Chemistry Unit 3 Day 4

Learning: Students will learn about types of chemical reactions and will classify and justify using evidence for each type chemical reactions using words (decomposition reaction, combustion reaction, single-replacement reaction, double replacement reaction, synthesis reaction, products, reactants, chemical formula).


Questions;

1. What symbols, number, and letters are used in chemical formulas? Describe them. (book or brain)
2. What does a synthesis reaction do? (book or brain)
3. What does a replacement reaction do? (book or brain)

Earth Science 2 Unit 3 Day 4

Learning: Students will learn about formation and characteristics of sedimentary rocks by collecting data and observations, analyzing and interpreting data using words (clastic, bioclastic, compaction, cementation, chemical, minerals, grain size), sentence starters, and check-in partners.

Questions:

1. What is lithification? (book)
2. What does sedimentary rock tell us about the past? (book or brain)
3. What does sedimentary rock look like? (book or brain)

Earth Science 1 Unit 2 Wrap-Up

Learning: Students will evaluate their learning by completing a unit wrap-up using the language of science and sentence starters.

Questions: to be completed on a seperate sheet of paper!!

1. What 2-3 topics stuck with you the most during unit 2? Why did they stick with you?
2. What activities helped you learn the most from unit 2? Why did they help you?

Chemistry Unit 3 Day 4

Learning: Students will learn about types of chemical reactions and will classify and justify using evidence for each type chemical reactions using words (decomposition reaction, combustion reaction, single-replacement reaction, double replacement reaction, synthesis reaction, products, reactants).

Questions:

1. What are the products in a chemical reaction? (book or brain)
2. What are the reactants in a chemical reaction? (book or brain)
3. What are 5 types of chemical reactions? (book or brain)

Earth Science 2 Unit 3 Day 3

Learning: Students will learn about formation and characteristics of sedimentary rocks by collecting data and observations, analyzing and interpreting data using words (clastic, bioclastic, compaction, cementation, chemical, minerals, grain size), sentence starters, and check-in partners.

Questions:

1. What processes are involved with creating sedimentary rock? (book)
2. What is cementation and compaction? (book)

Earth Science 1 Unit 2 Day 12

Learning: Students will learn about the greenhouse effect and will gather, analyze and interpret data in writing using the language of science and words (carbon dioxide, temperature, methane, climate change).

Questions:

1. How does climate change impact weather? (book)
2. Are there more hurricanes and tornados because of climate change? (book or brain)
3. Are there more forest fires because of climate change? (book or brain)

Chemistry Unit 3 Day 3

Learning:  Students will learn about chemical reactions by gathering data, and will analyze and interpret data using words (products, reactants, chemical bonding, chemical change, physical change, matter), sentence starters, and strategic partners.

Questions:

1. What is evidence that chemical reactions have occurred? (book)
2. Give 3 examples of chemical reactions happening around you everyday. (book)
3. Why do chemical reactions happen? (book)

Earth Science Unit 3 Day 2

Learning: Students will learn about formation and characteristics of sedimentary rocks by collecting data and observations, analyzing and interpreting data using words (clastic, bioclastic, compaction, cementation, chemical, minerals, grain size), sentence starters, and check-in partners.

Questions:

1. What are clastic rocks? (book)
2. What a bioclastic rocks? (book)
3. How are sedimentary rocks created? (book)

Earth Science Unit 2 Day 11

Learning: Students will learn about the greenhouse effect and will gather, analyze and interpret data in writing using the language of science and words (carbon dioxide, temperature, methane, climate change).

1. What natural hazards result from climate change? (book)
2. What impact does climate change have on glaciers? (book or brain)
3. What impact does climate change have on animals and plants? (book or brain)

Mini-Lesson Link for Statistics

Chemistry Unit 3 Day 2

Learning: Students learn about physical changes and chemical changes by doing a lab and will gather, analyze and interpret data using words (precipitate, chemical reactions, chemical bond, reactants, products), check-in partners, and gradual release model.

