SIRS Researcher Training Video-2 Minutes or Less

Learn how to use the SIRS Researcher Database which is accessible in our Virtual Reference Collection.
 Passwords  Are Available in the Information Center

Virtual Reference Collection Link

           SIRS RESEARCHER TRAINING VIDEO-CLICK HERE



Mr. Thomas Worthington-----Social Studies Department-----Women's Rights, Part 2

             

Library Resources
Gale Student Resource Center Junior

Virtual Reference Collection   

ABC CLlO American History   

Biography Reference Bank    
History Study Center
Proquest Historical New York Times
SIRS Researcher 

Online Catalog      

Academic Integrity      

NoodleTools Citations System
Citation Machine       

Passwords are Available in the Information Center  

 

Women's Rights Movement, Part 2

            Directions:  1. Use your textbook to find the year in which each event occurred.

            Record it in the space provided.

                                2. Place the events in chronological order on your timeline.

                                3. Explain the significance of each event.

            __________  Rachel Carson published Silent Spring

            __________  The Seneca Falls Convention was held

            __________  First Women Governors elected; Nellie Taylor Ross in Wyoming

                                  and Miriam “Ma” Ferguson in Texas

            __________  Mount Holyoke was created

            __________  Betty Friedan helped set up the National Organization for Women

            __________  The 19^th amendment was ratified

            __________  Wyoming gave women the right to vote

            __________  Jane Addams opened the Hull House

            __________  The Equal Rights Amendment (ERA) was proposed by Congress

            __________  Women’s Christian Temperance Union (WCTU) was formed                 

CNN-A Look At the Future of Science

A Look At the future Of Science

By John D. Sutter, CNN

"A group called the Institute for the Future - what a name, right? - is smart enough to know that it can't actually predict what will happen in 2021. But the group can use our existing knowledge of science to pose interesting "what-if?" questions about where advances in science and technology will take us in the next 10 years, which really is an eternity when it comes to these topics.
That's the real point behind the group's new super-visual report, called "The Future of Science: 2021," (PDF) which you can see above and view in more detail on the IFTF website (you have to really zoom in to read all of it). This may sound like it's coming out of a cheesy "Star Trek" episode, but by questioning what the future can be, we can help shape what it will be, the group says..."

Ms. Chantel Salzano-----Home and Careers-----Super Size Me Project

www.choosemyplate.gov

Library Resources
Gale Student Resource Center Junior

Virtual Reference Collection

EBSCO General Science Collection

eLibrary Science
Gale Health Reference Center Academic
Science Reference Center
Proquest K12
Online Catalog

Academic Intergrity
NoodleTools Citations System
Citation Machine

Passwords are available in the Information Center

Go to the following website:
 www.choosemyplate.gov

Follow the directions below:

1. Click on Get a Personalized Plan enter the information that is required then hit submit. Once you have your personalized plan fill in the chart:Directions: I want you to pretend that you are ordering fast food from any restaurant of your choice. You are going to write down what you would order. You will do this for breakfast, lunch, snack and dinner. Write down honestly what you would order if you were to eat at that restaurant in the space provided below. You must go to three different restaurants (one for breakfast, lunch and dinner). You will then write down how many calories and how many grams of fat are in each item you chose. You must include a drink at each meal even if it is water. Once you are finished calculate the totals of each meal or snack.

Answer the following questions in full sentences on a separate piece of paper:

1.      Were you surprised how many calories were in any of the items that you chose? If so what?

2.      If you were to eat only fast food for just one day how would the amount of calories and grams of fat you consume compare to the amount of calories and fat you are supposed to have for one day?

3.      Why do you think people choose to eat at fast food restaurants?

4.      Do you think that you could go to a fast food restaurant and purchase healthy foods? If so what could you purchase?

5.      What foods groups were hard to find on the fast food menus?

6.      After watching the video and doing this activity will you change where you eat or what you choose to eat at fast food restaurant? If yes what would you change and why and if no why would you not change what you eat.

Research

Directions: Using the schools data base find one research article related to fast food and diet or fast food and nutrition. After you find your article, you must read the article and answer the following questions. You do not need to print the article however you must cite the source in which it came from.

