Midterm Review: Day 1 of 4
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HW: Write 10 Multiple Choice Questions - 5 on Safety, 5 on Experimental Design & Trendlines (have chart options for trendline questions).
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CW: Experimental Design Practice + Chart Story Practice
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DN: Take out a sheet of paper and grab 1/2 sheet of blank paper.
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Reminder: Midterm on Wednesday.
RESOURCES
Safety Video Contract (Read it AGAIN)
[youtube=://www.youtube.com/watch?v=sySsELOWnCw&w=854&h=480][youtube=://www.youtube.com/watch?v=NKdroVmRc2c&w=854&h=480][youtube=://www.youtube.com/watch?v=5g0hNM91iyg&w=640&h=480]
LESSON OUTLINE
5min Students complete the Do Now by taking out a sheet of paper and a 1/2 sheet of blank paper.
10-15min Class identifies the independent, dependent, constants, hypothesis, etc. for an experiment based on the information provided by the Teacher. Review of vocabulary.
10min Students independently identify the independent variable, dependent variable, etc. for an experiment. Answers shared with the class.
10min Students draw the chart for a scenario provided by the teacher. Various answers are challenged by groups.
5min Students draw the chart for a different scenario.
5min Collect materials. Clean up. Wrap up.
AIM: Prepare students for midterm exam.
Plate Tectonics: Review by Cheering
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HW: 5 Flashcards (Plate Tectonics Notes)
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CW: Plate Tectonics Memory Challenge
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DN: Collect your notebook.
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EQ: What are the characteristics of each boundary?
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Reminder: QUIZ TOMORROW!!!
RESOURCES
[youtube=://www.youtube.com/watch?v=zae2pQ4wDFY&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by collecting their notebook.
5min Students review their notes and then draw and label the features of convergent and divergent plate boundaries including subduction and thermal vents.
5min Students use their notes to amend their illustrations and evaluate their familiarity.
5min Teacher outlines the Tectonic Cheer activity. Class provides possible features and corresponding choreography. Teacher assigns each group a boundary.
5-10min Students create a cheer and corresponding choreography for assigned boundary and one of its unique features.
5-10min Groups perform cheers.
5min Collect materials. Clean up. Wrap up.
AIM: Students will model the characterize the features of each boundary through cheer and choreography.
Plate Tectonics: Modeling Convection in the Mantle
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HW: Turn in Plate Tectonic SMA via Google Classroom by Monday at the latest.
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DN: Why does California have earthquakes but Kansas does not?
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Reminder: Notebook check sometime SOON!
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answer question. Students share answers with the class.
10min Teacher outlines the parts of the stop-motion animation; provides an example of how to set-up the animation; assigns photo counts for each part of the animation; gives tips for completing the assignment; and arranges students in groups that allow for equal access to technology.
10-15min Students delegate tasks and work on making labels, signs, and parts for the animation.
10-15min Students create a stop motion animation that demonstrates how convection moves the plates in convergent and divergent boundaries.
5min Collect materials. Clean up. Wrap up.
AIM: Students will model the role of convection in the mantle to demonstrate its role in plate tectonics using stop motion animation.
Plate Tectonics: Modeling & Movements
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HW: [1] Bring your own technology tomorrow. (Optional) [2] Turn in the questions from yesterday via Google Classroom today.
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CW: Plate Tectonic Map (w/arrows & paragraph)
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DN: What is a fault?
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EQ: What are the characteristics of each boundary?
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Reminder: Notebook check sometime SOON.
RESOURCES
[youtube=://www.youtube.com/watch?v=zae2pQ4wDFY&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by answer question.
15min Flashcards are used to model convergent, divergent, and transform plate boundaries. (Emphasis placed on mountain formation with convergent boundaries.)
5min Teacher uses Google Maps to point out subduction zones, mountain ranges, and thermal vents to outline the edges of a tectonic plate.
5min Teacher demonstrates how features such as subduction zones, volcanoes, and thermal vents can be used to determine the direction of movement for a plate.
10min Students use the information on the Plate Tectonic Map (Dots are volcanoes, volcanoes mean subduction) to determine which direction the plates are moving. Verify answers as a class.
5min Students write a paragraph that explains how they can determine the direction a plate is moving.
5min Collect materials. Clean up. Wrap up.
Plate Tectonics: Volcanoes + Thermal Vents
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HW: Have notebook ready for notebook check sometime soon. (Margin questions, paragraph summaries, color, etc.)
