4th Hour Angileri 6th grade science-4TH HOUR Assignments
- Instructors
- Term
- 2020-2021 School Year
- Department
- Science
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Friday June 11th
Due:
Extra Credit: Q 4
You will be taking a nature walk around your neighborhood to make some observations. Answer the questions to the best of your ability. You may add a slide to the presentation to answer the quetions.
This is due before you take the science test this week. Late submissions will not be counted as a grade to improve your 4th quarter grade.
This is due before you take the science test this week. Late submissions will not be counted as a grade to improve your 4th quarter grade.
Due:
Blooket Review
1 Tower of Defense
2. Cafe
2. Cafe
Due:
Study Guide Ecosystem 2
Due:
Student Work Symbiosis
Due:
#1. Food Web Understanding
Due:
#5 Student Questions Food Webs
Due:
#3 Try Now Scopepedia
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
I can demonstrate comprehension of the cycling of matter and flow of energy among living and nonliving parts of an ecosystem by identifying thetropic level in the images
I can write to present the cycling of matter and flow of energy among living and nonliving parts of an ecosystem using modeling and content specific vocabulary.
I can demonstrate comprehension of the cycling of matter and flow of energy among living and nonliving parts of an ecosystem by identifying thetropic level in the images
I can write to present the cycling of matter and flow of energy among living and nonliving parts of an ecosystem using modeling and content specific vocabulary.
Due:
#3 Build Your Own Energy Pyramid
Due:
#4 The pyramid shape is used to represent the flow of energy because of the way that energy is used up and lost throughout the system. Please explain why?
Due:
#5 How does energy transfer through food chains?
Due:
#4 Students Work Food Chains
Due:
Blooket Ecosystem 1 Weekend Homework
#1 Cafe
#2 Tower of Defense
#2 Tower of Defense
Due:
#3 Competition will occur between organisms in an ecosystem when they both use the same resource and
Due:
#5 Student Work Organizing Ecosystems
Due:
#6 What is the difference between the ecosystem level and a community level of organization?
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#4 Student Work Biotic/Abiotic Organizing Ecosystems
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#5 What are the basic requirements for all life? (For you to live)
Due:
#3 Students Work Biotic/ Abiotic
Due:
Blooket Thermal Energy
Due:
#4 Stemscopes Readiong A Thermal Transformations
Log into stemscopes.
1. Have the computer read the article to you
2. Read the article to yourself
3. Participate in the discussion
4. Carefully answer the five questions that follow the article. (You only have 1 chance)
1. Have the computer read the article to you
2. Read the article to yourself
3. Participate in the discussion
4. Carefully answer the five questions that follow the article. (You only have 1 chance)
Due:
#3 Does the type of environment surrounding a material have an effect on the amount of energy needed to transfer temperature?
Due:
#3 Student Answers Amounts Matter
Due:
#1 CCV Video: Energy Transfer and Temperature
We will watch the video together. If you need to re-watch the video, please log into Stemscopes. It will be listed under assignments.
Answer the four questions with as much detail as possible. Complete sentences are expected.
Answer the four questions with as much detail as possible. Complete sentences are expected.
Due:
#4 Do all liquids lose heat at the same rate?
Explain your reasoning based on the Materials Matter Experiment.
Due:
#1 APK Thermal Energy Transfer
Make a prediction for each example. I am looking for how you think so make sure you decribe your though process.
Due:
Weekend Test Practice
1. Tower of Doom
#2 Tower of Defense
#2 Tower of Defense
Due:
Assignment: Blooket Cafe (play for 20 minutes)
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate application of thermal energy transfer by completing the Blooket Review
L.O.: I can write to answer questions about the three types of Thermal Energy Transfer using the Blooket Review
CO: I can demonstrate application of thermal energy transfer by completing the Blooket Review
L.O.: I can write to answer questions about the three types of Thermal Energy Transfer using the Blooket Review
Due:
#2 Independent Lesson Thermal Energy
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate comprehension of thermal energy transfer by paraphrasing information from the my Thermal Energy CLASSWORK
L.O.: I can write to explain the three types of Thermal Energy Transfer using the Thermal Energy CLASSWORK
CO: I can demonstrate comprehension of thermal energy transfer by paraphrasing information from the my Thermal Energy CLASSWORK
L.O.: I can write to explain the three types of Thermal Energy Transfer using the Thermal Energy CLASSWORK
Due:
#1 Thermal Energy Transfer Study Guide
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate application of thermal energy transfer by completing the study guide
L.O.: I can write to answer questions about the three types of Thermal Energy Transfer using the Study Guide.