Questions:

1. What is a physical change? (book)
2. What is a chemical change? (book)
3. Give three examples of chemical changes. (book)

Earth Science 2 Unit 3 Day 1

Learning: Students will learn about changes to the earth's surface by doing a reading using the language of science (igneous rocks, sedimentary rocks, metamorphic rocks, pressure, force, energy, plate tectonics, temperature) and graphic organizer, literacy partners and gradual release method.

Questions:

1. What is geology? (Book)
2. What does geology study? (book)
3. Does the earth's surface change? Explain your thinking. (brain)

Earth Science 1 Unit 2 Day 11

Learning: Students will learn about climate change by doing lab using the language of science and sentence starters, heterogeneous groups, and words (greenhouse gases, carbon dioxide, methane, nitrogen, atmosphere, radiation). 

Questions:

1. How are the climate changes of the last 200,000 years different from the climate changes happening in the last 100 years? (book or brain)
2. How do scientists know what the climate was like thousands of years ago? (book)

Chemistry Unit 3 Day 1

Learning: Students will learn about chemical reactions by watching videos using the language of science and check-in partners, words (chemical bonding, electrons, forces), and graphic organizer.

Questions:

1. What is a chemical reaction? (book)
2. Why do chemical reactions happen? (book or brain)
3. Give 2 examples of chemical reactions. (book)

Links for Class Today (choose 3)

5 Types of Chemical Reactions

Chemical Reactions in Action

Basics of Chemical Reactions

Evidence Of Chemical Reactions

What Triggers a Chemical Reaction

How to Speed Up Chemical Reactions and Get a Date

Bozeman Science Chemical Reactions

Earth Science 2 Unit 2 Wrap-Up Day

You do not need a daily sheet today!

1. Pick up 4 sticky notes from Ms Friedrich.
2. Write 1 thing that sticks with you from unit 2 on each sticky note.
3. Stick your sticky notes to the white board. 

Earth Science 1 Unit 2 Day 10

Learning: Students will learn about climate change by graphing and interpreting data using the language of science and data and check-up partners, words (correlation, relationship, greenhouse gases, carbon dioxide), and sentence starters.

Questions:

1. Why do you think some people don't believe in climate change? (brain)
2. How do climate changes impact ecosystems? (book or brain)
3. How has the climate changed through the last 100,000 years? (book or brain)

Chemistry Unit 2 Wrap-Up Day

You do not need a daily sheet today!

1. Pick up 4 sticky notes from Ms Friedrich.
2. Write 1 thing that sticks with you from unit 2 on each sticky note.
3. Stick your sticky notes to the white board. 

Earth Science 2 Unit 2 Day 9

Learning: Students will learn about the impact of earthquakes by creating earthquake proof structures using table partners, check in partners, and gradual release.

Questions:

1. What causes structures to collapse in earthquakes? (book or brain)
2. What do earthquakes have to do with tsunamis? (book)
3. What is the Richter scale? (book)

Earth Science 1 Unit 2 Day 9

Learning: Students will learn about climate change by graphing and interpreting data using the language of science and data and check-up partners, words (correlation, relationship, greenhouse gases, carbon dioxide), and sentence starters.


Questions:

1. Why does the Earth produce infrared photons? (book or brain)
2. What creates greenhouse gases? (book or brain)
3. What effect do greenhouse gases have on the atmosphere? (book or brain)

Chemistry Unit 2 Day 8

Learning: Students will be able to synthesize their learning in writing using the language of science using Frame graphic organizer, words, and literacy partners. 

Questions:

1. List 3 main ideas you've learned about chemical bonding from unit 2.
2. List at least 10 science words you've learned from unit 2.
3. What activities supported your learning of chemical bonding the most?

Earth Science 2 Unit 2 Day 8

Learning: Students will learn about the impact of earthquakes by creating earthquake proof structures using table partners, check in partners, and gradual release.

