Orientation to the Information Center

University of Chicago

Mansueto Library

I. All seventh grade English classes receive an orientation to the resources of the Gelinas JHS  Information Center.
Subjects include hours of operation, staff, procedures, organization of materials, access to print and 24 x 7 online databases.
Special emphasis is placed upon academic integrity and the avoidance of plagiarism as well as internet safety.

II. School and Public Libraries use the Dewey Decimal System to organize their resources, while Universities utilize the Library of Congress Classification System (LC). Accessible materials include books, eBooks, Audio Books and Videos. A chart comparing the two systems:    
Library of Congress Classification System vs. The Dewey Decimal System

The Gelinas Catalog also includes eBooks. Type ebook as a keyword to view the collection.
Gelinas Online Catalog

Materials  in a univerity setting are accessible:
SUNY Stony Brook University Melville Library Catalog

The Public libraries system and our local public library are accessible 
Live-brary.com-Suffolk County Public Library Portal
Emma S. Clark Memorial Library Catalog

III. Academic Integrity
NoodleTools Citation System
Citation Machine
IV. Internet Safety
National Public Radio-Internet Safety
. ISafe.org

Mr. Gary Vorwald, Chair, Science Department., Hurricane Research Assignment and Earthsmart Project

EarthSMART: Hurricane Research Assignment

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

Passwords are available in the Information Center

Objective: To learn about hurricane classification, tracks, and emergency preparedness.

Lab Research Questions: 

1) What is the track of the hurricane you chose to research?

2) How fast is the storm traveling and how can we predict the time it will arrive at a location?

3) What is the relationship between air pressure and wind speed in a hurricane?    

Directions: You may work in groups of two or individually. This Research Assignment will count as a test grade.  In this project, you will conduct background research to learn about hurricanes, how they are classified, and what emergency preparedness actions can be taken to reduce loss of life and property.  In addition, you are going to analyze real hurricane data to learn how they travel and discover the relationship between wind speed and air pressure.

First, research hurricanes using information center resources (library and Internet) in order to answer the questions below. Do a search on the world wide web for some sites on hurricanes that provide information that will help you answer the questions.  Then make observations about a current/recent hurricane or Hurricane Katrina, make a data table, and analyze the data by making graphs, plotting the hurricanes locations, and calculating its rate of travel.

Make sure to include the name and the URL of the sites used in your “REFERENCES.” You may also use print sources.  Cite the title, author, publisher, and date.

Your final report should include the following:

v  Cover

v  Background Research Questions

v  Table with Saffir/Simpson Scale

v  Observations: Hurricane Data Table & Tracking Map

v  Summary of Hurricane Irene

v  Hurricane Katrina Summary & Discussion

v  Graphics: Pictures of a hurricane

v  Conclusion

v  Evaluation

v  References Cited

Refer to the Scoring Rubric to make sure you include all aspects of the project.

 

EarthSMART: Hurricane Research Project

     I.  Background Research:

1.     What is a hurricane? How large are hurricanes?  How fast are the winds?

2.    How are hurricanes classified? What is the scale based on? Include a table of the Saffir-Simpson Hurricane Classification.

3.    Where do most hurricanes form?

4.    What is the difference between a hurricane warning and hurricane watch?

5.    What parts of the US are most at risk for experiencing a Hurricane?

6.    Describe the general path that most hurricanes travel.  Use historic hurricane tracks to help determine the path.

7.    Research emergency preparedness for hurricanes.  Describe and explain 6 - 10 actions that can be taken to protect citizens and communities from harm.

          II.   Hurricane Summary –prepare a summary about Hurricane Irene including       when it existed, how strong it was (category, wind speed, track), where it hit land,   damage caused, and casualties.  Include a summary of your experience with Irene.

          III. Hurricane Katrina Summary

          Research and write a summary about Hurricane Katrina in your own words.    Hurricane Katrina struck the Gulf Coast in August of 2005 and caused a tremendous amount of destruction. Describe the conditions, wind speed, storm surge, damage caused, and discuss why people were so poorly prepared for a  storm of this magnitude.

          What factors caused the most destruction and loss of life? Include information    about why New Orleans received so much damage, and what went wrong with their        emergency preparedness procedures.  What should be done differently in the      future?  (Don’t forget to cite your references).

          IV. Graphics: Print at eight photos or graphics of this hurricane and label.       Include variety such as a satellite photo of the hurricane, a diagram or map of its     path or predicted path, and photos of damage caused.

          V.  Conclusion: Write a conclusion paragraph that describes some of the
major concepts that you learned about hurricanes and emergency preparedness.  Include an aspect that particularly interests you.  Make sure to answer and refer to the Lab Research Questions at the beginning of this assignment.

          VI. Evaluation: Discuss how graphing the data helped you discover relationships between weather data more than just using a data table? How did this activity help you learn about hurricanes and how meteorologists make predictions? Describe other studies that can be done to better understand  hurricanes. Explain why people often do not follow orders to evacuate, and the dangers that often occur when they don’t. 

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

 

EarthSMART

Earth Science class component

Hurricane Katrina Lab

(This will include making observations of the location of the hurricane and analyzing the data)

Part A: Observations & Analysis of Hurricane Katrina Track:

Ø  Plot the locations of Hurricane Katrina for two times for each day. Label the date next to every other point. Draw arrows to indicate direction of movement.

Ø  Describe the path or track of this hurricane.

1.  Rate of Movement

Calculate the rate of movement of this storm over the two day period.

2. Predict when and where the hurricane will make landfall.

3. Calculate Percent Deviation

4. Part A Analysis Questions

Part B: Graph Analysis:

Ø  Review the data in the data table. Use the Saffir-Simpson scale to determine the type of storm for each date/time. Record your data.

