1 of 212

Daily Plan: Click on the date to go to the slide, or scroll down.

Mon	Tues	Wed	Thurs	Fri
May 7	8	9	10	11
14	15	16	17	18
21	22	23	24	25
28	29	30	31	June 1
Mon	Tues	Wed	Thurs	Fri
4	5	6	7	8
11	12	13	14	15
18	19	20	21	22
25	26	27	28	29
July 2	3	4	5	6

email: dnelson@epschoolsri.com

In the lessons, underlined is a link! Worksheets: Lesson Response Sheet Warm-up Sheet

Qtr 4: Test 8 Hydrosphere- Quizlet: Hydrosphere Quizlet , Studyguide Go Guardian

2 of 212

Daily Plan: Click on the date to go to the slide, or scroll down.

Mon	Tues	Wed	Thurs	Fri
Mar 5	6	7	8	9
12	13	14	15	16
19	20	21	22	23
26	27	28	29	30
Mon	Tues	Wed	Thurs	Fri
April 2	3	4	5	6
9	10	11	12	13
16	17	18	19	20
23	24	25	26	27
30	May 1	2	3	4

email: dnelson@epschoolsri.com

In the lessons, underlined is a link! Worksheets: Lesson Response Sheet Warm-up Sheet

Qtr 4: Test 7 - Quizlet: Genetics Quizlet,Test 7 Studyguide

3 of 212

Daily Plan: Click on the date to go to the slide, or scroll down.

Mon	Tues	Wed	Thurs	Fri
Jan 1	2	3	4	5
8	9	10	11	12
15	16	17	18	19
22	23	24	25	26
29	30	31	Feb 1	2
Mon	Tues	Wed	Thurs	Fri
Feb 5	6	7	8	9
12	13	14	15	16
19	20	21	22	23
26	27	28	Mar 1	2

email: dnelson@epschoolsri.com

In the lessons, underlined is a link! Worksheets: Lesson Response Sheet Warm-up Sheet

Qtr 3: Test 5- Global Climate Change Quizlet,Test 5 Studyguide Project: Biomes Project

4 of 212

Daily Plan: Click on the date to go to the slide, or scroll down.

Mon	Tues	Wed	Thurs	Fri
Oct 30	31	Nov 1	2	3
6	7	8	9	10
13	14	15	16	17
20	21	22	23	24
27	28	29	30	Dec 1
Mon	Tues	Wed	Thurs	Fri
Dec 4	5	6	7	8
11	12	13	14	15
18	19	20	21	22
25	26	27	28	29

email: dnelson@epschoolsri.com

Lesson List Worksheet KIM Sheet Lesson Response Sheet Warm-up Sheet

Qtr 2: Test 3- Quizlet “Weather” ,Test 3 Studyguide

5 of 212

Daily Plan: Click on the date to go to the slide, or scroll down.

Mon	Tues	Wed	Thurs	Fri
Aug 28	29	30	31	Sept1
4	5	6	7	8
11	12	13	14	15
18	19	20	21	22
25	26	27	28	29
Mon	Tues	Wed	Thurs	Fri
Oct 2	3	4	5	6
9	10	11	12	13
16	17	18	19	20
23	24	25	26	27

email: dnelson@epschoolsri.com

KIM Sheet Lesson Response Sheet Warm-up Sheet

Unit 1 Test: Study GuideUnit 2 Test: Study Guide (answers)

6 of 212

P 1,2,5,7 Tues. June 19, Day 2 (pg 1 of 1 ) Calendar DP 6/19

Worksheets: “None”

Homework: None.

Lesson P1,2,5,7:

Clean out your folders
OK = “Ice Age”, Prodigy,

See me for other requests.

Study Resources: Geosphere Quizlet

Warm-up: What is the theory of how the universe started?

Think about it:

Watch ”How the Universe Works - EP 1 The Big Bang “

Our Milky Way Galaxy

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

7 of 212

P 1,2,5,7 Mon. June 18, Day 1 (pg 1 of 1 ) Calendar DP 6/18

Worksheets: “None”

Homework: None.

Lesson P1,2,5,7:

Clean out your folders
OK = “Ice Age”, Prodigy,

See me for other requests.

Study Resources: Geosphere Quizlet

Warm-up: What factors cause ice ages?

Think about it: Website: Earth Science for Kids: Ice Ages

Discover more: Article: The Conversation-Ice Ages Article: Global Warming vs. the Next Ice Age

The Earth's axis rotates (precesses) just as a spinning top does. The period of precession is about 26,000 years. Therefore, the North Celestial Pole will not always be point towards the same starfield. Precession is caused by the gravitational pull of the Sun and the Moon on the Earth.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

8 of 212

P 1,2,5,7 Fri. June 15, Day 7 (pg 1 of 1 ) Calendar DP 6/15

Worksheets: “Ice Age Documentary - DP6/14”

Homework: Annotate WUs.

Lesson P1,2,5,7:

Watch, “Ice Age Documentary”
Complete the Lesson Response sheet.

Take only 10 bulleted notes.

Do not stop the video

Study Resources: Geosphere Quizlet

Warm-up:? What happens to the Earth during an Ice age?

Think about it: An ice age is a long interval of time (millions to tens of millions of years) when global temperatures are relatively cold and large areas of the Earth are covered by continental ice sheets and alpine glaciers.

Glad You Asked: Ice Ages – What are they and what causes them … ttps://geology.utah.gov/map-pub/.../ice-ages-what-are-they-and-what-causes-them/�

Discover more: Watch: “Big Freeze”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

9 of 212

P 1,2,5,7 Thurs. June 14, Day 6 (pg 1 of 1 ) Calendar DP 6/14

Worksheets: No new worksheets

Homework Annotate WUs.

Warm-up:? How can we study the history of the Geosphere?

Think about it: We study Earth's history by studying the record of past events that is preserved in the rocks. The layers of the rocks are the pages in our history book. Most of the rocks exposed at the surface of Earth are sedimentary--formed from particles of older rocks that have been broken apart by water or wind. The gravel, sand, and mud settle to the bottom in rivers, lakes, and oceans. These sedimentary particles may bury living and dead animals and plants on the lake or sea bottom. With the passage of time and the accumulation of more particles, and often with chemical changes, the sediments at the bottom of the pile become rock. Gravel becomes a rock called conglomerate, sand becomes sandstone, mud becomes mudstone or shale, and the animal skeletons and plant pieces can become fossils.

Fossils, Rocks, and Time: Rocks and Layers

https://pubs.usgs.gov/gip/fossils/rocks-layers.html

Lesson P1,2,5,7:

Annotate the warm-up -(Put it in the basket)
Watch, “The Age of Rocks - Geological Time”
Study Geosphere Quzlet

Study Resources: Geosphere Quizlet

Discover more: Read: “Rocks and Layers”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

10 of 212

P 1,2,5,7 Wed . June 13, Day 5 (pg 1 of 1 ) Calendar DP 6/13

Worksheets: Bill Nye Fossils video worksheet

Homework: Annotate WUs.

Lesson P1,2,5,7:

Watch, “ Bill Nye: Fossils”

Complete the video worksheet.

Study Resources: Geosphere Quizlet

Warm-up: What are fossils?

Think about it: Body fossils are the preserved remains of a plant or animal's body. Trace fossils are the remains of the activity of an animal, such as preserved trackways, footprints, fossilized egg shells, and nests. When asked what a fossil is, most people think of petrified bones or petrified wood.

What are fossils? | Kids Dinos

https://www.kidsdinos.com/what-are-fossils/

Discover more: - Video: Discovery Dinosaurs

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

11 of 212

P 1,2,5,7 Tues . June 12, Day 4 (pg 1 of 1 ) Calendar DP 6/12

Worksheets: No new worksheets

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7:

Watch, “Igneous Rocks”
Finish any unfinished classwork. (Last Day)

Study Resources: Geosphere Quizlet

Warm-up: What are Igneous rocks?

Think about it: Igneous rock is formed when magma cools and solidifies, it may do this above (extrusive igneous rock) or below (intrusive igneous rock) the Earth's surface. Magma can be forced into rocks, blown out in volcanic explosions or forced to the surface as lava. The atoms and molecules of melted minerals are what make up magma.

Igneous Rock Facts for Kids - Information & Examples - Science for Kids www.sciencekids.co.nz/sciencefacts/earth/igneousrocks.html

Discover more: Webpage - Igneous Rock Facts

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

12 of 212

P 1,2,5,7 Mon . June 11, Day 3 (pg 1 of 1 ) Calendar DP 6/11

Worksheets: No new worksheets

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7:

Watch, “Metamorphic Rocks”
Finish the Gizmo, “Rock Cycle”

(Username: rmsstudent123 Password” rmsstudent1)

Finish your slide show,“Ocean Zones” DP 5/10 , (Example), and any unfinished classwork.

Study Resources: Geosphere Quizlet

Warm-up: What are metamorphic rocks?

Think about it: Metamorphic rocks have been changed over time by extreme pressure and heat. Metamorphic rocks can be formed by pressure deep under the Earth's surface, from the extreme heat caused by magma or by the intense collisions and friction of tectonic plates.

Metamorphic Rock Facts for Kids - Information & Examples

www.sciencekids.co.nz/sciencefacts/earth/metamorphicrocks.html

Discover more: Webpage, “Metamorphic Rocks”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

13 of 212

P 1,2,5,7 Fri. June 8, Day 2 (pg 1 of 1 ) Calendar DP 6/8

Worksheets: Gizmo: Rocks Cycle DP 6/8

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7:

Watch, “Sedimentary Rocks”
Complete the Gizmo, “Rock Cycle”

Username: rmsstudent123 Password” rmsstudent1

Study Resources: Geosphere Quizlet

Warm-up: What are sedimentary rocks?

Think about it: Sedimentary rocks are made when sand, mud and pebbles get laid down in layers. Over time, these layers are squashed under more and more layers. Eventually, the layers are lithified – turned to rock. Sedimentary rocks can be formed in deserts , lakes, rivers and seas .

OneGeology - eXtra - OneGeology Kids - Rocks and minerals …

www.onegeology.org/extra/kids/sedimentary.html

�

Discover more: Webpage, “Rocks and the Rock Cycle”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

14 of 212

P 1,2,5,7 Thurs. June 7, Day 1 (pg 1 of 1 ) Calendar DP 6/7

Worksheets: Bill Nye: Rocks and Soil DP6/7

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7: Re-test today.

Watch, “Bill Nye: Rocks and Soil” and complete the video worksheet.
Complete your slide show,“Ocean Zones” DP 5/10 , (Example), and any unfinished classwork.
If finished, investigate the “Discover More” below.

