Students went over the classroom syllabus which describes classroom rules and expectations. Parents/Guardians were also asked to go over this and sign before their student returns for 5 points.

A copy of the syllabus can be attached

A copy of the Safety Contract can be found above

This laboratory safety contract goes over the rules and expectations for students when performing laboratory activities

Complete activity #3 - Comparing Rocky Planets

• Students use the cards attached above to fill in activity #3

• Students only need to choose 1 Sphere (Biosphere, Atmosphere, Hydrosphere or Geosphere) to fill in the information about

1. Students complete page 1 and page 2 of Homework activity #5

   • Page 1 consists of 3 questions that check for students understanding of habittability

   • Page 2 consists of a reading called "Scale in the Solar System" and then answer the two questions that follow

2. When students finish with their homework assignment they are asked to go back and check that they completed activity #3 (information on Wednesdays post)

1. Students complete one question for warm-up activity #1

2. Students then watch a short video on spheres which they previously learned about in lesson 1.1

3. Students use cards to fill in the table above for activity #4 Page two (link below opens the cards)

   https://sci409.weebly.com/uploads/6/2/1/2/62121591/geological_processes.pdf

1. Students finish activity #4 (link below opens the cards)

   https://sci409.weebly.com/uploads/6/2/1/2/62121591/geological_processes.pdf

2. Homework activity #5 is an optional (5 extra credit points) assignment that student may choose to complete

Rocky Planet

System

Channel

Geologic Process

Landform

Students begin their first lesson of the year on Amplify Curriculum for the unit Geology on Mars

1. Students complete warm-up activity #1

2. Students then read "Investigating landforms on Venus"

   • Click link for the reading

3. Students are then asked to write a 5 sentence summary of "Investigating landforms on Venus"

4. Lastly, students are asked to answer the question on homework activity #5

1. Students begin with activity #3 where they observe a flowing water model and fill out a worksheet that goes along with the activity (Worksheet attached above)

2. When finished students then move onto Homework activity #4 and answer 3 questions about the flowing water model they used in class

1. Students begin with the warm-up activity #1

2. Students then fill out a second stream table worksheet testing whether steepness affects the channel created by water.

3. Students then watch the flowing lava video, and answer the questions for activity #3

1. Students begin with a warm-up

2. Students use new information cards and rocks to help decide whether lava or flowing water formed the channel on Mars.

1. Students begin with sorting cards A-F on the evidence gradient provided in activity 3 Page 2. After sorting the cards by hand, students then create a digital version on Page 3 of activity #3.

2. In activity #4 students review the information they have learned.

3. Homework activity #5 asks students to think about habitability after learning the channel on Mars was most likely formed by flowing water and then answer a question about whether or not we should continue to look for habitability on Mars or not.

*Students finish lesson 2.1

1. Students complete warm up activity #1

2. Students pick up on activity #2 using a simulation to see the difference between a soft mantle and a hard mantle when the plates move on top of it.

3. Activity #3 asks students to observe putty and a solid hard cube in order to describe what the objects are like

4. Activity #4 - Students answer 2 questions about using the objects as models and thinking about why plates move?

5. Students end with Homework activity #5 where they are asked to think about a planet with a hard solid mantle. Then they are asked to describe what the plate motion would be like after learning the difference between a hard and soft mantle

1. Students complete the warm up activity #1

2. Activity #2 - Students then use a sim to find out if plate motion causes earthquakes, or if earthquake's causse plate motion.

3. Activity #3 - Students are asked to use a cross section model to determine what the land looks like beneath the surface when looking at it as a cross section

4. Activity #5 - Students complete the homework questions

5. Activity #6 - Students complete a self assessment to show what they have learned so far

1. Warm up activity #1 - students begin by thinking about what they would see at the bottom of the ocean near a plate boundary and then respond with their initial ideas

2. Activity # 2 - Students are asked to read "Listening to Earth" and then highlight 2-4 ides they have learned from the text. https://ereader.learning.amplify.com/#/reader/8f3d8d8d-2ad4-48ab-a8b9-26edbdbee8a3

3. Activity #4 - Homework - Students begin by thinking about patterns. Then, they come up with a pattern they have learned in Science before and share that for the homework.

1. Students begin by completing warm-up activity #1

2. Activity #2 - Students then re-Read the second paragraph of the “Listening to Convergent Boundaries” section and the first paragraph of the “Listening to Divergent Boundaries” section, from their "Listening to Earth" article. Students are asked to highlight sentences that help to answer the 3 guiding questions to the side of the article.

