Professional Documents
Culture Documents
Email: atkinsonc@glcomets.net
Course Overview
Show respect for the teacher, yourself and others at all times.
Put learning ahead of getting good grades.
When directions are given, do your best to follow them the first time. If you
are confused or have questions, ask.
5.
Pay attention, participate and ask questions
Engage in what is going on in the classroom. If you have a question, ask it!
Otherwise, I might not know until the test that you didnt understand something.
There are no stupid questions, and chances are, if you are wondering about it,
someone else in the class is to. Be proactive about your learning and dont be
afraid to ask for help. If you feel most comfortable waiting until after class, that is
okay, too, but do keep communication open between us.
6.
Preserve a positive learning environment
Student actions that interfere with teaching or learning in the classroom will
NOT be tolerated.
Use class time to learn science. Please do not spend your time grooming,
sleeping, talking, writing notes, playing cards, listening to you iPod, textmessaging friends, or doing work for other classes.
7.
Take responsibility for your actions
Electronic devices (iPods, tablets, cell phones, etc.) are NOT permitted in my
classroom.
Cell Phones should be turned off and invisible during the class period. If I
see or hear your phone it will be taken away and given to an administrator.
2.
No food or drink, except water
You may drink bottled of water in the classroom. If a spill occurs, please
clean it up immediately and inform the teacher.
When the bell rings, you need to be sitting in your assigned seat.
Please remain in your seat until I have dismissed you. Never line up at the
door before dismissal. Remember, I dismiss you, not the bell.
5.
Do not cheat, plagiarize, or copy work
Plagiarism (copying work from another source without giving proper credit)
is completely unacceptable. If you plagiarize on any assignment you will earn a
0 on that assignment with no opportunity to re-do the work for credit.
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6.
Use polite and appropriate language
Remember that the work that you turn-in is a reflection of your effort on the
assignment. Remember to always put your name on your assignments.
CLASS PROCEDURES
1.
Turn in homework to the proper bin
Homework is due at the beginning of the hour when you come to class. I
will not accept work completed once class begins. Turn in your homework to your
hour bin. Turn absent/late work into the absent/late work bin.
2.
Pick up after yourself before you leave
Take all of your belongings, pick up any scrap papers around you, and put
your desk back in line before you leave each day.
3.
Get missed work from absent folder
Attendance is essential for optimal learning. Being on time and present and
class physically and mentally will be part of your overall grade. You may not be
excused form my class by another teacher without first seeking my permission.
At the beginning of each semester, I will issue three hall passes to each
student. These passes are only valid when used at appropriate times to be
determined by the teacher.
5. Late Work
All assignments may be turned in late for no point deductions, you may still
earn full credit on the assignment. Late assignments may be turned in up
until the day of the unit test, which that assignment was a part of. For each
assignment that is turned in late, a student will lose 5 responsibility points.
Grading Procedures
The grades for this class will be broken down into the following categories:
Homework, Projects and Lab Activities 40%
Tests and Quizzes 40%
Student Responsibility 10%
Formative Assessments (warm-ups, participation, etc.) 10%
Grades should be based on what information a student knows. In this course,
assignments will be graded for accuracy, as well as completion. By allowing
assignments to be turned in late, the grade can reflect what the student
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Schedule of Topics
c. Give examples of how changes in one part of historical geology affected other parts of
Earths systems.
Goal 2. The student will demonstrate the ability to explain the Theory of Plate
Tectonics and relate it to Earths dynamic nature.
Objectives The student will be able to:
a. Summarize the evidence and thinking that resulted in the development of the Theory of
Plate Tectonics.
b. Explain plate tectonics in terms of magnetic reversals, mantle convection, sea floor
spreading, and subduction.
c. Describe how the Theory of Plate Tectonics explains the location of earthquakes,
volcanoes, hot spots, mountains, mid-ocean ridges, deep-sea trenches, and island arcs.
d. Give examples of how progressive changes on Earths surface, including Pangaea, are
used to document the evolution of Earth through time.
e. Describe the purpose of current tools and techniques used to study plate tectonics
including seismograph data, triangulation, satellite sensors, image analysis, sonar and distance
measurement, and magnetometers.
Goal 3. The student will demonstrate the ability to explain how artifacts and events of
Earths past are dated.
Objectives The student will be able to:
a. Compare similarities and differences between relative age and absolute age.
b. Describe the principles used to determine relative age.
c. Describe the principles used to determining absolute age.
Goal 4. The student will demonstrate the ability to use geologic dating principles to
determine a sequence of events making up a core sample, rock column, or cross
section.
Objectives The student will be able to:
a. Create a geologic time scale (using eras, periods, and epochs) that shows the major
geologic and biologic events.
b. Interpret the geologic history of an area using geologic maps, and core samples.
Goal 3. The student will demonstrate the ability to analyze how the transfer of energy
through the hydrosphere and atmosphere influences Earths climate and weather.
Objectives The student will be able to:
a. Identify an describe how Earths weather patterns and conditions influence climate type
and distribution fom a regional and global perspective.
b. Interpret the effects of atmospheric and hydrologic cycles on human activity.
c. Research and describe how changes in atmospheric and hydrologic conditions cause
long-term climate changes.
Goal 4. The student will demonstrate the ability to describe how the transfer of mass
affects the carbon cycle.
Objectives The student will be able to:
a. Describe the carbon cycle, and identify carbon sinks, including atmospheric CO 2, organic
carbon, fossil fuels, and carbonate rocks.
b. Describe processes, natural and human-induced, that affect the carbon cycle, including
volcanism, fire, weathering, decomposition, photosynthesis, deforestation, agriculture, burning of
fossil fuels, and CO2 accumulation.
Grading Rubric
Summary Comments
Comments on specific sections. Criteria for grading are the bulleted lists in
each section.
Basic
information
Course
overview
Schedule of
topics
Class rules
Assessment
Final Grade =