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

Physcial Science Unit 3 Day 4 Lab Day continued

Learning Objective: Students will learn about changes of chemical reactions 

and will hypothesize, analyze, and interpret in writing using technical 

vocabulary (reactants, products, molecules, atoms).


Questions:

1. Use one of the blue sentence starters on the board to tell about your data from yesterday? (brain)
2. What causes reactions to speed up or slow down? (brain)

3. When the reaction xMg + yO2  zMgO is balanced, what should the coefficients be? (Hint: x, y, and z represent the coefficients.)
	A. x = 2, y = 1, z = 2 B. x = 0, y = 1, z = 2 C. x = 2, y = 2, z = 1 D. x = 1, y = 1, z = 3

Earth Science Unit 3 CST day

Learning Objective: Students will take the CST.

Questions:

1. What water sources exist on Earth? Where are they located? (book or brain)
2. What are efficient ways to use water? (think about irrigation and livestock from the water use data--brain)

Physical Science Unit 3 Day 4 LAB TST day

Learning Objective: Students will learn about changes of chemical reactions and will hypothesize in writing using technical vocabulary (reactants, products).


Questions:

1. What do you think it means to balance chemical reactions? (brain)

2. 

Which would increase the reaction rate? Check all that apply.
	A. Raising the temperature B. Stirring the reaction C. Adding a catalyst D. Raising the activation energy

Earth Science Unit 3 Day 2 continued

Learning Objective: Students will learn about water use/supply sustainability and will analyze and make inferences about data in writing using technical vocabulary (efficient, hydrosphere, consumption,renewable resource, nonrenewable resource) and sentence starters.


Questions:

1. Why do you think some states consume more water than others? (brain)
2. What would you suggest to other states to ensure use of the Colorado river was more sustainable? (brain)

Match the type of river to its best description.
	A. Mature rivers Travel fast B. Young rivers Travel slowly C. Old rivers Travel very slowly

Physical Science Unit 3 Day 3

Learning Objective: Students will learn about balancing chemical reactions and will explain the aspects of predicting products using technical vocabulary (reactants, products, law of conservation of mass, decomposition, synthesis, double replacement, single replacement, combustion).

Questions:

1. List 5 types of chemical reactions. (book)
2. What changes during a chemical reaction? (brain)

Which of the following are correctly balanced reactions? Check all that apply.
	A. 2Cs + Br2  2CsBr B. 2H2 + O2 2H2O C. C + F2  CF4 D. MgS + FeO  FeS + MgO

Earth Science Unit 3 Day 2

Learning Objective: Students will learn about water use/supply sustainability and will analyze and interpret data in writing using technical vocabulary (efficient, consumption, renewable resource, nonrenewable resource) and sentence starters.

Question:

1. What is a renewable resource? Nonrenewable? (book--look it up!)
2. Which state do you think has the highest rate of consumption of water? (brain--think!)

As water moves down through the ground, what force is acting against it? (BOOK)
	A. Capillary action B. Saturation C. Permeability D. Gravity