Earth Science 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)

LInks for Class

Link 1

Link 2

Biology Unit 1 Day 1

Learning: Students will explain in writing the components of natural selection using the language of science (variation, differential survival), graphic organizer and check in partners.

Questions:

1. What does variation mean? (book or brain)
2. Why is it important to have variation? (brain)
3. What scientific process gives us many varieties of plants and animals? (book or brain)

Links for Class

The Earth's Core

The Interactive Earth

Human An and Phys Unit 1 Day 1

Learning: Students will explain in writing about structures and functions of cell organelles using the language of science (nucleus, cytoplasm, cell membrane), check in partners and sentence starters.


Questions:

1. What is a cell organelle? (book )
2. What do you know about structures (buildings, bridges, roads)? (brain)
3. Why are cells important to the human body? (book or brain)

Link for Class Today

The Cytoplasm and Cell Organelles

Earth Science 2 Unit 3 Wrap-Up Day

Learning: Students will explain about chemical reactions in writing to convey their learning using words (igneous rock (instrusive, extrusive, batholith), metamorphic rock (foliated, pressure), sedimenatry (clastic, bioclastic, erosion, weathering, deposition), plate tectonics, texture, grain size, sentence starters. 

Questions:

1. What physical processes cause rocks to turn into other rocks? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Earth Science 1 Unit 3 - Unit Wrap-Up Day

Learning: Students will explain about chemical reactions in writing to convey their learning using words (fronts, occluded front, warm/cold front, stationary front, convergence, density, temperature, air pressure, orographic lift), sentence starters, . 

Questions:

1. What happens warm air and cold air come together? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Chemistry Unit 3 Day 8 - Unit Wrap-Up

Learning: Students will explain about chemical reactions in writing to convey their learning using words (reaction rates, single-replacement, double replacement, synthesis, decomposition, products, reactants, energy, temperature, concentration, angle of impact, activation energy), sentence starters, . 

Questions:

1. What happens if you have really low activation energy? (brain)
2. What 2 details stick with you most from unit 3? Describe them. (brain)
3. What do you wish had gone differently or had been done differently during unit 3? (brain)

Earth Science 2 Unit 3 Day 7

Learning: Students will learn about changing of earth's surface (creation of igneous rock) by collecting data and observations, analyzing and interpreting data using the language of science (grain size, texture, batholith, extrusive igneous rock, intrusive igneous rock, crystal formation, plate tectonics), sentence starters, cornell notes and check-in partners.


Questions:

1. Why do you think the creation of igneous rock could be considered the beginning of the rock cycle? (brain)
2. What physical changes create igenous rock? (book or brain)
3. How are igneous rocks changed into sedimentary rock? Metamorphic rock? (book or brain)

Earth Science 1 Unit 3 Day 4

Learning: STudents will learn about severe weather and will gather data, analyze and interpret data and write explanatory texts to convey these ideas using the language of science (air mass, front, density, pressure, temperature).

Questions:

1. How does temperature impact air density? (book or brain)
2. How does air density create the weather? (book or brain)
3. List 4 ways air masses interact? (book or brain)

Link for Severe Weather Data 

Chemistry Unit 3 Day 6 (continued)

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy, energy), check in partners, and sentence starters.

Questions:

1. How can activation energy change the speed of a chemical reaction? (book or brain)
2. What makes molecules collide and react? (book or brain)
3. What effect does lowering the activation energy have on a reaction? (book or brain)

Chemistry Unit 3 Day 6 (continued)

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy, energy), check in partners, and sentence starters.

Questions:

1. How can activation energy change the speed of a chemical reaction? (book or brain)
2. What makes molecules collide and react? (book or brain)
3. What effect does lowering the activation energy have on a reaction? (book or brain)

Earth Science 2 Unit 3 Day 6

Learning: Students will learn about changing of earth's surface (creation of igneous rock) by collecting data and observations, analyzing and interpreting data using the language of science (grain size, texture, batholith, extrusive igneous rock, intrusive igneous rock, crystal formation, plate tectonics), sentence starters, cornell notes and check-in partners.

Questions:

1. What creates igneous rock? (book)
2. What part of the rock cycle are igneous rocks? (book or brain)
3. How do you think the earth's surface change because of igneous rocks? (brain)

Earth Science 1 Unit 3 Day 3

Learning: Students will learn about weather creation and will write explanatory text to analyze and interpret these ideas using the language of science (expansional cooling, warm front, cold front, occluded front, stationary front, density, temperature), check in partners, cornell notes, and sentence starters.

1. Why do weather fronts form? (book or brain)
2. What is the effect of a weather front? (book or brain)

Chemistry Unit 3 Day 6

Learning: Students will learn about factors that affect reaction rate and will gather data, analyze and interpret its meaning in explanatory writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, activation energy), check in partners, and sentence starters.

Questions:

1. List 3 factors that can speed up a chemical reaction. (book)
2. What causes the molecules in a chemical reaction to change speed? (book or brain)
3. What is activation energy? (book)

Earth Science 2 Unit 3 Day 5

Learning: Students will learn about formation and characteristics of metamorphic rocks by collecting data and observations, analyzing and interpreting data using words (foliated, nonfoliated, pressure, texture, regional metamorphism, contact metamorphism, grain size), sentence starters, and check-in partners.

Questions:

1. What makes metamorphic rock? (book or brain)

1. What is foliation in rock? (book)

1. What is regional metamorphism? (book)

Earth Science 1 Unit 3 Day 2

Learning; Students will learn about weather creation and will write explanatory text to analyze and interpret these ideas using the language of science (expansional cooling, warm front, cold front, occluded front, stationary front, density, temperature), check in partners, and sentence starters.

Questions:

1. What is a weather front? (book)
2. What causes differences in temperature across the country? (book or brain)
3. What is expansional cooling? (book)

Links for Class Today:

Fronts Climate Education

Weather Fronts Animation and Information

Chemistry Unit 3 Day 5

Learning: Students will learn about reaction rate and will gather data, analyze and interpret its meaning in writing using the language of science (concentration, pressure, temperature, angle, reaction rate, collision theory, energy, catalyst, activation energy), check in partners, and sentence starters.

Questions:

1. Can you speed up a chemical reaction? How? (book or brain)
2. How do chemical reactions happen? (book)
3. What is molecular collision theory? (book)

Earth Science 2 Unit 3 Day 5

Learning: Students will learn about formation and characteristics of metamorphic rocks by collecting data and observations, analyzing and interpreting data using words (foliated, nonfoliated, pressure, texture, regional metamorphism, contact metamorphism, grain size), sentence starters, and check-in partners.

Questions:

1. How is metamorphic rock made? (book)
2. How is metamorphic rock different than sedimentary? (book)
3. What creates the heat and pressure of metamorphic rock? (book)

Earth Science 1 Unit 3 Day 1

Learning: Students will learn about factors that create weather and will explain this in writing using the language of science (air pressure, temperature, density, atmosphere, moisture, precipitation, air mass), check-in partners, and graphic organizer/note catcher.

Questions:

1. Where does Earth's heat energy come from? (book)
2. What creates wind? (book)
3. Why do you think the weather across the Earth so different? (brain)

Links for Videos today

Weather Variables

Severe Weather

Our World--What is Weather?

Bozeman Science Weather and Climate

The Weather Channel

National Geographic Climate and Weather

Factors Affecting Weather

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)