ES Daily Agenda


Scroll down to view previous daily agenda’s


Friday November 15th

Objective: Students will organize their resources (notes, handouts, etc.) to be able to successfully complete the Plate Tectonics Open-Note Test.

11-15-19, Warm-Up
Test — No Warm-Up

Classwork: Plate Tectonics Test

Homework: No Homework


Thursday November 14th

Objective: Students will plot depth vs. distance on a graph (earthquake foci data), constructing a subduction zone earthquake focus profile, to be able to explain how the shape of the earthquake focus pattern is used to support the theory of subduction zones and the theory of plate tectonics.

11-14-19, Warm-Up
Write a five-sentence paragraph.
Explain what you have learned about plate boundaries. Include as many of the following words and phrases as you can and underline them. Use your notes for help.
-Ocean-ocean convergent boundary
-Pacific plate & Eurasian plate
-Continent-continent convergent plate boundary
-Australian plate & Eurasian plate
-Ocean-continent convergent plate boundary
-Nazca plate and South American plate
-Transform plate boundary
-San Andreas fault
-divergent plate boundary
-African plate & South American plate

Classwork: Plate Tectonics PPT- Part 4 – More Evidence
w/Skeleton Notes
-Videos- Juan de Fuca & Tsunami & Japan/Tonga Trench
-Island Arc/Trench Earthquakes- Subduction Zone WS

Homework: No Homework


Wednesday November 13th 

Objective: Students will watch the DVD “How the Earth Was Made: The Ring of Fire”, taking notes in their notebook to be able to explain the connection between subduction zones, silica content of magma lava, and volcanic explosivity in a written summary.

11-13-19, Warm-Up
No Warm-Up — No Notebook

Classwork: DVD- How the Earth Was Made: The Ring of Fire- 20 Facts (loose-leaf paper)

Homework: No Homework


Tuesday November 12th

Objective: Students will read, write, listen, and speak as they work in small groups to analyzing and interpreting the map titled “This Dynamic Planet” to be able to make observations and inferences pertaining to the Earth’s tectonic plates and their boundaries.

11-12-19, Warm-Up
Use your skeleton notes to answer the following questions in complete sentences.
-Describe the plate motion at a continent-continent convergent plate boundary.
-Identify and describe two geologic features at this type of plate boundary.
-Describe the plate motion at an ocean-continent convergent plate boundary.
-Identify and describe two geologic features at this type of plate boundary.
-Describe the plate motion at an ocean-ocean convergent plate boundary.
-Identify and describe two geologic features at this type of plate boundary.

Classwork:  “This Dynamic Planet”- Map Activity

Homework: Tectonic Plate Boundaries WS


Monday November 11th

Objective: Students will read, write, listen, and speak as they work in small groups to analyzing and interpreting the map titled “This Dynamic Planet” to be able to make observations and inferences pertaining to the Earth’s tectonic plates and their boundaries.

11-11-19, Warm-Up
Write a five-sentence paragraph. Explain what you learned about plate boundaries. Refer to your notes for help.  Include as many of the following words and phrases as you can and underline them.
-Continent-continent convergent plate boundary
-Ocean-continent convergent plate boundary
-Ocean-ocean convergent plate boundary
-Mountains
-Volcanoes
-Island Arcs
-Trenches
-Subduction zone
-Earthquake
-Tsunami

Classwork:  Plate Tectonics PPT- Part 3 – Plate Boundaries
w/Skeleton Notes
“This Dynamic Planet”- Map Activity
-Intro + Activity Time

Homework:  No Homework


Friday November 8th

Objective:  Students will read, write, listen, and speak to explain, in writing, how the interaction of Earth’s tectonic plates, at plate boundaries, creates geologic landforms.

11-8-19, Warm-Up
What is the relationship between the heat flow values and distance from the mid-ocean ridge?
What is the relationship between the age of the rocks in the ocean basin and distance from the mid-ocean ridge?

Classwork: Plate Tectonics PPT- Part 3 – Plate Boundaries
w/Skeleton Notes

Homework: No Homework

Due Today
-Paleomagnetism and the Ocean Floor WS
-Mid Ocean Ridge- Heat Flow


Thursday November 7th

Objective: Students will read, write, listen, and speak to explain how density driven convection drives tectonic processes.