1. Name of article and author
2. Summarize in your own words the main idea of the article. (It must be at least five sentences)
3. List 3 main facts or ideas the author was trying to get across in the article?
4. What was your opinion of the article? Do you agree or disagree with it why or why not?
5. Please cite the article, use citation machine to help you do this correctly.

Rubric for Super size me Project            

	Points Possible	Points Received
Personalized Plan Chat	10
Breakfast Menu	15
Lunch Menu	15
Dinner Menu	15
Calculations	15
Questions	30
Total points	100

Rubric for Research

	Points Possible	Points Received
Appropriate Article (not printed)	30
Answered all questions in full and complete sentences	60
Sited article correctly	10
Total Points	100

Mr. Thomas Worthington-----Social Studies Department----Women's Rights Assignment

 Women’s Rights Assignment 

     In 1848 at Seneca Falls, New York, the road to women’s
 suffrage was put into motion.  
It reached its culmination in 1920

when the nineteenth amendment to the Constitution

 became law.  But, like African American males earlier,

the right to vote did not bring with it the guarantee of equality

among the sexes.  In the 1960s there was a reemergence and

push for equality for all. 

     In groups of 3-4 students you are to research one of the

topics below.  Then you will create a poster or a

powerpoint presentation that highlights

the key points for your topic.

Topics

1.     Women’s Right’s Convention, Seneca Falls, N.Y.
and “Declaration of Sentiments and Resolutions”        

2.     Elizabeth Cady Stanton and Susan B. Anthony

3.     Ratification of the Nineteenth Amendment
to the Constitution

4.     Flappers, Bloomers and Women in the 1920s

5.     The Equal Rights Amendment

     Your grade for this project will be based

on the quality of

your research, the poster or powerpoint presentation

 you create,

and your presentation of the project to the class.

      Good Luck & Have Fun!     

Mr. Thomas Worthington-----Social Studies Department----Debate, The Pros and Cons of the The Electoral College

Pros and Cons of the Electoral College

In the upcoming debate, you will be expected to defend

whether or not the Electoral College should be abolished.

Sides to be defended: 

Keep the Electoral College vs. Abolish the Electoral College

Historical Background:

Opening Statement:

Position #1:

Position #2:

Position #3: 

Position #4:

Position #5:

Deference to the opposing side:

Closing Statement:      

The Information Center Blog Etablishes A QR Code

 

Access the Information Center Blog By Scanning this QR Code to your Smartphone.

November 13, 2011-November 19, 20011 is Bullying Awareness Week

International Reading Association

NCTE

Get Ready For Bullying Awareness Week

Click Here for Website

• McGruff.org McGruff.org provides resources for adults and children looking to stop bullying and educate others about bullying issues. Look for comics, a kids' poll, parent articles, and more.
• Stop Bullying Now! This site, from the U.S. Health Resources and Services Administration, offers fun games, webisodes, and other resources designed to teach children about bullying prevention.
• STRYVE This site provides information about bullying and offers tips for preventing bullying and providing help both to victims and to students who engage in bullying behavior.
• Educator's Guide to Bullying The Meet Kelly Bear website provides this teacher's guide with strategies for teaching about bullying.

Kindle v. Nook

November 7, 2011, 12:42 pm, The New York Times
*click here for article 

New Nook Is Latest Entry in Tablet Wars

By JULIE BOSMAN

Shannon

"Stapleton/ReutersWilliam Lynch, the chief executive of Barnes & Noble, introduced the Nook Tablet on Monday at the Union Square store.

