Earth Science Unit 3 CST day

Learning Objective: Students will take the CST.

Questions:

1. What water sources exist on Earth? Where are they located? (book or brain)
2. What are efficient ways to use water? (think about irrigation and livestock from the water use data--brain)

Physical Science Unit 3 Day 4 LAB TST day

Learning Objective: Students will learn about changes of chemical reactions and will hypothesize in writing using technical vocabulary (reactants, products).


Questions:

1. What do you think it means to balance chemical reactions? (brain)

2. 

Which would increase the reaction rate? Check all that apply.
	A. Raising the temperature B. Stirring the reaction C. Adding a catalyst D. Raising the activation energy

Earth Science Unit 3 Day 2 continued

Learning Objective: Students will learn about water use/supply sustainability and will analyze and make inferences about data in writing using technical vocabulary (efficient, hydrosphere, consumption,renewable resource, nonrenewable resource) and sentence starters.


Questions:

1. Why do you think some states consume more water than others? (brain)
2. What would you suggest to other states to ensure use of the Colorado river was more sustainable? (brain)

Match the type of river to its best description.
	A. Mature rivers Travel fast B. Young rivers Travel slowly C. Old rivers Travel very slowly

Physical Science Unit 3 Day 3

Learning Objective: Students will learn about balancing chemical reactions and will explain the aspects of predicting products using technical vocabulary (reactants, products, law of conservation of mass, decomposition, synthesis, double replacement, single replacement, combustion).

Questions:

1. List 5 types of chemical reactions. (book)
2. What changes during a chemical reaction? (brain)

Which of the following are correctly balanced reactions? Check all that apply.
	A. 2Cs + Br2  2CsBr B. 2H2 + O2 2H2O C. C + F2  CF4 D. MgS + FeO  FeS + MgO

Earth Science Unit 3 Day 2

Learning Objective: Students will learn about water use/supply sustainability and will analyze and interpret data in writing using technical vocabulary (efficient, consumption, renewable resource, nonrenewable resource) and sentence starters.

Question:

1. What is a renewable resource? Nonrenewable? (book--look it up!)
2. Which state do you think has the highest rate of consumption of water? (brain--think!)

As water moves down through the ground, what force is acting against it? (BOOK)
	A. Capillary action B. Saturation C. Permeability D. Gravity

Physical Science Unit 3 Day 2 continued

Learning Objective: Students will learn about changes during chemical reactions and will interpret and analyze lab data in writing using technical vocabulary (law of conservation of mass, products, reactants).

Questions:

1. What are the reactants in a chemical reaction? (book--look it up!)

2. Why do we study chemical reactions? (brain--think about it) 3.  Which statements are true of the reaction below? 2K(s) + Br2(l) → 2KBr(s) Check all that apply.   A. K is a reactant. B. Br2 is a liquid. C. KBr is a reactant. D. It is a double-replacement reaction.

Earth Science Unti 3 Day 1 continued

Learning Objective: Students will learn about where water comes from and will summarize in writing the most important points to remember using technical vocabulary (waste water, sustainable, reservoirs, percolation, evaporation, precipitation, transpiration).

Questions:

1. What does sustainable mean? (book-look it up)
2. Do you think Denver's water use is sustainable? (brain-think about it)
3.  

What is the typical source of well water?
	A. An aquifer B. A holding tank C. A discharge zone D. A geyser

Physical Science Unit 3 Day 2

Learning Objective: Students will learn about chemical reactions and the Law of Conservation of Matter by completing a lab and will hypothesize and collect data in writing using technical vocabulary (law of conservation of mass, products, reactants, chemical reaction).

Questions:

1. What is a law in science? (brain)
2. What is the Law of Conservation of Matter (or mass)? (book)

2. In a chemical reaction, what demonstrates that the law of conservation of mass is obeyed?
	A. Atoms only rearrange. B. Atoms turn into other atoms. C. Atoms are created. D. Atoms are destroyed.

Earth Science Unit 3 Day 1

Learning Objective: Students will learn about the origins of their water by building background information and will describe and summarize the information in writing using technical and academic vocabulary (run-off, reservoir, wastewater, resource).

Questions:

1. Do you think water is a renewable or a nonrenewable resource? Explain why you think so.(brain question)
2. Where do you think your water comes from? (brain question)

3. In boiling water, water molecules move apart and escape in the form of water vapor. The process is called ______. (book question--look it up!)