Questions:

1) How do earthquakes affect structures? (Book or brain)
2) what makes buildings better suited to withstand an earthquake? (Book or brain)
3) what building materials stand up better to earthquakes? (Book or brain)

Earth Science 1 Unit 2 Day 8

Learning: Students will learn about climate change by doing a simulation and using check in partners, words (greenhouse gases, carbon dioxide gas, nitrogen, photons, radiation), sentence starters.


Questions:

1. What are photons? (book)
2. What do photons have to with global warming? (book or brain)
3. What is the greenhouse effect? (book)

Chemistry Unit 2 Day 8

Learning: Students will learn about communicating about chemical bonding using language of analysis and synthesis and supports (literacy partners, words: ionic bonding, covalent bonding, valence electrons, metals, nonmetals, properties, graphic organizer)

Questions:

1. How did our lab from Friday relate to chemical bonding? (Brain)
2. Why do some materials dye the eggs better than others? (brain)
3. What have you learned about bonding so far from unit 2? Describe! (brain)

Earth Science 1 Unit 2 Day 7

Learning: Students will learn about climate change by collecting and analyzing data using check-in partners, words. 

Questions:

1. What is the purpose of the article we read yesterday? (you will need the article!)
2. How does the author describe climate change? 
3. What words does the author use to describe the impacts of climate change? List at least 3.

Earth Science 2 Unit 2 Day 7

Learning: Students will learn about volcanoes and earthquakes by doing a reading using literacy partners and sentence starters and words (dormant, magma, pressure, crust, plate tectonics, ground deformation).


Questions:

1. What is the purpose of the article we read yesterday? (you will need the article!)
2. How does the author describe volcanoes? 
3. What words does the author use to describe volcanoes? List at least 3.

Chemistry Unit 2 Day 7

Learning: Students will learn about chemical bonding and molecules by conducting a lab and analyzing data using table partners, check-in partners, words (ionic bonds, covalent bonds, molecules, compounds, reaction, nonmetals, metals).

Questions:

• Please research the chemical formula for the following chemicals: 
• baking soda
• vinegar
• salt
• epsom salt
• egg shells
• sugar
• isopopyl alcohol
• hydrogen peroxide

Earth Science Unit 2 Day 6

Learning: Students will learn about volcanoes and earthquakes by doing a reading using literacy partners and sentence starters.

Questions:

1. What are super volcanoes? (book)
2. Where are super volcanoes located? (book)

Earth Science 1 Unit 2 Day 6

Learning: Students will learn about climate change by collecting and analyzing data using check-in partners, words. 

Questions:

1. What evidence supports climate change? (book or brain)
2. What does carbon dioxide have to do with climate change? (book or brain)
3. What has caused previous climate changes in history? (book)

Chemistry Unit 2 Day 6

Learning: Students will learn about molecules by doing a simulation using words (subscripts, coefficients, ionic bonds, covalent bonds, properties, VSEPR, repulsion), check in partners, sentence starters.


Questions:

1. What is a chemical formula? Give an example. (book)
2. Give 3 examples of names of ionic compounds. (book)
3. Give 3 examples of names of covalently bonded compounds/molecules. (book)

Earth Science 2 Unit 2 Day

Learning: Students will learn about earthquakes and volcanoes by analyzing data using check-up partners, words (covergent boundaries, divergent boundaries, transform boundaries, plate tectonics, subduction), sentence starters.

Questions:

1. What are earthquake hotzones? Where are earthquake hot zones? (book)
2. What impacts to earthquakes and volcanoes have on people (book or brain)
3. Why do you think people still live in earthquake hot zones? (brain)

Earth Science 1 Unit 2 Day 4

Learning: Students will learn about climate and climate change by doing a misconceptions chart using check-in partners, words (greenhouse gases, global warming, Carbon dioxide, atmosphere), and sentence starters.

Questions:

1. Why does climate change occur? (book or brain)
2. Why is climate change happening so rapidly lately? (book or brain)
3. What evidence supports rapid climate change? (book or brain)

Chemistry Unit 2 Day 6

Learning: Students will learn about molecules by doing a simulation using words (subscripts, coefficients, ionic bonds, covalent bonds, properties, VSEPR, repulsion), check in partners, sentence starters.