CO: I can demonstrate application of thermal energy transfer by completing the study guide
L.O.: I can write to answer questions about the three types of Thermal Energy Transfer using the Study Guide.
Due:
#4 Thermal Energy Sort
Due:
#2 LKL Thermal Energy Transfer
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate comprehension of thermal energy transfer by paraphrasing information from the Scopepedia Article.
L.O.: I can write to explain the three types of Thermal Energy Transfer using the Graphic Organizer
CO: I can demonstrate comprehension of thermal energy transfer by paraphrasing information from the Scopepedia Article.
L.O.: I can write to explain the three types of Thermal Energy Transfer using the Graphic Organizer
Due:
#4 exit ticket: Think about the investigation you heard about today and tell me which material is a better conductor and why you think this? Wood, Metal or Plastic
Use information from the investigation to help you answer this. To receive full credit, I need you to explain why you think that material is a better conductor.
Due:
#3 Hypothesis: I believe the _______________ spoon will have the greater transfer of thermal energy
Make a prediction
Due:
#1 Thermal Energy Quick Write
Use the document to list all of the ways you feel heat on a daily basis.
This is a quick write
This is a quick write
Due:
#2 Particles and Changing states of matter
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
C.O. I can demonstrate knowledge of designs that either minimizes or maximizes thermal energy transfer by identifying objects that transfer Thermal energy faster than others.
L.O. I can write to explain how designs either minimizes or maximizes thermal energy transfer using sentence frames.
C.O. I can demonstrate knowledge of designs that either minimizes or maximizes thermal energy transfer by identifying objects that transfer Thermal energy faster than others.
L.O. I can write to explain how designs either minimizes or maximizes thermal energy transfer using sentence frames.
Due:
#1 Activity Changing particle movement States of Matter
Due:
#4 Building solid and Liquid model
Use the slide to build a model of a solid and a model of a liquid
Due:
#3 You have hot cocoa in cups made out of different materials. Which will reach room temperature first? Metal, Glass, Ceramic, Styrofoam Explain why.
Due:
#1 APK Thermal Energy Transfer
Due:
Test: Thursday February 25th
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.
Due:
#1 Video Kinetic and Potential Energy
Due:
Study Guide: Tuesday, February 23rd
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of Kinetic and Potential Energy and the factors that influence the amount of energy present by completing the study guide.
L.O.: I can write to make connections among the relationships of Kinetic and Potential Energy and the factors that influence the amount of energy present using the sentence frames.
C.O.: I can demonstrate application to describe the relationships of Kinetic and Potential Energy and the factors that influence the amount of energy present by completing the study guide.
L.O.: I can write to make connections among the relationships of Kinetic and Potential Energy and the factors that influence the amount of energy present using the sentence frames.
Due:
Potential Energy Conclusions
Due:
Kinetic Energy Conclusion
Due:
Mass and Kinetic Energy
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.
Due:
#2 Exit Ticket: A horse named Snickers who weighs 2000 pounds is running at 55 miles per hour. How much kinetic energy does he have? HINT: Don't forget to set the KE calculator to the correct units!
In this question, you will likely have to go back to the teacher presentation to see what we did. You will need to make sure that you set the correct units. For Mass, POUNDS is represented as (lb) and for Velocity, which you know as speed, we would use MILES PER HOUR which is represented as (m/h). If you are confused, ask for help!
Due:
#1 Speed and Calculating Kinetic Energy
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.
Due:
Energy Sort
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate comprehension of the relationships of kinetic energy and potential energy by defining the terms using Energy picture sort .
L.O.: I can write to describe the relationships of kinetic energy and potential energy using picture sort.
C.O.: I can demonstrate comprehension of the relationships of kinetic energy and potential energy by defining the terms using Energy picture sort .
L.O.: I can write to describe the relationships of kinetic energy and potential energy using picture sort.
Due:
#3 The Energy of position is called ___________ energy. Give an example.
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate knowledge of relationships of kinetic energy and potential energy by defining the terms and giving an example.
L.O.: I can write to describe the relationships of kinetic energy and potential energy using sentence stems.
