Complete this activity if you are having difficulty with the Monthly Snow/Ice amount activity

Read the following article first:
https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/17.3/

Unit 1 Test for Earth Science

Read the attached instructions and rubric for more information

Working individually...
Make a map of the lab on a blank sheet of paper.
1. Draw and label the following on your map:
-Lab benches, sinks, exit doors, fire blanket, fire extinguisher, safety shower, eyewash station, first Aid kit, chemical Storage, student project area, glass waste disposal
2. There are safety hazards in the lab. List all safety hazards on the back of your map.
DO NOT SHOUT OUT THE SAFETY HAZARDS! Doing will result in the loss of points for the assignment.

Working Individually....
1. Sign up for a lab safety rule number. Mr. Ashe has the sign up sheet.
2. Choose a presentation format (for example: poster, Google Slides presentation, video, interpretative dance). Your choice. Talk to Mr. Ashe if if you want to use a presentation format not listed.
3. Restate the lab safety rule word for word.
3. Explain why the lab safety rule is important.
4. Explain what might happen if you do not follow the lab safety rule.
5. Be Creative! Google Slide presentations and posters must include pictures.
6. I will add two extra credit points to students who choose to present in front of the class

Use your knowledge of the metric system to complete the assignment.
Handout given to students on 8/30/19.

Use your knowledge of independent and dependent variables to complete the assignment.
Handout given to students on 8/29/19.

Working in groups of 3 to 4 students...
Form 5 groups
Empty your bag of candy (onto a paper towel if you plan on eating the candy after class)
Think of a way to graph the different colored candies in each bag
Each student in the group should draw the graph of a piece of paper
What does a good graph need?
Give your graph to Mr. Ashe at the end of the period (Make sure your first and last names are on the graph!)

In front of you is either a box of rocks or minerals and a hand lens.
Working silently...
Describe the qualities of the rocks or minerals you see at your table.
What kind of terms can we use to describe the rocks?
Write 1 sentence that begins with I wonder
Write 1 sentence that begins with I notice

Working individually...

1. Choose a natural resource topic from Mr. Ashe's approved list

2. Create an infographic (electronic or paper) for your natural resource

3. The infographic must include the following:
a. A description of the natural resource and how it relates to Earth Science (4 points)
b. A description of how the natural resource benefits the state of California (4 points)
c. At least one graph describing how much revenue ($$money$$) the natural resource brings in for the state of
California (4 points)
d. A summary of how the companies/government agencies in charge of these natural resources reduce damage to the environment (4 points)

Be creative! (4 points) Mr. Ashe will give out extra credit to students who have creative and informative infographics.

Infographics may be shown to parents on Back to School Night.

Step 1: Use the Energy Flow Infographic and your notes to determine whether 3 statements are true or false. Explain your answer

Step 2: Determine the amount of snow/ice loss and calculate the percent change. Answer the questions on page 3 of the Monthly Snow-Ice Amounts handout.

You can use Google Sheets to Calculate percent change. Mr. Ashe will show you how to do this.

The printer is not working today, so we will all take the test using our computers.Use a separate piece of paper to draw your graphs if you choose question 1.

No cell phones or talking until the last person is finished taking their test.

Think about resources your community provides you.

How do these resources benefit your everyday life?

In the following activity, think about what we can do to create a resilient community here in San Diego to minimize the impacts of climate change. What changes can be made at home, at SET High, and in the city of San Diego?

Answer these questions and read through the resources in the attached Google form.

I would write your answers in a Google Doc first, then transfer the answers to the Google form. Once you close your Google form, your answers will not be saved.

In this activity, you will go back in time to discover how carbon dioxide, percent ice cover, and average global temperatures changed over time.

Go to http://www.ei.lehigh.edu/learners/cc/geologictimeline.html to gather your data and discover what caused climate change in the past. Click on the globe to explore earth's major events during each time point.

Then complete the handout. Don't forget to include your graphs on the last page. There are 9 time points to gather data from.

Answer the following questions as you are watching the documentary on the atmosphere

Once you have finished your biosphere drawing, go to the following website and answer the worksheet questions on a separate piece of paper.

https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/12.1/

Make a flow chart or 1 paragraph summary of the Stream Table Lab for Wednesday.
-What will you be doing during the lab?
-What data do you need to collect during the lab?
-What other information do I need to provide during the lab?

I have attached an example of a flow chart and the lab writeu-p.

If you were off task during the video, you will work on this alternative assignment about weather.

Read the following article then answer the questions to the worksheet on a separate piece of paper or in Google Docs

https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/16.2/

1. Follow the instructions in the Stream table lab write up
2. Fill out the lab report format (erase everything in red) with the information gathered from the lab.

The following assignment is worth 6 extra credit points.

Research the sad story behind the Martian atmosphere. Use the following links to guide your study:
https://www.nasa.gov/feature/goddard/2019/mars-lost-atmosphere
https://mars.nasa.gov/news/8358/mars-terraforming-not-possible-using-present-day-technology/
https://marsed.asu.edu/mep/atmosphere

There are two parts to the following assignment. Type your answers using Google Docs, or hand write your answers on a separate piece of paper.

1. Using at least 4 sentences, summarize what happened to the Martian atmosphere. (3 points)

2. After reading the articles, explain how you would go about terraforming Mars, given the fact the Martian atmosphere is thin compared to Earth's atmosphere. Again, use at least 4 sentences. (3 points)

I will add 2 more points of extra credit for a total of 10 points if you add a picture which explains points 1 and 2.

Use the following link to define the attached Atmosphere vocabulary:

https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/15.0/

Working as a group...

Create a machine which can minimize negative human impacts to your group's role in the carbon cycle.

1. Describe how your machine works in the comment section.
2. Draw what your machine might look like on a scratch piece of paper.
3. Give feedback to another group's machine by replying in the comment section

This is the alternative assignment to the lab for students who have not returned their signed lab contract form.

Read the following article first:
https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/9.2/

Then complete the attached worksheet on a separate piece of paper or in a Google Docs File.

If you finish the vocabulary assignment early, explore this activity and answer the questions.

If you finish the vocabulary assignment early, explore this activity and answer the questions.

Draw a diagram of carbon cycling through the atmosphere, hydrosphere, and lithosphere based on your knowledge gained from the role playing activity.

Use the provided picture handout to draw your diagram. Make sure you label the different components

Complete the "What Contains Carbon?" handout.

List 3 more objects which contain carbon in the empty spaces.

Draw your own picture of the biosphere
Include the Lithosphere, Hydrosphere, Atmosphere, and Anthrosphere
Do not copy and paste an image from the internet

If you finish the erosion vocabulary activity early, then work on this worksheet about weathering for extra credit. Answer the questions on a separate piece of paper. Read the following article before answering the questions:

https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/9.1/

Use the following link to define the attached erosion vocabulary:

https://www.ck12.org/book/CK-12-Earth-Science-For-High-School/section/10.0/

View handout

Answer the following question in paragraph format:

How can plate boundaries be both constructive and destructive?

Working in groups:

1. Mr. Ashe will assign your group a specific type of plate boundary.

2. Prepare a Google Slides presentation with the aim of using the presentation to teach the class

3. The presentation must include the following:

a. The presentation must have a definition of the plate boundary type.
b. What sort of natural features or natural hazards occur at your plate boundary type?
c. A YouTube video or GIF showing the motion of the plate boundary type (preferably less than 2 minutes)
d. List the names and locations of your plate boundary type
e. As a group, act out the movement of your plate boundary type. You can use hand gestures, props, etc.

If you are finished with your natural resources presentation, then work on this assignment