1. Why do molecules form certain shapes? (book or brain)
2. What determines the shape of a molecule? (book or brain)
3. What determines the name of a molecule? (book)

Earth Science 2 Unit 2 Day 4

Learning: Students will learn about earthquakes and volcanoes by analyzing data using check-up partners, words (covergent boundaries, divergent boundaries, transform boundaries, plate tectonics, subduction), sentence starters.


Questions:

1. How do plate movements cause volcanoes and earthquakes? (book or brain)
2. Why do most earthquakes and volcanoes happen at plate boundaries? (book or brain)
3. Where did the most recent earthquake occur? (book) 

Link for Class today

Earth Science 1 Unit 2 Day 5

Learning: Students will learn about climate and climate change by doing a misconceptions chart using check-in partners, words (greenhouse gases, global warming, Carbon dioxide), and sentence starters.

Questions:

1. What is global warming? (book)
2. What are greenhouse gases? (book)
3. What do you think causes global warming? (brain)

Chemistry Unit 2 Day 5

Learning: Students will learn about molecules by doing a simulation using words (subscripts, coefficients, ionic bonds, covalent bonds, properties), check in partners, sentence starters.

Questions:

1. What is the VSEPR theory? (book)
2. What is a subscript? (book)
3. What is a coefficient? (book)

Earth Science 2 Unit 2 Day 4

Learning: Students will learn about earthquakes and volcanoes by studying data using words (plate tectonics, oceanic crust, continental crust, convergent boundary, divergent boundary, transform boundary).

Questions:

1. What causes earthquakes? (book or brain)
2. What causes volcanoes? (book or brain)
3. Do you think the occurrence of volcanoes and earthquakes is connected? (brain)

Link for data study of Volcanoes and Earthquakes

Earth Science 1 Unit 2 Day 4

Learning: Students will learn about climate in our communities by graphing and analyzing data using words (precipitation, elevation, axial tilt, latitude, greenhouse gases), notes, and checkup partners.


Questions:

1. Describe the Earth's axial tilt. (book)
2. How do oceans impact the climate? (book or brain)
3. Which do you think has a greater impact on climate: mountains or oceans. Explain! (brain)

Chemistry Unit 2 Clean-up Day

Learning: Students will learn about chemical bonding by doing activities using words (covalent bond, ionic bond, electronegativity, valence electrons, metals, nonmetals), notes, sentence starters, check up partners.

Questions:

1. What is the difference between a compound and a molecule? (book or brain)
2. What's the difference between a metal and a nonmetal? (book or brain)
3. Give 3 examples of ionic compounds. (book)

Earth Science 2 Unit 2 Day 3

Learning: Students will learn about plate tectonics by doing a simulation using words (convergent, divergent, transform, subduction, mantle, oceanic crust, continental crust, density), notes, graphic organizer and check up partners.

Questions

1. What causes volcanoes? (book or brain)
2. What causes earthquakes? (book or brain)
3. Where do you think the most volcanoes and earthquakes happen? (brain)

Earth Science 1 Unit 2 Day 3

Learning: Students will learn about climate in our communities by graphing and analyzing data using words (precipitation, elevation, latitude, greenhouse gases), notes, and checkup partners.

Questions:

1. What is latitude? (book)
2. What latitude is Denver? (book)
3. What is topography or a topographic map? (book)

Link for Topographic Maps Question

Earth Science 1 Unit 2 Day 3

Learning: Students will learn about climate in our communities by graphing and analyzing data using words (precipitation, elevation, latitude, topography, greenhouse gases), notes, and checkup partners.