Links for raindrops: (Pick 12 items to write, one per raindrop, about where your water comes from)

Journey of Water

Potable (Drinkable) Water

Recycled Water Treatment

Denver Water Video Clips

Physical Science Unit 3 Day 1

Learning Objective: Students will learn about chemical reactions by building background information and will diagram and explain chemical reactions in writing using technical vocabulary (products, reactants, gas, liquid, solid)


Questions:

1. Why do chemical reactions occur? (brain question)
2. What happens when a chemical reaction occurs? (brain question)

3. Which could be signs that a chemical reaction has occurred? Check all that apply.
	A. New substances have formed. B. Heat is produced. C. Gas bubbles result. D. A solid has melted. Links for Videos for Class Today (Choose at least 3) Bill Nye Chemical Reactions (just watch 5-10 minutes) The 5 types of Chemical Reactions What triggers a Chemical Reaction The Chemical Reactions of Cookies Chemical Reactions Explained

Earth Science Unit 2 Day 4

Language Objective: Students will learn about the impact of meteorites and will collect data using a model and will analyze and interpret data in writing using technical vocabulary (diameter, density) and cited evidence.

Questions:

1. What is a meteor?
2. What 4 traits make earth a habitable planet?

3. Match each object to its description.
	A. comet remnants of a planet that never formed B. Main Asteroid Belt is mostly made up of ice C. meteorite something that has landed on Earth

Physical Science Unit 2 CST Day

Language Objective: Students will review for and take the unit CST.

Questions:

1. Suppose you had to explain chemical bonding to a classmate. What would be the hardest thing for you to explain? 
2. What is a polar molecule? Give an example.

Match the element to its oxidation state.
	A. Mg 3+ B. O 1- C. Na 0 D. B 2+ E. F 2- F. Ar 1+

Earth Science Unit 2 Day 3

Language Objective: Students will learn about the effects of the sun on the Earth and will graph, analyze and interpret data about solar storms in writing using complex sentences. 


Questions:

1. What do you think is a solar storm?
2. What is the Sun's corona?

Which function is performed by Earth's magnetic field?
	A. Charged particles from the sun are prevented from reaching Earth. B. Magnetic charges from space are prevented from reaching Earth's surface. C. Ultraviolet rays from the sun are prevented from reaching Earth. D. Light radiation is converted to heat energy.

Physical Science Unit 2 Day 4

Learning Objective: Students will learn about chemical bonding by conducting a lab and observing and will analyze and interpret their data in writing using technical vocabulary (covalent bonding, ionic bond, electronegativity, elements).


Questions:

1. Research: egg shells and what are they made of? What elements?
2. What makes dye stick to clothing fabric?

3. Which of the following are steps in naming a covalent compound? Check all that apply.
	A. Adding -ide to the end of the name of the second element B. Adding the correct prefix to the beginning of the name of the first element C. Leaving the name of the second element the same D. Adding -ate to the end of the name of the second element

Earth Science Unit 2 Day 2 continued

Learning Objective: Students will learn about objects that affect Earth by 

experimenting using a simulation and 

will analyze and interpret their observations in writing using technical and 

academic vocabulary (gravity, mass, density,velocity).


Questions:

1. What is stellar equilibrium? 
2. Complete these sentences by matching the phrases below. 

A.	The speed of stars can be measured using:		the Big Bang theory.
B.	The heat left over from the beginning of the universe is:		particle accelerators.
C.	Scientists recreate early conditions of the universe using:		the Doppler effect.
D.	The prevailing idea about the beginning of the universe is called:		cosmic microwave background radiation

Physical Science Unit 2 Day 3 continued

Learning Objective: Students will learn about the formation of molecules and compounds by building models and will analyze their properties using technical vocabulary (electronegativity, valence electrons, covalent bonds, ionic bonds).

Questions:

1. Why does Chlorine form ionic bonds with Sodium (Na)?

2. Which of the following are ionic compounds? Check all that apply.
	A. Nitrogen tribromide B. Carbon dioxide C. Sodium chloride D. Potassium bromide

Earth Science Unit 2 Day 2

Learning Objective: Students will learn about objects that affect Earth by experimenting using a simulation and will analyze and interpret their observations in writing using technical and academic vocabulary (gravity, mass, density, velocity).

Questions:

1. What is gravity?
2. How is Earth affected by the moon? 

Match each item to its description.
	A. supernova the dense remains of a star B. neutron star an explosion of a star C. nebula a large mass of gas and dust

Simulation for Class

Click to Run

Physical Science Unit 2 Day 3

Learning Objective: Students will learn about the formation of molecules and compounds by building models and will analyze their properties using technical vocabulary (electronegativity, valence electrons, covalent bonds, ionic bonds).


