Chemistry Unit 3 Day 6

Students will learn about chemical reactions and will describe them in writing using the language of science and check-in partners, words (chemical bonding, electrons, force, collision theory, kinetic energy), videos and graphic organizer.

Questions:

1. How do you speed up chemical reactions? (brain or book)
2. What does collision theory look like? (book)
3. How does temperature affect a reaction? (book or brain)

Biology Unit 3 Day 4

Students will learn about mechanisms of population dynamics and will analyze and interpret graphs in writing using the language of science (mechanisms of population dynamics, factors that affect populations, carrying capacity, resources, abiotic, biotic, population dynamics), partners, and notes.

Questions:

1. How does our lab model a real population? (brain)
2. Do you think this lab is an accurate way to model population dynamics? (brain)
3. What other tests could you do to measure population dynamics? (brain)

Earth Science Unit 3 Day 3

Students will learn about the formation of rocks by plate tectonics and will describe the process in writing using the language of science (rock cycle, formation of rocks by plate tectonics, process, pressure, melting, extrusive, intrusive), graphic organizer and notes.

Questions:

1. What is a batholith? (book)
2. What does a batholith look like? (book)
3. Why do you think large crystals are formed in a batholith? (brain)

Chemistry Unit 3 Day 5

Students will learn about chemical reactions and will describe them in writing using the language of science and check-in partners, words (chemical bonding, electrons, force, collision theory, kinetic energy), videos and graphic organizer.

Questions:

1. What is kinetic energy? (book)
2. What does kinetic energy look like? (book)
3. Do you think its possible to stop atoms from moving? Explain your thinking. 

Biology Unit 3 Day 3

Students will learn about mechanisms of population dynamics and will analyze and interpret graphs in writing using the language of science (mechanisms of population dynamics, factors that affect populations, carrying capacity, resources, abiotic, biotic, population dynamics), partners, and notes.

Questions:

1. What is yeast? (book)
2. What resources does yeast need to succeed? (book)
3. Carrying capacity is the maximum size of a population that can succeed in an ecosystem. How or why do you think carrying capacity can change? (brain)

Earth Science Unit 3 Day 2

Students will learn about the formation of rocks by plate tectonics and will describe the process in writing using the language of science (rock cycle, formation of rocks by plate tectonics, process, pressure, melting, extrusive, intrusive), graphic organizer and notes.

Questions:

1. What processes make igneous rock? Describe 2. (book)
2. How do you think igneous rock is different than other types of rock? (book or brain)
3. What does igneous rock look like? (book)

Chemistry Unit 3 Day 4

Students will learn about chemical reactions and will describe them in writing using the language of science and check-in partners, words (chemical bonding, electrons, force, collision theory, kinetic energy), videos and graphic organizer.

Questions:

1. Why do chemical reactions happen? (book/brain)
2. What is collision theory? (book)
3. What does collision theory look like? (book/brain)

Biology Unit 3 Day 2 continued

Students will learn about mechanisms of population dynamics and will analyze and interpret graphs in writing using the language of science (mechanisms of population dynamics, factors that affect populations, carrying capacity, resources, abiotic, biotic, keystone species), partners, and notes.

Questions:

1. What are biotic factors? Give an example. (book)
2. What are abiotic factors? Give an example. (book)
3. Which do you think are more important to a populations success--biotic or abiotic factors? (brain)

Earth Science Unit 3 Day 1

Students will learn about the formation of rocks by plate tectonics and will describe the process in writing using the language of science (rock cycle, formation of rocks by plate tectonics, process, pressure, heat, cementation), graphic organizer and notes.

Questions:

1. What is the rock cycle? (book)
2. What does the rock cycle look like? (book)
3. Why do you think rocks look different from each other? (brain)

Chemistry Unit 3 Day 3

Students will learn about chemical reactions and will describe them in writing using the language of science and check-in partners, words (chemical bonding, electrons, forces, evidence of a chemical reaction, energy, products, reactants), videos and graphic organizer.

Questions:

1. Whats the difference between physical and chemical change? (book)
2. What does a physical reaction look like? (book)
3. What does a chemical reaction look like? (book)

Chemistry Unit 3 Day 2

Students will learn about chemical reactions and will describe them in writing using the language of science and check-in partners, words (chemical bonding, electrons, forces, evidence of a chemical reaction, energy, products, reactants), videos and graphic organizer.