Study Resources: Geosphere Quizlet

Warm-up: What is the rock cycle?

Think about it: 1. Melted rock or magma is sent to the earth's surface by a volcano. It cools and forms an igneous rock. 2. Next the weather, or a river, and other events will slowly break up this rock into small pieces of sediment. 3. As sediment builds up and hardens over years, a sedimentary rock is formed. 4. Slowly this sediment rock will get covered with other rocks and end up deep in the Earth's crust. 5. When the pressure and heat get high enough, the sedimentary rock will metamorphose into a metamorphic rock and the cycle will start over again.

Earth Science for Kids: Rocks, Rock Cycle, and Formation - Ducksters

https://www.ducksters.com/science/rocks.php

�

Discover more: Webpage, “Rocks and the Rock Cycle”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

15 of 212

P 1,2,5,7 Wed. June 6, Day 7 (pg 1 of 1 ) Calendar DP 6/6

Worksheets: Lesson Response, Plate Boundaries & Tectonic Plates DP6/6

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7: Re-test Thursday 6/7 See Skyward

Watch, “Plate Boundaries & Tectonic plates” and complete the Lesson Response
Complete your slide show,“Ocean Zones” DP 5/10 , (Example), and any unfinished classwork.
If finished, watch the “Discover More” below.

Study Resources: Geosphere Quizlet

Warm-up: What is difference between continental crust and oceanic crust?

Think about it: Layers that are less dense, such as the crust, float on layers that are denser, such as the mantle. Both oceanic crust and continental crust are less dense than the mantle, but oceanic crust is denser than continental crust. This is partly why the continents are at a higher elevation than the ocean floor. What is the difference between oceanic crust and continental crust�scienceline.ucsb.edu/getkey.php?key=3657�

Discover more: Watch, “Plate Tectonics”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

16 of 212

P 1,2,5,7 Tues. June 5, Day 6 (pg 1 of 1 ) Calendar DP 6/5

Worksheets: Video Worksheet, “ Bill Nye: Earth’s Crust”

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7:

Complete Test 8: Hydrosphere
Watch,”Rocks and Minerals”
Watch, “Bill Nye: Earth’s Crust” and complete the video worksheet.

Study Resources: Geosphere Quizlet

Warm-up: What is the difference between minerals and rocks?

Think about it: Minerals are the building blocks of rocks. Minerals will look the same both inside and out. Minerals are evenly made up of one or more elements and have their own chemical properties. Rocks, on the other hand, are made from different types, and amounts of minerals, and may be unevenly made up on the inside and the outside. The colors and textures vary in rocks because they are made of so many different minerals.

Adapted frkom: Difference Between Rocks and Minerals - k5ChalkBox�https://www.k5chalkbox.com › Science › Geology › Rocks and Minerals�

Discover more: Watch, “Basics of Geology All About Rocks and Minerals”

(Periodic Table )

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

17 of 212

P 1,2,5,7 Mon. June 4, Day 5 (pg 1 of 1 ) Calendar DP 6/4

Worksheets:

Homework: 1. Annotate WUs. 2. Finish classwork

Lesson P1,2,5,7:

Complete Test 8: Hydrosphere
Watch, “The Lithosphere”
Finish unfinished work; Gizmo, Lesson Response, Slide show, “Ocean Zones”

Study Resources: G eosphere Quizlet

Warm-up: What are the characteristics of the Earth’s crust?

Think about it: The Earth's crust is an extremely thin layer of rock that makes up the outermost solid shell of our planet. In relative terms, it's thickness is like that of the skin of an apple. It amounts to less than half of 1 percent of the planet's total mass but plays a vital role in most of Earth's natural cycles.The crust is composed of many different types of rocks that fall into three main categories: igneous, metamorphic and sedimentary.

The Earth's Crust: Everything You Need to Know - ThoughtCo https://www.thoughtco.com › ... › Science › Geology › Plate Tectonics

Discover more: Watch,”The Early Earth and Plate Tectonics”�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

18 of 212

P 1,2,5,7 Fri. June 1 Day 4 (pg 1 of 1 ) Calendar DP 6/1

Worksheets: Test 8: Hydrosphere Study-Guide

Homework: 1. Study-Test Monday, 6/4. 2. Annotate WUs. 3. Finish classwork

Lesson P1,2,5,7:

Watch, “Inside Earth”
Annotate your study-guide -Circle 3-4+ key words, underline 3-4+ key facts (not sentences)in color.
Study Quizlet.

Study Resources: Hydrosphere Quizlet, Test 8: Hydrosphere Study-Guide

Warm-up: What are the characteristics of the Earth’s Mantle?

Think about it: The mantle is about 1,800 miles (2,900 kilometers) thick and makes up about 85% of the Earth’s weight. It is made of molten (melted) iron, minerals and other semi-solid rocks that can flow under pressure. It is thought that when the rocks rise due to the very intense heat and then cool, this means that they sink back to the core and this movement causes the crust to break into sections, or plates. When these move and crash into each other it causes earthquakes and volcanic eruptions. It is because of this movement that mountains and new sea floors are formed. Layers of the Earth Facts | Cool Kid Facts�https://www.coolkidfacts.com/layers-of-the-earth-for-k

Discover More:Watch- Behind the expedition to the Earth's mantle

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

19 of 212

P 1,2,5,7 Thurs. May 31 Day 3 (pg 1 of 1 ) Calendar DP 5/31

Worksheets: No new worksheets

Homework: 1. Study-Test Monday, 6/4. 2. Annotate WUs. 3. Finish classwork

Lesson P1,2,5,7:

Watch, ”The Core of the Earth”
Finish the Gizmo, “Building Pangaea” Username: rmsstudent123 Password” rmsstudent1
Study Quizlet

Study Resources: Hydrosphere Quizlet

Warm-up: What are the characteristics of the Earth’s core?

Think about it: The Earth's inner core is surprisingly large, measuring 2,440 km (1,516 miles) across. It makes up 19 percent of the Earth's total volume, which makes it just 30 percent smaller than the moon. Scientists believe that the Earth's inner core is a solid and is mainly composed of iron. The temperature of the inner core is estimated to be between 3,000 and 5,000 Kelvins (4,940 to 8,540 degrees Fahrenheit). The inner core spins at a slightly faster speed than the Earth itself. The Earth's outer core, which consists of liquid iron and nickel, flows around the inner core, and this motion produces the Earth’s magnetic field.

5 Facts About the Earth's Inner Core | Sciencing�https://sciencing.com › Geology�

Discover More: Watch, ”How do we know what lies at Earth’s Core?”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

20 of 212

P 1,2,5,7 Wed. May 30 Day 2 (pg 1 of 1 ) Calendar DP 5/30

‘Worksheets: Gizmo, “Building Pangea”

Homework: 1. Test Monday, 6/4. 2. Annotate WUs. 3. Finish classwork

Lesson P1,2,5,7:

Watch, “The Geosphere” and “Continental Drift”
Complete the Gizmo, “Building Pangaea”

Username: rmsstudent123 Password” rmsstudent1

Study Resources: Hydrosphere Quizlet

Warm-up: What is the geosphere?

Think about it: Geosphere is all the land and rock the planet is made of. The hard rocks on the surface of the earth or crust, the molten magma inside the earth or in the mantle, the mountains that stand tall above the sea level or surface, the hard and cold rocks, minerals and all kinds of hard or molten structures inside the earth including the core form the geosphere.

Geosphere Definition for Kids | HRFnd�https://healthresearchfunding.org › Definitions for Kids�

Discover More: Watch, ”Supercontinents - Vaalbara to Pangaea”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions.

Maps of ancient land and water patterns, based on investigations of�rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S): Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.�[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals�and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at�varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be�large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many�geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of�geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local�geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to�provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different�continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]�[Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]�

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

21 of 212

P 1,2,5,7 Tues. May 29 Day 1 (pg 1 of 1 ) Calendar DP 5/29

Worksheets: What are Glaciers DP5/29

Homework: 1. Test Monday, 6/4. 2. Annotate WUs. 3. Finish classwork

Lesson P1,2,5,7:

Watch, “Glaciers”
Complete a lesson response for, “Glaciers”

Study Resources: Hydrosphere Quizlet

Warm-up: What are glaciers?

Think about it: A glacier begins when snow doesn't completely melt away during the summer. Each winter new snow falls on top of the old snow. Thick layers of snow are gradually compressed into glacial ice. A glacier might look like a solid block of ice, but it is actually moving very slowly.�Glaciers | Earth processes | OneGeology Kids | eXtra | OneGeology�www.onegeology.org/extra/kids/earthprocesses/glaciers.html

Discover More: Read “Glaciers“

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The” Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

22 of 212

P 1,2,5,7 Fri. May 25 Day 7 (pg 1 of 1 ) Calendar DP 5/25

Worksheets: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish unfinished classwork

Lesson P1,2,5,7:

Watch, “Jacques-Yves Cousteau”“ Watch and Listen, “Calypso”
Work on your slideshow, “Ocean Zones” DP 5/10 , (Example)

Study Resources: Hydrosphere Quizlet

Warm-up: Who was Jacques Cousteau?

Think about it: Jacques Cousteau was a French undersea explorer, researcher, photographer and documentary host who invented diving and scuba devices, including the Aqua-Lung. He also conducted underwater expeditions and produced films and television series, including the Undersea World of Jacques Cousteau. Jacques Cousteau - Inventor, Military Leader, Explorer, Scientist ...�https://www.biography.com/people/jacques-cousteau-9259496

Discover More: Watch“Jacques Cousteau“

1910 - 1997

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

23 of 212

P 1,2,5,7 Thurs. May 24 Day 6 (pg 1 of 1 ) Calendar DP 5/24

Worksheets: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish unfinished classwork

Lesson P1,2,5,7:

Watch, “Wetlands 101 - What is a Wetland?“
Work on your slideshow, “Ocean Zones” DP 5/10 , (Example)

Study Resources: Hydrosphere Quizlet

Warm-up: What are wetlands?

Think about it: Wetlands are areas where the land does not drain well. The ground in a wetland is saturated, or full of water. Often the ground is covered with shallow water. Wetlands are usually classified as swamps, marshes, or bogs. The different types of wetlands have different kinds of soil and plants.

Britannica Kids | Homework Help�https://kids.britannica.com/kids/article/wetland/353921

Discover More: Watch“ Functions and importance of wetlands .”

