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

Physical Science Unit 1 Day 3

Language Objective: Students will learn about properties and the periodic table and will interpret patterns and predict information in writing using technical and academic vocabulary (family, group, density, valence electrons).


Questions:

1. Which property do you think is most useful for identifying elements and their behavior?

2. Which one of the following statements is correct?
	A. Nonmetals tend to gain electrons when they react. B. Metals always gain electrons when they react. C. Nonmetals all have a completely full valence shell of electrons. D. The noble gases are all metals.

Earth Science Unit 1 Day 2 continued

Learning Objective: Students will learn about density by designing a lab, collecting

 data, and will analyzeand interpret data in writing using technical and 

academic vocabulary (mass, volume, displacement).


Questions:

1. What makes some things more dense than others?

2. The density of water is equal to 1.0 g/cm3. A substance with density equal to 1.3 g/cm3 would _____ in water.
	A. float B. sink C. contract D. expand 3. What role do you think density plays in studying Earth and other planets?

Physical Science Unit 1 Day 2 continued

Language Objective: Students will learn about properties and patterns of elements and atoms and will describe them in writing using technical vocabulary (electronegativity, ionization energy, reactivity, atomic radius, valence electrons).

Questions:

1. What makes some elements more reactive than others?

2. Which of the following are correct statements? Check all that apply.
	A. Potassium (K) and magnesium (Mg) are in the same family. B. Potassium (K) and magnesium (Mg) are both metalloids. C. Potassium (K) and magnesium (Mg) are in the same period. D. Carbon (C) and oxygen (O) are in the same period. E. Carbon (C) and oxygen (O) are both metals. F. Carbon (C) and oxygen (O) are both nonmetals.

Earth Science Unit 1 Day 2

Language Objective: Students will learn about density by designing a lab, collecting data, and will analyze and interpret data in writing using technical and academic vocabulary (mass, volume, displacement).

Questions:

1. What's heavier, ten pounds of feathers or ten pounds of bricks? Explain your answer.
2. What is density?
3. The property of ice that allows it to float in water is the ice's low ______.

Physical Science Unit 1 Day 2

Language Objective: Students will learn about properties and patterns of elements and atoms and will describe them in writing using technical vocabulary (electronegativity, ionization energy, reactivity, atomic radius, valence electrons).


Questions: 

1. What are valence electrons?

2. Write 1 thing you notice about the pattern of valence electrons in the periodic table. 3. Which statements are true of noble gases? Check all that apply.
	A. They have a full octet of electrons. B. They are very reactive. C. All of the noble gases have at least three electron shielding layers. D. They are nonmetals. Useful APEX sections for class today: 1.3.1 page 12-13 1.3.4 page 5, page 8, page 10

Earth Science Unit 1 Day 1 continued

Language Objective: Students will learn about thescientific method and will describe the process in writing using complex sentences and academic vocabulary (hypothesis,analysis, data).


Questions:

	If you were testing how well different laundry soaps cleaned your clothes, the control group would be:
	A. a group of clothes that was washed with half the regular amount of soap. B. a group of clothes that was washed with two different soaps. C. a group of clothes that was washed twice. D. a group of clothes that did not get washed 2. When designing experiments and collecting data, what makes your results more reliable?

Physcial Science Unit 1 Day 1 (continued)

Language Objective: Students will learn about propertiesof atoms and will describe them in writing using technical vocabulary (electrons, valence electrons, nucleus, neutrons,protons).

Questions:

1. Describe 3 particles in atoms. If you need help, see APEX section 1.1.4

2. Atoms of which element have the most valence electrons?
	A. Neon (Ne) B. Chlorine (Cl) C. Oxygen (O) D. Nitrogen (N)

Earth Science 1 Unit 1 Day 1

Daily Language Objective: Students will learn about the scientific method and will describe the process in writing using complex sentences and academic vocabulary (hypothesis, analysis, data).

Questions:
1) List 3 qualities or traits you admire in others.
2) List 2 things you know about studying science.
3) Which step of the scientific method do you perform after you state the problem?

Physical Science Unit 1 Day 1

Daily Language Objective: Students will learn about properties of atoms and will describe them in writing using technical vocabulary (electrons, valence electrons, nucleus, neutrons, protons).

Questions:
1) What are 3 traits or qualities you admire in others?
2) Write 2 things you know about atoms or the periodic table.
3) Which of the following are correct statements?

1. an electron is a negatively charged particle that orbits the nucleus 
2. a proton is a positivley charged particle that orbits the nucleus
3. a neutron is a neutral particle in the nucleus
4. an electron is a neutral particle in the nucleus.