Questions:

1. How do you know a chemical reaction is occurring? (book)
2. What is the product(s) of a chemical reaction? (book)
3. Why do you think some products of chemical reactions are different than others? (brain)

Biology Unit 2 Wrap Up Day

Questions:

1. Answer the questions on the sheet from Ms. Friedrich.

Biology Unit 3 Day 2

Students will learn about population ecology and will analyze and interpret graphs in writing using the language of science ( factors that affect populations, carrying capacity, resources), partners, and notes.

1. What is carrying capacity? (book)
2. What factors influence the carrying capacity? (book)
3.  What factors affect populations? 

Earth Science Unit 2 Day 10

Students will learn about volcanoes and earthquakes and will analyze and interpret text in writing using the language of science (impact of earthquakes, factors that cause volcanoes/earthquakes), literacy strategies, partners.

Question: (All brain)

1. What is the most challenging part of building your structure?
2. If you could have more supplies what would you want and why? 
3. How does creating this structure make you think differently about earthquakes?

Earth Science Unit 2 Day 9

Students will learn about the impact of earthquakes and will describe, analyze and create in writing using the language of science (force, energy, Richter scale, plate tectonics, factors that lead to greater impact) 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)

Chemistry Unit 3 Day 1

Students will learn about chemical reactions and will describe them in writing using the language of science and check-in partners, words (chemical bonding, electrons, forces, evidence of a chemical reaction), videos 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

Biology Unit 3 Day 1

Students will learn about population ecology and will analyze and interpret graphs in writing using the language of science ( factors that affect populations, carrying capacity, resources), partners, and notes.

Questions:

1. What is population ecology? (book)
2. What does population ecology look like? (book+brain)
3. What is carrying capacity of a population? (book)

Biology Unit 2 Day 7

Watch the following video and answer the questions below.

Link

Questions:

1. What would you tell a classmate about the finches? 
2. Draw a diagram to show what happened with the finches.
3. What do the finches tell us about species and populations?

Earth Science Unit 2 Day 8

Students will learn about volcanoes and earthquakes and will analyze and interpret text in writing using the language of science (impact of earthquakes, factors that cause volcanoes/earthquakes), literacy strategies, partners.

Questions:

Watch the following video and answer the questions below.

Link

1. What does this video make you think about?
2. What do you think is most important to consider when building an earthquake-proof structure? Least important to consider? 

Links for Class Today

*Note: The link in #6 doesn't work! This link will work instead!

Chemistry Unit 2 Day 9

Questions:

1. Was your hypothesis about the eggs correct? Explain your thinking.
2. Do the eggs bond covalently or ionically? Explain your thinking.

Biology Unit 2 Day 6

Students will learn about mechanisms of natural selection by gathering and interpreting data and will analyze and explain in writing using the language of science (variation, environmental factors, alleles, genes, competition), graphic organizer and check in partners.

Questions:

1. How do variations benefit populations? (book or brain)
2. How do you think studying extinct species contributes to our current understanding of species and population? (brain)
3. Give an example of variation in a population. (book)

Earth Science Unit 2 Day 7

Students will learn about volcanoes and earthquakes and will analyze and interpret text in writing using the language of science (dormant, magma, pressure, crust, plate tectonics, factors that cause volcanoes/earthquakes), literacy strategies, partners.

Questions:

1. What is the purpose of the article we read last week? (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.

Links for Class Today

Chemistry Unit 2 Day 8

Students will learn about the mechanisms of chemical bonding and will explain their conclusions in writing using the language of science (octet rule, valence electrons, covalent bonds, ionic bonds), sentence starters, and manipulatives.

Questions:

1. What are egg shells made of? (book)
2. What do you think it means to dye eggs (scientifically)? (brain)
3. What do you think molecules look like during the dying process? (brain/book)

Biology Unit 2 Day 5

Students will learn about mechanisms of natural selection by gathering and interpreting data and will analyze and explain in writing using the language of science (variation, environmental factors, alleles, genes, competition), graphic organizer and check in partners.