3. Vocabulary terms

   A. trench: a long, deep indentation in the ocean floor formed when two plates move together

   B. mid-ocean ridge: an underwater mountain range formed when two plates move apart

4. Activity #3 - Students use two towels and two desks/chairs (picture above) to recreate a divergent boundary and a convergent boundary. On page 1 of activity #3, students then fill in a table with a vocabulary terms that represent the different parts of the model.

5. Activity #3 Page 2 - Students respond to the question about divergent and convergent boundaries.

Sentence Frames for activity #3

At a convergent boundary, two plates are moving ___________.  One of the plates sinks beneath the other and is destroyed by and becomes part of the ________________.

At a divergent boundary, the two plates are moving _________. As the plates move, hot material from the ________ comes up to fill the space in between the two plates.

1. Students take a midway assessment on everything they have learned from our Plate Motion Unit so far.

2. Students complete activities #1, #2, #3

1. Students begin with 5 extra minutes to finish activity #3 and #4 from Lesson 2.7 before moving on

2. Students move to Lesson 3.1 warm-up activity #1 and complete the warm-up

3. Students watch a short video titles "Plate Motion and GPS" This video can be found in the lesson brief

4. Students then complete activity #2 by observing a map on page 1, writing down the vocabulary term "rate" on page 2, then completing the simulation activity on page 3

1. Students begin with warm-up activity #1

2. Students are then divided up by group color to complete all of activity #2

3. Students who finish activities early are asked to move onto homework activity #4

1. Students begin by finishing activity #2 and #4 in lesson 3.3

   Lesson 3.4

2. Students complete warm up activity #1 where they recreate the movement of plates separating to model how the Mesosaurus fossils got so far apart.

3. Activity #2 - Students record notes on page and page 2 about the evidence cards shown

4. Activity #3 - Students use evidence they recorded notes about to reason why plates move apart gradually.

1. Students begin by finishing activity #4 in lesson 3.4 where they take the claim, evidence, and reasoning from activity #3 and put it together in 3 sentences as a claim, evidence and reasoning.

2. Test Review Blooket: https://play.blooket.com/play?hwId=671135a1ab47def89f7320f6

Blooket Vocabulary Review:

No school for students

1. Students begin with extra time to finish two assignments that were recently added to their gradebooks

   1. PM 2.3 #3

   2. PM 3.4 #4

2. The last 10 minutes of class students participate in Blooket Vocabulary Practice for their upcoming unit: Rock Transformations: https://play.blooket.com/play?hwId=671ac1063b1a4ca1580c21a6

1. Students complete warm up activity #1

2. Activity #2 - Hands-On - Students model how to create sediment from igneous rock using jolly ranchers as the igneous rock. Students place the jolly ranchers in a closed container and shake it to represent the weathering and creation of sediment. Students answer questions after completing the activity.

3. Students watch a video on sedimentary rock and igneous rock melting into magma

4. Activity #3 - Students re-read part of "Devils Tower" and then respond to questions after

1. Students finish activity #3 in their workbooks by finishing the diagrams on page 23 and 24

2. When finished students then move onto activity #4 where they select one of two claims that they currently believe is mor correct.

3. Complete 2.5 Critical Juncture Assessment

   • This is a mid way assessment to see what students have learned and understand. Students complete all three activities

Students work on finishing their last lesson and missing assignments

1. Students complete a short reading with questions for warm up activity #1

2. Activity #2 - Students group up by the amplify group color given to them, and work to complete a simulation and questions.

3. When finished, students complete activity #3 self-assessment to show what they have learned up to the end of chapter 2

1. Complete warm-up activity #1

2. Hands-on activity with water and isopropanol

3. Activity #3 - Read the 2nd and 3rd paragraph of "Liquid Oxygen" and then answer the question on the activity

Early Release Day

Science Directions - Complete an hour of coding by selecting an activity from hourofcocde.com

1. Begin with activity #3 Page 1, 2, and 3

2. Once finished with activity #3 page 3, check your answer using the checklist on activity #4

3. When finished, complete self assessment activity #5

Assignment posted to TEAMS

Students choose and begin one of the listed Engineering Challenges from the assignment on TEAMS.

This assignment will not be due till the end of the quarter

Activity #1, 2, 3, 4, and 5

1. Students begin with warm-up

2. Students then complete a hands on experiment

   *If absent, come in after school to make up

3. Students use a sim to mix the substances together and observe what the atoms are doing

4. Students answer a question about substances and then write down two vocabulary terms in their notebooks

5. Students read a short article on synthetic substances and then answer three questions