own heads. [2] It breaks questions down into four types: Right There, Think and Search, Author and You, and On My Own. [3] The strategy provides a way for teachers to classify questions and guide students in understanding different question types.
Our Evolving Classrooms: Involving Students with Autism in Social Studies
The document provides information and suggestions for involving students with autism in social studies classes. It begins with background on autism as a spectrum disorder impacting communication and social interaction. It then discusses general considerations for students with autism, such as communication difficulties, sensory sensitivities, preference for routine, and challenges with social interaction. Examples are provided of adapted social studies assignments, like a group activity on labeling Canadian provinces and a think-pair-share on the Great Depression. Suggestions are offered for each assignment to support students with autism, such as written instructions, visual supports, and explicit directions. Resources on teaching students with autism are also referenced.
Syllabus Feminist Climate Justice
This document provides the syllabus for a course titled "Feminist Climate Justice" being offered in the spring of 2015. The course will explore the links between women, climate justice, and systems of power that shape inequality and strategies for social change. It will examine how marginalized communities are impacted most by climate change and are leaders in climate justice movements. The syllabus outlines expectations, assignments, and grading for the course. Students will complete brief response papers, current event presentations, a research project on a climate justice group, and participate in class discussions. The goal is for students to analyze climate issues through a feminist lens and better understand real-world climate justice work.
Poems for Teaching in the Content Areas
This document provides 5 activities for using poetry to teach content areas like science and math. The activities are:
1) Reading a poem aloud and having students discuss their initial responses and connections.
2) Dividing a poem into stanzas and having groups act out each stanza to retell the poem.
3) Assigning stanzas and having groups brainstorm sounds to accompany each stanza.
4) Having students write poems in different geometric shapes that describe the shape.
5) Writing an "apostrophe poem" from the point of view of something in science that can't talk back, like a cell or the moon.
Tpd roman - lesson 6 classplan - high school
This lesson plan is for a 6th year English class in Comodoro Rivadavia, Argentina. The lesson focuses on discussing animal testing and ways to raise awareness about the issue. Students will read news articles on animal testing, discuss opinions using language like "argue" and "emphatically", and do paired speaking practice with discussion cards. The lesson aims to improve reading, speaking, and language skills while exploring an ethical topic.
Life of the Mind_Olsen
Presentation on the LOM discussion leader training for 2011 at the University of Tennessee Knoxville.
Introfall 2016 14week
This document provides information about a 14-week online physical geography course taught by Professor Lisa Schmidt. The course will cover basic elements of geography including climate, landforms, water, soils, plants and animals. Students will study these topics and their global patterns. Assignments include weekly discussions, chapter quizzes, map quizzes and four exams. The course aims to give students an understanding of the earth's physical systems and human relationships with the environment.
ISRD Winter 2016 Inclusion
A presentation on inclusion strategies presented to the Institute for Small and Rural Districts, February, 2016.
Similar to SAGE 2YC 2016 Gallery Walk.pptx (20)
Our Evolving Classrooms: Involving Students with Autism in Social Studies
Our Evolving Classrooms: Involving Students with Autism in Social Studies
More from SERC at Carleton College
StatVignette03_Sig.Figs_v04_07_15_2020.pptx
This document discusses the concept of significant figures and how to determine the number of significant figures in measurements and calculations. It defines significant figures as the "important digits" that indicate the precision of a measurement. Rules are provided for determining significant figures depending on leading or trailing zeros and whether the number is read from left to right or right to left. Examples demonstrate applying these rules and how to round final answers in calculations like addition, subtraction, multiplication and division based on the least precise measurement used. The key takeaway is that significant figures convey precision and final answers should not be more precise than the least precise input.
StatVignette06_HypTesting.pptx
This document discusses hypothesis testing. It explains that hypothesis testing is used to determine if data is statistically significant enough to reject or fail to reject the null hypothesis. The key aspects covered are:
- Identifying when hypothesis testing is appropriate
- Distinguishing between the null and alternate hypotheses
- Determining whether to reject or fail to reject the null hypothesis based on comparing a test statistic to a critical value from a distribution table
Unit 1 (optional slides)
This document discusses how scientists measure the hydrologic cycle. It describes traditional methods like stream gaging stations, groundwater wells, and SNOTEL stations to monitor streams, groundwater levels, and snowpack. It also discusses newer geodetic methods like GPS and GRACE satellites that can measure subtle changes in gravity or ground movement related to water storage and flow. These comprehensive measurements across different reservoirs help scientists better understand the complex global hydrologic cycle.