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Wed. May 23 Day 5 (pg 1 of 1 ) Calendar DP 5/23

Worksheets: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish DP5/22 Lesson Response

Lesson P1,2,5,7:

Watch the video, “Eutrophication explained“
Finish the Gizmo, “Ocean Tides”

Username: rmsstudent123 Password” rmsstudent

Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet

Warm-up: What is eutrophication?

Think about it: Eutrophication is a big word that describes a big problem in the nation's estuaries. Harmful algal blooms, dead zones, and fish kills are the results of a process called eutrophication— which begins with the increased load of nutrients to estuaries and coastal waters.

What is eutrophication? - NOAA's National Ocean Service�https://oceanservice.noaa.gov/facts/eutrophication.html�

Discover More: Read, “Nutrients | Chesapeake Bay Program” .

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Tues. May 22 Day 4 (pg 1 of 1 ) Calendar DP 5/22

Worksheets: Lesson Response: What are Estuaries?

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Watch the video, “What is an Estuary“
Complete a lesson Response “ Estuaries”
Finish the Gizmo, “Ocean Tides”

Username: rmsstudent123 Password” rmsstudent

Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet

Warm-up: What are Estuaries?

Think about it: An estuary is an area where seawater mixes with freshwater. Estuaries can be found along the coast. Each day as the tide rises, saltwater is brought into the estuary. Freshwater comes down the rivers and creeks and mixes with this saltwater. Estuaries - Kids Do Ecology�kids.nceas.ucsb.edu/biomes/estuaries.html

Discover More: Read, “Estuaries” .

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Mon . May 21 Day 3 (pg 1 of 2 ) Calendar DP 5/21

Worksheets: Ocean Tides Gizmo DP 5/21

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Complete the Gizmo, “Ocean Tides”

Username: rmsstudent123 Password” rmsstudent

Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet

Warm-up: What is the difference between a Spring tide and a Neap tide?

Think about it: Seven days after a spring tide, the sun and moon are at right angles to each other. ... This produces moderate tides known as neap tides, meaning that high tides are a little lower and low tides are a little higher than average. Neap tides occur during the first and third quarter moon, when the moon appears "half full."�What are spring and neap tides? - NOAA's National Ocean Service�https://oceanservice.noaa.gov/facts/springtide.html

Discover More: Read, “NOAA: What causes tides?” .

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Fri. May 18 Day 2 (pg 1 of 1 ) Calendar DP 5/18

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Watch the video “What Causes Tides”
Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet

Warm-up: What causes the tides?

Think about it: High tides and low tides are caused by the moon. The moon's gravitational pull generates something called the tidal force. The tidal force causes Earth—and its water—to bulge out on the side closest to the moon and the side farthest.

NOAA SciJinks :: What causes tides?�https://scijinks.gov/tides/t from the moon. These bulges of water are high tide.

Discover More: Read, “NOAA: What causes tides?” .

High tide (left) and low tide (right) in the Bay of Fundy in Canada.

Image credit: Wikimedia Commons, Tttrung. Photo by Samuel Wantman.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Thurs. May 17 Day 1 (pg 1 of 1 ) Calendar DP 5/17

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Watch the videos “Rip Current Science” and “How to spot a Rip Current”
Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet

Warm-up: What are rip currents?

Think about it: Rip currents are channeled currents of water flowing away from shore at surf beaches. They typically extend from near the shoreline, through the surf zone and past the line of breaking waves. (The surf zone is the area between the high tide level on the beach to�the seaward side of breaking waves.)

Rip currents - National Weather Service.

https://www.weather.gov/media/owlie/Final%20Talking%20Points%20and%20Fact%20Sheet_041707.pdf

Discover More: Read, “Rip Currents-National Weather Service” .

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Wed. May 16 Day 7 (pg 1 of 1 ) Calendar DP 5/16

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Watch the video “What is coastal erosion?”
Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet

Warm-up: What is coastal erosion?

Think about it: Coastal erosion, which is the wearing away of coastal land or beaches, is mainly caused by the impact of waves along the shoreline. This is accentuated during storms when waves are large and crash on shore with a lot of energy. ... As the sand and rocks crash into the coast, they grind away land and rock.

The Effects of Coastal Erosion on Shoreline Features - Video ...�https://study.com/academy/.../the-effects-of-coastal-erosion-on-shoreline-features.html

Discover More: Read, “What Causes Beach Erosion” and RIWhite Paper - Coastal Erosion

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Tues. May 15 Day 6 (pg 1 of 1 ) Calendar DP 5/15

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Watch the video “How Does a Wave Break? - The Secret Life of Waves Preview - BBC Four” and

“ How do Waves Break”

Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet Discover More: Read, “Ocean Explorer”

Warm-up: What causes wave height to increase when the wave moves onto the shore?

Think about it: As the wave of water moves closer to shore, the bottom of it catches and the top starts to fall over. The bottom of the wave is prevented from moving forward because it has hit the wall of sand; but the top of the wave continues forward. Just as when you catch your toe and trip forwards.

https://www.quora.com/Oceanography-Why-do-waves-generally-tend-to-rise-near-the-shore

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Mon. May 14 Day 5 (pg 1 of 1 ) Calendar DP 5/14

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Watch the video “Ocean Waves”
Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet Discover More: Read, “Ocean Explorer”

Warm-up: What causes waves?

Think about it: Waves located on the ocean's surface are commonly caused by wind transferring its energy to the water, and big waves, or swells, can travel over long distances. A wave's size depends on wind speed, wind duration, and the area over which the wind is blowing (the fetch). Currents, Waves, and Tides:

The Ocean in Motion | Smithsonian ...�ocean.si.edu/ocean-news/currents-waves-and-tides-ocean-motion

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 . Fri. May 11 Day 4 (pg 1 of 1 ) Calendar DP 5/11

Worksheet: No New Worksheets

Homework: 1. Watch Eyewitness Video, “Oceans” 2. Annotate your warm-ups. 3. Finish folder work.

Lesson P1,2,5,7:

Go to Go Guardian Use the enrollment code up on the Smart Board
Click on the diagram: Read the captions and examine the illustrations of the Continental Margin.
Go to Contour Map Creator and look at the continental margin around Rhode Island.
Work on your slideshow, “Ocean Zones” DP 5/10

Study Resources: Hydrosphere Quizlet Discover More: Read, “Continental Margin”

Warm-up: What is the Continental Margin?

Think about it: In the Continental Margin, the broad, gentle pitch of the continental shelf gives way to the relatively steep Continental Slope. This slope makes a gradual transition to the lowest area, the abyssal plain, by a sediment-filled region called the Continental Rise. The continental shelf, slope, and rise are collectively called the Continental margin. Depth is exaggerated here for effect. Continental shelf | geology | Britannica.com. https://www.britannica.com/science/continental-shelf

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 . Thurs. May 10 Day 3 (pg 1 of 4 ) Calendar DP 5/10

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Create a slideshow describing the zones found in the ocean. Title: “Ocean Zones” (Example)

In addition to the title slide, Make 2 slides for each of the zones in the diagram above. (Two links to where you got the information (next to the title on the first slide))

Slide 1: A paragraph, and image(s), explaining and showing the characteristics of the zones in the diagram above. (Intertidal, Neritic, Oceanic, Photic, Aphotic, Abyssal)
Slide 2: A paragraph about, and images of, animals and plants found in the zone.

Study Resources: Hydrosphere Quizlet Discover More: Read, “Ocean Zones”

Warm-up: What are the zones found in the ocean?

Think about it: The largest of all the ecosystems, oceans are very large bodies of water that dominate the Earth's surface. Like ponds and lakes, the ocean regions are separated into separate zones: intertidal, pelagic, abyssal, and benthic. All four zones have a great diversity of species. The marine biome - (UCMP), Berkeley�www.ucmp.berkeley.edu/exhibits/biomes/marine.php

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

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P 1,2,5,7 Thurs. May 10 Day 3 (pg 2 of 4 ) Calendar DP 5/10

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Abyssal Zone (Midnight Zone) Link 1 Link 2

Characteristics: The abyssal zone is found at a depth between 3000 and 6000 meters (9,800 ft to 19,700 ft.) below the surface of the ocean. Water temperature reaches 4° C (39° F) while the pressure can reach 200 -600 atmospheres. (1 atmosphere =14.7 pounds per square inch). Although this is a severe environment, living organisms are found at this depth.

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Animals and Plants: Plants do not survive in the Abyssal zone due to darkness. Some animals that live in the Abyssal zone create their own light ( bioluminess) which helps them hunt. Other animals in the Abyssal zone are scavengers and decomposers that feed off the detritus (dead material) that floats down from the zones above. Animals in the Abyssal Zone live in extremely high water pressure. Examples of animals that live in the Abyssal Zone his include the Angler Fish, Grilled Shark, Giant Spider Crab, Atlantic Wolffish, Vampire Squid and Six-Gill Shark.

Animals and Plants of the Abyssal Zone (Midnight Zone)

Angler Fish

Vampire Squid

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P 1,2,5,7 Wed. May 9 Day 2 (pg 1 of 1 ) Calendar DP 5/9

Worksheet: Lesson Response: The Ocean Conveyor Belt DP5/9

Homework: 1. Annotate your warm-ups. 2. Finish folder work.

Lesson P1,2,5,7:

Re-test: Test 7-Genetics
Watch the video, “The Ocean Conveyor Belt”.
Complete a lesson response for the reading below the video.

Study Resources: Hydrosphere Quizlet

Discover More: Watch, “The Ocean Conveyor” , Got Pollen?

Warm-up: What drives ocean circulation (Ocean conveyor)?

Think about it: Winds drive ocean currents in the upper 100 meters of the ocean's surface. However, ocean currents also flow thousands of meters below the surface. These deep-ocean currents are driven by differences in the water's density, which is controlled by temperature (thermo) and salinity (haline).�Thermohaline Circulation - Currents: NOAA's National Ocean Service ...�https://oceanservice.noaa.gov/education/tutorial_currents/05conveyor1.html�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

38 of 212

P 1,2,5,7 Tues. May 8 Day 1 (pg 1 of 1 ) Calendar DP 5/8

Worksheet: Lesson Response: Bill Nye Ocean Exploration DP5/8

Homework: 1. Annotate your warm-ups. 2. Finish unfinished lessons.

Lesson P1,2,5,7:

Re-test: Test 7-Genetics
Watch the video, “ Bill Nye: Ocean Exploration” and complete a lesson response sheet.
Finish unfinished work from DP4/30 to DP 5/4

Study Resources: Hydrosphere Quizlet

Discover More: Read through the webpage, “Marine Habitats Explained”

Warm-up: How do oceans affect climate?

