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 1 TST Day

Learning Objective: Students will demonstrate their learning of unit 1 by reading and will analyze and interpret the reading in writing using technical vocabulary lithosphere, asthenosphere, mantle, continental crust, oceanic crust, subduction, plate tectonics.

Questions: 

1. What causes changes to Earth's surface? (book or brain)
2. Do you think the Earth's surface is still changing? Give an example to support your answer. (book or brain)

Chemistry Unit 2 Day 1

Learning Objective: Students will learn about reaction rate by watching videos and will describe collision theory in writing using a graphic organizer, sentence starters, technical vocabulary (kinetic theory, chemical reaction,reaction rate, molecules, concentration, temperature,pressure).

Questions:

1. What do you think causes chemical reactions to happen? (brain)
2. What is collision theory? (book)
3. What is meant by the rate of a reaction?

Answer Choices for #3:

A. How far to completion the reaction goes B. How much energy the reaction requires C. How concentrated the final products are D. How slow or fast a reaction progresses Video Links for Class Today: If Molecules Were People... Kinetics Demolition Derby How to Speed Up Chemical Reactions and Get a Date Doodle Science: Kinetic Theory Collision Theory and Reactions Part 1 The Rates of Reactions Factors the Affect Reactions

Physical Science Unit 1 TST Day

Questions:

Pick up 2 sticky notes. Write your answers to the Do Now on the sticky notes.

1. What do you think is the most important information you learned from unit 1?
2. What do you think is the most important part of the periodic table?

Stick your sticky notes to the white board when finished.

Earth Science Unit 1 Day 4 continued

Learning Objective: Students will learn about plate tectonicsby doing a simulation and will analyze and interpret their data in writing using specific evidence and technical vocabulary lithosphere, asthenosphere, mantle, oceanic crust, inner core, outer core, continental crust, subduction.


Questions:

1. What is the effect of subduction? (book)
2. What caused the rocky mountains to be built? (book or brain)
3. New crust forms:

Answer choices for number 3:

	A. in an ocean trench. B. near a convergent boundary. C. where two plates pull apart from each other. D. at the lithosphere.

Chemistry Unit 1 CST day

Learning Objective: Students will demonstrate their learning by taking the CST and using technical vocabulary (phases of matter, kinetic energy, intermolecular forces, solutions, solvent, solute, suspension, colloid).

Questions:

• To answer the questions, pick up 2 sticky notes from the front table. Answer 1 question on each.

1. What stuck with you most from unit 1?
2. What stuck with you most from the article close reading? 

• Stick your sticky notes to the board when you are finished.

Physical Science Unit 1 CST Day

Learning objective: Students will demonstrate their learning about the periodic table properties and patterns using the CST and technical vocabulary electronegativity, valence electrons, periods, groups, families.


Pick up a periodic table scavenger hunt from Ms Friedrich for your "Do Now" warm-up activity!!!

Chemistry Unit 1 TST Day

Learning Objective: Students will demonstrate learning about matter by reading and will analyze and interpret the article in writing using claim and specific evidence and technical vocabulary (solid, liquid, gas, mixture, solution, solvent, solute, colloid, suspension, solubility).

Questions:

1. What kinds of mixtures do we manufacture to sell? Give some examples. (book or brain)
2. How does atom or molecule structure affect a mixture or substance? (book or brain)
3. What is solubility a measure of?

Answer Choices for number 3:

	A. The amount of solute that will dissolve B. The rate at which the solute will dissolve C. The type of solute that will dissolve D. The energy needed for the solute to dissolve

Physical Science Unit 1 Day 4

Learning Objective: Students will learn about patterns, properties and the periodic table by conducting a lab and will analyze and interpret their data in writing using specific evidence, a graph, and technical vocabulary period, group, valence electrons, density, mass.



Questions:

1. What makes some elements more electronegative than others? (book and brain)
2. Why are electronegativity and valence electrons so important? (book or brain)
3. Which of the following are correct statements?

4. Write only the correct answers in your notes.
   	A. Lanthanides and actinides are shown below the rest of the elements of the periodic table. B. The actinides are all radioactive. C. Hydrogen is a halogen. D. The first column of the periodic table is called the alkaline earth metals

Earth Science Unit 1 Day 4

Learning Objective: Students will learn about plate tectonics by doing a simulation and will analyze and interpret their data in writing using specific evidence and technical vocabulary lithosphere, asthenosphere, mantle, oceanic crust, inner core, outer core, continental crust, subduction.


Questions:

1. What happens when tectonic plates collide? (book or brain)
2. What is the difference between oceanic crust and continental crust? (book)
3. Why is oceanic crust subducted under continental crust?

