• Distance Learning

     Click HERE for more info on Distance Learning at Tohickon.

    Scroll down to find this week's lesson. 


    Phase 2 Here is the plan for science class from now through the end of the school year:


    When and how will we meet?

    We will meet once each week as a class.  To join our class chat session, open up Microsoft Teams and click on your Science class. Our meeting times are as follows:

    • Period 1: Monday at 9:30 am
    • Period 2: Monday at noon
    • Period 3: Tuesday at 9:30 am
    • Period 4: Tuesday at noon
    • Period 5: Wednesday at 9:30 am

    What do you need to do for science?

    Each week, you will need to:

    • Check this page for the week's assignments, which will be posted by Monday morning.
    • Meet on Teams at the designated time, and complete the day's warm-up on Canvas.  (This is how I will take attendance for our chat session.)
    • Complete the Canvas Module for that week.  (All assignments will be submitted through Canvas.)

    Where will assignments be posted?

    You can find the each week's assignments both on this SchoolWires page, AND in the Canvas Module.  There will be one module to complete each week.

    When are assignments due?

    You can either complete your work on the day we have class (keep in mind you have just 2 classes per day).  OR, you can work through the module on your own timeline, as long as it gets done sometime that week (before the next Monday).  I want to make this as flexible as possible so you can work it into your own schedule.  

    How will you be graded?

    Assignments are graded on a pass/fail basis.  A grade of 70% or higher is considered a passing grade.  Any assignments that receive below 70% can be resubmitted to achieve a passing grade.  

    There will be no tests, final exams, or core assessments.  You are only graded on the work you submit for the module each week.

    How can you contact me with questions?

    During our class meetings, we can chat in real time on Teams, or you can ask questions and discuss with classmates.  At other times, you can always email me at jucollins@cbsd.org and I'll do my best to get back to you ASAP.  During the week, I check my email regularly throughout the day.


    Phase 2 Lessons:


    WEEK 7:  May 18 - 21

    • Topic: The Greenhouse Effect
    • Estimated time:  90 minutes
    • Tasks:  Go to the Canvas module for Week 7.  This week, you will:
      1. Complete a warm-up question
      2. Read section 17.2 in the textbook
      3. Take Socrative quiz
      4. Watch a Bill Nye video clip (5 min) on the causes of climate change.
      5. Complete this week's Gizmo activity on the greenhouse effect, and submit on Canvas.


    WEEK 6:  May 11 - 14

    • Topic: Composition of the Atmophere
    • Estimated time:  90 minutes
    • Tasks:  Go to the Canvas module for Week 6.  This week, you will:
      1. Complete a warm-up question
      2. Read section 17.1 in the textbook
      3. Take Socrative quiz
      4. Watch an Iain Stewart video (20 min) on the atmosphere
      5. Complete this week's webquest activity on atmosphere layers, and submit on Canvas.


    WEEK 5:  May 4 - 7

    • Topic: Flex Week
    • Estimated time:  ?
    • Tasks:  Go to the Canvas module for Week 5.  There is no new assignment due this week.  Instead, you will use this week to:
      1. Catch up on any missed assignments from weeks 1 - 4 and submit them ASAP.
      2. If all caught up, choose from a few optional enrichment assignments (not graded).


    WEEK 4:  April 27 - 30

    • Topic: Ocean Acidification
    • Estimated time:  90 minutes
    • Tasks:  Go to the Canvas module for Week 4.  This week, you will:
      1. Complete a warm-up question
      2. Read through the module on the causes and impacts of ocean acidification.
      3. Complete this week's activities on the ways humans are impacting the oceans, and submit on Canvas.


    WEEK 3:  April 20 - 23

    • Topic: Ocean currents
    • Estimated time:  90 minutes
    • Tasks:  Go to the Canvas module for Week 3.  This week, you will:
      1. Complete a warm-up question
      2. Read section 16.1 in the textbook
      3. Take Socrative quiz
      4. Complete this week's activities on ocean currents, and submit on Canvas.


    WEEK 2:  April 14 - 17

    • Topic: Salinity and Temperature
    • Estimated time:  90 minutes
    • Tasks:  Go to the Canvas module for Week 2.  This week, you will:
      1. Complete a warm-up question
      2. Read a brief article on the Dead Sea
      3. Read section 15.1 in the textbook and go through the PowerPoint
      4. Take Socrative quiz
      5. Complete this week's activity on temperature and salinity, and submit on Canvas.


    WEEK 1:  April 6 - 9

    • Topic: Ocean Floor Features
    • Estimated time:  90 minutes
    • Tasks:  Go to the Canvas module for Week 1.  This week, you will:
      1. Complete a warm-up question
      2. Read section 14.2 in the textbook and go through the PowerPoint
      3. Take Socrative quiz
      4. Complete this week's assignment on Mapping the Ocean Floor, and submit on Canvas.








    Phase 1:  Here are the lessons we did from March 17th - 31st:


    DAY 9:  Tue. March 31, 2020*Please make sure to read the statement in RED above!