Think about it: Ocean currents act much like a conveyor belt, transporting warm water and precipitation from the equator toward the poles and cold water from the poles back to the tropics. Thus, currents regulate global climate, helping to counteract the uneven distribution of solar radiation (energy from sunlight) reaching Earth's surface.�How does the ocean affect climate and weather on land?�https://oceanexplorer.noaa.gov/facts/climate.html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

39 of 212

P 1,2,5,7 Mon. May 7 Day 7 (pg 1 of 2 ) Calendar DP 5/7

Worksheet: No new worksheets. Re-test tomorrow, May 8. Check Skyward: 70 or below = retest.

Homework: 1. Annotate your warm-ups,

2. Finish unfinished lessons.

Lesson P1,2,5,7:

Watch the videos, “ Geography Explorer: Oceans and Seas”, 2. Origins of Oceans
Go to today’s slide 2 of 2 and finish the worksheet, “Contour Map Activity”
Finish unfinished work from DP4/30 to DP 5/4

Study Resources: Hydrosphere Quizlet

Discover More: Read through the webpage, “Oceans for kids”

Warm-up: What is the difference between an ocean and a sea?

Think about it: Many people use the terms "ocean" and "sea" interchangeably when speaking about the ocean, but there is a difference between the two terms when speaking of geography (the study of the Earth's surface). Seas are smaller than oceans and are usually located where the land and ocean meet.Oct 10, 2017�What's the difference between an ocean and a sea?�https://oceanservice.noaa.gov/facts/oceanorsea.html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

40 of 212

P 1,2,5,7

Mon. May 7 Day 7

(pg 2 of 2 ) DP 5/7

41 of 212

P 1,2,5,7 Fri. May Day 4 (pg 1 of 1) Calendar DP 5/4

Worksheet: Contour Map Activity, DP5/4

Homework: 1. Annotate your warm-ups,

Lesson P1,2,5,7: Message

Click on Contour Map Creator
Complete the worksheet, “Contour Map Activity”
Finish unfinished work from DP4/30 to DP 5/4

Study Resources: Hydrosphere Quizlet

Discover More: Read through the webpages, “Flooding”

Warm-up: How do contour maps help us understand flooding patterns?

Think about it: Water flows downhill and collects in low areas. Contour map lines can show us where the hills and depressions are as well as those areas that are at sea level. When there is a large amount of precipitation, the level of water in the groundwater (water table) will rise. Low areas, or area below the water table, will flood.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

42 of 212

P 1,2,5,7 Thurs.. May 3 Day 5 (pg 1 of 2) Calendar DP 5/3

Worksheet: Point Source and Non-Point Source Pollution DP5/3

Homework: 1. Annotate your warm-ups.

2. Discover More Link1: ”Groundwater Contamination”

Lesson P1,2,5,7:

Watch the video,”Ground Water Pollution”.
Annotate the reading, “ Point Source and Non Point Source Pollution”
Use the reading to complete the Venn Diagram

Study Resources: Hydrosphere Quizlet

Discover More: Watch the videos in Link 1: ”Groundwater Contamination”

Warm-up: What pollutes groundwater?

Think about it: Groundwater is one of our most important sources of water for drinking and irrigation. Unfortunately, groundwater is susceptible to pollutants. Groundwater contamination occurs when man-made products such as gasoline, oil, road salts and chemicals get into the groundwater and cause it to become unsafe and unfit for human use.�groundwater contamination - Groundwater Foundation�www.groundwater.org/get-informed/groundwater/contamination.html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

43 of 212

Venn Diagram showing, “Point Source and Non-Point Source Pollution

Thurs.. May 3 (pg 2 of 2)

44 of 212

P 1,2,5,7 Wed. May 2 Day 4 (pg 1 of 1) Calendar DP 5/2

Worksheet: No New Worksheets

Homework: 1. Annotate your warm-up, 2. Watch Building an Aquifer Model

Lesson P1,2,5,7:

Watch the video,”What is an Aquifer”
Complete the Gizmo, “Reading Topographic Maps”
Complete the Lesson Response, “ What is Groundwater?”

Study Resources: Hydrosphere Quizlet

Discover More: Link 1: Building an Aquifer Model

Warm-up: What is an aquifer?

Think about it: An aquifer is an underground layer of water-bearing rock. Water-bearing rocks are permeable, meaning that they have openings that liquids and gases can pass through. Sedimentary rock such as sandstone, as well as sand and gravel, are examples of water-bearing rock. ... Aquifers act as reservoirs for groundwater.

2011aquifer - National Geographic Society�https://www.nationalgeographic.org/encyclopedia/aquifer/

This illustration shows the two most common types of aquifers, confined aquifers and unconfined aquifers. An unconfined aquifer can receive water directly from the surface, while a confined aquifer is trapped between two layers of rock.�Illustration by Tim Gunther

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

45 of 212

P 1,2,5,7 Tues. May 1 Day 3 (pg 1 of 1) Calendar DP 5/1

Worksheet: Lesson Response: What is Groundwater? DP 5/1

Homework: 1. Annotate your warm-up 2. Watch: What is groundwater?

Lesson P1,2,5,7:

Complete the Test 7: Genetics
Watch the video,” What is an Groundwater”
Complete the Gizmo, “Reading Topographic Maps”
Complete the Lesson Response, “ What is Groundwater?”

Study Resources: Hydrosphere Quizlet

Discover More: Link 1: What is groundwater?

Warm-up: What is groundwater?

Think about it: Groundwater is the water found underground in the cracks and spaces in soil, sand and rock. It is stored in and moves slowly through geologic formations of soil, sand and rocks called aquifers.

What is Groundwater - Groundwater Foundation�www.groundwater.org/get-informed/basics/groundwater.htm

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

46 of 212

P 1,2,5,7 Mon. Apr. 30 Day 2 (pg 1 of 1 ) Calendar DP 4/30

Worksheet: Gizmo worksheet, “Reading Topographic Maps”

Homework: Finish last week’s DP Lessons,

Watch the Discover More Link 1.

Lesson P1,2,5,7:

Complete the Test 7: Genetics
Watch the video,” What is Topography”
Complete the Gizmo, “Reading Topographic Maps”

Username: rmsstudent123 Password” rmsstudent

Study Resources: Hydrosphere Quizlet

Discover More: Link 1: Introduction to topographic maps - YouTube

Warm-up: What is topography?

Think about it: Topography describes the physical features of an area of land. These features typically include natural formations such as mountains, rivers, lakes, and valleys. Manmade features such as roads, dams, and cities may also be included. Topography often records the various elevations of an area using a topographical map.

Earth Science for Kids: Topography - Ducksters�www.ducksters.com/science/earth_science/topography.php

A topographic map is clearer than a picture. Contour lines connect places that are the same height above sea level. Numbers on the lines give the height in feet. (Sea level is zero.) Lines close together show that the slope is steep.© Encyclopædia Britannica, Inc.�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

47 of 212

P 1,2,5,7 Fri. Apr. 27 Day 1 (pg 1 of 1) Calendar DP 4/27

Worksheet: No new worksheets

Homework: Finish DP assignments

Lesson P1,2,5,7:

Complete the Test 7: Genetics
Complete the Lesson Response from DP 4/23, and Gizmo, “ Water Cycle” from DP4/24, and Bill Nye video from DP4/26
Explore the “Discover More” below.

Study Resources: Hydrosphere Quizlet

Discover More: Link 1: USGS Water Science School: Streams and Rivers, Link 2 Rivers and Streams

Warm-up: What is the difference between streams and rivers?

Think about it: A River and a Stream are both bodies of water that move in one direction due to gravity. A river is called a River because it is larger, deeper, and longer than a stream. A river maintains a steady flow of water year round while a stream can vary in size from very little water to a great amount of water depending on the amount of precipitation.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

48 of 212

P 1,2,5,7 Thurs. Apr. 26 Day 7 (pg 1 of 1) Calendar DP 4/26

Worksheet: No new worksheets

Homework: Test Friday, April 27. Finish your slideshow.

Study Genetics Quizlet , Annotate: Test 7 Study Guide

Lesson P1,2,5,7:

Check your studyguide punnett squares with the worksheet on the overhead.
Finish the Bill Nye video, “ The Water Cycle” video worksheet from DP4/25. (Check answers after you are done.)
Complete the Lesson Response from DP 4/23, and Gizmo, “ Water Cycle” from DP4/24
Study the Quizlet and your studyguide.

Study Resources: Genetics Quizlet , Test 7 Study Guide New Quizlet Hydrosphere Quizlet

Discover More: Lake or Pond – What is the Difference?

Warm-up: What is the difference between ponds and lakes?

Think about it: A pond is a body of water shallow enough to support rooted plants. Many times plants grow all the way across a shallow pond. Water temperature is fairly even from top to bottom and changes with air temperature.

All About Ponds and Lakes - MBGnet www.mbgnet.net/fresh/lakes/pond.htm

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

49 of 212

P 1,2,5,7 Wed. Apr. 25 Day 6 (pg 1 of 1) Calendar DP 4/25

Worksheet: Bill Nye Video Worksheet DP4/25

Homework: Test Friday, April 27. Finish your slideshow.

Study Genetics Quizlet , Annotate: Test 7 Study Guide

Lesson P1,2,5,7: New Quizlet Hydrosphere Quizlet

Watch the Bill Nye video, “ The Water Cycle” and complete the video worksheet. (Check answers after you are done.)
Complete the Lesson Response from DP 4/23, and Gizmo, “ Water Cycle” from DP4/24

Study Resources: Genetics Quizlet , Test 7 Study Guide Discover More: T HE 6 CHANGES OF STATE OF WATER

Warm-up: What are the phase changes that water goes through in the Water Cycle?

Think about it: Water going from a:

solid to a liquid: Melting
liquid to a gas: Evaporation
solid to a gas: Sublimation
liquid to a solid: Freezing
gas to a liquid: Condensation
gas to a solid: Deposition

THE 6 CHANGES OF STATE OF WATER - The Weather Prediction�www.theweatherprediction.com/habyhints2/524/�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

50 of 212

P 1,2,5,7 Tues. Apr. 24 Day 5 (pg 1 of 2) Calendar DP 4/24

Worksheet: Gizmo: The Water Cycle DP 4/24

Homework: Test Friday, April 27. Finish your slideshow.

Study Genetics Quizlet , Annotate: Test 7 Study Guide

Lesson P1,2,5,7:

Complete the Lesson Response from DP 4/23.
Complete the Gizmo, “ Water Cycle” using the login on slide 2 of 2.

Study Resources: Genetics Quizlet , Test 7 Study Guide

Discover More: The Water Cycle: A Guide for Students, The Water Cycle for Schools and Students

Warm-up: What is the water cycle (a.k.a the Hydrologic Cycle)?

