NCESD Presents: CATASTROPHIC EVENTS SCIENCE NOTEBOOK BY NCESD TEACHING AND LEARNING TEAM

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1 NCESD Presents: CATASTROPHIC EVENTS SCIENCE NOTEBOOK BY NCESD TEACHING AND LEARNING TEAM

2 CHAPTER 1 MY SENSES, TABLE OF CONTENTS, AND INDEX

3 Section 1 Before You Begin Any Science Notebook When we start a science notebook we like to take in consideration a few key topics. First, every scientist uses their best tools available to accomplish their task. In our case this means our senses. So, as we begin we recommend having your students draw a picture where they can label their senses and what key words they may find in the text or laboratory procedures that would hint as to what senses they might be using. The second key feature to start a scientific notebook with is a table of contents that the students and teachers keep updated as they continue throughout the units, thus they will be able to find them at a later time. Finally, we recommend including an glossary at the back of your notebook that would list a page number to show where find the definition of that word. This way we are not taking too much time on definitions and allowing more classroom time for exploration and experimentation. Note: These are just recommendations, as a teacher decide what methods you find useful for your classroom. Examples of these three ideas are found on the following pages. 2

4 Directions 1. Create a quick Graphic Organizer to insert into the inside cover of the science note book. Section 2 My Senses Example 2. Have them list key phrases or words that represent the use of that sense. (A few examples are shown) 3. Once finished refer back to it occasionally. 3

5 Directions 1. A Table of Contents is used to keep us organized. Students will need to eventually find a way to create their own Table of Contents and be accountable for their organizational skills. Section 3 Table of Contents 2. We recommend that a Table of Contents have at least three sets of data to help the students and teachers locate the correct page. This includes the Date, Title of the Lesson/Unit/ Lab, and the Page it s found in the Notebook. 4

6 Directions 1. A glossary can be done in a number of ways. You can have the students take every vocabulary term and write it and the definition in the back of the notebook. Or you can try the way shown in the picture. Section 4 Glossary 2. The way shown here is when the students references the vocabulary term and the definition with a page number indicator to show where they need to go to find the term. This way they are keeping the vocabulary with the lesson or lab and thus will keep the original context of where they first understood the term. 5

7 CHAPTER 2 PART 1: STORMS

8 Directions 1. Use the SketchPad Widget to create a type of web diagram that lists what ideas come about when thinking what we consider as a Natural Catastrophic Event. Date: Section 1 Lesson 1: Thinking about Catastrophic Events Page: Focus Question: What do you consider to be a natural Catastrophic Event? Interactive 2.1 SketchPad Widget 2. Once you create your web diagram it to the correct address and print it out for your science notebook. 3. Another option to save it to your ipad is to click the lock and home button at the same time and save it to your photos. Click the Picture above and then if it does not open click it again. Once in Sketch Pad Create your own web diagram based on the topic Natural Catastrophic Events 7

9 Section 2 Date: Inquiry 1.2: Using a Globe and World Map Directions Gallery 2.1 Student Sheets 1. Make copies of Student Sheet 1.2a and 1.2b for all of your students. Make enough where they each can get one. 2. Once they have the sheet, students will look at the regions to mark and list where they think the Catastrophic Events happen and then why it happens, and what it tells us about the Earth. 3. This is used as almost a pre-assessment but can be done as a group activity as well. The map will need to be color coated by your students. 8

10 Directions 1. View the interactive video on this page that shows the Vortex in the Bottle. Note that this was done with modifications, etc. Date: Section 3 Lesson 2: Introducing Storms Page: Focus Question: What are the first series of storms that we can categorize? Interactive 2.2 Vortex in a Bottle Demo 2. Answer the questions typed on the next page in your science notebook. 3. Have a classroom discussion on the different type of storms categorized in this lesson. 4. Look at the added Wind Website that gives you up-tominute wind data and note any patterns you see. (This is added in for this lesson and will be reviewed throughout the unit. This is what you will be creating in your classroom. Please watch the video. 9

11 Section 4 Lesson 2: Thunderstorms, Tornadoes, and Hurricanes Questsions and Reflections 1. Where did your group think tornadoes and hurricanes occurred? 2. a. The images in 2.1 and 2.2 were taken. 1. a. When we first held the bottle so that the water was in the top bottle it. I think this happened because. 2. b. Figures 2.1 and 2.2 are similar because. 2. c. Figures 2.1 and 2.2 are different because. 2. d. The patterns I notice in the clouds are. I think they are like this because. 6. a. Most of the Glitter and Beads are when the water moves in a spiral. Vortex Diagram Top Bottle 1. b. To get the water to flow quickly we. 1.c. As the Glitter and Beads moved closer to the center of the spiral they. 1.d. If my model was a tornado, the Glitter and Beads would represent. Their movement tells me about. The movement of air in the rotating storm. 1.e. I think causes the clouds of a hurricane to spiral. 6. b. The Glitter and Beads are the fastest and the slowest. 6. c. The vortex model is like a hurricane because and a tornado because. Reflecting p. 15 # 1 and 2 Tornado Tube 1 of 4 Bottom Bottle 2.A vortex is. 4.a. Weather alert radios are helpful because. 4.b. A weather alert radio might be most helpful. 4.c. It is important that weather alert radios be available for low cost to public because. 10

12 Directions 1. The Widget to the right will take you in a interactive browser to a Wind Map Website. The actual website is wind/. Section 5 Lesson 2: Wind Maping Data Interactive 2.3 Wind Map Browser 2. Look at the up to the minute wind data and make hypothesis about what the data is telling you. 3. Why is this information important and how can it be used? 4. Make sure you click the links to read more about wind and wind power as well. Click above to launch the Wind Map Browser. This allows you to look at the website but stay in the inotebook. Use the data to see the importance of wind information. 11

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