Cretaceous Coatlines and Modern Voting Patterns Presentation
The document discusses how the coastline of North America during the Cretaceous Period 80 million years ago, with a Western Interior Seaway dividing the continent, still influences patterns today. It notes that the fertile soil deposited along this ancient coastline attracted slave plantations, and after emancipation the populations remained high in African Americans. As a result, modern voting patterns follow the same curve as the long-gone Cretaceous coastline, with counties with larger African American populations voting predominantly Democrat.
Climate and Biomes PPT 2
This PowerPoint document provides instructions for an activity to analyze climate and biomes using data on cities from around the world. Students will sort city climate information cards into biome categories, plot locations on a map, and fill out a worksheet characterizing climate and biome for each city. The PowerPoint includes over 50 slides providing detailed climate and location data on cities to support categorizing into biomes.
weather tracking ppt
This document provides instructions for tracking weather systems using maps. Students are asked to print maps showing the location of low pressure centers over time. By examining the date and time stamps, students track one low pressure system as it moves across the United States over several days, recording its location on blank maps. They then connect the locations with a line to show the storm's path. Students also have the option to track additional storms, measure distances traveled between maps to calculate speed, or use software to analyze and animate the map images.
Presentation: Unit 1 Introduction to the hydrological cycle
This document provides an overview of traditional and geodetic methods for measuring water resources. It discusses the hydrological cycle and key reservoirs and fluxes. Traditional measurements like gauging stations and SNOTEL stations that measure snowpack are introduced. Geodetic methods using GPS and gravity satellites are presented as newer techniques to measure vertical land motion, snow depth, soil moisture, and groundwater levels. Declining trends in snowpack and streamflow in Montana watersheds are highlighted as impacts of climate change on water resources. Stakeholders in water resources like local residents, industry, and government are identified.
StatVignette05_M3_v02_10_21_2020.pptx
This document defines and compares the three main measures of central tendency: mean, median, and mode. It explains that the mean is calculated by adding all values and dividing by the total number of values, the median is the middle value when the values are arranged in order, and the mode is the most frequently occurring value. The document also notes that outliers can affect the mean more than the median or mode. An example calculation is provided to demonstrate how an outlier impacts each measure. The key takeaway is that the mean, median and mode are important for summarizing large datasets with a single representative value.
KSKL chapter 8 PPT
Soils are essential to supporting life and human civilization. As populations grow, pressures on soils increase and maintaining soil health is important. Throughout history, human activities like deforestation, overgrazing, and poor irrigation have led to soil degradation problems like erosion, desertification, and salinization. This has negatively impacted societies by reducing agricultural productivity and sometimes causing civilizations to fail. However, more recent initiatives show people rediscovering the importance of soils and taking steps to promote sustainable land use and soil conservation.
KSKL chap 5 PPT
The document discusses soil classification systems and soil surveys. It explains that soil taxonomy is a hierarchical system used to classify soils based on observable properties like color, structure, and chemistry. Soils are grouped into increasingly broader categories from the most specific level of series up to the broadest level of order. Soil surveys involve soil scientists mapping and describing soils in a given area in order to group soils with similar properties. The classifications aim to convey information about soil formation and management needs.
KSKL_Chapter 4_ Chem Properties of Soils.pptx
The document discusses nutrient management and soil fertility. It outlines key nutrients needed by plants and their analogous benefits for human health, including nitrogen for growth, potassium for water uptake and disease resistance, and calcium for growth and strong bones. It also addresses how soil pH impacts nutrient availability and describes common nutrient deficiencies like zinc deficiency that causes stunted growth and yellowing.
Degraded Soil Images.pptx
This document discusses several issues that can negatively impact soil quality including disturbed and degraded soil, desertification, deforestation, salinization, run-off, mineral extraction, and wind erosion. These processes can damage soil structure and reduce fertility.
Educators PPT file chapter 7
The document discusses the major biomes of the world and the soils typically found within each one. It describes the key biomes as tropical rainforests, temperate forests, boreal forests, grasslands, tundra, deserts, shrublands, and wetlands. Each biome is defined by its climate, vegetation, and characteristic soil orders that form as a result of the particular environmental conditions within that biome.
Educators PPT file chapter 2
This document discusses the physical properties and formation of soil. It describes how soil characteristics like color, texture, structure, and horizons/profiles influence water movement, storage, erosion, and plant growth. Soil formation is influenced by climate, organisms, topography, parent material, and time in a process known as CLORPT. The physical properties of soil determine how quickly water can infiltrate and percolate through different soil types.