C.O.: I can demonstrate knowledge of relationships of kinetic energy and potential energy by defining the terms and giving an example.
L.O.: I can write to describe the relationships of kinetic energy and potential energy using sentence stems.
Due:
#2 The Energy of motion is called__________ energy? Give me an example,
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate knowledge of relationships of kinetic energy and potential energy by defining the terms and giving an example.
L.O.: I can write to describe the relationships of kinetic energy and potential energy using sentence stems.
C.O.: I can demonstrate knowledge of relationships of kinetic energy and potential energy by defining the terms and giving an example.
L.O.: I can write to describe the relationships of kinetic energy and potential energy using sentence stems.
Due:
Study Guide and classwork
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate application of how the body is a system of interacting subsystems composed of groups of cells by carrying out the debate activity for the study guide.
C.O.: I can "write" to respond to questions about how the body is a system of interacting subsystems composed of groups of cells using the study guide.
L.O.: I can demonstrate application of how the body is a system of interacting subsystems composed of groups of cells by carrying out the debate activity for the study guide.
C.O.: I can "write" to respond to questions about how the body is a system of interacting subsystems composed of groups of cells using the study guide.
Due:
Thursday, January 21st
Due:
Friday, January 15th This assignment counts for a grade and your attendance for today.
Use Class Link to log into Brain Pop. ( You may need to log in through Class Link)
We are going to use the Body Systems vide and quiz along with related reading activities to increase your neural connections using electromagnetic input to activate your brain with further information about body systems.
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate comprehension of how the body is a system of interacting subsystems composed of groups of cells by paraphrasing information from the related reading
C.O.: I can answer questions questions about how the body is a system of interacting subsystems composed of groups of cells using content specific vocabulary.
We are going to use the Body Systems vide and quiz along with related reading activities to increase your neural connections using electromagnetic input to activate your brain with further information about body systems.
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate comprehension of how the body is a system of interacting subsystems composed of groups of cells by paraphrasing information from the related reading
C.O.: I can answer questions questions about how the body is a system of interacting subsystems composed of groups of cells using content specific vocabulary.
Due:
Thursday January 14th
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate comprehension of how the body is a system of interacting subsystems composed of groups of cells by explaining the vocabulary and giving an example.
C.O.: I can "write" to define how the body is a system of interacting subsystems composed of groups of cells using the graphic organizer.
L.O.: I can demonstrate comprehension of how the body is a system of interacting subsystems composed of groups of cells by explaining the vocabulary and giving an example.
C.O.: I can "write" to define how the body is a system of interacting subsystems composed of groups of cells using the graphic organizer.
Due:
# 2 Body Systems Day 1
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate knowledge of how the body is a system of interacting subsystems composed of groups of cells by identifying the organization.
C.O.: I can "write" to describe how the body is a system of interacting subsystems composed of groups of cells using the graphic organizer.
L.O.: I can demonstrate knowledge of how the body is a system of interacting subsystems composed of groups of cells by identifying the organization.
C.O.: I can "write" to describe how the body is a system of interacting subsystems composed of groups of cells using the graphic organizer.
Due:
Cell Theory and Cells Test
We will spend the first half hour of class reviewing for the test.
Then, You will take the test on Cell Theory and Cells.
After the test, I would like you to check your science grade and see if there are any assignments listed as missing for this unit.
Each Student needs to check with Mrs. Angileri before leaving class for the day,
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
C.O.: I can demonstrate evaluation of cell theory, cells, and use a model to describe the function of a cell as a whole by testing.
L.O. : I can write to answer questions about cell theory, cells, and use a model to describe the function of a cell as a whole using the common assessment.
Then, You will take the test on Cell Theory and Cells.
After the test, I would like you to check your science grade and see if there are any assignments listed as missing for this unit.
Each Student needs to check with Mrs. Angileri before leaving class for the day,
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
C.O.: I can demonstrate evaluation of cell theory, cells, and use a model to describe the function of a cell as a whole by testing.
L.O. : I can write to answer questions about cell theory, cells, and use a model to describe the function of a cell as a whole using the common assessment.
Due:
Cells review
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
C.O.: I can demonstrate comprehension of cell theory, cells, and use a model to describe the function of a cell as a whole by summarizing information on the study Guide.