Science Day 1 - Welcome!

Language Objective: Students will learn about the structure and function of science by creating, analyzing, and evaluating using complete sentences.

Instructions:

1. Be sure to get a notecard from Ms Friedrich.
2. On one side of your notecard write your first name and list 10 things you do well.
3. On the other side of your notecard describe (2-3 sentences) what you have learned in science so far in school.

Resources for Class

Garrett’s Bridges Designs and tips for constructing 28 types of bridges.

Bridge Basics A spotter’s guide and visual primer about the different types of bridge structures in Pittsburgh and Allegheny County, Pa.

Physical Science Unit 4 Day 4

Language Objective: same as yesterday!


Questions:

• What have you learned from this unit about the behavior of gases?
• How does what we've been learning in this unit connect to other units in this class?

Physical Science Unit 4 Day 3

Language Objective: Students will learn about gas laws  by building a hot air 

balloon and will interpret  and evaluate data in

 writing using 

technical vocabulary: volume, temperature, pressure, molecules.


Questions:

1. How do gas molecules behave when heated? 
2. How do you think gas molecules behave when you keep the temperature the same but increase the pressure? 

Biology Unit 4 Day 2

Language Objective: Students will learn about ecosystems by creating a word cloud and will describe the interdependence that occurs using technical vocabulary: abiotic factors, biotic factors, limiting factors.


Question:

• Define the following: abiotic factor, biotic factor, limiting factor. 

We will use the following websites in class:

1. Link for your word cloud
2. Link for researching your ecosystem.

Physical Science Unit 4 Day 2

Language Objective: Students will learn about gas laws using a computer simulation and will interpret data and make generalizations in writing using technical vocabulary: volume, temperature, pressure, molecules.


Directions:

• Complete page one of the simulation packet from Ms Friedrich. You do not need a do now sheet for today.
• Go to the following website for your packet:Gas Properties Simulation

Biology Unit 4 CST Day

Language Objective: Students will take the CST

Questions:

1. What resources do you think populations need to succeed?
2. How do you think populations achieve genetic diversity?

Physical Science Unit 4 CST day

Language Objective: Students will take the unit CST.

Questions:

1. How do you think molecules in a gas move? Solid?
2. What's the difference between a liquid and a gas?

Biology Unit 4 Day 1

Language Objective: Students will learn about the contents of unit 4 and 

will explain the diagnostic with notes and will write a summary using the 3-

2-1 template.


Questions:

1. How are new species created?
2. Why do you think populations of plants/animals are constantly changing? 

Physical Science Unit 4 Day 1

Language Objective: Students will learn about the contents of unit 4 and will explain the diagnostic with notes and will write a summary using the 3-2-1 template.

Questions:

1. What do you think happens when atoms and molecules are heated? Cooled?
2. What makes hot air balloons fly?

Biology Unit 3 Day 6 TST day

Language Objective: Students will learn about natural selection by creating a collage and will speculate in writing about successful populations using Claim-Evidence-Reasoning and technical vocabulary: variation, heredity, differentiated survival and reproduction. 

1. Is it fair the all animals are not created equal?
2. What do you think are the best traits to have to be successful in nature?

Biology Unit 3 Day 5

Language Objective: Students will learn about natural selection by doing a simulation and will analyze and interpret their results in writing using technical vocabulary: variation, hereditary, differentiated survival.

Question:

1. Read the packet from Ms Friedrich (background).
2. Write 3 bullet points summarizing the background.

Physical Science Unit 3 Lab Day 2

Language Objective:Students will learn about the Law of Conservation of 

Mass by designing a lab to prove it and then interpret and analyze the data 

in writing using technical vocabulary: reactants, products, chemical 

reaction.

Questions:

1. Why doesn't the mass change during a chemical reaction?
2. What has been the most challenging part of this lab and data collection?

Biology Unit 3 Day 3

Language Objective: Students will learn about biodiversity and will interpret and analyze maps and data using technical vocabulary: variation, natural selection.

Questions:

1. When do you think a mutation considered an adaptation?
2. Can a trait be an adaptation in one ecosystem but a disadvantage in another? Give an example.

Physical Science Unit 3 Day 3

Language Objective: Students will learn about the Law of Conservation of Mass by designing a lab to prove it and then interpret and analyze the data in writing using technical vocabulary: reactants, products, chemical reaction.

Questions:

1. Research: What is a "closed system" in science?
2. Research: What is the chemical formula for baking soda? Vinegar? 

Biology Unit 3 CST day

Language Objective: Students will take the unit 3 cst.