11-7-19, Warm-Up
Identify and explain three pieces of evidence used to support the theory of seafloor spreading.
Include specific terminology, refer to your skeleton notes for help.
Hint- The three pieces of evidence are:
1. magnetic striping
2. age of rock
3. heat flow

Classwork: Plate Tectonics Notes & PPT- Part 2 – Earth’s Interior Structure & Heat Flow
w/Skeleton Notes

Homework
-Paleomagnetism and the Ocean Floor WS
-Mid Ocean Ridge- Heat Flow


Wednesday November 6th

Objective: Students will read, write, listen, and speak to complete a color-coded map that demonstrates the relationship between heat flow and distance from mid-ocean ridges to explain how these data are used as evidence to support seafloor spreading theory.

11-6-19, Warm-Up
Identify and explain three pieces of evidence used to support the theory of seafloor spreading.
Include specific terminology, refer to your skeleton notes for help.
Hint- The three pieces of evidence are:
1. magnetic striping
2. age of rock
3. heat flow

Classwork: Mid-Ocean Ridge- Heat Flow

Homework
-Paleomagnetism and the Ocean Floor WS
-Mid Ocean Ridge- Heat Flow


Tuesday November 5th

Objective: Students will read, write, listen, and speak to complete a color-coded map that demonstrates the relationship between heat flow and distance from mid-ocean ridges to explain how these data are used as evidence to support seafloor spreading theory.

11-5-19, Warm-Up
No Warm-Up
Find the following items and put them on your desk:
-Paleomagnetism and the Ocean Floor Handout
-Skeleton notes

Classwork: Paleomagnetism and the Ocean Floor Handout w/notes
-Plate Tectonics PPT w/Skeleton Notes
Mid Ocean Ridge- Heat Flow
-Intro
-“Guided Practice”

Homework: Paleomagnetism and the Ocean Floor WS


Monday November 4th

Objective: Students will read, write, listen, and speak to identify and explain three pieces of evidence used to support the theory of seafloor spreading.

11-4-19, Warm-Up
No Warm-Up–Find your skeleton notes and put them on your desk

Classwork: Plate Tectonics PPT w/Skeleton Notes
-Paleomagnetism and the Ocean Floor Handout w/notes

Homework:  Paleomagnetism and the Ocean Floor WS


Monday October 28th & Tuesday October 29th 

— Late Start Due to Snow —

Classwork: Extra Credit CAQ’s
-CAQ’s – 13.1 – Read Pg. 364 – 368 & Answer Questions # 1-9 Pg. 368 in Complete Sentences
-CAQ’s – 13.2 – Read Pg. 369 – 376 & Answer Questions # 1-8 Pg. 376 in Complete Sentences
-CAQ’s – 13.3 – Read Pg. 377 – 381 & Answer Questions # 1-7 Pg. 381 in Complete Sentences
-CAQ’s – 13.4 – Read Pg. 382 – 385 & Answer Questions # 1-7 Pg. 385 in Complete Sentences

Homework: Extra Credit CAQ’s


Friday October 24th

Objective: Students will read, write, listen, and speak to construct a model of Pangaea and explain their rationale based on evidence for how they reconstructed Pangaea.

10-25-19, Warm-Up
Write a five-sentence paragraph.  Summarize what you learned about the Theory of Continental Drift.   Include the four pieces of evidence used to support the theory. 
Refer to your notes for help.

Classwork: Pangaea Reconstruction Model- Activity
-A Brief History of Colorado Through Geologic Time- Video

Homework:  Pangaea Reconstruction Model


Thursday October 24th

Objective: Students will read, write, listen, and speak to construct a model of Pangaea and explain their rationale based on evidence for how they reconstructed Pangaea.

10-24-19, Warm-Up
Write a five sentence paragraph. Summarize what you learned about the theory of continental drift.
Discuss four pieces of evidence for the theory of continental drift.
Include as many of the following words and phrases as you can and underline them.
-Puzzle-like fit (apparent fit of continents)
-Fossil clues (correlation)
-Climate (paleoclimate data)
-Rock clues (rock  & mountain correlation)

Classwork: Plate Tectonics PPT w/Skeleton Notes
-Pangaea Reconstruction Model- Activity

Homework:  Pangaea Reconstruction Model


Wednesday October 23rd

Objective: Students will read, write, listen, and speak as they learn about the theory of continental drift to be able to explain the pieces of evidence that are used to support the theory of continental drift in a written summary.

10-23-19, Warm-Up
Write a five-sentence paragraph. Summarize the rock cycle. Within your summary, give examples of two rocks that you examined for each of the three stages of the rock cycle.
Refer to your notes for help.
Include as many of the following words as you can and underline them.
-compaction & cementation
-high temperature & pressure
-sediments
-igneous rock
-metamorphic rock
-sedimentary rock
-melting
-cooling and hardening
-magma
-weathering

Classwork: Video Clip- Continental Drift- Four Pieces of Evidence w/Notes in Notebook
CAQ’s – 9.1 Read Pg. 248 – 253 & Answer Questions # 1-7 Pg. 253

Homework:  CAQ’s – 9.1 Read Pg. 248 – 253 & Answer Questions # 1-7 Pg. 253


Wednesday October 16th

Objective: Students will organize their resources (notes, handouts, etc.) to be able to successfully complete the Unit Open-Note Test.