Answer Choices for number 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.

Chemistry Unit 1 Day 4

Learning Objective: Students will learn about mixtures by reading an article and will analyze and interpret the article using claim and specific evidence and technical vocabulary solution, suspension, colloid, solvent, solute, heterogeneous mixture, homogeneous mixture, density. 

Questions:

1. What the ooze from lab yesterday a suspension or a colloid? (book and brain) How do you know?
2. What makes a heterogeneous mixture? (Book)
3. Which of the following is an example of a solution?

Answer choices for number 3:

	A. An iron ore B. Iron metal C. An iron alloy D. Iron rust

Physical Science Unit 1 Day 3 Part 2

Learning Objective: Students will learn about patterns and trends on the periodic table by coloring and labeling the periodic table and will describe in writing their observations using technical language electronegativity, ionization energy, atomic radius, valence electrons, periods, groups, families.



Questions:

1. When atom size increases, electronegativity decreases--why do you think this is? (brain)
2. When valence electrons get closer to 8, electronegativity increases--why do you think this is? (brain)
3. Which statements are true about the periodic table?

Write only the correct answers in your notes. There should be 3 correct.
	A. Each box on the table represents one element. B. Elements in the same row of the periodic table have the same number of electrons. C. There are two different ways to number the groups of the periodic table. D. The periodic table is organized by atomic number.

Earth Science Unit 1 Day 2 Part 2

Learning Objective: Students will learn about plate tectonic theory and how it's created the features of Earth by creating a flip book and will describe the patterns and trends over time using a graph, latitude, longitude and technical language mantle, crust, lithosphere,inner core, outer core.


Questions:

1. What is plate tectonic theory? (book)
2. How do you think plate tectonics relates to mountain formation? (brain)
3.  What is the mechanical layer of Earth that contains the tectonic plates?

Answer Choices for number 3:

	A. Lithosphere B. Crust C. Mantle D. Asthenosphere

Chemistry Unit 1 Day 3

Learning Objective: Students will learn about solutions by conuducting a lab and will analyze and interpret their data in writing using specific evidence and technical vocabulary (mixture, molecules, homogeneous, heterogeneous, solute, solvent, phases of matter).


Questions:

1. What happens when a solid and a liquid mix? (brain)
2. What happens when a liquid and a gas mix? (book or brain)
3. What would form a solution?

Answer Choices for number 3:

	A. Mixing a solute and a precipitate B. Mixing a solute and a solvent C. Mixing two insoluble substances D. Mixing two solutes together

Physical Science Unit 1 Day 3

Learning Objective: Students will learn about patterns and trends on the periodic table by coloring and labeling the periodic table and will describe in writing their observations using technical language electronegativity, ionization energy, atomic radius, valence electrons, periods, groups, families.


Questions:

1. How many valence electrons does Chlorine (Cl) have? What does this mean? (book or brain)
2. As valence electrons get closer to 8 what happens to the amount of electronegativity? (book)
3. Which of the following are correct statements?

Write only the true statements in your notes.
	A. Potassium (K) and magnesium (Mg) are in the same group. B. Potassium (K) and magnesium (Mg) are both metals. C. Potassium (K) and magnesium (Mg) are both nonmetals. D. Carbon (C) and oxygen (O) are in the same period. E. Carbon (C) is a nonmetal and oxygen (O) is a metal. F. Carbon (C) and oxygen (O) are both nonmetals.

Earth Science Unit 1 Day 2

Learning Objective: Students will learn about plate tectonic theory and how it's created the features of Earth by creating a flip book and will describe the patterns and trends over time using technical language mantle, crust, lithosphere, inner core, outer core.


Questions:

1. What causes the Earth's surface (land and oceans) to change over time? (brain)
2. What is the difference between the layers of Earth (lithosphere, asthenosphere, inner core, outer core)?
3. 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 Materials Needed for Class today (please, get these when you are finished with the Do Now warm-up): Scissors Pencil Case

Chemistry Unit 1 Day 2 continued

Learning Objective: Students will learn about phases of matter by doing a simulation and will analyze and interpretdata in writing using technical vocabulary (kinetic energy,intermolecular forces, solid, liquid, gas, molecules,temperature).

Questions:

1. What creates pressure? (book or brain)
2. Why do molecules move? (book or brain)
3. What causes the change in pressure when a basketball is pumped up?

Answer Choices for number 3:

	A. The number of molecules changes. B. The volume of the gas changes. C. The temperature of the gas changes. D. The energy of the molecules changes.