Think about it: The world’s water moves between lakes, rivers, oceans, the atmosphere, the land, and living things in an ongoing cycle called the water cycle. As it goes through this continuous system, it can be a liquid (water), a gas (vapor) or a solid (ice).

Adapted from National Geographic Kids: https://www.natgeokids.com/uk/discover/science/nature/water-cycle/#!/register

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

51 of 212

P 1,2,5,7 Tues, Apr. 24 Day 5 (pg 2 of 2) Calendar DP 4/24

Gizmo Log in

Open a tab
Type “ Gizmo Login”
Click on “Login/Enroll - Explore Lear…”
Click on “Login/enroll”
Type: Username: rmsstudent123
Type: Password: rmsstudent
Click on “Water Cycle” gizmo.

Read and follow the worksheet to complete the gizmo

52 of 212

P 1,2,5,7 Mon. Apr. 23 Day 4 (pg 1 of 1) Calendar DP 4/23

Worksheet: Test 7 Genetics Study Guide and

Lesson Response; “ Water, Water, Everywhere DP4/23”

Homework: Test Friday, April 27. Finish your slideshow.

Study Genetics Quizlet , Annotate: Test 7 Study Guide

Lesson P1,2,5,7:

Complete a Lesson Response from both the video, “Hydrosphere”, and the webpage, “Water, Water, Everywhere”

Study Resources: Genetics Quizlet , Test 7 Study Guide Discover More: Stream Ecology

Warm-up: What is the Hydrosphere?

Think about it: All of the Earth's water, including surface water (water in oceans, lakes, and rivers), groundwater (water in soil and beneath the Earth's surface), snowcover, ice, and water in the atmosphere, including water vapor, is known as the Hydrosphere.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

ESS2.C: The Roles of Water in Earth’s Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and�precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past�geologic processes. (MS-ESS3-1)

UNIT ESSENTIAL UNDERSTANDING(S):

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and�the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the�hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and�fusion is not assessed.]

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

53 of 212

P 1,2,5,7 Fri., Apr. 13 Day 3 (pg 1 of 1) Calendar DP 4/13

Worksheet: No new worksheets

Homework: Finish folder work

Lesson P1,2,5,7:

Finish unfinished work, and your slideshow, “Genetics and Biotechnology” DP4/11

For the article, ““ Biotechnology and Society: Genetics Disorders” stop at the picture

Take a look at “Genetic Disorders” list. Although genetic based disorders are generally rare, the list is thought provoking.

Study Resources: Genetics Quizlet Discover More: Cultural Heritage, or Family Heritage

Warm-up: What is someone’s heritage, or ancestry?

Think about it: We are all made up of not only our genetic heritage, but that wonderful cultural heritage that extends back from our parents and their parents before them, and so on. As populations move and change genetically, preserving, sharing and celebrating that heritage is a joy, and a uniquely human part of Earth’s systems.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

54 of 212

P 1,2,5,7 Thurs., Apr. 12 Day 2 (pg 1 of 1) Calendar DP 4/12

Worksheet: No new worksheets

Homework: Finish folder work

Lesson P1,2,5,7:

Copy and paste the instructions from the DP 4/11 Slide into your slideshow.
Work on your slideshow, “Genetics and Biotechnology” DP4/11

For the article, ““ Biotechnology and Society: Genetics Disorders” stop at the picture

Take a look at “Genetic Disorders” list. Although genetic based disorders are generally rare, the list is thought provoking.

Study Resources: Genetics Quizlet Read More: Fa cts about Genetically Modified Food

Warm-up: What are GMOs?

Think about it: A genetically modified organism, or GMO, is an organism that has had its DNA altered or modified in some way through genetic engineering.

GMOs: Facts About Genetically Modified Food - Live Science�https://www.livescience.com › Tech�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

55 of 212

P 1,2,5,7 Wed., Apr. 11 Day 1 (pg 1 of 1) Calendar DP 4/11

Worksheet: No new worksheets.

Homework: Finish folder work

Lesson P1,2,5,7: Slides include a 5+ sentence paragraph and captioned images

Create a slideshow titled, “ Genetics and Biotechnology” Use the link names to title your slides.

Slide 1: Use the title above. Add your name, science class and an appropriate picture.
Slide 2, “Genetically Modified Organisms”
Slide 3, “ Biotechnology and Society: Genetics Disorders” Stop at the picture:

Take a look at “Genetic Disorders” list. Although genetic based disorders are generally rare, the list is thought provoking.

Slide 4, “Conservation Genetics-Preserving Biodiversity” Study Resources: Genetics Quizlet

Warm-up: What is biotechnology?

Think about it: Biotechnology is technology based on biology, especially when used in agriculture, food science, and medicine. ... "Biotechnology is any technological application that uses biological systems, living organisms, or derivatives thereof, to make or modify products or processes for specific use.

Kids.Net.Au - Encyclopedia > Biotechnology :�encyclopedia.kids.net.au/page/bi/Biotechnology�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

56 of 212

P 1,2,5,7 Tues., Apr. 10 Day 7 (pg 1 of 1) Calendar DP 4/10

Worksheet: Gizmo Worksheet: Natural Selection

Homework: Finish folder work

Lesson P1,2,5,7:

Finish the Gizmo, “Natural Selection” from DP 4/9.

Check your answers.

Read the webpage, “The Human Genome Project”
Study the Genetics Quizlet

Study Resources: Genetics Quizlet

Warm-up: What are the two basics ways chromosomes (genes) are passed to offspring?

Think about it: Living organisms get chromosomes (genes) though sexual and asexual reproduction. In sexual reproduction, 1 chromosome with gene alleles comes from each of the separate parents. In asexual reproduction both chromosomes (gene alleles) comes from 1 parent. Sexual reproduction leads to more diversity in organisms and therefore better survivability when factors in the environment change.�

An organism making a copy of itself is an example of asexual reproduction. Some plants and insects reproduce by asexual reproduction.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

57 of 212

P 1,2,5,7 Mon., Apr. 9 Day 6 (pg 1 of 2) Calendar DP 4/9

Worksheet: Gizmo Worksheet: Natural Selection

Homework: Finish folder work

Lesson P1,2,5,7:

Watch the video, “Evolution of the Peppered Moth”
Log in to Gizmo using the path on slide 2.
Complete the Gizmo activity

Study Resources: Genetics Quizlet

Warm-up: What is adaptive evolution?

Think about it: Adaptive evolution refers to evolutionary changes that are adaptive to the given environment. Such changes increase survivorship or reproduction by addressing some specific challenge or opportunity presented by the environment. Adaptive evolution is produced by natural selection.

What is adaptive evolution? - Quora�https://www.quora.com/What-is-adaptive-evolution�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

58 of 212

P 1,2,5,7 Mon, Apr. 9 Day 6 (pg 2 of 2) Calendar DP 4/9

Gizmo Log in

Open a tab
Type “ Gizmo Login”
Click on “Login/Enroll - Explore Lear…”
Click on “Login/enroll”
Type: Username: rmsstudent123
Type: Password: rmsstudent
Click on “Natural Selection” gizmo.

Read and follow the worksheet to complete the gizmo

59 of 212

P 1,2,5,7 Fri., Apr. 6 Day 5 (pg 1 of 1) Calendar DP 4/6

Worksheet: Article response titled, “ What is Selective Breeding?” DP 4/6

Homework: Finish folder work

Lesson P1,2,5,7:

” Watch the video, “Natural vs. Artificial Selection”
Read the website, “What is selective breeding?”

complete an article response.

Complete the worksheet from Monday, (DP4/2).
Complete the worksheet, “Monster Genetics” from Tues. (DP 4/3)

Study Resources: Genetics Quizlet

Warm-up: What is artificial selection? (a.k.a Selective Breeding)

Think about it: Selective breeding (also called artificial selection) is the process by which humans use animal breeding and plant breeding to selectively develop particular phenotypic traits (characteristics) by choosing which typically animal or plant males and females will sexually reproduce and have offspring together.�Selective breeding - Wikipedia�https://en.wikipedia.org/wiki/Selective_breeding

Breeding only the best corn plants for seeds results in better crops over a long time

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

60 of 212

P 1,2,5,7 Thurs., Apr. 5 Day 4 (pg 1 of 1) Calendar DP 4/5

Worksheet: Worksheet titled, “ What Causes Gene Mutations” DP 4/5

Homework: Finish folder work

Lesson P1,2,5,7:

Read the webpage, “ What causes DNA mutations”

Complete a lesson response while reading.

Complete the worksheet from Monday, 4/2. (DP4/2)
Complete the worksheet, “Monster Genetics” from Tues. (DP 4/3)

Study Resources: Genetics Quizlet

Warm-up: What are gene mutations?

Think about it: A gene mutation is a permanent alteration in the DNA sequence that makes up a gene, such that the sequence differs from what is found in most people. Mutations range in size; they can affect anywhere from a single DNA building block (base pair) to a large segment of a chromosome that includes multiple genes.

What is a gene mutation and how do mutations occur? - Genetics ...�https://ghr.nlm.nih.gov/primer/mutationsanddisorders/genemutation�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

61 of 212

P 1,2,5,7 Wed., Apr. 4 Day 3 (pg 1 of 1) Calendar DP 4/4

Worksheet: No new worksheets

Homework: Finish folder work

Lesson P1,2,5,7:

Complete the worksheet from Monday, 4/2. (DP4/2)
Continue yesterday’s worksheet, “Monster Genetics”

Study Resources: Genetics Quizlet

Warm-up: What tools are useful in the RICAS test we will be taking this month?

Think about it:

The tools that we will be using are in the toolbar. Go to the tutorial and read and follow the directions to learn the tools.

Tutorial

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

62 of 212

P 1,2,5,7 Tues., Apr. 3 Day 2 (pg 1 of 1) Calendar DP 4/3

Worksheet: Worksheet titled Monster Genetics DP 4/3

Homework: Finish folder work

Lesson P1,2,5,7: Only send the project if you are on the list

E-mail Biomes or Symbiosis Slide Show (See next 2 slides)

dnelson@epschoolsri.com

Complete the worksheet from Monday, 4/2. (DP4/2)
Complete today’s worksheet, “Monster Genetics”

Study Resources: Genetics Quizlet

Warm-up: How does genotype affect phenotype?

Think about it:

The genotype is the set of genes in our DNA which is responsible for a particular trait. The phenotype is the physical expression, or characteristics, of that trait. For example, two organisms that have any difference in their genes are said to have different genotypes.