10-16-19, Warm-Up
No Warm-Up

Classwork: Unit Test: Rocks and Minerals, the Rock Cycle, and Geologic Principles (Open-Note)

Homework: No Homework


Tuesday October 15th

Objective: Students will read, write, listen, and speak to complete skeleton notes based on the instructor’s presentation (including labeled pictures and diagrams) about the geologic principles to be able to interpret a geologic cross-section, draw conclusions about the geologic history shown in the cross-section and justify their conclusions by citing specific geologic principles.

Terminology: Principle of superposition, the principle of original horizontality, principle of lateral continuity, principle of crosscutting relationships, igneous intrusion, faults, folds, & tilting

10-15-19, Warm-Up
Write a five-sentence paragraph. Summarize what you have learned about geologic principles.
Include as many of the following words and phrases as you can and underline them.

  • Principle of Superposition
  • Principle of Original Horizontality
  • Principle of Lateral Continuity
  • Faults, Folds, & Tilting

Classwork: Folds, Faults, & Geologic Principles PPT w/Skeleton Notes
+Geologic Principles WS

Homework: No Homework


Monday October 14th

Objective: Students will read, write, listen, and speak to complete skeleton notes based on the instructor’s presentation (including labeled pictures and diagrams) about the geologic principles to be able to interpret a geologic cross-section, draw conclusions about the geologic history shown in the cross-section and justify their conclusions by citing specific geologic principles.

Terminology: Principle of superposition, the principle of original horizontality, principle of lateral continuity, principle of crosscutting relationships, igneous intrusion, faults, folds, & tilting

10-14-19, Warm-Up
Write a five-sentence paragraph. Summarize what you learned about faults and folds.
Refer to your notes for help. Include as many of the following words as you can and underline them.

  • tension force
  • compression force
  • shear force
  • normal fault
  • reverse fault
  • strike-slip fault
  • hanging wall
  • foot wall
  • fault block mountain
  • horst and graben
  • folding
  • anticline, & syncline

Classwork: Folds, Faults, & Geologic Principles PPT w/Skeleton Notes
+Write, Pair, Share

Homework: No Homework


Friday October 11th

Objective: Students will read, write, listen, and speak to complete skeleton notes based on the instructor’s presentation (including labeled pictures and diagrams) about the forces in the Earth’s crust to be able to use specific terms correctly in context in a written summary.

Terminology: tension force, compression force, shear force, normal fault, reverse fault, strike-slip fault, hanging wall, foot wall, folding, fault block mountain, horst and graben, anticline, syncline, and tilting

10-11-19, Warm-Up
Write a five-sentence paragraph. Summarize what you learned from the DVD- How the Earth Was Made: The Rockies.  Include specific terminology, refer to your notes for help.
Underline 5 important terms

Classwork:  Folds, Faults, & Geologic Principles PPT w/Skeleton Notes
+Folds & Faults WS

Homework:  Folds & Faults WS


Thursday October 10th

Objective: Students will read, write, listen, and speak to complete skeleton notes based on the instructor’s presentation (including labeled pictures and diagrams) about the forces in the Earth’s crust to be able to use specific terms correctly in context in a written summary.

Terminology: tension force, compression force, shear force, normal fault, reverse fault, strike-slip fault, hanging wall, foot wall, folding, fault block mountain, horst and graben, anticline, syncline, and tilting

10-10-19, Warm-Up
Write a five-sentence paragraph. Describe the following rocks from previous rock labs and explain how each is classified.  Refer to your rock lab data tables for help.  Include descriptive words that you used to distinguish one rock from the other and underline them.

  • Gabbro
  • Andesite
  • Slate
  • Quartzite
  • Shale

Underline 5 important terms

Classwork:  DVD- How the Earth Was Made: The Rockies- 10 Facts
+Folds, Faults, & Geologic Principles PPT w/Skeleton Notes

Homework:  No Homework


Wednesday October 9th

Sub-Day:  Chapter 11 CAQ’s

  • Reading Assessments Questions – 11.1 Read Pg. 308 – 311 & Answer Questions # 1-4 + 6 on Pg. 311.
  • Reading Assessments Questions – 11.2 Read Pg. 312 – 319 & Answer Questions # 1-8 on Pg. 319.