L.O. : I can write to answer questions about cell theory, cells, and use a model to describe the function of a cell as a whole using the study guide.
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
C.O.: I can demonstrate comprehension of cell theory, cells, and use a model to describe the function of a cell as a whole by summarizing information on the study Guide.
L.O. : I can write to answer questions about cell theory, cells, and use a model to describe the function of a cell as a whole using the study guide.
Due:
1. From what we learned last week: __________ are the basic units of living things.
If you need help, The answer is in the Scopepedia Article that is located below.
When you have finished the question, skim and scan the Scopepedia article to gather information about today's lesson.
When you have finished the question, skim and scan the Scopepedia article to gather information about today's lesson.
Due:
#2 Cells, their parts and functions
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
C.O.: I can demonstrate comprehension of using a model to describe the function of a cell and the parts that help it to function by paraphrasing information in notes.
L.O.: I can write to describe a model to describe the function of a cell and the parts that help it to function using note taking strategies.
C.O.: I can demonstrate comprehension of using a model to describe the function of a cell and the parts that help it to function by paraphrasing information in notes.
L.O.: I can write to describe a model to describe the function of a cell and the parts that help it to function using note taking strategies.
Due:
Extra Credit Brain Pop Cells
There are 5 small tasks to be completed in the extra credit assignment. You must complete a minimum of two tasks to receive any points however, you may complete all five to receive all 5 points. This is due Friday, December 4th before 3 pm.
If the link does not work, you can log in through classlink.
If the link does not work, you can log in through classlink.
Due:
Explore 1 Single or Multi
What is the smallest thing that can be considered living?
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate comprehension of the fact that living things are made of eithere one cell or many different numbers and types of cells.
L.O. I can write to answer questions about evidence that living things are made of cells–either one cell or many different numbers and types of cells.
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate comprehension of the fact that living things are made of eithere one cell or many different numbers and types of cells.
L.O. I can write to answer questions about evidence that living things are made of cells–either one cell or many different numbers and types of cells.
Due:
Single-multicellular organisms and vocabulary
What is the smallest thing that can be considered living?
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate comprehension of the fact that living things are made of eithere one cell or many different numbers and types of cells.
L.O. I can write to answer questions about evidence that living things are made of cells–either one cell or many different numbers and types of cells.
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate comprehension of the fact that living things are made of eithere one cell or many different numbers and types of cells.
L.O. I can write to answer questions about evidence that living things are made of cells–either one cell or many different numbers and types of cells.
Due:
#1 Hook Cells
Living verses nonliving
While I take attendance, Please create a list of living things and non living things. After today's lesson, I will ask you to go back and put a mark if the item is composed ( made) out of cells.
While I take attendance, Please create a list of living things and non living things. After today's lesson, I will ask you to go back and put a mark if the item is composed ( made) out of cells.
Due:
#2 Cell Theory
What is the smallest thing that can be considered living?
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate knowledge of living verses non living items by recalling past experiences.
L.O. I can write to explain my understanding of living and non living items using sentence frames.
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate knowledge of living verses non living items by recalling past experiences.
L.O. I can write to explain my understanding of living and non living items using sentence frames.
Due:
#3 What does it mean to be living?
Please answer the question: What does it mean to be living?
Due:
#4 CCV Weathering, Erosion, and Deposition
Log into stemscopes through classlink.
Watch the Content Connections Video: Weathering, Erosion, and Deposition.
After watching the video, answer the questions that follow on the Google document attached. If you need help, rewatch the video.
Watch the Content Connections Video: Weathering, Erosion, and Deposition.
After watching the video, answer the questions that follow on the Google document attached. If you need help, rewatch the video.
Due:
Test Weathering and Erosion
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
L.O.
I can demonstrate Evaluation of how geoscience processes have changed Earth’s surface by Testing.
C.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface content specific vocabulary.
L.O.
I can demonstrate Evaluation of how geoscience processes have changed Earth’s surface by Testing.
C.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface content specific vocabulary.
Due:
Redo CER Appalachian verses Rocky Mountains CER
Question:
Explain based on evidence for how weathering and erosion have changed Earth’s surface by comparing and contrasting the Appalachian Mountains and the Rocky Mountains.
Make a claim:
Evidence: Back the claim using evidence from your notes
Reasoning: How does your evidence support your claim
Explain based on evidence for how weathering and erosion have changed Earth’s surface by comparing and contrasting the Appalachian Mountains and the Rocky Mountains.