Mike

Gg/ee/cc/Ff

Sulley

Pp/Hh/rr/LL

Sulley’s fur color comes from co-dominant genes. Both are expressed! (Pp) (Like fur on a 2 color dog.) PP would be just purple and lowercase pp would be just blue.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

63 of 212

P 1,2,5,7 Mon., Apr. 2 Day 1 (pg 1 of 1) Calendar DP 4/2

Worksheet: Worksheet titled “More Punnett Square Practice” DP 4/2

Homework: Finish folder work

Lesson P1,2,5,7: Only send the project if you are on the list

E-mail Biomes or Symbiosis Slide Show (See next 2 slides)

dnelson@epschoolsri.com

Complete the worksheet from Thursday, 3/29.
Complete today’s worksheet, “More Punnett Square Practice”

Study Resources: Genetics Quizlet

Warm-up: What are Homozygous and Heterozygous genotypes?

Think about it: �Punnett square - a tool used to predict the outcome of possible gene combinations that an offspring will have based on those of the parents.�Mutations - any change in the DNA that disrupts the normal cell cycle.�Pedigree - a diagram of family relationships that can be used to trace traits that have been passed down or even genetic diseases�genetic disorders - caused by a mutation or change in DNA like down's syndrome, cystic fibrosis, sickle cell anemia.�

1 out of 4 = 25 %

2 out of 4 = 50 %

3 out of 4 = 75 %

4 out of 4 = 100 %

Ff = 50 %

ff = 50 %

Homozygous Dominant = FF

Homozygous Recessive = ff

Heterozygous = Ff

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

64 of 212

P 1,2,5,7 Thurs., Mar. 29 Day 7 (pg 1 of 2) Calendar DP 3/29

Worksheet: Worksheet titled “Punnett Square: Dominant and Recessive”

Homework: Finish folder work

Lesson P1,2,5,7:

Complete the Activity, “ Punnett Square: Dominant and Recessive” using slide 2 of 2
Finish Folder Work

Study Resources: Genetics Quizlet https://www.education.com/science-fair/article/biology_it-takes/

Warm-up: How do parents contribute gene alleles to their offspring?

Think about it: �DNA - located on the chromosomes in the nucleus of the cell, contains the genes�purebred or homozygous - an organism that has received 2 identical alleles, like TT or tt�hybrid or heterozygous - an organism that receives 2 different alleles, like Bb�Genes - the factors that control traits, located on a chromosome, come in pairs�Allele - different forms of a gene, or one gene from the pair�

CHARACTERISTICS
Chin type
Hair Line
No/Yes Dimples
Hair Color
Freckles or not
Eye Color
Attached Earlobes or not

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

65 of 212

Thurs., Mar. 29 Day 7 (pg 2 of 2)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

66 of 212

P 1,2,5,7 Wed., Mar. 28 Day 6 (pg 1 of 1) Calendar DP 3/28

Worksheet: Lesson Response titled “Heredity Patterns”

Homework: Finish folder work

Lesson P1,2,5,7:

Watch the video, “ Learn Biology: How to Draw a Punnett Square”
Complete a lesson response for, “Heredity Patterns”

Study Resources: Genetics Quizlet

Warm-up: How do we use Punnett squares to predict traits?

Think about it: �dominant traits - a trait that will always be expressed in the physical appearance of the organism, represented by a capital letter like B.�recessive traits - a trait that does not show up unless the organism receives 2 recessive alleles, one from each parent, represented by lowercase letters like b.�Genotype - an organism's genetic makeup or allele combination like BB, Bb, and bb�Phenotype - an organism's physical appearance or visible traits, like brown hair, blue eyes.�

B = Brown Eyes, b = blue eyes

Probability

75% Brown Eyes, 25% blue eyes

♂=male

♀ = female

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

67 of 212

P 1,2,5,7 Tues., Mar. 27 Day 5 (pg 1 of 1) Calendar DP 3/27

Worksheet: Bill Nye Video Worksheet DP 3/27

Homework: Slideshows due tomorrow

Lesson P1,2,5,7: ******Quarter Ends April 2nd********

Take the test if you were absent on 3/22, or take the re-test.
Watch the video, “Bill Nye - Genes”
Finish your slideshow, “Symbiosis: Organism Interactions in Nature”, Finish your Biomes Project
Finish your folder work,

Study Resources: Genetics Quizlet

Warm-up: Genetics Vocabulary

Think about it: �Gregor Mendel - Father of genetics, discovered genetics by studying pea plants�Traits - characteristics passed from parents to offspring�Heredity - the passing of traits from parents to offspring�Genetics - the scientific study of heredity�Chromosomes - Organelle located in the nucleus of the cell that contains the DNA.�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

68 of 212

P 1,2,5,7 Mon., Mar. 26 Day 4 (pg 1 of 1) Calendar DP 3/26

Worksheet: Lesson Response Titled, “ What is a Gene?”

Homework: Complete: folder work , Symbiosis project, Biomes project,

Lesson P1,2,5,7: ******Quarter Ends April 2nd********

Take the test if you were absent on 3/22
Watch the video, “Genetics 101”
Complete a Lesson Response for ,”What is a Gene?”
Finish your folder work, Finish your slideshow, “Symbiosis: Organism Interactions in Nature”, Finish your Biomes Project

Warm-up: What is a gene?

Think about it: Genes are the basic unit of heredity. This means that genes determine what traits are passed down from a mother and father to their child. Eye color, height, and hair color are some examples of the traits that are controlled by genes. Genes exist in pairs inside the cells that make up living things.

What Is a Gene? - KidsHealth�https://kidshealth.org/en/kids/what-is-gene.html�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

69 of 212

P 1,2,5,7 Fri., Mar. 23 Day 3 (pg 1 of 1) Calendar DP 3/23

4

Worksheet: Lesson Response Titled, “ What is a Chromosome”

Homework: Complete: folder work , Symbiosis project, Biomes project,

Lesson P1,2,5,7: ******Quarter Ends April 2nd********

Take the test if you were absent on 3/22
Watch the video, “What is a Chromosome?”
Complete a Lesson Response for , “Chromosomes”
Finish your folder work, Finish your slideshow, “Symbiosis: Organism Interactions in Nature”, Finish your Biomes Project
Ep school calendar

Warm-up: What are Chromosomes?

Think about it: Chromosomes -. Chromosomes are the things that make organisms what they are. They carry all of the information used to help a cell grow, thrive, and reproduce. Chromosomes are made up of DNA. Segments of DNA in specific patterns are called genes.

Biology4Kids.com: Cell Structure: Chromosomes�www.biology4kids.com/files/cell_chromosome.html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

70 of 212

P 1,2,5,7 Thurs., Mar. 22 Day 2 (pg 1 of 1) Calendar DP 3/22

Worksheet: No new worksheets

Homework: Complete: folder work , Biomes project,

Lesson P1,2,5,7: ******Quarter Ends April 2nd********

Take the test
Finish your folder work
Finish your slideshow, “Symbiosis: Organism Interactions in Nature”, from Monday 3/12.
Finish your Biomes Project

Warm-up: What is DNA?

Think about it: DNA is the material that carries all the information about how a living thing will look and function. For instance, DNA in humans determines such things as what color the eyes are and how the lungs work. Each piece of information is carried on a different section of the DNA. These sections are called genes.

Homework Help�https://kids.britannica.com/kids/article/DNA/390730

DNA

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

71 of 212

P 1,2,5,7 Tues., Mar. 20 Day 7 (pg 1 of 1) Calendar DP 3/20

Worksheet: No new worksheets

Homework: Test-Thursday 3/22. Complete: folder work , Biomes project,

Test 6 Quizlet and study guide

Lesson P1,2,5,7: ******Quarter Ends April 2nd********

Finish your folder work
Finish your slideshow, “Symbiosis: Organism Interactions in Nature”, from Monday 3/12.
Finish your Biomes Project
Go on to the Ecosystem Quizlet and study!

Warm-up: How do plants and animals have the same physical traits as their parents?

Think about it: The passing of traits from parents to their offspring is called heredity. The science that studies how these traits are passed is called Genetics. Parents have molecules called genes in the DNA inside their cells that are a code for the offspring’s body to have certain physical features called traits.

Starts at 12:15 PM

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

72 of 212

P 1,2,5,7 Mon., Mar. 19 Day 6 (pg 1 of 1) Calendar DP 3/19

Worksheet: No new worksheets

Homework: Test-Thursday 3/22. Complete: folder work. Test 6 Quizlet and study guide, Biomes project,

Lesson P1,2,5,7:

Watch the video, “Climate Change: Crash Course Kids #41.2”
Go on to the Ecology Quizlet and try the “Learn” feature.
Work on your slideshow, “Symbiosis: Organism Interactions in Nature”, from Monday 3/12.

Warm-up: Why are we concerned that climate change will affect ecosystems?

Think about it: Climate change can alter biotic factors including where species live and how they interact. The timing of biological events like insects hatching, and flower blooming to produce seeds, changes the food source at the first levels of the food chain. Climate change also alters abiotic factors like average temperature and precipitation which can affect how much key species reproduce. How much species reproduce affects the balance of the ecosystem.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

73 of 212

P 1,2,5,7 Fri., Mar. 16 Day 5 (pg 1 of 1) Calendar DP 3/16

Worksheet: Test 6 Studyguide (Circle key words, underline key facts (in color))

Homework: Test-Thursday 3/22. Complete: folder work. Test 6 Quizlet and study guide, Biomes project,

Lesson P1,2,5,7:

Work on your slideshow, “Symbiosis: Organism Interactions in Nature”, from Monday 3/12.

Warm-up: What affects the carrying capacity of an ecosystem for a particular species?

Think about it: The number of available mates, predation, disease, or competition with another species, as well as sufficient food, water, space and environmental conditions, are the factors in an ecosystem that affect carrying capacity of a particular species. These are known as limiting factors.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

74 of 212

P 1,2,5,7 Thurs., Mar. 15 Day 4 (pg 1 of 1) Calendar DP 3/15

Worksheet: Lesson Response - Titled: Limiting Factors, DP3/15

Homework: Biomes project, Complete folder work.

Lesson P1,2,5,7:

Watch “Limiting Factors in an Ecosystem”, and “Carrying Capacity”.
Read the webpage, “Limiting Factors” and complete the lesson response sheet.
Continue working on your slideshow titled, “ Symbiosis: Organism Interactions in Nature”, Monday 3/12.

Warm-up: What are the effects of limiting factors in an ecosystem?

Think about it: In the natural world, limiting factors like the availability of food, water, shelter and space can change animal and plant populations. Other limiting factors, like competition for resources, predation and disease can also impact populations.