Questions:

1. What is latitude? (book)
2. What latitude is Denver? (book)
3. What is topography or a topographic map? (book)

Chemistry Unit 2 Day 4

Learning: Students will learn about atoms and molecules by doing a simulation using words (valence electrons, ionic bonds, covalent bonds)

Questions:

1. What is a molecule? (book)
2. Name 3 examples of molecules or compounds. (book)
3. What do you think makes bonds stronger or weaker? (brain)

Earth Science 1 Unit 2 Day 2

Learning: Students will learn about climate by graphing and analyzing data using words (precipitation, elevation, latitude), notes, and check-up partners.

Question:

1. How do mountains affect climate? (book or brain)
2. How do oceans or large lakes affect climate (book or brain)
3. How does elevation affect climate? (book or brain)

Earth Science 2 Unit 2 Day 2

Learning: Students will learn about plate tectonics using words (subduction, convergent, plate boundary, fault, divergent, transform), notes, and check up partners.

Questions:

1. What is a rift valley? (book)
2. What does a divergent plate boundary look like? (book)
3. What is created at a divergent plate boundary? (Book)

Chemistry Unit 2 Day 3

Learning: Students will learn about chemical bonding by creating models using words (lewis dot structures, covalent bonds, ionic bonds, valence electrons), notes, sentence starters and check up partners.

Questions:

1. Why do chemical bonds form? (book or brain)
2. What's the difference between a covalent bond and an ionic bond? (book or brain)
3. What do valence electrons have to do with chemical bonding? (book or brain)

Earth Science 1 Unit 2 Day 1

Learning: Students will learn about weather and climate by doing research and graphing using check up partners, words (latitude, elevation, precipitation, physical environment), notes.

Questions:

1. What is weather? What creates weather? (book)
2. What is climate? What creates climate? (book)

Earth Science 2 Unit 2 Day 1

Learning: Students will learn about plate tectonics by researching plate movements using words (fault, plate boundary, transform, convergent, divergent), check up partners, notes.


Questions:

1. What is plate tectonics? (brain or book)
2. What causes plates to move? (brian or book)
3. What is the effect of plate movement? (book or brain)

Links for Class Today

• http://www.cotf.edu/ete/modules/msese/earthsysFlr/plates1.html
• http://pubs.usgs.gov/gip/dynamic/understanding.html

Chemistry Unit 2 Day 2

Learning: Students will learn about chemical bonding by observing and analyzing patterns and using words (ionic bond, covalent bond, valence electrons, non-metals, metals, electronegativity), check up partners, sentence starters, notes.

Questions:

1. What is an ionic bond? (book)
2. What is a covalent bond? (book)
3. What do you think the periodic table have to do with bonding? (brain)

Earth Science 2 Unit 1 Wrap-UP

Complete the following questions on a separate sheet of paper!!!

1. List as many words used in this unit as you can. Use your daily sheets to help you.
2. Review the unit do nows and learning objectives: What do you think the main learning goal was for this unit?
3. Describe 2 things we did or discussed (and took notes on) that supported our main learning goal.

Earth Science 1 Unit 1 Wrap-up

Complete the following questions on a separate sheet of paper!!!

1. List as many words used in this unit as you can. Use your daily sheets to help you.
2. Review the unit do nows and learning objectives: What do you think the main learning goal was for this unit?
3. Describe 3 things we did or discussed (and took notes on) that supported our main learning goal.

Chemistry Unit 2 Day 1

Learning: Students will learn about chemical bonding by watching videos and recording notes using a graphic organizer, words (ionic bonds, covalent bonds, octet rule, valence electrons) and check-up partners.

Questions:

1. What is the octet rule? (book)
2. Why do atoms gain or lose electrons? (book or brain)
3. Why do bonds form? (book or brain)

Links for Class today

Atomic Hook-ups

Chemical Bonds

Professor Dave Explains

Ionic Bonding Smart Learning for All

Covalent Bonding Smart Learning For All 

Covalent Bonding vs Ionic Bonding 

Earth Science 2 Unit 1 Day 7

Learning: Students will learn about studying the Earth by doing a close reading using literacy strategies, sentence starters.