Tuesday October 8th

Objective: Working independently, students will identify eight unknown rocks using their rock lab notes.

10-8-19, Warm-Up

Classwork:  Rock Lab Test + Vocabulary Quiz

Homework:  No Homework


Monday October 7th

Objective: Students will listen, read, and write as they watch a DVD of an episode of How the Earth Was Made about the Rocky Mountains to take notes and write a summary that explains the geologic processes that formed the Rocky Mountains.

10-7-19, Warm-Up
Write a few sentences that distinguish between:
oGranite and Gneiss
oShale and Slate

Classwork:  DVD- How the Earth Was Made: The Rockies- 25 Facts

Homework:  No Homework


Friday October 4th

Objective: Working in lab groups students will read, write, listen, and speak, to classify and identify a set of unknown rocks using descriptive terminology as evidence to support (justify) their claims regarding the types of rocks in the set.
Working in lab groups and using notes to refer to background information, students will read, write, listen, and speak, to correctly use academic vocabulary to describe how the rocks were formed.

Terminology: igneous rock, sedimentary rock, metamorphic rock; crystals or sediments?; large crystals=course grained or small crystals=fine grained; foliated or non-foliated; sediments, sediment size, layering; hard and dense rock? or light rock that is sandy, silty, and perhaps crumbly?

Real World Application: We live in Colorado! We are surrounded by magnificent rocks! It nice to know how to identify the rocks around us and understand how they formed. It is also nice to be able to impress people with your knowledge of geology when the opportunity presents itself.

10-4-19, Warm-Up

No Warm-Up – Notebook Check Quiz

Classwork: Mystery Rock Lab: Intro –> Lab time –> Debrief –> Summary

Homework: No Homework


Thursday October 3rd

Objective: Students will read, write, listen, and speak to conduct a rock lab and be able to describe and classify igneous, sedimentary, and metamorphic rocks.
Terminology: magma, lava, igneous rock, intrusive, extrusive, mafic, felsic, metamorphic rock, foliation, protolith, sedimentary rock, clastic, chemical, and organic

10-3-19, Warm-Up
Write a five sentence paragraph. Summarize what you have learned about sedimentary, igneous, and metamorphic rocks.  Include as many of the following words as you can and underline them.  For help, refer to your Types of Rocks and the Rock Cycle Skeleton Notes. Igneous rock
Intrusive
Extrusive
Mafic
Felsic
Metamorphic rock
Foliation
Protolith
Sedimentary rock
Clastic
Chemical
Organic

Classwork:  Igneous, Sedimentary, Metamorphic Rock Lab
-Chapter 3 CAQ’s

Homework:  No Homework


Wednesday October 2nd

Sub-Day:  Chapter 3 CAQ’s

  • Reading Assessments Questions – 3.2 Read Pg. 70 – 74 & Answer Questions # 1-8 on Pg. 74.
  • Reading Assessments Questions – 3.3 Read Pg. 75 – 79 & Answer Questions # 1-9 on Pg. 79.
  • Reading Assessments Questions – 3.4 Read Pg. 80 – 84 & Answer Questions # 1-9 on Pg. 84.

Tuesday October 1st 

Objective: Students will read, write, listen, and speak to record observations of thin sections of rock samples under the microscope to explain how we use thin-sections to better understand the mineral composition of rocks.

Understanding rocks, what they are made of and how they were formed helps us appreciate the landscape and understand how it was formed.   We live in Colorado, which has a rich geologic history and understanding basics of rocks and how they were formed helps us appreciate where we live.

10-1-19, Warm-Up
Write a five sentence paragraph. Summarize what you have learned about metamorphic rocks.  Include as many of the following words as you can and underline them.
For help, refer to your Types of Rocks and the Rock Cycle Skeleton Notes.
-high temperature & pressure
-solid-state/rock melts
-new minerals formed
-regional/contact metamorphism
-depth increases  à temperature increases
-parent rock (protolith)
-foliation

Classwork: Thin-Section Lab:  Lab Time

Homework:  No Homework


Monday September 30th 

Objective: Students will read, write, listen, and speak to record observations of thin sections of rock samples under the microscope to explain how we use thin-sections to better understand the mineral composition of rocks.

Understanding rocks, what they are made of and how they were formed helps us appreciate the landscape and understand how it was formed.   We live in Colorado, which has a rich geologic history and understanding basics of rocks and how they were formed helps us appreciate where we live.

9-30-19, Warm-Up
Read the handout and answer the following questions in complete sentences.
What is a thin-section?
What do thin-sections allow us to do?
How do polarized filters help us see minerals in thin-sections?