Limiting Factors - NatureWorks - New Hampshire PBS�www.nhptv.org/Natureworks/nwep12a.htm

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

75 of 212

P 1,2,5,7 Wed., Mar. 14 Day 3 (pg 1 of 1) Calendar DP 3/14

Worksheet: No new worksheets.

Homework: Biomes project,

Lesson P1,2,5,7:

Turn in the “Ecological Organization Worksheet” (Ecosystem Card Sort ) from Friday 3/9.
Turn in the “Ecological Interactions Activity worksheet” from Monday 3/12.
Continue working on your slideshow titled, “ Symbiosis: Organism Interactions in Nature”
Your slide show will start with a title page with your name, title and image, and include:

One slide each explaining the symbiotic relationships introduced on Thursday, March 8th.

Competition, Predation, Mutualism, Commensalism, Parasitism.
Each slide will have a paragraph explaining the relationship, an example of the relationship in Nature, and an image showing organisms in the relationship.

Warm-up: What is an ecosystem’s carrying capacity and what are limiting factors?

Think about it: In ecological terms, the carrying capacity of an ecosystem is the largest size of a population that can be supported indefinitely due to the availability of limiting factors. Limiting factors include; sunlight, food, water, and minerals.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

76 of 212

P 1,2,5,7 Mon., Mar. 12 Day 1 (pg 1 of 1) Calendar DP 3/12

Worksheet: Homework worksheet: Ecological Interactions Activity.

Homework: Biomes project, Ecological Interactions Activity worksheet

Lesson P1,2,5,7:

Finish and turn in the “Ecological Organization Worksheet” (Ecosystem Card Sort )from Friday 3/9.
Begin a slideshow titled, “ Symbiosis: Organism Interactions in Nature”
Your slide show will start with a title page with your name, title and image, and include:

One slide each explaining the symbiotic relationships introduced on Thursday, March 8th.

Competition, Predation, Mutualism, Commensalism, Parasitism.

Each slide will have a paragraph explaining the relationship, an example of the relationship in Nature, and a captioned image showing organisms in the relationship.

Warm-up: What is symbiosis in Nature?

Think about it: Symbiotic relationships are a special type of interaction between species. Sometimes beneficial, sometimes harmful, these relationships are essential to many organisms and ecosystems, and they provide a balance that can only be achieved by working together.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

77 of 212

P 1,2,5,7 Fri., Mar. 9 Day 7 (pg 1 of 1) Calendar DP 3/9

Worksheet: Title - Ecological Organization Worksheet DP3/9

Homework: Work on your Biomes project

Lesson P1,2,5,7:

Watch the video, “Organism, Population, Community: What is the difference?”
Complete the ecological organization worksheet using the “Ecosystem Card Sort”. Use the following for “Reasons”

Individual - One organism
Population - More than one organism (Same Species)
Community - more than one species
Ecosystem - More than one species with abiotic factors
Abiotic - Non living (and not from living organisms.

Warm-up: What are the different levels of ecological organization?

Think about it:

Abiotic - non living or not from living organisms.
Individual - one organism
Population- more than one organism (same species) in one place at one time.
Community - more than one individual/population (different species) in one place.
Ecosystem - A community and the abiotic factors in one area
Biosphere - All the ecosystems on Earth together.

When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

78 of 212

P 1,2,5,7 Thurs, Mar. 8 Day 6 (pg 1 of 1) Calendar DP 3/8

Worksheet: Lesson Response titled, “Relationships Between Organisms - DP3/8”

Homework: Work on your Biomes project

Lesson P1,2,5,7:

Watch the video, “Interactions between organisms”
Complete a lesson response sheet for the webpage, “ Relationships Between Organisms”
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: How do organisms interact in ecosystems?

Think about it:

symbiosis—the close relationship of two dissimilar organisms

competition—when two or more organisms rely on the same environmental resource�predation—behavior of one animal feeding on another�mutualism—a symbiotic relationship where both organisms benefit�commensalism—a symbiotic relationship where one organism benefits and one does not benefit but is unharmed�parasitism—a symbiotic relationship where one organism benefits and one is harmed

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

79 of 212

P 1,2,5,7 Wed, Mar. 7 Day 5 (pg 1 of 1) Calendar DP 3/7

Worksheet: No new sheets.

Homework: Study your warm-ups. Finish folder work.

Lesson P1,2,5,7:

Watch the video, “The Energy Rule of 10%”
Complete unfinished Gizmos and worksheets from this week.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What is the 10 % rule in Ecology?

Think about it:

The 10% Rule means that when energy is passed in an ecosystem from one trophic level to the next, only ten percent of the energy will be passed on. A trophic level is the position of an organism in a food chain or energy pyramid.

The 10% Energy Rule in a Food Chain - Video & Lesson Transcript ...�https://study.com/academy/lesson/the-10-energy-rule-in-a-food-chain.html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

80 of 212

P 1,2,5,7 Tues, Mar. 6 Day 4 (pg 1 of 2) Calendar DP 3/6

Worksheet: Lesson Response titled, Trophic Levels DP3/6

Homework: Trophic Levels Homework DP 3/6

Lesson P1,2,5,7:

Watch the video, “ Trophic Levels-Energy Flow in Ecosystems”
Complete a lesson response for the webpage, “Trophic levels of food chains”
Complete the Trophic levels homework worksheet . See page 2 of 2.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What are trophic levels?

Think about it:

The number of steps an organism is from the start of the chain is a measure of its trophic level. Food chains start at trophic level 1 with primary producers such as plants, move to herbivores at level 2, predators at level 3 and typically finish with carnivores or apex predators at level 4 or 5.�Trophic level - Wikipedia�https://en.wikipedia.org/wiki/Trophic_level

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

81 of 212

P 1,2,5,7 Tues, Mar. 6 Day 4 (pg 2 of 2) Calendar DP 3/6

A

B

C

D

G

J

I

E

H

F

Homework

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

82 of 212

P 1,2,5,7 Mon., Mar. 5 Day 3 (pg 1 of 1) Calendar DP 3/5

Worksheet: Lesson Response Sheet - Titled, “What are Food Webs? DP3/5

Homework: Study your warm-ups. Finish folder work.

Lesson P1,2,5,7:

Watch the video, “ Food Chains, Food Webs, and Trophic Levels” and complete a Lesson Response sheet.
Draw and color the diagram above for #4 on your worksheet.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What are Food Webs?

Think about it:

A food web consists of all the food chains in a single ecosystem. Each living thing in an ecosystem is part of multiple food chains. Each food chain is one possible path that energy and nutrients may take as they move through the ecosystem. All of the interconnected and overlapping food chains in an ecosystem make up a food web.

food web - National Geographic Society�https://www.nationalgeographic.org/encyclopedia/food-web/�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

83 of 212

P 1,2,5,7 Fri., Mar. 2 Day 2 (pg 1 of 1) Calendar DP 3/2

Worksheet: No new worksheets.

Homework: Study your warm-ups. Finish folder work.

Lesson P1,2,5,7:

Watch “Turn to 10 Weather” weather forecast.
Finish this weeks work: (DP2/26),(DP2/27), (DP 2/28), (DP2/28).
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What are different types of consumers?

Think about it:

Herbivores - Only eat plants

Omnivores - Eat both plants and animals

Carnivores - Eats only animals

Scavengers - Eat the bodies of dead organisms

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

84 of 212

P 1,2,5,7 Thurs., Mar. 1 Day 1 (pg 1 of 1) Calendar DP 3/1

Worksheet: Gizmo Worksheet - Forest Ecosystem.

Homework: Study your warm-ups. Finish folder work.

Lesson P1,2,5,7:

Start the Gizmo, “Forest Ecosystem”
Finish this weeks work: (DP2/26),(DP2/27), (DP 2/28),
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What are consumers?

Think about it: Consumers are organisms of an ecological food chain which receive energy by consuming other organisms. These organisms are formally referred to as heterotrophs, which include animals, bacteria and fungi. Such organisms may consume by various means, including predation, parasitization, and biodegradation

Copied from: Consumer (food chain) - IPFS�https://ipfs.io/ipfs/.../wiki/Consumer_(food_chain).html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

85 of 212

P 1,2,5,7 Wed., Feb. 28 Day 7 (pg 1 of 2) Calendar DP 2/28

Worksheet: Gizmo titled, “Food Chain”. DP 2/28

Homework: Study your warm-ups. Finish folder work.

Lesson P1,2,5,7:

Log into gizmos (see page 2 of 2) and complete the Food Chain gizmo.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What are producers?

Think about it: • Producer – an organism that converts simple inorganic matter (such as water and carbon dioxide) into organic matter (such as sugar and protein). Most plants use the energy of the Sun to create organic matter from carbon dioxide and water. This process is called photosynthesis.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

86 of 212

P 1,2,5,7 Wed., Feb. 28 Day 7 (pg 2 of 2) Calendar DP 2/28

Gizmo Log in

Open a tab
Type “ Gizmo Login”
Click on “Login/Enroll - Explore Lear…”
Click on “Login/enroll”
Type: Username: rmsstudent123
Type: Password: rmsstudent
Click on “Food Chain” gizmo

Read and follow the worksheet to complete the gizmo

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

87 of 212

P 1,2,5,7 Tues., Feb. 27 Day 6 (pg 1 of 1) Calendar DP 2/27

Worksheet: Lesson Response titled, “Food Chains and Food Webs”. DP 2/27

Homework: Study your warm-ups

Lesson P1,2,5,7:

Take the test if you were out Friday. Complete the work from Monday, DP 2/26
Watch “Food Chains for Kids: Food Webs, the Circle of Life, and the Flow of Energy - FreeSchool”.
Read the webpage, “Ecosystem Food Chain and Food Web” and complete the lesson response sheet. Take the 10 question quiz when you are done.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What are food chains and food webs?

Think about it: Every organism needs energy and material to survive. Energy powers the life functions happening in every cell. Atoms and molecules are needed in the body’s chemical reactions, and to build and replace material in our cells, on a daily basis. Food chains and food webs are diagrams that show the paths that energy moves in ecosystems. A food chain is one path in a food web.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

88 of 212

P 1,2,5,7 Mon., Feb. 26 Day 5 (pg 1 of 1) Calendar DP 2/26

Worksheet: Video worksheet, “Bill Nye: Biodiversity” DP 2/26

Homework: Complete folder work

Lesson P1,2,5,7:

Take the test if you were out Friday.
Watch ‘Bill Nye: Biodiversity” and complete the video worksheet. (When done, check your answers)
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: Why is biodiversity important?