Questions:

1. What is the purpose of the article we read?
2. How is the author describing the Earth? 

Earth Science 1 Unit 1 Day 9

Learning: Students will learn to analyze the water situation in other regions of the world using literacy strategies, words (sustainable, aquifer, renewable, nonrenewable) and notes.


Pick up an article from the front table!!
Questions:

1. What is the purpose of the article? (must read/skim to find out)
2. How does the author talk about water? 

Chemistry Unit 1 Wrap-up Day

Complete the following questions on a separate sheet of paper:

1. List as many words used in this unit as you can. Use your daily sheets to help you.
2. Review the unit do nows and learning objectives: What do you think the main learning goal was for this unit?
3. Describe 3 things we did or discussed (and took notes on) that supported our main learning goal.

Earth Science 2 Unit 1 Day 8

Learning: Students will learn about researching the layers of the earth by doing a close reading and refelction using sentence starters, literacy partners, notes, words.

Questions:

1. If we could study the core of the Earth, what additional tools would you need? (brain)
2. If you could study the core of the Earth what problems would you encounter? (brain)
3. What questions do we (you) still have about the core of the Earth? (book/brain)

Earth Science 1 Unit 1 Day 7

Learning: Students will learn about water use and sustainability by analyzing data using notes, check-up partners, words (irrigation, nonrenewable resource, renewable resource).

Questions:

1. What could make our water use more sustainable? (brain)
2. What is a renewable resource? (book)
3. Is water a renewable resource? (brain)

Chemistry Unit 1 Day 8

Learning: Students will learn about properties of the periodic table using notes, words (families, valence electrons, atomic number, particles, protons, electrons), literacy partners and literacy strategies.

**If you were absent yesterday you will need to get an article from the chemistry make-up work folder.

Questions:

1. What is the purpose/point of the article we read yesterday? (brain)
2. How did the author describe the new elements? (brain)

Earth Science 2 Unit 1 Day 7

Learning: Students will learn about convection by collecting data using check up partners, notes, words (mantle, lithosphere, density).

Questions:

1. What is density? (book or brain)
2. What does density have to do with convection? (book)
3. How does convection occur in the mantle? (book)

Earth Science 1 Unit 1 Day 8

Learning: Students will learn about water availability by doing a data interpretation and analysis using words (sustainable, nonrenewable, renewable, irrigation, agriculture), notes, check-up partners.

Questions:

1. Do you think people in the United states should be required to pay for their water? (brain)
2. Do you think cities should exist where there is no water? (brain)
3. What or how do you think the most water is used in the United States? (brain)

Chemistry Unit 1 Day 7

Learning: Students will learn about elements in the periodic table by doing a close reading and reflection using literacy partners, literacy strategies, words (patterns, properties, valence electrons, periods, families, groups).

Questions:

1. If you discovered a new element, what information would you want to know about it first? (brain)
2. How do you think new elements are discovered? (brain)
3. What would you name your new element? (brain)

Earth Science 2 Unit 1 Clean-Up Day

Learning: Students will learn about plate tectonics by doing graphing the patterns using words (theory of continental drift, lithosphere, mantle, oceanic crust, continental crust), notes, video, checkup partners.

Questions:

1. What is convection? (book)
2. What does convection have to do with the mantle? (book/brain)

Earth Science 1 Unit 1 Day 6

Learning Objective: Students will learn about fresh water use by graphing and modeling data using words (renewable resource, nonrenewable resource, irrigation, agriculture, sustainable), notes, check up partners.

Questions:

1. What is a nonrenewable resource? (book)
2. What is a renewable resource? (book))
3. What is a sustainable resource? (book )

Chemistry Unit 1 Day 5 Continued

Learning: Students will learn about patterns and properties in the periodic table by graphing and interpreting data using notes, words (electronegativity, ionization energy, atomic radius, reactive, periods, groups), video, check up partners.