Questions:

1. What is speciation?
2. What does speciation look like?
3. What creates new species?

Earth Science Unit 2 Day 6

Students will learn about the correlation between plate tectonics and earthquakes/volcanoes and will analyze and interpret data in writing using the language of science (subduction, oceanic crust, continental crust, force, mantle), simulation and sentence starters.

Question:

1. What is a supervolcano? (book)
2. What is your opinion on super volcanoes? (brain)
3. Why do you think people live near plate boundaries? (brain)

Chemistry Unit 2 Day 7

Students will learn about the mechanisms of chemical bonding and will explain their conclusions in writing using the language of science (octet rule, valence electrons, covalent bonds, ionic bonds, properties, electronegativity), sentence starters, and manipulatives.

Questions:

1. What are the properties of ionic bonds? (book)
2. What are the properties of covalent bonds? (book)
3. Which type of bond do you think involves more energy? Explain your thinking. (brain)

Biology Unit 2 Day 4

Students will learn about mechanisms of natural selection by gathering and interpreting data and will analyze and explain in writing using the language of science (variation, environmental factors, alleles, genes, competition), graphic organizer and check in partners. 

Questions:

1. How do mutations affect a population? (book or brain)
2. How does competition affect a population? (book or brain)
3. Give an example of competition for resources in a population. (brain)

Earth Science Unit 2 Day 5

Students will learn about the correlation between plate tectonics and earthquakes/volcanoes and will analyze and interpret data in writing using the language of science (subduction, oceanic crust, continental crust, force, mantle), simulation and sentence starters.

Questions:

1. What role does a convergent boundary have in forming volcanoes? (book)
2. What do you think makes some volcanic eruptions more violent than others? (brain)
3. What does the following link tell us about volcanoes and earthquakes? (brain)

Link for Class today

Chemistry Unit 2 Day 6

Students will learn about the mechanisms of chemical bonding and will explain their conclusions in writing using the language of science (octet rule, valence electrons, covalent bonds, ionic bonds), sentence starters, and manipulatives.

Questions:

1. List 2 differences between ionic bonds and covalent bonds. (book or brain)
2. What does an ionic bond look like? (book/brain)
3. Which do you think is stronger--covalent or ionic bonds? (brain)

Biology Unit 2 Day 3

Students will learn about mechanisms of natural selection by gathering and interpreting data and will analyze and explain in writing using the language of science (variation, factors that affect survival, environmental factors, alleles, genes), graphic organizer and check in partners.
Questions:

1. What is genetic drift? (book)
2. What does genetic drift look like? (book/brain)
3. What do you think genetic drift tells us about a population of animals or plants? (brain)

Earth Science Unit 2 Day 4

Students will learn about the correlation between plate tectonics and earthquakes/volcanoes and will analyze and interpret data in writing using the language of science (subduction, oceanic crust, continental crust, force, mantle), simulation and sentence starters.

Questions:

1. What is the epicenter of an earthquake? (book)
2. What does the epicenter look like? (book/brain)
3. Do you think there is a correlation between earthquakes and volcanoes? (brain)

Link for Class today

Chemistry Unit 2 Day 5

Students will learn about the mechanisms of chemical bonding and will explain their conclusions in writing using the language of science (octet rule, valence electrons, covalent bonds, ionic bonds), sentence starters, and manipulatives.

Questions:

1. What is the role of valence electrons during chemical bonds? (book)
2. What happens to valence electrons during an ionic bond? (book)
3. What happens to valence electrons during a covalent bond? (book)

Biology Unit 2 Day 2 continued

Students will learn about mechanisms of natural selection by gathering and interpreting data and will analyze and explain in writing using the language of science (variation, factors that affect survival, environmental factors, alleles, genes), graphic organizer and check in partners.

Questions:

1. What is an adaptation? (book)
2. What does an adaptation look like? (book/brain)
3. How are adaptations correlated to the environment? (book or brain)

Earth Science Unit 2 Day 3

Students will learn about the correlation between plate tectonics and earthquakes/volcanoes and will analyze and interpret data in writing using the language of science (subduction, oceanic crust, continental crust, force, mantle), simulation and sentence starters.

Questions:

1. Technically or scientifically, what causes an earthquake? (book)
2. Why do you think some earthquakes are stronger than others? (brain)
3. Where do most earthquakes happen? (book)