Make a claim:
Evidence: Back the claim using evidence from your notes
Reasoning: How does your evidence support your claim
Due:
#3 Study Guide Weathering and Erosion
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
C.O.
I can demonstrate comprehension of how geoscience processes have changed Earth’s surface at varying time and spatial scales by summarizing information on a study guide.
L.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface at varying time and spatial scales using sentence frames
C.O.
I can demonstrate comprehension of how geoscience processes have changed Earth’s surface at varying time and spatial scales by summarizing information on a study guide.
L.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface at varying time and spatial scales using sentence frames
Due:
#1 True or False: Weathering and erosion work against each to change the surface of the Earth.
Due:
#3 W & E Rockies-Appalachian evidence
Use the slide presentation to gather information/ evidence to support the claim that Weathering and Erosion work together to change the shape of Earth's surface
how geoscience processes have changed Earth’s surface
how geoscience processes have changed Earth’s surface
Due:
CER Mountains
Due:
#3 Weathering and Erosion by Wind and Water
I am going to demonstrate the experiment for you.
Record your observations along the way
Be ready to discuss what is happening
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
C.O.:
I can demonstrate application of how geoscience processes have changed Earth’s surface by explaining the model of weathering and erosion.
L.O.:
I can write/draw to explain how geoscience processes have changed Earth’s surface using sentence frames.
Record your observations along the way
Be ready to discuss what is happening
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
C.O.:
I can demonstrate application of how geoscience processes have changed Earth’s surface by explaining the model of weathering and erosion.
L.O.:
I can write/draw to explain how geoscience processes have changed Earth’s surface using sentence frames.
Due:
Weathering and Types of Weathering
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
L.O.
I can demonstrate Comprehension of how geoscience processes have changed Earth’s surface by explaining how various types of weathering changes Earth's surface
C.O.
I can write to explain how geoscience processes have changed Earth’s surface using sentence frames.
L.O.
I can demonstrate Comprehension of how geoscience processes have changed Earth’s surface by explaining how various types of weathering changes Earth's surface
C.O.
I can write to explain how geoscience processes have changed Earth’s surface using sentence frames.
Due:
#2 I. P. What processes shaped Earth’s surface? (Before Instruction)
Take a moment to watch the video Mrs. Angileri will be sharing.
Answer the question:
What processes shaped Earth’s surface?
Answer the question:
What processes shaped Earth’s surface?
Due:
#4 Hook Weathering and Erosion
Observe the video.
Be ready to answer the following questions.
What different ways can you think of that ice might be able to erode solid rock?
What do you observe about the cup?
Why do you think the cup is cracked?
What would happen if water flowed into a crack in a rock and then froze?
What would happen if the water stayed in the crack, and each night the water froze again after thawing each day?
Be ready to answer the following questions.
What different ways can you think of that ice might be able to erode solid rock?
What do you observe about the cup?
Why do you think the cup is cracked?
What would happen if water flowed into a crack in a rock and then froze?
What would happen if the water stayed in the crack, and each night the water froze again after thawing each day?
Due:
#3 APK Weathering and Erosion
Facilitation
Distribute copies of Weathering and Erosion to each pair of students.
Instruct students to think about the picture on the page.
Ask students to read the arguments and choose one they agree with the most.
Have students complete the journal page explaining their choice.
Distribute copies of Weathering and Erosion to each pair of students.
Instruct students to think about the picture on the page.
Ask students to read the arguments and choose one they agree with the most.
Have students complete the journal page explaining their choice.
Due:
#1 Weathering and Erosion Anticipation Guide
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
L.O.
I can demonstrate knowledge of how geoscience processes have changed Earth’s surface by identifying items related to changes.
C.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface using marks to identify my choices.
L.O.
I can demonstrate knowledge of how geoscience processes have changed Earth’s surface by identifying items related to changes.
C.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface using marks to identify my choices.
Due:
Wednesday October 28 and October 29
Investigating Phenomena After Instruction
Review A trip through the Rock Cycle ( It is due NOW)
Turn in your study Guide ( Now)
1 round of Quizizz
Test
LO: Students will demonstrate evaluation of how Earth's materials cycle to from various rock types by testing
CO: Students will answer questions about the processes of how Earth materials cycle to for various rock types using the test.