Questions:

1. What is a molecule? 
2. What is a metallic bond?

3. For a bond to be covalent, the electronegativity difference between the atoms must be:
	A. less than 0.5. B. zero. C. less than 1.7. D. over 2.

Earth Science Unit 2 Day 1 continued

Language Objective: Students will learn about the scale size of the solar system and will analyze and interpret it in writing using academic and technical language (units, scale, solar system).


Questions: 

1. How was our solar system formed? What things do you think caused its formation?

2. Which is true about Pluto?
	A. It is the only body in the solar system without an atmosphere. B. It orbits near the Kuiper belt. C. It is larger than Titan, Mercury, and the moon. D. It has a nearly circular orbit.

Physical Science Unit 2 Day 2

Language Objective: Students will learn about chemical bonding and will model and analyze models using technical vocabulary (covalent bonds, ionic bonds, Lewis Dot Structures, valence electrons).

Questions:

1. Write 2 properties of covalent bonds and 2 properties of ionic bonds.

	2. How many dots should be drawn in the Lewis-dot structure for an oxygen atom?
	A. One B. Four C. Six D. Eight

Earth Science Unit 2 Day 1

Language Objective: Students will learn about the solar system size and will explain and describe it in writing using technical and academic vocabulary (solar system, units, scale, inner planets, outer planets, pattern).

Questions:

1. How do you think Earth is affected by other objects in our universe?

2. Match the planets with their best description.
	A. Mercury hottest planet in the solar system B. Venus has the widest swings in temperature C. Saturn visible rings and lots of moons D. Jupiter rotates on its side E. Uranus largest planet in the solar system

Physical Science Unit 2 Day 1

Language Objective: Students will learn about chemical bonding and will describe properties of bonds in writing using technical vocabulary (valence electrons, electronegativity, ionic bonds, covalent bonds)

Questions:

1. Why do you form friendships or relationships with certain people?
2. What do you think valence electrons have to do with bonding?

3. A chemical bond is:
	A. a strong attractive force between atoms. B. between two atoms of the same metal. C. a full octet of electrons. D. always ionic.

Earth Science Unit 2 Preview - Complete on Notecard

Browse through unit 2 on APEX, then on your notecard, answer the following prompts:

• Write 3 things that will be covered in unit 2.
• Write 2 things that most interest you about unit 2.
• Write 1 thing you already know about from unit 2.

Physical Science Unit 1 Day 5 - Test Day

Language Objective: Students will review and take the CST.

Questions:

1. What have you learned about atoms and their particles?
2. What have you learned about the periodic table?

3. Match each scientist with the best description of his work.
	A. Dalton There are positively charged particles in atoms. B. Bohr Electrons move around the nucleus in orbit patterns. C. Rutherford All matter is made of atoms. D. De Broglie and Schrödinger Electrons are in a cloud around the nucleus. E. Chadwick Neutrons exist. F. Mendeleev The periodic table is organized by atomic number. G. Moseley The periodic table is organized by atomic mass.

Earth Science Unit 1 Day 5 Pre-test/CST day

Learning Objective: Students will take the pre-test then CST.

Questions: 

1. Describe 2 types of energy. (see APEX section 1.3.2 page 1).

	2. When a ball rolls down a hill, what energy conversion occurs?
	A. Chemical energy to kinetic energy B. Kinetic energy to potential energy C. Potential energy to kinetic energy D. Potential energy to chemical energy

Physical Science Unit 1 Day 4

Language Objective: Students will learn about communicating ideas in writing and will analyze information learned in unit 1 about the periodic table using technical and academic vocabulary (patterns, trends, properties, valence electrons, reactivity, electronegativity, atomic radius, protons, neutrons, energy levels) and Claim-Evidence-Reasoning graphic organizer.



Questions:

1. What did we do in unit to learn about the patterns and properties of the periodic table?
2. What did you learn from unit 1 about the periodic table? Atoms and properties?

Why do elements in the same group have a similar reactivity?
	A. The elements of a group all have the same number of electron shells. B. The elements are all the same color. C. The elements of a group have the same number of valence electrons. D. The elements all have the same atomic mass.

Earth Science Unit 1 Day 3

Language Objective: Students will learn about writing for science and will analyze and interpret information in writing using Claim-Evidence-Reasoning, technical and academic vocabulary (scientific method, hypothesis, reliable data, variables, analyze data).

Questions:

1. Describe 3 types of maps (see apexvs.com, section 1.2.3. page 2).

2. On topographic maps, contour lines that are farther apart indicate _______.
	A. steep slopes B. gentle slopes C. flat land D. river valleys