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CW: Label and colour Earth’s Features & Tectonic Plates illustration. Add to notebook.
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DN: What is a volcano?
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EQ: What are the characteristics of Each boundary?
RESOURCES
Earth’s Features & Tectonic Plates Illustration
[youtube=://www.youtube.com/watch?v=yDy28QtdYJY&w=854&h=480][youtube=://www.youtube.com/watch?v=cavq2HFBa-U&w=854&h=480]
Rock Cycle Quiz
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HW: Turn in Chocolate Rock Cycle slideshow via Google Classroom by Friday.
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DN: Complete the rock cycle diagram.
LESSON OUTLINE
5min Students complete the Do Now by completing the rock cycle diagram.
5min Students review notes and homework is checked off.
10-15min Students take Rock Cycle quiz.
10min Quizzes and graded and answered are reviewed.
5min Collect materials. Clean up. Wrap up.
AIM: Assess understanding of how material are cycled through the rock cycle.
Winter Break Credit Opportunities
Xtra Credit PROJECTS - Due Monday (1/7) via Google classroom
Digital Botanists: Plant Explorers
Reminder:
Storyboards MUST be completed and turned in at the start of class on Monday (1/7) to receive credit for video projects.
Videos and presentations MUST be turned in via google classroom only. No exceptions.
Read and follow instructions carefully to receive credit. When working in pairs, credit will be divided.
Plate Tectonics (+ Rock Cycle): Rocks & More Haiku
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CW/HW: Haiku Pop-Up page and 5 Haiku (separate sheet of paper)
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DN: What are sediments?
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EQ: How can rocks change and reform to make new rocks with new properties?
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Note: Phase of Matter Video Projects are due TOMORROW!!!
RESOURCES
[youtube=://www.youtube.com/watch?v=5_tjFeFBmBk&w=854&h=480]
Lesson Outline
5min Students complete the Do Now by answering the question in their notebooks.
5min Teacher goes over the rules for a haiku and the topics.
5min Class writes a haiku for magma/lava together.
15min Students write a haiku for each part of the rock cycle (sedimentary rock, metamorphic rock, igneous rock, sediments, and magma/lava) on a separate sheet of paper.
5min Teacher goes over how to make a pop-up page.
10min Students work in groups to make a pop-up book. Each page covers a different part of the the rock cycle. (Total pages is equal to the number of member of the group plus one.)
5min Clean up. Wrap up.
Plate Tectonics (+ Rock Cycle): Igneous, Metamorphic, and Sedimentary Rocks
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CW/HW: Finish paragraph summary and margin questions (notebook).
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EQ: How can rocks change and reform to make new rocks with new properties?
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Note: Phase of Matter Video Projects are due Thursday!
RESOURCES
[youtube=://www.youtube.com/watch?v=Swnjn9aqfqI&w=854&h=480][youtube=://www.youtube.com/watch?v=5_tjFeFBmBk&w=854&h=480]
Lesson Outline
5min Students complete the Do Now by gluing handout into notebook.
25min Other States of Matter and Phase Changes notes.
10min Students write a paragraph summary and margin questions.
5min Clean up. Wrap up.
Phases of Matter: Exploration of Simulations of Phases
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HW: [1] Finish 10 Multiple-Choice Questions on Phase Changes notes (3 on Vocabulary, 3 on the first diagram, 3 on the second diagram, and 1 on review). [2] Turn in completed Eating Crackers Experiment Report via Google Classroom by 12/13. [3] People wanting to work in pairs for the Phases of Matter Video Project must turn in completed and acceptable storyboards by Thursday.
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CW: Questions on the phase simulations via Google Classroom.
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DN: Take assigned Chromebook and go to Google Classroom.
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Reminder: Quiz tomorrow on phase changes.
RESOURCES
[youtube=://www.youtube.com/watch?v=FmPDfG66f9Q&w=854&h=480]
Lesson Outline
5min Students complete the Do Now by taking assigned Chromebook and going to Google Classroom.
5min Teacher outlines homework and provides examples.
5min Teacher overviews how to navigate the simulation and what is required for the Eating Crackers Experiment report.
10min Students answer questions while exploring the phases of matter simulations.
5min Class discuss the unique properties of water.
5min Students start working on the homework assignment by writing 10 multiple choice questions on the Phases of Matter Notes.
5min Clean up. Wrap up.