    • Overview:  Hydrosphere pre-test
    • Estimated time:  30 minutes
    • Explanation:  
      • Test your current knowledge of the world's oceans.
    • Quick things to know:
      • There are four main oceans on planet Earth.
      • Oceans cover 71% of the planet's surface and make up almost 97% of the total volume of water.
    • Tasks:
      1. Grades for the Hominid Lab are officially posted.  Check out the rubric in OneNote.  If I have suggested that you go back and complete or redo a portion of your lab, you must email me once you are ready to resubmit, and you can earn back partial credit.
      2. Head over to Sporcle and take this quiz:  "Can you name the world's largest bodies of water?".  Click the green "Take Quiz" button, and then just start typing bodies of water (probably starting with the oceans).  When you get one right, the name will pop up in the next slot on the list.  See how many you can get.  If you get stuck, feel free to consult a world map, and use the geographic clues they give.  
      3. Complete the Hydrosphere Unit Pre-test and submit on Canvas. 
    • Method of communication:  Practice test submitted on Canvas (go to Day 9 in Modules)


    DAY 8:  Mon. March 30, 2020

    • Overview:  Biosphere Unit practice test
    • Estimated time:  30 minutes
    • Explanation:  
      • Take a practice test on the Biosphere Unit, focusing on hominid evolution.
    • Tasks:
      1. Quickly review your study guide.
      2. Take the Biosphere Unit practice test on Canvas (30 questions).  This test does not count for a grade.  You may submit multiple times.
      3. If you have spare time:
        • Honors:  Put together a simple outline or graphic organizer for your nonfiction book project. 
        • Academic:  See how many large bodies of water you can name (oceans, seas, bays, etc.).  Create a Word document.  List bodies of water by name, starting with the world's four oceans, and continue from there. 
    • Method of communication:  Practice test submitted on Canvas (go to Day 8 in Modules)


    Fri. March 27, 2020No assignments due!


    DAY 7:  Thu. March 26, 2020EVERYONE: *Please see note below today's lesson regarding next week.

    • Overview:  Mysterious hominid species: Homo naledi
    • Estimated time:  30 minutes
    • Explanation:  
      • Read about the incredible discovery of Homo naledi in the Rising Star cave.
      • Continue reviewing key concepts for the Biosphere unit. 
    • Quick things to know:
      • In 2013, a completely new hominid species was discovered accidentally by a pair of cave explorers in South Africa.
      • Homo naledi has an odd mix of ape-like and human-like traits even though it lived just 200,000 to 300,000 years ago.
    • Tasks:
      1. Read this article from Discover Magazine: "Meet Homo naledi: The Mysterious Human Cousin".  (If the link doesn't work, click HERE.)
      2. If you'd prefer, rather than reading the article, you can watch this video from It's Okay To Be Smart: "This Face Totally Changes the Human Story" (15 min.)  If you want, feel free to read the article AND watch the video.  It's a super interesting story!
      3. Complete discussion post on Canvas.
      4. Any free time after completing your post can be used to continue working on your Biosphere Unit study guide, or (for Honors) continue reading your nonfiction book.  NOTE: Nonfiction book projects will be due at some point after April 6th.
    • Method of communication:  Discussion submitted on Canvas (go to Day 7 in Modules)


    *On Monday, you will be taking a practice test for the Biosphere Unit on Canvas.  This test is part of the unit test you would have taken for the Biosphere Unit.  It will not count for a grade, but it should give you a good idea of how well you understood the material from this unit, especially topics related to hominid evolution.


    DAY 6:  Wed. March 25, 2020:

    • Overview:  Natural History of Life on Earth
    • Estimated time:  30 minutes
    • Explanation:  
      • Review important concepts in paleoanthropology.
      • Choose a video to watch and review regarding the evolution of life on Earth. 
    • Quick things to know:
      • Life has changed drastically over geologic time.
      • All species adapt to changes in their environment.
    • Tasks:
      1. Open up your Paleoanthropology Review worksheet from yesterday.  Check your answers HERE and make any corrections.  Then resave your document.  (You do NOT need to resubmit your corrections.)
      2. Visit BecomingHuman.org, and read an essay written by a former Tohickon student who won the national "Letters To Lucy" contest in 2012.  (Scroll down to find the first place winner and click the link.  Colleen was in 10th grade when she wrote this amazing essay!)
      3. Pick a video to watch from the PBS Eons YouTube channel.  There are a bunch of videos that focus on hominid evolution, but you may choose whatever video you find most interesting.  Make sure to scroll down a ways because there are a TON of choices.
      4. Complete discussion post on Canvas.
    • Method of communication:  Discussion submitted on Canvas (go to Day 6 in Modules)


    DAY 5:  Tue. March 24, 2020:

    • Overview:  Paleoanthropology review
    • Estimated time:  30 minutes
    • Explanation:  
      • "Interview" Don Johanson.
      • Review the traits and evolutionary history of hominids. 
    • Quick things to know:
      • Don Johanson's discovery of Lucy helped to solidify the human family tree.
      • The "Savannah Hypothesis" offers one possible explanation of the origins of bipedalism in hominids.
    • Tasks:
      1. Watch the Mark Rober's hand washing experiment: "How To See Germs Spread" (8 min.)
      2. Download the Don Johanson interview PowerPoint.  Open the file and click on all seven interview questions.
      3. Complete the Paleoanthropology Review worksheet and submit on Canvas.
    • Method of communication:  Word document submitted on Canvas (go to Day 5 in Modules)


    DAY 4:  Mon. March 23, 2020:

    • Overview:  Are you smarter than a chimp?
    • Estimated time:  30 minutes
    • Explanation:  
      • Know how chimp brains differ from humans.
      • Test your own short-term memory.  
    • Quick things to know:
      • Chimpanzees have short term memory that is far superior to humans in some ways.
      • The size of a brain isn't the only factor in a species' intelligence.
    • Tasks:
      1. Watch a BBC Earth video: "Chimp vs. Human: Memory Test" (4 min.)
      2. Play "Beat the Chimp" to test out your memory skills (if it's blocked on your laptop, try it on a smartphone).
      3. Take some time to work on your Biosphere Unit study guide.  (You should have a paper copy, but click HERE if you misplaced it.)  You do NOT need to submit this study guide to me.
      4. Email me if you have any question that you're totally stuck on.
    • Method of communication:  Email jucollins@cbsd.org


    Fri. March 20, 2020No assignments due today!  Have a good and safe weekend!


    If you're looking for something to binge-watch over the weekend, do a quick search for "Attenborough" on Netflix (or Amazon Prime Video).  You're sure to come across something awesome.


    DAY 3:  Thu. March 19, 2020:

    • Overview:  Chimps and bonobos
    • Estimated time:  30 minutes
    • Explanation:  
      • Learn some amazing ways chimps and bonobos are similar to humans.
      • Compare humans and modern apes to guess what life might have been like for early hominids like Lucy.
    • Quick things to know:
      • Chimps and bonobos actually teach and learn new information and skills to each other.
      • Bonobos may give us our best clues about the life and culture of Australopithecines from Lucy's time.
    • Tasks:
      1. Read an excerpt on chimpanzee learning and culture from Lucy's Legacy, by Don Johanson.
      2. Watch a TED talk from Susan Savage-Rumbaugh: "The Gentle Genius of Bonobos".  (Make sure to watch until the end.  This talk is super interesting!)
      3. Complete discussion post on Canvas.
    • Method of communication:  Discussion submitted on Canvas (go to Day 3 in Modules)


    DAY 2:  Wed. March 18, 2020Honors students see note below regarding your nonfiction book talk.

    • Overview:  Other Hominid Discoveries
    • Estimated time:  30 minutes
    • Explanation:  
      • Explore some other hominid specimens and/or new species have been discovered recently.
      • Attempt to identify several hominid skulls by comparing to known species.
    • Quick things to know:
      • Fossil finds in the last decade or so have allowed paleoanthropologists to identify multiple other hominid species, including a few that belong in their own new genus (not Homo or Australopithecus).
      • The first hominids evolved a few million years before Lucy.
    • Tasks:
      1. Visit the Smithsonian hominid website and explore the different hominid species.
      2. Complete the Mystery Skulls activity and submit through Canvas.
    • Method of communication:  Word document submitted on Canvas (go to Day 2 in Modules)


    HONORS:  Books talks are no longer due on March 31, but please use this time to make sure you are caught up (finished) with your nonfiction book.  I'd recommend that you come up with a plan for what you want your video book talk to look like:  Will you be talking into the camera and discussing your book directly?  Or will you make a PowerPoint and do a voiceover for each slide?  It's up to you if you want to work on this project during this time.  We will establish a new deadline when we return to school.

    Click HERE to see the requirements for your book talk, including the 30-point rubric.


    DAY 1:  Tue. March 17, 2020

    • Overview:  Viruses and natural selection
    • Estimated time:  30 minutes
    • Explanation:  
      • Learn how coronaviruses mutate and evolve
      • Compare models for multiple pandemic response scenarios
    • Quick things to know:
      • Natural selection acts on viruses just like it applies to animals, plants and other living things.
      • Viruses are composed of genetic material that can randomly mutate and can often even share genes between viruses.
      • Social distancing can help reduce the impact of a pandemic outbreak by "flattening the curve".
    • Tasks:
      1. Watch the Stated Clearly video: "Where do new viruses come from?" (10 min.)  If the video says "restricted", try accessing it on your phone if possible. 
      2. Take the ungraded Canvas quiz (6 questions)
      3. Read the Washington Post article: "Why outbreaks like coronavirus spread exponetially and how to flatten the curve".
      4. Analyze and compare the four different pandemic response scenarios and the computer models for each (within the same article).
      5. Complete discussion post on Canvas
    • Method of communication:  Quiz and discussion submitted on Canvas (go to Day 1 in Modules)