Classwork: Thin-Section Lab: Intro –> Lab Time

Homework:  No Homework


Friday September 27th

Objective: Students will read, write, listen, and speak to describe how metamorphic rocks are formed.
Terminology: Metamorphic rock, Regional metamorphism, Contact metamorphism, Foliation, Protolith

9-27-19, Warm-Up
No Warm-Up – Notebook Check Quiz

Classwork: Types of Rocks and the Rock Cycle PPT w/Skeleton Notes
Metamorphic Rock Lab
Metamorphic Process WS

Homework: Finish Classwork


Thursday September 26th

Objective: Students will read, write, listen, and speak to conduct a rock lab and be able to describe describe and classify igneous rocks.

9-26-19, Warm-Up
Write a five-sentence paragraph. Summarize what you have learned about igneous rocks.
Refer to your skeleton notes for help.
Include as many of the following words as you can and underline them.
-Intrusive
-Extrusive
-fine-grained
-Coarse-grained
-Mafic
-Felsic
-Dark-colored
-Light-Colored

Classwork: Igneous Rock Lab
+Igneous Rocks Crystallization WS

Homework: Finish Classwork


Wednesday September 25th

Sub-Day: Bedrock Geology Vocabulary


Tuesday September 24th

Objective: Students will read, write, listen, and speak to be able to describe how igneous rocks are formed.
Terminology: Igneous rock, Magma, Intrusive & Extrusive igneous, Rock, Lava, Lithospheric Plate

9-24-19, Warm-Up
1) Distinguish between sandstone and conglomerate, in terms of texture and color.
2) Distinguish between limestone and shale, in terms of texture and color.
3) Explain why sandstone is clastic sedimentary rock.
4) Explain why coal is an organic sedimentary rock.
5) Explain why rock salt (halite) is a chemical sedimentary rock.

Classwork: Types of Rocks and the Rock Cycle PPT w/Skeleton Notes
+Bedrock Geology Vocabulary

Homework: No Homework


Monday September 23rd

Objective: Students will read, write, listen, and speak to learn the appropriate terminology used to describe rocks to be able examine a set of sedimentary rocks in the lab, discuss with their lab partners the physical characteristics and appearance of these rocks to be able to describe and classify the set sedimentary rocks that they examined, using the appropriate terminology, in their written summaries.

9-23-19, Warm-Up
Write a five-sentence paragraph. Summarize what you have learned about sedimentary rocks.
Refer to your skeleton notes for help.
Include as many of the following words as you can and underline them.
-Clastic Sedimentary Rock
-Weathering & Erosion
-Sediments/Clasts
-Compaction
-Cementation
-Chemical Sedimentary Rock
-Evaporation & Precipitation
-Organic Sedimentary Rock
-Rapid Burial
-Time, Heat, Pressure

Classwork: How to Describe a Rock PPT
-Sedimentary Rock Lab

Homework: No Homework


Friday September 20th

Sub-Day: DDRG The Nature of Igneous Rocks


Thursday September 19th

Sub-Day: DDRG Sedimentary Rocks of the Earth’s Crust


Wednesday September 18th

Objective: Students will read, write, listen, and speak to be able to classify sedimentary rocks and explain the processes that lead to their formation.
Terminology: clastic, chemical, and organic; compaction & cementation, weathering and erosion, precipitation, rapid burial of swamp forest, time, heat, pressure

9-18-19, Warm-Up
Write a five-sentence paragraph. Summarize the rock cycle. Include as many of the following words as you can and underline them.
Refer to your rock cycle diagram and your video notes for help.
-compaction & cementation
-high temperature & pressure
-sediments
-igneous rock
-metamorphic rock
-sedimentary rock
-melting
-cooling and hardening
-magma
-weathering

Classwork: Types of Rocks and the Rock Cycle PPT w/Skeleton Notes
+Classifying Sedimentary Rocks WS

Homework: Finish Classwork


Tuesday September 17th

Objective: Students will read, write, listen, and speak to review the rock cycle by watching a short video and taking notes, as well as, drawing a schematic diagram of the rock cycle.

9-17-19, Warm-Up
Write a five-sentence paragraph. Read the “Rocks” handout, then summarize the rock cycle.  Include as many of the following words as you can and underline them.
-compaction & cementation
-high temperature & pressure
-sediments
-igneous rock
-metamorphic rock
-sedimentary rock
-melting
-cooling and hardening
-magma
-weathering

Classwork:  The Rock Cycle Diagram – Drawing in notebook
The Rock Cycle Video w/notes in notebook
Reading Assessments Questions – 3.1 Read Pg. 66 – 69 & Answer Questions # 1-9 on Pg. 69.