1:30 p.m. | Updated Barnes & Noble answered Amazon’s challenge in the tablet wars on Monday, introducing a $249 color device called the Nook Tablet.
Speaking at Barnes & Noble’s store in Manhattan’s Union Square, William Lynch, the company’s chief executive, set the new Nook directly up against Amazon’s recently released Kindle Fire, promoting what he described as the Nook’s advantages in memory and multimedia capability.
“The Kindle Fire, and they do a lot of things well, is a vending machine for Amazon services,” Mr. Lynch said. “We’re going to partner with the world’s most popular music services. We’re going to let the consumers choose.”
The new tablet, which is lighter and faster than other Nook devices, offers access to popular apps including Netflix, Hulu Plus and Pandora.
The unveiling of the new tablet set up what is sure to be a heated competition between Barnes & Noble, Amazon and Apple, maker of the iPad, for the quickly expanding group of consumers who will shop for color tablets this holiday season. Amazon’s Kindle Fire retails for $199 and will start shipping next Monday.
Barnes & Noble executives emphasized that its devices have no ads that interrupt the reading experience. That provides an advantage over other e-readers and tablets that do have advertising, said Michael Norris, a senior analyst with Simba Information, which provides research and advice to publishers.
“We’ve done research, and the ads are considered annoying, irritating and obtrusive,” Mr. Norris said after watching Barnes & Noble’s presentation.
Barnes & Noble also revealed an expanded display area for Nook devices in the back of its Union Square store.
“It’s the same kind of experience as Apple,” said Leonard Riggio, the chairman of Barnes & Noble, as he stood in the display area after the news conference. “It makes the product and category much more important.”
Barnes & Noble’s revenues for its Nook devices will reach $1.8 billion this year, Mr. Lynch said."*

Mr. Dave Mutter-Science Department-Science Research Project-Prehistoric Life



Science Research Project

Prehistoric Life

Library Resources
Proquest Video Training Modules
Virtual Reference Collection
eLibrary Science

Students will select, from the accompanying list, a prehistoric animal of their choice, research, collect data (if necessary), and prepare a presentation about their animals.  The final presentation may be made either on paper display products (poster board, etc.), as a PowerPoint, or other digital presentation methods.  Keep in mind that not all programs and versions are compatible with the computers here at our school.

General Guidelines

•  Students will work in pairs.  Each team will be required to take the initiative to perform some of the research and project work out of class.  The students will choose the animal to be researched but no duplication of projects will be allowed.

•  The teacher will provide class time and computer access over several periods for project development and/or research to aid in the completion of the task.

•  The final project must include the following:

-   project title, student names, date

-    a descriptive and explanatory guide backed up with scientific data (either collected by the team or referenced from another scientifically valid source)

-   graphic providing evolutionary placement of animal

-    pertinent diagrams, images, graphs, tables

-    references (a minimum of 5 resources must be used and cited with the accompanying information, including at least 2 book/periodical resources)

•  Information must be supported with documentation!

Select an Animal

Cambrian (Early - 530 million years ago)

•         Trilobite

•         Anomalocaris

•         Haikouichthys

Jurassic (Late - 152 million years ago)

•         Diplodocus

•         Ornitholestes

•         Stegosaurus

•         Anurognathus

•         Allosaurus

•         Brachiosaurus

Pleistocene (Early - 1 million years ago)

•         Terror bird

•         Smilodon

•         Doedicurus

•         Macrauchenia

•         Megatherium

Start your Research - Sources

http://www.search4dinosaurs.com/

http://www.dinosaurfact.net/

http://animals.nationalgeographic.com/animals/prehistoric/

http://www.prehistory.com/colorchr.htm

http://prehistoricanimal.blogspot.com/

http://en.wikipedia.org/wiki/Walking_with_Dinosaurs

Amazon Launches An eBook Lending Library

For Amazon Prime Readers, a Lending Library

click on headline to access article

By DAVID STREITFELD

"With less than two weeks to go before the new Kindle is in the hands of the masses, Amazon is aiming to stoke sales with more benefits. Wednesday night it announced a new program that loans eligible customers a free e-book every month.
The program, the Kindle Owners’ Lending Library, is open to Kindle users who are also members of Amazon Prime, the $79-a-year fast shipping and video-streaming service. Customers can keep a selection for as long as they want but it will disappear if they choose another book the next month.

Emile Wamsteker/Bloomberg NewsJeffrey P. Bezos, Amazon’s chief executive, with the Kindle Fire, which goes on sale later this month.

Amazon touts “over 100 current and former New York Times best-sellers,” but a quick check of the 20 top Times sellers listed in Amazon’s Kindle Store show none in the lending library. Traditional publishers are obviously leery of this program.
The full list of 5,156 available titles, sorted by their best-selling status, begins with Suzanne Collins’s popular “Hunger Games” and includes efforts by Anthony Bourdain and Michael Lewis, along with a host of volumes that may be familiar only to ardent Kindle readers: “Dixie Divas” by Virginia Brown, “101 Ways to Find a Ghost” by Melissa Martin Ellis, and “Already Gone” by John Rector.
Amazon was rumored to be starting an all-you-can-eat program that would allow Prime subscribers an unlimited number of e-books for a set fee, but that seems delayed at best as the retailer tries to overcome publishers’ reluctance. Recently,  Amazon allowed libraries to begin lending e-books readable on the Kindle."