Questions:

1. What do you think makes the "perfect" animal?
2. How do you think species and populations benefit from variation in survival and reproduction?

Physical Science Unit 3 CST day

Language Objective: Students will take the unit 3 CST

Questions:

1. What happens to atoms and molecules during a chemical reaction? Do you think the mass changes?
2. Research: List 5 types of chemical reactions.

Physical Science Unit 3 Day 2

Language Objective: Students will learn about types of chemical reactions by balancing and color coding them and will describe rules for balancing in writing using technical vocabulary (coefficients, reactants, products). 


Questions:

1. Why do you think there are different types of chemical reactions?
2. When you "blow stuff up", what happens to the atoms and matter?

Biology Unit 3 Day 2

Language Objective: Students will learn about differentiated survival and reproduction by watching video clips and will analyze the examples using technical and academic vocabulary (adaptations, structures).

1. When do you think a mutation considered an adaptation? Are adaptations good or bad?
2. Do you think an adaptation could be considered beneficial in one environment or situation but not another? Think of an example.

Physical Science Unit 3 Day 2

Language Objective: Students will learn about chemical reactions by balancing their reactants and products and will describe the steps used to balance chemical reactions in writing using technical vocabulary (combustion, synthesis, decomposition, double-replacement, single- replacement). 

Questions:

1. Why do you think there are different types of chemical reactions?
2. Why do you think matter and atoms cannot be created or destroyed?

Biology Unit 3 Day ...

Language Objective: Students will learn about mutations and collect, interpret and analyze data in writing using technical vocabulary (mutagen, gene expression).

Questions:

1. What do you think causes genetic diversity?
2. Do you think genetic diversity is good or bad for populations?

Physical Science Unit 3 Day 1

Language Objective: Students will learn about the contents of unit 3 by doing the diagnostic with notes and will summarize and connect unit 3 in writing using technical vocabulary (chemical reactions, chemical bonds).


Questions:

1. Why do you think chemical reactions occur?
2. How do you think you know when a chemical reaction occurs?

Biology Unit 3 Day 1

Language Objective: Students will learn about the contents of unit 3 by describing correct answers on the diagnostic and will connect unit 2 and 3 using technical vocabulary (mutations, gene expression, natural selection). 


Questions:

1. How do you think mutations occur? What happens to the DNA?
2. Why do you think some mutations could be beneficial? Can you think of an example?

Physical Science Unit 2 Day 5

Language Objective: Students will learn about chemical bonding by 

conducting a lab then will interpret andanalyze the results in writing using 

technical and academic vocabulary (reliable data, covalent bonds, ionic 

bonds).


Questions:

1. Summarize what you learned in unit 2 about chemical bonding?
2. If you could change or add one thing from your learning about unit 2, what would it be?

Biology Unit 2 Day 4

Language Objective: Students will learn about protein synthesis by building a 

model and describing the steps and will evaluate the model in writing using 

technical vocabulary (transcription, translation, and gene expression).


Questions:

1. What do you think is the most important thing that happens during protein synthesis?
2. How do you think mutations happen?

Physical Science Unit 2 Day 5

Language Objective: Students will learn about chemical bonding by conducting a lab then will interpret and analyze the results in writing using technical and academic vocabulary (reliable data, covalent bonds, ionic bonds).

Questions:

1. Research egg shells--what are they made of? 
2. What properties made ionic bonds stronger than covalent bonds?

Biology Unit 2 Day 3

Language Objective: Students will learn about protein synthesis by building a model and describing the steps and will evaluate the model in writing using technical vocabulary (transcription, translation, and gene expression).

Question:

• Read the background information about our lab and the seeds we planted yesterday.
• Highlight or underline 3 pieces of information you think are most important.
• Write a summary (2-3) sentences describing what the lab is about.

Physical Science Unit 2 Day 4

Language Objective: Students will learn about chemical bonding by creating models and will differentiate in writing properties of bonding using technical vocabulary (covalent bonding, ionic bonding, electronegativity).

Questions:

1. Write 3 properties of ionic bonds (see APEX 2.1.1 p 7-8)
2. Which do you think is stronger (ionic or covalent)? Why?

Physical Science Unit 2 Day 3

Objective: Students will learn about chemical bonding by modeling and explaining patterns in writing using technical vocabulary (covalent bond, ionic bond, valence electrons).

Questions:

1. Research: What is a Lewis Dot Structure?
2. Give two properties of a covalent bond or compound. 

 

Biology Unit 1 Day: Final TST Data

Objective: Students learn about inheritance patterns by interpreting data in writing using technical vocabulary (genotypes, phenotypes).