Homework: Reading Assessments Questions – 3.1


Monday September 16th

Objective: Students will read, write, listen, and speak to participate in a simulation of the rock cycle, construct a diagram of the rock cycle, analyze the rock cycle, and learn the terminology and processes involved in the rock cycle to be able to use terms such as cooling and solidifying, compaction and cementation, and other rock cycle terms correctly in context in a written summary.

 9-18-19, Warm-Up
Write a five-sentence paragraph.
Summarize your plan for your life after high school.
Do you have a plan?  If so, what is your plan?  Here are some ideas: four year university, two year college, trade-school (vocational school), apprenticeship,  a job with potential for advancement.  What are your values? What do you enjoy?  What are your interests?  Thinking about these things can be helpful in making these important decisions.

Classwork: Rock Cycle Activity
-Intro
-Activity
-Analysis Questions

Homework: No Homework


Friday September 13th

Objective: Students will read, write, listen, and speak to be explain key terms and concepts of rock forming minerals and their constituent chemical elements to be able to use specific mineral terminology properly in context in a written summary. Terminology: silicates, carbonates, oxides, sulfates, halides, quartz, pyroxene, olivine, mica, calcite, hematite, and rock salt (halite)

9-13-19, Warm-Up
Write a five-sentence paragraph.
Summarize what you learned about minerals.
Refer to your notes for help.

Classwork:  Chromebook – Pearson Easybridge – Online Textbook
Earth Science Reading Assessments – 2.2 – 2.3

Homework:  Earth Science Reading Assessments – 2.2 – 2.3


Thursday September 12th

Objective: Students will read, write, listen, and speak to be explain key terms and concepts of rock forming minerals and their constituent chemical elements to be able to use specific mineral terminology properly in context in a written summary. Terminology: silicates, carbonates, oxides, sulfates, halides, quartz, pyroxene, olivine, mica, calcite, hematite, and rock salt (halite)

9-12-19, Warm-Up
Write a five-sentence paragraph. Summarize what you learned about rock forming minerals. Include as many of the following words as you can and underline them.
Refer to your rock forming minerals data table for help.

-silicates
-carbonates
-oxides
-sulfates
-halides
-quartz
-olivine
-micas
-calcite
-hematite
-rock salt (halite)
Silicon=Si
Oxygen=O
CO3
Mg=Magnesium
Ca=Calcium
Fe=Iron
Na=Sodium
Cl=Chlorine
K=Potassium
Na=Sodium
Al=Aluminum

Classwork:  Earth Science Reading Assessments – 2.2 – 2.3
The Rock Cycle Video w/Notes + Exit Ticket

Homework: No Homework


Wednesday September 11th

Objective: Students will read, write, listen, and speak to be introduced to the key terms and concepts of rock forming minerals and their constituent chemical elements to be able to use specific mineral terminology properly in context in a written summary. Terminology: silicates, carbonates, oxides, sulfates, halides, quartz, pyroxene, olivine, mica, calcite, hematite, and rock salt (halite)

9-11-19, Warm-Up
Write a five-sentence paragraph. Summarize what you learned about mineral characteristics.   Provide three examples from the lab (name a mineral and describe it’s characteristics).  Include the following words and underline them.

  • Color
  • Streak
  • Luster
  • Break

Classwork:  Mineral Identification Lab
Earth Science Reading Assessments – 2.2 – 2.3
Chapter 2 Minerals
Assessment 2.2
Read Pg. 44 – 49 & answer questions 1 – 8
Assessment 2.3
Read Pg. 50 – 55 & answer questions 1 – 7)

Homework: No Homework


Tuesday September 10th

Objective: Students will read, write, listen, and speak to be introduced to the key terms and concepts of rock forming minerals and their constituent chemical elements to be able to use specific mineral terminology properly in context in a written summary. Terminology: silicates, carbonates, oxides, sulfates, halides, quartz, pyroxene, olivine, mica, calcite, hematite, and rock salt (halite)

9-10-19, Warm-Up
Write a five-sentence paragraph.
Summarize what you learned about minerals and their uses in our lives.  Include as many of the following words as you can and underline them.
Refer to your skeleton notes for help.