Questions:

1. What is a period in the periodic table? (book)
2. What is a group in the periodic table? (book)
3. What property do periods in the periodic table have? (book)

Earth Science 2 Unit 1 Day 5

Learning: Students will learn about plate tectonic theory by creating a model and graphing the data using notes, check-up partners, words (mantle, lithosphere, oceanic crust, continental drift, continental crust, Pangea).

Questions:

1. What is the theory of continental drift? (book)
2. How are plate tectonic theory and theory of continental drift related? (book/brain)
3. How has the Earth's surface changed over time? (brain)

Earth Science 1 Unit 1 Day 5

Learning: Students will learn about glaciers by doing a simulation using checkup partners, notes, words (accumulation, equilibrium, precipitation, depth, temperature).

Questions:

1. What is glacial calving? (book)
2. Why is glacial claving important? (book/brain)
3. How do glaciers impact the worlds water? (brain)

Chemistry Unit 1 Day 5

Learning: Students will learn about patterns and properties in the periodic table by graphing and interpreting data using notes, words (trend, electronegativity, ionization energy, atomic radius), check up partners.

Questions:

1. What is electronegativity? (book)
2. Define ionization energy. (book)
3. What might make one atom bigger (in radius) than another? (book or brain)

Earth Science 2 Unit 1 Day 4

Learning: Students will learn about plate tectonic theory  by creating a model and graphing using partners, words, (lithosphere, mantle, oceanic plates, continental crust).

Questions:
1. What is plate tectonic theory? (book)
2. What evidence exists to support plate tectonic theory? (book)
3. Why is plate tectonics important? (brain)

Earth Science 1 Unit 1 Day 4

Learning: Students will learn about glaciers by doing a simulation and using words (accumulation, calving, temperature, precipitation), notes, video, partners and observations.

Questions:

1. What is a glacier? (book)
2. How are glaciers formed? (Book)
3. Why do you think glaciers are important? (brain)

Link for simulation today!

Chemistry Unit 1 Day 4

Learning: Students will learn about patterns and properties in the periodic table using notes, check up partners, words (family, metals, non-metals, metalloids). 

Questions:

1. List 2 properties of transition metals. (book)
2. List 2 properties of alkali earth metal. (book)
3. List 2 properties of the lanthinides and actinides. (book)

Earth Science 2 Unit 1 Clean-up day

Learning: Students will learn about the impact of the Earth's layers by doing a simulation using notes, words (lithosphere, mantle, inner core, outer core, density, temperature, oceanic crust, continental crust), graphic organizer, check-up partners.


Questions:

1. Does the Earth's surface move? Explain what you think. (brain)
2. What evidence do we have that our Earth's surface moves? (book or brain)
3. What causes the crust to move? (book)

Earth Science 1 Unit 1 Clean-up Day

Learning: Students will learn about the water cycle and aquifers by building a model aquifer and gathering observations using graphic organizer, check-up partners, notes, and words (groundwater, runoff, infiltrate, water table).


Questions:

1. What is groundwater? (book)
2. Where does groundwater come from? (book or brain)
3. Do you think it's easy or difficult for pollution to get into the groundwater? (brain)

Chemistry Unit 1 Day 3

Learning: Students will learn about patterns and properties of the periodic table by labeling and coloring using check-up partners, notes, words (electronegativity, ionization energy, atomic mass, atomic radius, reactivity).


Questions:

1. What is the atomic mass of an element? (book or brain)
2. What is the atomic number of an element? (book or brain)
3. What do you think determines whether and element will be reactive or not? (book or brain)

Periodic Table Expectations For class today

Colors: 10 different families with a key.

Labels:

• electronegativity
• ionization energy
• reactivity
• valence electrons
• atomic radius

Helpful Resources to use:

Dynamic Periodic Table

Periodic Table Trends and Patterns

Valence Electrons and The Periodic Table

Earth Science 2 Unit 1 Day 3

Learning: Students will learn about the structure of the Earth's layers by doing a simulation and using notes, words (lithosphere, crust, asthenosphere, mantle, density, temperature, inner core, outer core).