Questions:

1. So far, do you think genes or the environment conditions play a bigger role in our plants? Explain your answer.
2. How long do you think the white plants could live? Is there a way to extend the seedlings' lives?

Biology Unit 2 Day 2

Language Objective: Students will learn about protein synthesis by creating a chain of events and summarizing the steps in writing using technical vocabulary (transcription, translation, RNA).

Questions:

1. Research: What is RNA?
2. Why do you think proteins are so important to living things?

Links for today:
The National Science Museum 
University of Nebraska-Lincoln
Nature Education

Physical Science Unit 2 Day 2

Language Objective: Students will learn about chemical bonds by creating a concept chain and summarizing properties that differentiate bonding types using technical vocabulary (covalent bond, ionic bond, electronegativity).

Questions:

1. What have you learned so far about chemical bonding?
2. What does chemical bonding have to do with valence electrons?

Biology Unit 2 CST day

Language Objective: Students will take the CST about gene expression by answering questions about protein synthesis, RNA, transcription, and translation.

1. Research: What is protein synthesis? Be sure to cite your source.
2. What types of things do you think might affect gene expression?

Physical Science Unit 2 CST day

Language Objective: Students will take the unit CST about chemical bonding by answering questions about properties.

Questions:

1. Why do you think different elements form different bonds?
2. Why do you think some atoms steal others' electrons?

Physical Science Unit 2 Day 1

Objective: Students will learn about the contents of unit 2 by completing the diagnostic and connect it to unit 1 in writing using technical vocabulary (periodic table, properties, valence electrons).

Questions:

1. Why do you think the periodic table is so important to scientists?
2. What did you learn from unit 1 about properties of atoms and elements?

Biology Unit 2 CST day

Language Objective: Students will take unit TST about gene expression and protein synthesis.

Questions:

1. Describe what you know about DNA?
2. Do you think all genes in your body are turned-on

Physical Science Unit 1 TST day (day 5)

Objective: Students will learn how to synthesize information about periodic table properties and patterns by writing their TST using Claim-Evidence-Reasoning.

Questions:

1. Why do you think valence electrons are so important to know?
2. What do you think makes atoms and elements so different from one another?

Biology Unit 2 Day 1

Objective: Students will learn about the contents of unit 2 and write a summary using vivid science vocabulary:

• DNA
• Protein
• amino acid

Questions: 

1. Do you think that the seeds in the dark will grow the same number of albino plants as the seeds in the light? Explain why you think so.
2. Write a hypothesize predicting what you think will happen to the albino seeds growing in the light.

Physical Science Unit 2 Day 1

Objective: Students will learn about the contents of unit 2 and write a summary using vivid science vocabulary:

• chemical bonding
• chemical formula
• valence electrons.

Question:

1. Make a list of properties and patterns you've learned about from unit 1.
2. Do you think valence electrons or protons are more important for identifying elements? Explain your answer.

Biology Unit 1 Day 5

Objective: Students will learn about inheritance patterns and hypothesize and interpret data about the effects of environmental factors on phenotypes in writing using vivid vocabulary (genotype, dominant, recessive)

Questions:

1. Research albinisim (being albino). (use this link if you want) How do you inherit albinism?
2. Do you think environmental factors affects phenotypes? Explain.

Physical Science Unit 1 Day 4

Objective: Students will learn about periodic table properties and patterns and interpret and analyze lab data by writing using complex academic sentences.

Questions:

1. What property do you think is the most important for identifying atoms?
2. Do you think the periodic table is useful for identifying atoms? Explain what you think.

Physical Science Unit 1 CST continued.

Objective: Finish the unit 1 CST.

Questions:

1. Remembering that we are in school... Respond to the following questions about your spring break.

• What's one thing you did during spring break?

• What's one thing you didn't do but you wish you'd done during your spring break?
• What's one thing you're looking forward to most about the last 2 months of school?

2. List 4 details about the patterns and properties in the periodic table.

Biology Unit 1 Day 4

Objective: Students will learn about inheritance patterns and summarize in writing how recessive and dominant traits are inherited using vivid vocabulary (phenotype, genotype, allele).

Questions:

1. Remembering that we are in school... Respond to the following questions about your spring break.

• What's one thing you did during spring break?
• What's one thing you didn't do but you wish you'd done during your spring break?
• What's one thing you're looking forward to most about the last 2 months of school?

2. Research: What is a punnett square? Give an example.