ES Daily Agenda


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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