Review A trip through the Rock Cycle ( It is due NOW)
Turn in your study Guide ( Now)
1 round of Quizizz
Test
LO: Students will demonstrate evaluation of how Earth's materials cycle to from various rock types by testing
CO: Students will answer questions about the processes of how Earth materials cycle to for various rock types using the test.
Due:
Earth's Materials
Take the test. No notes or other resources.
Due:
Extra Credit to replace a missing assignment (5 points)
Use the word bank at the bottom of each slide to fill in the correct terms describing what happens in the rock cycle.
This is on your own and must be completed the night before you take the Rock Cycle test.
This is on your own and must be completed the night before you take the Rock Cycle test.
Due:
Monday October 26th and Tuesday October 27th
Review information from Rock Cycle Lab Processes and results
Rock Cycle Study Guide (20 minutes)
Correct Study Guide
Quizizz
LO: Students will demonstrate comprehension of how Earth's materials cycle to from various rock types by summarizing information in a graphic organizer.
CO: Students will write to describe the processes of how Earth materials cycle to for various rock types using sentence frames.
Rock Cycle Study Guide (20 minutes)
Correct Study Guide
Quizizz
LO: Students will demonstrate comprehension of how Earth's materials cycle to from various rock types by summarizing information in a graphic organizer.
CO: Students will write to describe the processes of how Earth materials cycle to for various rock types using sentence frames.
Due:
Thursday/ Friday October 15th/16th
Rock formation Igneous and Metamorphic
1. Log into Stemscopes to read the Igneous and Metamorphic sections of the Scopepedia Article to gather information about how the rocks form.
2. We will discuss this further using the slide presentation.
3. Fill out the graphic Organizer with each rock type forms and listing the process words. ( Do not turn this in, We need to finish it next week)
LO: Students will demonstrate comprehension of how Earth's materials cycle to from various rock types by summarizing information in a graphic organizer.
CO: Students will write to describe the processes of how Earth materials cycle to for various rock types using sentence frames.
1. Log into Stemscopes to read the Igneous and Metamorphic sections of the Scopepedia Article to gather information about how the rocks form.
2. We will discuss this further using the slide presentation.
3. Fill out the graphic Organizer with each rock type forms and listing the process words. ( Do not turn this in, We need to finish it next week)
LO: Students will demonstrate comprehension of how Earth's materials cycle to from various rock types by summarizing information in a graphic organizer.
CO: Students will write to describe the processes of how Earth materials cycle to for various rock types using sentence frames.
Due:
Tuesday and WEDNESDAY OCTOBER 13-14
Discuss Rock Sort
Read Scopepedia Earth's Materials and Vocabulary Slides
Complete the Assignment
CO: I can demonstrate comprehension of how Earth's materials are cycled using Earth's systems by summarizing information.
LO: I can orally answer questions about how Earth's materials are cycled using Earth's systems using sentence frames.
Read Scopepedia Earth's Materials and Vocabulary Slides
Complete the Assignment
CO: I can demonstrate comprehension of how Earth's materials are cycled using Earth's systems by summarizing information.
LO: I can orally answer questions about how Earth's materials are cycled using Earth's systems using sentence frames.
Due:
Wednesday and Thursday September 23 and 24th Graphic Organizer Worksheet
Due:
Week of Monday September 21st and 22nd Science lesson #1 Dr. Cooke
While Mrs. Angileri takes attendance and class housekeeping tasks, pre read the article for today's lesson.
We will discuss the article together in class and you will have the opportunity and answer the questions in Google Forms.
C.O.
Students will demonstrate comprehension of the Scientific Method processes by summarizing information from the Dr. Wright article.
L.O.
Students will write to make connections between the Scientific Method Processes and the Dr. Wright article using sentence frames.
We will discuss the article together in class and you will have the opportunity and answer the questions in Google Forms.
C.O.
Students will demonstrate comprehension of the Scientific Method processes by summarizing information from the Dr. Wright article.
L.O.
Students will write to make connections between the Scientific Method Processes and the Dr. Wright article using sentence frames.
Due:
Brain Pop Game: The meaning of Beep: The Scientific Method Game
C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Due:
Brain Pop movie and Vocabulary
C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Due:
Tuesday September 15th Daisy Experiment
C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Due:
Scientific Method September 8th and 9th
C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.