Earth Science Unit 1 Day 3

Learning Objective: Students will learn about plate tectonic theory by creating a flipbook and will summarize their learning in writing using technical vocabulary (plate tectonic theory, lithosphere, asthenosphere, density)

Questions:

1. What is plate tectonic theory? (book)
2. How does the Earth move? (brain)
3. Why is oceanic crust subducted under continental crust?

Answer choices for #3

A. Oceanic crust is less dense than continental crust. B. Oceanic crust is denser than continental crust. C. Oceanic crust is older than continental crust. D. Oceanic crust is moving faster than continental crust.

Biology Unit 2 Day 3

Learning Objective: Students will learn about interactions within ecosystems by creating food chains and food webs and will analyze their ideas in writing using technical vocabulary (producers, consumers, herbivores, carnivores, omnivores).

Questions:

1. What interactions and relationships occur within ecosystems? (brain)
2. What is a food chain? Food web? draw or give an example of each (book)
3. Which is true about scientific knowledge?

Answer choices for #3 A. It always becomes a fact. B. It is open to change. C. It is rarely proven wrong. D. It is never reliable. Link for researching organisms  http://animaldiversity.ummz.umich.edu/site/index.html

Chemistry Unit 1 Day 3

Learning Objective: Students will learn about the behavior of gas molecules using a simulation and will analyze and interpret the data in writing using technical vocabulary (property, ideal gas law, kinetic theory, intermolecular force, Kelvins).


Questions:

1. What is the Kelvin temperature scale? (book)
2. What is the Ideal Gas Law? (book)
3. Which of the following best summarizes the ideal gas law?

	Answer choices for #3: A. PV = nRT B.  C. Tf = i Kf  molality D. Ptotal = P1 + P2 + P3 + … Link for Simulation: https://phet.colorado.edu/en/simulation/gas-properties

Earth Science Unit 1 Day 2

Learning Objective: Students will learn about why the Earth is changing using a simulation and will analyze and interpret data in writing using technical language (plate boundary, oceanic crust, continental crust, faulting, lithosphere).


Questions:

1. Why do tectonic plates (the crust) move?
2. What are the effects of plate movement?
3. A _____ fault generally occurs at a transform boundary.

Answer choices for #3:

A. strike-slip B. normal C. reverse D. thrust Link for Simulation: https://phet.colorado.edu/en/simulation/plate-tectonics

Biology Unit 2 Day 2

Learning Objective: Students will learn about relationships and interactions in ecosystems by using a simulation and will analyze and interpret data in writing using technical language (abiotic, biotic, producers, consumers, primary, secondary).


Questions:

1. What are abiotic and biotic factors? (brain/book)
2. What disturbs ecosystems? (brain)
3. Which activity would be within the field of biology?

Answer choices for 3:

A. Doing a study on how plastic bags are made B. Studying the mechanics of how ships release waste C. Doing research on how plastic affects the environment Link for Simulation: http://cashmancuneo.net/flash/fc44/foodchain.swf

Chemistry Unit 1 Day 2

Learning objective + Daily Language: Students will learn about phases of matter using a simulation and will analyze and interpret data in writing using technical vocabulary (kinetic theory, intermolecular forces, phase change).


Questions:

1. How does the structure of a liquid compare to a solid? (brain/book)
2. List 4 types of intermolecular forces (book)
3. Which of the following intermolecular forces is the strongest?

Answers for number 3:
	A. Van der Waals forces B. Induced dipole attractions C. Dipole-dipole attractions D. Hydrogen bonding Simulation Link for Class: https://phet.colorado.edu/en/simulation/states-of-matter

Biology Unit 2 Day 1

Learning Objective: Students will learn about ecosystems and their matter and energy and will build background information in writing using technical vocabulary (abiotic, biotic, producers, consumers).


Questions:

1. What factors impact or affect ecosystems? (brain)
2. Is it possible for ecosystems to be balanced and stable? (brain)

Which question can be answered by science?
	A. Should people be forced to reuse plastic bags? B. Why do you think people should use paper bags? C. What is the effect of pesticides on the environment? D. Should government be regulating scientific research?

Earth Science Unit 1 Day 1 continued

Learning Objective: Students will learn about properties of layers of the Earth's 

core using a foldable and will summarize the information in writing using 

technical vocabulary (inner core,outer 

core, mantle, crust, lithosphere, asthenosphere).

Questions:

1. What makes up our Earth? (brain)
2. What layer of the Earth's crust/core do you think is the most unstable or moveable? (brain)

Match the layer of Earth with its characteristic.
	A. Crust Hottest part of Earth B. Mantle Creates Earth's magnetic field C. Outer core Upper section of the lithosphere D. Inner core Makes up the asthenosphere

Chemistry Unit 1 Day 1 (continued)

Learning Objective: Learning Objective: Students will learn about 

properties matter by building background information and will review the text 

in writing using technical vocabulary (kinetic theory, matter,intermolecular 

forces, molecules)


Questions:

1. What is matter? (brain)
2. What role do intermolecular forces play in matter? (book/brain)
3. For this question, sketch the graph in your notes:

Using the phase diagram for H2O, which of the following correctly describes water at 0°C and 1 atm?
	A. At the boiling point B. Liquid C. At the melting point D. Gas

Earth Science Unit 1 Day 1

Learning Objective: Students will learn about the layers of the Earth's core using a foldable and will summarize the information in writing using technical vocabulary (inner core, outer core, mantle, crust, lithosphere, asthenosphere).


Questions:

1. What is the earth made out of? (brain)
2. What makes the Earth "solid"? (brain)

Why is the inner core a solid, even though it has a higher temperature than the outer core, which is a liquid?
	A. The inner core is more easily deformed than the outer core. B. The inner core contains mostly silicon. C. The inner core is under more pressure than the outer core. D. The inner core is under less pressure than the outer core.

Links for Layers (used in class):
Inside the Earth
Earth's Layers
The Earth's Inside

Biology Unit 1 Day 1

Learning Objective: Students will learn about unit 1 and 2 components and will write opinions using technical vocabulary (ecosystems, sustainability, matter, energy).

Questions:

1. What is an ecosystem? (book)
2. What keeps ecosystems stable? (brain)

Read the quotation below from a high school science student. We used a formal method of study to figure out which kind of grocery bag had the least effect on the environment. What is the student describing?
	A. Using scientific tools B. Making a conclusion C. Making random discoveries D. Using the scientific method

Chemistry Unit 1 Day 1

Learning Objective: Students will learn about matter by building background information and will review the text in writing using technical vocabulary (kinetic theory, matter, intermolecular forces, molecules).

Questions:

1. What do molecules look like? Act and move like? (brain)
2. What is kinetic theory of matter? (book)

What does a high melting point temperature indicate about a substance?
	A. Strong intermolecular forces attract the molecules. B. Strong intramolecular forces hold the atoms together. C. The molecules within the solid have stopped moving. D. Van der Waals forces are the primary attractive forces.

Earth Science unit 4 Day 6

Questions:

1.

Which of the following is the most abundant gas in our atmosphere?
	A. Oxygen B. Nitrogen C. Carbon dioxide D. Water vapor 2. To what extent does weather impact local, national, and global living?