A History of the World in 100 Objects Podcasts

A History of the World in 100 Objects Podcasts
click link above for access

Welcome to A History of the World. .. you can find all 100 episodes in the series. Although the series has ended, you can continue to listen to the episodes on this page or download them to keep on your computer or mp3 player by following the links on the right."BBC

Mr. Gary Vorwald, Chairperson, Science Department-----Estuary Research Project

EPA
Peconic Bay Estuary ProgramThe geographic area for PBEP is entirely within eastern Suffolk County, New York between the north and south forks of Long Island. 

Library Resources
Gale Student Resource Center Junior

Virtual Reference Collection

EBSCO General Science Collection

eLibrary Science

Science Reference Center
Proquest K12
Online Catalog
Academic Intergrity
NoodleTools Citations System
Citation Machine
Parenthetical Citations

Estuary Research Assignment

Objective: To learn about estuaries; the environmental conditions and the organisms that live in them.

Learning Goals: 

Ø  to learn about estuaries and the importance of salt marshes for the environment

Ø  to learn about some of the animals and plants that inhabit salt marshes

Ø  to learn how organisms have adapted in order to survive in a salt marsh environment

Directions: You may work in groups of two or individually.  This Research Assignment will count as a project grade.  Your final report should include the following:

v  Cover

v  Background Research Questions

v  Map of Long Island showing Peconic Bay

v  Summary of your organisms.

v  Horseshoe Crab Summary

v  Graphics: Pictures of your organisms.

v  References Cited

Vocabulary:

Estuary  -  ________________________________________________________

Salt marsh - _______________________________________________________

Invertebrate - ______________________________________________________

Vertebrate - ________________________________________________________

Epifaunal - _________________________________________________________

Infaunal - __________________________________________________________

Benthic _____________________________________________________________

Pelagic - ____________________________________________________________

Planktonic - __________________________________________________________

Salinity - ____________________________________________________________

Brackish - ___________________________________________________________

Name__________________________________                                          Date _________________

Science Research 1                                                                                       Mr. Vorwald

Estuary Research Project

I.  Background Research:

1.     What is an estuary?

2.    How does the salinity of an estuary compare to the salinity of the ocean?

3.    What is a salt marsh?

4.    Where are salt marshes located?

5.    What do marshes do for the environment?

6.    How do tides impact life in the salt marsh?

7.    What plants and animals live in or near salt marshes?

8.    What is the difference between invertebrates and vertebrates?

9.    What are three or four conditions that organisms need to adapt to in a salt marsh?

10. How have to organisms adapted in order to survive in a salt marsh   environment?  Give at least three specific examples.

II.       Map: Find and print out a map of Peconic Bay or Long Island Sound as an example of an estuary.

III.   Organism Summary

Research one invertebrate lives in Long Island Sound or Peconic Bay. Explain how it feeds and how it lives.  For example, does it attach to the sea floor and filter water?  Is it infaunal or epifaunal? Include some interesting features about it.

IV.    Horseshoe Crab Description Do some research about horseshoe crabs. 

Ø  What kind of animal is a horseshoe crab?

Ø  What living organisms are they most closely related to?

Ø  When and where do they usually lay their eggs? 

Ø  What adaptations do they have that helps them survive?

Ø   How long do they live?  When are they old enough to mate?

Ø  Do they migrate? 

Ø  Where do they live? 

Ø  Describe their adaptations for sight. 

Ø  What is special about their blood? What do humans use horseshoe crabs for? 

Ø  When did these organisms first appear in the geologic record

Ø  Why do you think the group has survived for millions of years unchanged?

V.   Graphics: Include an image of your organism, and 4 others that live in the salt marsh. Include a picture or illustration of a salt marsh.

VI.   References Cited: Use the MLA format to record your references.               Include proper format for websites and published sources.