Educators PPT file chapter 6
This document discusses various natural and human-caused processes that can degrade soils, as well as best management practices to mitigate soil degradation. It covers topics like erosion from water and wind, desertification, acidification, salinization, effects of deforestation, urbanization, construction projects, land application of manures and wastes, and mining reclamation. Sustainable land management and soil conservation techniques aim to renew resources rather than deplete them over time through practices like maintaining vegetative cover, controlling grazing intensity, and properly applying nutrients from wastes.
Educators PPT chapter 3
This chapter discusses the living components of soil, including bacteria, fungi, protists, and fauna. Bacteria and fungi play important roles in nutrient cycling and forming soil structure. Fungi exist as filaments called hyphae that can form partnerships with plant roots. Protists include amoebas, ciliates, and flagellates that consume bacteria and debris. Larger soil fauna include earthworms, nematodes, springtails, and arthropods that further break down organic matter and improve soil structure through bioturbation. The variety of organisms in soil work together to create a living system that supports plant growth.
Unit 4 background presentation
This document discusses the 2012-2017 California drought and its impacts. It provides historical context on droughts in California and examines precipitation data. Specific topics covered include:
1. The spatial extent and timing of the 2012-2017 drought across California and how it compares to historical droughts.
2. How precipitation was measured using tools like snow pillows and GPS reflection to track snow levels.
3. The societal impacts of the drought, including mandatory water rationing and transformations to California's landscape and economy.
Presentation: Unit 3 background information
This document discusses using GPS vertical positioning to monitor groundwater storage changes. It begins by explaining that groundwater mining is a global problem, and that extracting groundwater causes the land surface to rise as the total water storage decreases. It then discusses how GPS networks can detect these vertical position changes at the sub-centimeter level on a daily basis, allowing monitoring of seasonal water changes. Finally, it notes that long-term groundwater pumping can lead to both reversible and irreversible subsidence exceeding several meters, and provides examples from California's Central Valley.
Presentation: Unit 2 Measuring Groundwater Background Information
This document discusses methods for characterizing groundwater storage, including traditional well measurements and satellite-based GRACE observations. It defines terrestrial water storage as all water on the land surface, and explains that groundwater often dominates variations in storage. Wells measure groundwater levels, with changes indicating replenishment or depletion over time. GRACE satellites detect changes in mass distribution and associated gravity field variations to infer changes in total water storage, including groundwater, at coarse spatial scales. The document provides examples of using both approaches to monitor groundwater in key aquifers.
Introduction to GPS presentation
The document provides an introduction to GPS/GNSS basics, including:
- GPS uses 24-32 satellites in medium Earth orbit that transmit positioning and timing data. Receivers need signals from 4 satellites to calculate a 3D location.
- Ground control stations monitor the satellites and send updates to synchronize their atomic clocks and orbital data.
- GPS determines location by calculating distances to satellites using signal transmission times and triangulating the receiver's position.
- Precise GPS uses permanent stations with stable monuments to collect data over many years, achieving sub-centimeter positioning and millimeter-per-year velocity estimates.
More from SERC at Carleton College (20)
Cretaceous Coatlines and Modern Voting Patterns Presentation
Cretaceous Coatlines and Modern Voting Patterns Presentation
Presentation: Unit 1 Introduction to the hydrological cycle
Presentation: Unit 1 Introduction to the hydrological cycle
Presentation: Unit 2 Measuring Groundwater Background Information
Presentation: Unit 2 Measuring Groundwater Background Information
SAGE 2YC 2016 Gallery Walk.pptx
- 1. Gallery Walk Count off from 1 to 5. Go to your assigned group “station” and read the question on the easel. You will have three minutes to complete tasks at this station. Discuss the question with the other members of your group. Respond to the question by writing down your main ideas. Take your marker with you and move to the next station. Repeat the steps from the previous station. Once you have finished responding to the questions at all five stations, pick up five stickers from one of the hosts. Return to each station, and place a sticker on the response that you feel is the highest priority for yourself. Return to your seat and share your thoughts during the whole group discussion.
- 2. 1. What are common student misconceptions about glaciers, rivers, storm water, coasts, oceans and the water cycle?
- 3. 2. What regional based case studies are you using (or would like to use) to teach students about glaciers, rivers, storm water, coasts, oceans and the water cycle?
- 4. 3. What active teaching methods have you used (or would like to use) in your earth science classes?
- 5. 4. What unmet needs do you have as an Earth Science instructor in the Pacific Northwest?
- 6. 5. How could stormwater education be included in your Geology curriculum? How is the hydrology of your watershed impacted by stormwater?