Ø  Construct a double line graph comparing wind speed and pressure vs. date.

Ø  Analysis Questions: Describe the relationship between air pressure and wind speed

The Dupont Challenge 2011-2012 DuPont Challenge-----Science Department -----Mr. Peter Schuchman, Mr. Ken Weiner

Official Website

Take The DuPont Challenge^©

Make Your Mark!

What interests you in the exciting and ever-changing world of science? Where do your interests lie and what subjects would you like to explore in greater detail? What application of scientific thought or research do you believe can help solve some of the challenges of today’s complex world? What kind of technology fascinates you? What future uses do you see for an improved version of existing technology? And where in the world of science might YOU fit in? Could a career in one of the sciences or in applied sciences await you? Think about it…

• Describe how your topic captured your interest—through studies in school, exposure in the media, personal experience, etc. Indicate its importance to science, technology, society, and the future.
• Provide background information about your topic. If it concerns a new development, mention what was known about it before and how scientists are exploring the topic now.
• Show how the topic touches on other areas of science and technology. Suggest how those areas might contribute to increased understanding of your topic.
• Include alternative, even competing, views of the topic, if there are any. Express YOUR point of view and explain why you hold it—but respect the perspectives of others.

Choosing Your Topic

A key ingredient of a prize-winning essay is your enthusiasm for your topic. If your heart (and mind) is in your writing, it shows!

With that in mind, let yourself think about all of the areas of study within the physical sciences. Some of them—though by no means all—are in the list below. They are all possible broad subject areas from which you might choose a more narrow topic:

Anthropology Archaeology Astronomy Biochemistry Biology Biomedical Sciences Biotechnology Botany

Chemistry Computer Sciences Ecology Energy Engineering Environmental Sciences Food & Nutrition Genetics

Geology Mathematics Medicine Oceanography Paleontology Physics Sports Medicine Zoology

Use these points to help you focus as you conduct your research and write your essay:

• Describe how your topic captured your interest—through studies in school, exposure in the media, personal experience, etc. Indicate its importance to science, technology, society, and the future.
• Provide back-ground information about your topic. If it concerns a new development, mention what was known about it before and how scientists are exploring the topic now.
• Show how the topic touches on other areas of science and technology. Suggest how those areas might contribute to increased understanding of your topic.
• Include alternative, even competing, views of the topic, if there are any. Express YOUR point of view and explain why you hold it—but respect the perspectives of others. Additional materials will be distributed by the instructors.

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
Passwords are available in the Information Center

Ten Year Anniversary of 911

National September 11 Memorial & Museum

New York, New York

Websites for Classroom Activities

Education World

eHow
National Council for the Social Studies
National September 11 Memorial & Museum
Scholastic

Social Science Research Council

School Librarians

Baaden:School librarians are indispensable

Published: September 2, 2011 9:00 PM  Newsday by BEA BAADEN  

Photo credit: Illustration by Sara Schwartz |

Bea Baaden is director of the School Media Program for the Palmer School of Library and Information Science at the C.W. Post Campus of Long Island University in Brookville.

As students across Long Island return to school, their teachers and administrators will be operating in a new reality of reduced funding and property tax caps. Thankfully, widespread teacher layoffs have been averted here. But school boards and superintendents face ongoing pressure to serve their students and cut costs at the same time.

Understandably, administrators tend to look for savings in those areas where they have the most flexibility. The position of elementary school librarian, for example, is not mandated by the New York State Education Department, the way the position of middle or high school librarian is. But to leave an elementary school without a librarian would be a grave mistake -- it's one of the most cost-effective positions in the school budget. Indeed, the position should be mandated at the elementary level, too.

The school librarian is far more than an organizer of books. He or she is a teacher and instructional partner, which is especially important in this time of education reform and heightened concern about student learning.

School librarians teach Internet safety to students within the bounds of their curriculum -- rather than using outside, purchased programs that do this out of context of the students' work in school. That is a cost savings to the district, since, of course, librarians teach far more than that.

They are the only teachers in the school who are trained to teach social media skills that are imperative for students' everyday lives. From an early age, children need to learn the common etiquette for social media sites and be taught how to evaluate with whom they are communicating.

The school librarian is also a teacher of teachers, and works with all staff in the school so that these important skills can be infused throughout the entire curriculum.

Like a principal, the librarian serves the needs of all students, staff and the entire educational community of the school. Librarians also bring expertise in teaching 21st-century literacy and technology skills to their schools. They teach lifelong learning skills, including how to figure out what information one needs, where to find it and how to share it; how to obtain information from images and videos; and making the most of print and electronic sources. The latter is particularly important, as students need to learn how to judge the reliability and veracity of different content providers.

As a collaborative partner, the school librarian works with classroom teachers to support and co-teach important test-taking skills, such as comprehension, analysis, synthesis and communication of information and ideas from multiple sources and formats.

Since the New York State Board of Regents in January adopted new English Language Arts and Literacy learning standards, the school librarian's role is more important than ever. Librarians are especially critical in teaching the research skills needed for college or careers. They are experts in various research strategies in every subject. There's no other teacher in the school who can more effectively teach the College and Career Readiness Standard of "Research to Build and Present Knowledge," an important writing standard for kindergartners through 12th graders for English Language Arts Skills, which will be assessed by New York State in the near future.

Everyone understands the ongoing impact of the recession on school districts. But it's hard to imagine a better investment. School librarians teach students to learn, give them confidence for exams, impart skills required in higher education and the workplace, show teachers how to use new educational technologies and, of course, help instill the love of reading that enriches every person's life. They're a bargain for the taxpayer.