•Mica
•Sulfur
•Barite
•Gypsum
•Quartz
•Copper
•Talc
•Silicon
•Gallium
•Neodymium
•Iron
•Nickel
•Molybdenum
•Lithium
•Nickel
•Cobalt

Classwork:  Minerals PPT w/Skeleton Notes
-Mineral Identification Lab

Homework: No Homework


Monday September 9th

Objective: Students will read, write, listen, and speak to be introduced to the key terms and concepts of rock forming minerals and their constituent chemical elements to be able to use specific mineral terminology properly in context in a written summary. Terminology: silicates, carbonates, oxides, sulfates, halides, quartz, pyroxene, olivine, mica, calcite, hematite, and rock salt (halite)

9-9-19, Warm-Up
Use the Earth- Nature’s Storehouse” reading handout to answer the questions in complete sentences.
1) List all of the minerals, by category (metals, non-metals, and fuels) that are identified in paragraph three.
2) Describe three of Earth’s natural processes that create minerals.
3) Identify the minerals are used to make trucks, railway cars, and airplanes.
4) Identify the minerals are used to make stoves refrigerators, dishwashers, toasters, forks, and knives.
5) Identify some of the mineral used to build homes, apartments, office buildings, and factories.
6) What is a silicon chip from a computer made from?

Classwork:  Minerals PPT w/Skeleton Notes
-Rock Forming Minerals Table
-Intro w/handout & “guided practice” w/Minerals WS

Homework: Minerals WS


Friday September 6th

Objective: Students will take the Intro Unit Test to be able to demonstrate knowledge and understanding of the four branches of Earth Science, four of the Earth’s Systems, lab safety, units of measurement (metric) and the scientific method.

9-6-19, Warm-Up
No Warm-Up

Classwork: Intro Unit Test (Open-Note)

Homework: No Homework


Thursday September 5th

Objective: Students will read, write, listen, and speak to write a hypothesis and test it by conducting a simple experiment.  Then students will analyze their data to write a scientific explanation using the claim, evidence, reasoning framework.  Finally, students will draw a conclusion based on the data.

9-5-19, Warm-Up

Use the Steps of Scientific Method notes handout to answer the questions in complete sentences.
1)  What is a control group and why are control groups important in experiments?
2) What are some of the constants in John’s experiment and why are constants important?
3) Analyze the data table for trial 1.  Which amount of sugar produced the largest loaf of bread? Does this support John’s hypothesis?
4) Analyze the data table for trial 2.  Which amount of sugar produced the largest loaf of bread?  Does this support John’s hypothesis?

Classwork:  Air Temperature Lab: Graphing and Conclusion
+The Scientific Method WS

Homework:  The Scientific Method WS


Wednesday September 4th

Objective: Students will read, write, listen, and speak to write a hypothesis and test it by conducting a simple experiment.  Then students will analyze their data to write a scientific explanation using the claim, evidence, reasoning framework.  Finally, students will draw a conclusion based on the data.

9-7-19, Warm-Up
Use the Steps of Scientific Method notes handout to answer the questions in complete sentences.
1) What is john’s problem or question?
2) What is john’s hypothesis?
3) What is an independent variable and what is the independent variable in John’s experiment?
4) What is a dependent variable and what is the dependent variable in John’s experiment?
5) Explain the relationship between the independent variable and the dependent variable?

Classwork: Air Temperature Lab
-Intro & Lab Time

Homework:  No Homework


Tuesday September 3rd

Objective: Students will read, write, listen, and speak, correctly using the metric system and laboratory measurement equipment to measure the mass, volume, and length quantities of a various regular and irregular solids to be able to calculate their densities.

8-3-19, Warm-Up
Write a five-sentence paragraph. Write an imaginary story about a day in your life.
Include at least six different metric units of measurement and underline them
Example:  I missed the bus and walked six kilometers home.  I was exhausted and my backpack felt like a mega-gram.
Refer to your skeleton notes for help.

Classwork: Density Lab- Intro + Lab time

Homework: Density Problem Set


Friday August 30th

Objective: Students will read, write, listen and speak to complete a set of skeleton notes about the metric system, to be able to correctly use the metric system and laboratory equipment to measure the mass, volume, and length of a variety of sizes and shapes of matter during upcoming labs.

8-30-19, Warm-Up
Write a five-sentence paragraph.
Summarize what you have learned about the metric system.  Include as many of the following words as you can and underline them.

  • prefixes
  • base units
  • length
  • volume
  • mass
  • meter
  • liter
  • gram
  • kilo
  • centi
  • milli

Refer to your skeleton notes for help.

Classwork: The Metric System PPT w/Skeleton Notes
+Practicing Measurement Skills WS

Homework:  Practicing Measurement Skills WS


Thursday August 29th

Objective: Students will read, write, listen and speak to complete a set of skeleton notes about the metric system, to be able to correctly use the metric system and laboratory equipment to measure the mass, volume, and length of a variety of sizes and shapes of matter during upcoming labs.

8-29-19, Warm-Up
Write a five-sentence paragraph. Identify and describe the most beautiful place you have ever been.  What is the name of the place?  Who took you there?  When did you go there?  Where is this place?  Why is it beautiful?

