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?

Physcial Science Unit 4 Day 6

Learning Objective: Students take the CST

Questions:

1. What is a mol? (book)
2. 
   

Match each type of energy to the correct example. (brain)
	A. Gravitational potential A basketball player running B. Kinetic A basketball at the highest point in its arc before it drops into the hoop C. Sound The basketball player's shoes squeaking on the floor

Earth Science Unit 4 Day 4

Learning Objective: Students will learn about climate change and global warming and will collect and analyze data and make inferences using technical vocabulary (greenhouse effect, solar radiation, ozone layer) and sentence stems.

Questions:

1. What is your opinion on global warming?
2. What is the green house effect?

• Put these greenhouse effect events in order, starting with light's origin.
  	Earth radiates longwave radiation. Longwave radiation is blocked and heats Earth. Visible and shortwave radiation heat Earth.   Incident longwave radiation is blocked.

Physical Science Unit 4 Day 5

Learning Objective: Students will learn about thermodynamics and heat transfer by building igloos and will analyze their design in writing using technical vocabulary (convection, radiation, conduction, thermal energy)

Questions: (all book)

1. What is conduction? 
2. What is convection?
3. What is radiation?

4. Which of the following are part of the first law of thermodynamics?
	A. The total amount of energy in the universe is constant. B. Energy cannot be created or destroyed. C. Energy can change forms. D. The universe is always slowly gaining energy.

Earth Science Unit 4 CST day

Learning Objective: Students will learn about el nino and 

will analyze and interpret data in writing using technical 

vocabulary 

(system, convection, trade winds) and sentence stems.


Questions:

1. What is convection? (book)
2. How is convection related to weather? (brain)

Which step is not part of a normal convection cycle?
	A. A low-pressure system forms due to unequal heating. B. Cooled air sinks toward the surface. C. Air flows from a high-pressure area to a low-pressure area. D. Warmed air rises, creating a high-pressure system below.

Physical Science Unit 4 Day 4 TST Day

Learning Objective: Students will demonstrate their learning about the extent to which change occurs with molecules in writing using technical vocabulary (Law of conservation of mass, volume, pressure, temperature, Gas Laws, Boyle's Law, Charles Law, force,  kinetic theory), graphic organizer, and cited evidence.

Questions:

1. What effect does temperature have on molecules? (book or brain)
2. What is Charles Law? (book)

What is not a characteristic of an ideal gas?
	A. Molecules don't interact with each other. B. Molecules move completely randomly. C. Molecules have no attractive forces toward each other. D. Molecules take up space.

Earth Science Unit 4 Day 2

Learning Objective: Students will learn about el nino and will analyze and interpret data in writing using technical vocabulary (system, convection, trade winds) and sentence stems.

Questions:

1. What is el nino? (book)
2. What causes weather? (brain)

3. In which layer of the atmosphere does most of Earth's weather occur? A. Troposphere B. Mesosphere C. Stratosphere D. Thermosphere

Physical Science Unit 4 Day 3

Learning Objective: Students will learn about gas laws by building a cartesian diver and will analyze and interpret the data using technical vocabulary (boyles law, volume, density, pressure, molecules) and a graphic organizer.


Questions:

1. What is Boyle's Law? (book)
2. Give an example of boyles law. (book or brain)

3. Which is a closed system?
	A. A book B. A basketball court C. An open bag of chips D. A bottle of pop that has not yet been opened

Earth Science Unit 4 Day 1 continued

Learning Objective: Students will learn about the impact of 

solar energy on local weather by doing a lab and will 

analyze and interpret data in writing using  

technical vocabulary (system, radiation, solar energy, 

albedo).

Questions: 

1. If you lived next to a body of water (large lake, ocean, sea) how might your weather be different than if you lived surrounded by land? (brain)
2. What is albedo? (book)

3. 3. In general, which is the cause of a sea breeze?
   	A. The difference in elevation between land and water B. The difference in density between land and water C. The difference in specific heat capacity between land and water D. The difference in cloud cover between land and water

Physical Science Unit 4 Day 2

Learning Objective: Students will learn about gas laws by watching video clips and will describe gas laws in writing using technical vocabulary (pressure, volume, mass, boyles law, charles law, avogadro's law) and graphic organizer note catcher.

Questions:

1. What makes pressure? (in science) -book or brain

2. Which of the following does not describe how gas molecules move?
	A. Gas molecules move very quickly. B. Gas molecules do not move in any fixed pattern. C. Gas molecules spread out evenly in their container. D. Gas molecules have low kinetic energy. Link for Gas Laws Videos Used in today's learning activity: http://friedrichbiology.yolasite.com/gas-laws-and-thermodynamics.php

Earth Science Unit 4 Day 1

Learning Objective: Students will learn about the impact of local weather by doing a lab and will analyze and interpret data in writing using technical vocabulary (system, radiation, solar energy).


Questions:

1. What causes weather? (brain)
2. What impact does weather have Colorado? (brain)
3. Match the type of heat transfer to the example. 

A.	Conduction		Warm air moves toward the Poles.
B.	Convection		Ice cubes melt quickly on a hot frying pan.
C.	Radiation		The sun bombards Earth with light

Physical Science Unit 4 Day 1

Learning Objective: Students will learn about kinetic theory of matter and changes within molecules by using a simulation and will analyze and interpret data in writing using technical vocabulary (pressure, volume, molecules, kinetic theory of matter, intermolecular forces) and a graphic organizer/notecatcher.

Questions:

1. What is kinetic theory of matter? (book!)
2. What are intermolecular forces? (book!)
3. What makes hot air balloons fly? (brain)

Link for Simulation: 
https://phet.colorado.edu/en/simulation/legacy/gas-properties

Earth Science Unit 3 TST Day

Learning Objective: Students will learn about Denver water and will hypothesize, interpret and analyze data, and make inferences in writing using technical vocabulary (sustainable, efficient, hydrosphere, water cycle, nonrenewable resource, renewable resource).

1. Pick up a lab TST handout from the top of the computer cart.
2. Stream A is from Cherry Creek near downtown and Stream B sample is from the South Platte River near Santa Fe and Evans St. Look over the lab handout for today.
3. Using this information and the knowledge you've gained from unit 3, complete the hypothesis, prediction and thinking question (marked with a ?) boxes.

Physical Science Unit 3 CST Day

Objective: Students take the unit CST.

Questions:

1. What is a heterogeneous mixture? (book!)
2. What is the definition of a solution? (book!)
3. What is an acid? Base? (book!)

Earth Science Unit 3 CST day

Learning Objective: Students take the CST

Questions:

1. How do daily decisions impact water quality in the water cycle? (brain)

The wind stirs up _____ currents.
	A. surface B. deep C. warm-water D. cold-water