Questions:

1. What makes some layers of the Earth more dense than others? (book)
2. What property makes the asthenosphere or mantle unique? (book)
3. At what temperature do rocks melt? (book)

Earth Science 1 Unit 1 Day 3

Learning: Students will learn about aquifers by doing a lab and collecting observations using a graphic organizer, notes, and words (infiltration, soil moisture, groundwater), and partners.


Questions:

1. What does infiltration mean? (book or brain)
2. When and where does water infiltrate? (book or brain)
3. What factors affect whether water will infiltrate? (book or brain)

Chemistry Unit 1 Day 2 continued

Learning: Students will learn about the effects of electrons on atoms by doing a simulation using words (ions, atomic mass, neutrons, protons), notes, and check up partners.

Questions:

1. If an atom has 8 protons, how many electrons does it have? (book or brain)
2. Why are valence electrons important? (book or brain)
3. Why do we say electrons are in a cloud? (book or brain)

Earth Science 1 Unit 1 Day 2

Learning: Students will learn about the water cycle (where is your water?) by doing a model using partners, words (infiltration, groundwater, runoff, glaciers) and notes.

Questions:

1. What is groundwater? (book)
2. Why is groundwater important? (book/brain)
3. What is an aquifer? (book)

Earth Science 2 Unit 1 Day 2

Learning: Students will learn about Earth's strucuture by researching details about the layers of Earth using partners, words (lithosphere, asthenosphere, mantle, crust, inner core, outer core) and graphic organizer.


Questions:

1. What layer of the Earth's surface is the most important? Explain. (book/brain)
2. What is the asthenosphere? (book)
3. What makes the inner core of Earth so unique? (book)

Details to Research:

• Depth of the layer
• Thickness of the layer
• Composition of the Layer
• Temperature of the Layer
• 2-3 other important details about the layer

Web Resources to Use for Class Today:

The Earth's Four Layers
Earth's Structure
The Earth Inside

Chemistry Unit 1 Day 2

Daily Learning: Students will learn about atoms (structures, properties) by doing a simulation and using partners, notes, words (valence electrons, ions, protons, neutrons, electrons). 

Questions:

1. What is a valence electron? (book)
2. What is an ion? (book)
3. What role do protons play in an atom? (book or brain)

Link for Simulation used in class today 

Earth Science 1 Unit 1 Day 1

Daily Learning: Students will learn about water as a resource by creating a water cycle model using word wall, notes, and check up partners.

Questions:

1. Why is water important? (brain)
2. Where does water exist on earth? (book or brain)
3. What do you think about the water on earth? (brain)

Earth Science 2 Unit 1 Day 1

Daily Learning: Students will learn about plate tectonic theory by creating models using notes, word wall (lithosphere, oceanic crust, continental crust, mantle, inner core, outer core), check-up partners.

Questions:

1. Why does the Earth's surface look the way it does? (brain)
2. What does the center of the Earth look like? (brain)
3. Is the Earth's surface changing? Explain. (brain)

Chemistry Unit 1 Day 1

Daily Learning: Students will learn about atoms by modeling and will analyze and evaluate their model using word wall (protons, electrons, nucleus, neutrons, energy levels) notes, check-up partner.

Questions:

1. What is an atom made of? (book or brain)
2. What does an atom look like? (book or brain)
3. Why is it important to know about atoms? (brain)

Day 2 Learning Science

Objective: Students will learn about the scientific process by gathering data and recording observations using groups, group roles, word walls/notes and data tables.

Questions:

1. What do you think members of a group try to do? 
2. What do you think members of a group should never do?
3. What do you value in your classmates, use the following sentence starter to help you: I value people who are...

Day 1 Active Learning And Your Learning

Learning Objective: Students will learn about themselves as learners and active learning by taking learning surveys and will reflect with evidence in writing whether they agree or disagree with their results using notes.


Do Now Questions:

1. Choose 5 of the questions from the following link:

• Teach Thought: The First Day of School

2. Record the number of the question and your response on your daily sheet for today.