Classwork: The Metric System PPT w/Skeleton Notes
+Volume Blocks Mini-Lab
+Measuring Length & Volume WS

Homework: Measuring Length & Volume WS


Wednesday August 28th

Objective: Students will read, write, listen, and speak to review rounding numbers with decimals and performing metric conversions to be able to practice rounding numbers with decimals and performing metric conversions.

8-28-19 Warm-Up
Write a five-sentence paragraph.  Describe your favorite musician or band.  Who is this musician or band? What style is this musician or band? Why do you like this musician or band?

Classwork: Rounding Decimals & Metric Conversions PPT w/skeleton notes
+Rounding Numbers w/Decimals & Metric Conversions WS- ”guided practice”
-Intro w/sample problems (notebook)
-“Guided Practice”

Homework: Rounding Numbers w/Decimals & Metric Conversions WS


Tuesday August 27th

Objective: Students will read, write, listen, and speak to review and practice graphing basics terms and techniques to be able to complete & interpret a series of graphs and data tables.

Real world application: This is an important skill on college entrance exams! There will be many questions that ask you to take information from a graph.
Terminology: interpolate, x-axis, y-axis, independent variable, dependent variable, scale (evenly spaced intervals), labeled axes, units, title, key, neatness

8-27-19, Warm-Up
Write a five-sentence paragraph. Explain how to properly set-up and complete a line graph.
Include as many of the following words as you can and underline them.
-x-axis
-y-axis
-independent variable
-dependent variable
-scale (evenly spaced intervals)
-labeled axes
-units
-title
-key
-neatness

Classwork: Brain Stretcher Graphing- Part 2
-Intro
-Guided Practice

Homework: Brain Stretcher Graphing- Part 2


Monday August 26th

Objective: Students will read, write, listen, and speak to review and practice graphing basics terms and techniques to be able to complete & interpret a series of graphs and data tables.

Terminology: x-axis, y-axis, independent variable, dependent variable, scale (evenly spaced intervals), labeled axes, units, title, key, neatness

8-26-19, Warm-Up
No Warm-Up — No Notebook — Graphing Pre-Test

Classwork:  Brain Stretcher Graphing- Part 1
-Intro
-Guided Practice

Homework: Finish Brain Stretcher Graphing- Part 1


Friday August 23rd

Objective: Students will read, write, listen, and speak to create a concept map that shows multiple examples of the interconnected spheres of the Earth system.

8-23-19, Warm-Up
Write a five-sentence paragraph. Identify and explain all of the connections drawn in your Earth systems concept map so far. What are some additional connections you could make?

Classwork: Earth Systems Concept Map & Poster
+Exit Ticket

Homework: No Homework


Thursday August 22nd

Objective: Students will read, write, listen, and speak to create a concept map that shows multiple examples of the interconnected spheres of the Earth system.

8-22-19, Warm-Up
Write a five-sentence paragraph. Summarize what you learned about the study of Earth science and Earth system science. Refer to your notes for help. Include the following words and underline them.
-Lithosphere
-Hydrosphere
-Atmosphere
-Biosphere

Classwork: Earth Systems Concept Map & Poster

Homework: No Homework


Wednesday August 21st 

Sub-Day

Assignment: Earth Nature’s Storehouse Article and Worksheet


Tuesday August 20th

Objective: Students will read, write, listen, and speak to create a concept map that shows multiple examples of the interconnected spheres of the Earth system.

8-20-19, Warm-Up
Write a five-sentence paragraph. Summarize what you learned about the study of Earth science. Refer to the article ”What is Earth Science” and your notes for help. Include the following words and underline them.
-Geology
-Meteorology
-Astronomy
-Oceanography

Classwork: Why Earth Science?- Video Clip
-Earth System Science Notes
-Earth Systems Concept Map

Homework: No Homework


Monday August 19th

Objectives:

Students will read the Earth Science Course Syllabus and complete an open-note quiz to learn how to be successful in Earth Science.

Students will read the article What is Earth science? to draw pictures and write descriptions that illustrate and explain the four branches of Earth science.

8-19-19, Warm-Up
Write a 5 sentence paragraph that describes one of your favorite hobbies, sports, or activities. What is it? Why do you like it? How long have you been doing it? Who got you involved? What are your goals for this hobby, sport, or activity?

Classwork: Teacher Introduction
-1st Day Syllabus Open-Note Quiz
-What is Earth Science- Pictures & Descriptions

–> Article Link: https://www.livescience.com/46252-earth-science.html

Homework- What is Earth Science- Pictures & Descriptions
+Summer homework for Earth Science 2018