Think about it: Each and every species has a particular function in an ecosystem. Plant species can capture energy in various forms: for example they can produce (food) organic material, contribute to the nutritive system (food) of other organisms in the ecosystem, control soil erosion, act as a protection from pollution of the atmosphere and regulate the climate. Some organisms decompose waste and/or dead organisms. This returns material back into the ecosystem.

From: Why do we need biodiversity? - Eniscuola�www.eniscuola.net/en/argomento/biodiversity1/.../why-do-we-need-biodiversity/

http://slideplayer.com/slide/9424399 /

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

89 of 212

P 1,2,5,7 Fri . Feb. 16 Day 4 (pg 1 of 1) Calendar DP 2/16

Worksheet: No New worksheets.

Homework: Complete folder work

Lesson P1,2,5,7:

Take the test.
Finish unfinished folder work.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Warm-up: What is biodiversity?

Think about it: Biodiversity helps ecosystems where each species, no matter how small, all have an important role (niche) to play. For example, a larger number of plant species means a greater variety of resources for animals to eat. When there are a greater amounts of different species in an ecosystem, the ecosystem is balanced in a way that all species can survive.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

90 of 212

P 1,2,5,7 Thurs . Feb. 15 Day 3 (pg 1 of 1) Calendar DP 2/15

Worksheet: No New worksheets.

Homework: Test Friday, 2/16: Study the Studyguide, and the Global Climate Change Quizlet

Lesson P1,2,5,7:

Finish unfinished folder work.
On your study-guide, underline key facts and circle key words with a pen, colored pencil, or highlighter.
Study the Studyguide and the Global Climate Change Quizlet.

Warm-up: What is ecology?

Think about it:. Ecology is the study of the relationships between living things and their surroundings, or environment. Scientists who work in ecology are called ecologists. Ecologists examine how living things depend on one another for survival. They also study how living things use such natural resources as air, soil, and water to stay alive.

Copied form: ecology- Kids | Britannica Kids | Homework Help�https://kids.britannica.com/kids/article/ecology/353082�

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

91 of 212

P 1,2,5,7 Wed . Feb. 14 Day 2 (pg 1 of 1) Calendar DP 2/14

Worksheet: Lesson Response sheet titled, “ What is an organism’s niche? DP 2/14”

Homework: Test Friday, 2/16: Study the Studyguide, and the Global Climate Change Quizlet

Warm-up: What is an organism’s niche?

Lesson P1,2,5,7:

Watch the video, “Ecology: what is a niche? | Biology for All | FuseSchool”
On a lesson response sheet choose an organism and explain what niche the organism holds in an ecosystem. Google, “niche of a _____________”. Write a paragraph (7+ sentences) in #2. Make a colored drawing of the organism in its habitat for # 4.
On your study-guide, underline key facts and circle key words with a pen, colored pencil, or highlighter.
Study the Global Climate Change Quizlet.

Think about it:. An organism’s niche is the role an organism plays in an ecosystem. This includes the organism's behaviors, habitat, and interaction with other species. For example, a garden spider is a predator that hunts for prey among plants, while an oak tree grows to dominate a forest canopy, turning sunlight into food.

Different organisms may compete for the same niche. In a forest there may be a niche for an organism that can fly and eat nectar from blossoms.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

92 of 212

P 1,2,5,7 Tues. Feb. 13 Day 1 (pg 1 of 1) Calendar DP 2/13

Worksheet: Lesson Response sheet titled, “ What is a Habitat DP 2/13”

Homework: Test Friday, 2/16: Study the Studyguide, and the Global Climate Change Quizlet

Warm-up: What is an habitat?

Lesson P1,2,5,7:

Watch the video, “Difference between habitat and niche - ecology”
Complete a “Lesson Response” for “ Habitat Facts”.
On your study-guide, underline key facts and circle key words with a pen, colored pencil, or highlighter

Think about it:. A habitat is a special place where a plant or animal lives. Just like you have a home or place to live, so do animals and plants. When we talk about an animal's or a plant's home it is more like a neighborhood than a “house.” An animal needs five things to survive in its habitat: food, water, shelter, air and a place to raise its young.

Copied from “ Habitat Facsts”, http://idahoptv.org/sciencetrek/topics/habitat/facts.cfm

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

93 of 212

P 1,2,5,7 Mon. Feb. 12 Day 7 (pg 1 of 1) Calendar DP 2/12

Worksheet: Lesson Response sheet titled, “ What is an Ecosystem DP 2/12”

Homework: Finish folder work. Study Global Climate Change Quizlet

Warm-up: What is an ecosystem?

Lesson P1,2,5,7:

Watch the video, “Understanding Ecosystems for Kids: Producers, Consumers, Decomposers”
Complete a “Lesson Response” for “ What is an ecosystem”? Click on the links in the reading to better understand; Biosphere, earth system, and (click here to see the five basic needs of things livings)

Think about it:. An ecosystem includes all of the living things (plants, animals and organisms) in a given area, interacting with each other, and also with their nonliving environments (weather, earth, sun, soil, climate, atmosphere). ... In an ecosystem, each organism has its own niche or role to play.�Copied from : What is an ecosystem? - eSchooltoday�https://eschooltoday.com/ecosystems/what-is-an-ecosystem.html

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

94 of 212

P 1,2,5,7 Fri. Feb.9 Day 6 (pg 1 of 1) Calendar DP 2/9

Worksheet: No Worksheet

Homework: Finish folder work. Study the warm-up.

Warm-up: What are Darwin’s Finches?

Lesson P1,2,5,7:

Watch the video, “Galapagos: the finches (4/7)”
Finish unfinished work for this week .
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Think about it:. Darwin's finches are a group of birds that live on the Galápagos Islands. They are not actually finches, but they are a kind of passerine bird. Charles Darwin used the finches to provide evidence for natural selection. He realized that the finches have different beaks because they are adapted to eat different kinds of food. For example, a finch with a big beak is very good at cracking open nuts, and a finch with a long beak is very good at catching insects. Darwin was able to see that the finches had a common ancestor which is why they were so similar except for their beaks. Copied From: Darwin's finches for Kids - Kiddle�https://kids.kiddle.co/Darwin%27s_finches

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

95 of 212

P 1,2,5,7 Thurs. Feb. 8 Day 5 (pg 1 of 1) Calendar DP 2/8

Worksheet: No Worksheet

Homework: Finish folder work. Study the warm-up.

Warm-up: Who was Charles Darwin and what was his discovery?

Lesson P1,2,5,7:

Watch the video, “Charles Darwin - The Theory Of Natural Selection”
Finish your worksheet for DP2/5 titled,“ Design an Organism - Plants”.
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Think about it:. Charles Darwin was a scientist that studied plants, animals and the natural world (naturalist). From August 1831-1836 he sailed around South America, the Galapagos Islands, Africa and islands in the Pacific Ocean in a sailing ship called the HMS Beagle. He observed on the remote Galapagos islands that animals that had physical traits and behaviors that helped them survive became more plentiful while the others that didn’t have these adaptations became less in numbers. Charles Darwin discovered that this is why there are different types of species of plants and animals. The species most able to survive and reproduce live on. This pattern in nature is called natural selection.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

96 of 212

P 1,2,5,7 Wed. Feb. 7 Day 4 (pg 1 of 1) Calendar DP 2/7

Worksheet: No Worksheet

Homework: Finish folder work. Study the warm-up.

Warm-up: What is the purpose of leaves on plants?

Lesson P1,2,5,7:

Watch the video, “Structure of a Leaf”
Finish your worksheet for DP2/5 titled,“ Design an Organism - Plants”.
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Think about it:. Structures within a leaf convert the energy in sunlight into chemical energy that the plant can use as food. Chlorophyll is the molecule in leaves that uses the energy in sunlight to turn water (H2O) and carbon dioxide gas (CO2) into sugar and oxygen gas (O2). This process is called photosynthesis.

Copied from : Leaves and Leaf Anatomy - EnchantedLearning.com www.enchantedlearning.com/subjects/plants/leaf/

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

97 of 212

P 1,2,5,7 Tues. Feb. 6 Day 3 (pg 1 of 1) Calendar DP 2/6

Worksheet: Lesson Response Sheet

Homework: Finish folder work. Study the warm-up.

Warm-up: What is the purpose of flowers on plants?

Think about it:. Plants produce flowers to make seeds. To make a seed a flower must be pollinated. Pollen from the male part of one flower travels to the female part of another flower where the seeds are made. Most, but not all plants, have both male and female parts inside one flower. The stigma is usually in the center and the stamens, which produce the pollen, cluster around it. The petals act like an advertisement to attract various animals, which will carry the pollen from one flower to another.

Lesson P1,2,5,7:

Finish your worksheet for DP2/5 titled,“ Design an Organism - Plants”.
Watch the video, “Natural Selection Simply Explained”
Read the Webpage “Natural Selection” and complete a Lesson Response Sheet. Remember to take 10 + bullets of notes and to color your picture in #4.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

98 of 212

P 1,2,5,7 Mon. Feb. 5 Day 2 (pg 1 of 1) Calendar DP 2/5

Worksheet: Adaptations: Design an Organism! Plants

Homework: Finish folder work. Study the warm-up.

Warm-up: What are root adaptations plants have to get water?

Think about it:. There are two main types of root systems for plants. Some plants have a tap root system, while other plants have a fibrous root system, which is also known as an adventitious root system. A tap root system has a main root that grows down vertically, from which many smaller roots arise. Fibrous root systems do not have a main tap root that grows down. Instead, fibrous root systems have many roots that grow outward in the soil to get water near the surface and give the plant stability from falling over.

Lesson P1,2,5,7:

Watch the video, “The Root System | Different Kind Roots”
Work on “ Design an Organism - Plants”. Visit the website, “Plant Adaptations” first.

Remember to choose your Biome from your “World Biomes”. (If you get stuck, open a tab and type in a search criteria (plants of the biome you chose) and view some of the plant adaptations on real plants that already live there. Remember your plant needs to be different and “believable”.)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

99 of 212

P 1,2,5,7 Fri. Feb. 2 Day 1 (pg 1 of 1) Calendar DP 2/2

Worksheet: Adaptations: Design an Organism! Animals

Homework: Finish folder work. Study the warm-up.

Warm-up: What are adaptations plants have to spread their seeds?

Think about it:. The main methods plants use to disperse their seeds to places with better growing conditions than directly under the parent plant include gravity, animals, force, wind and water. Often, a plant will spread its seeds by a combination of these methods.

Copied from: Seed Dispersal - The Seed Sitetheseedsite.co.uk/dispersal.html

Lesson P1,2,5,7:

Watch the video, “ Seed dispersal”
Continue your work on “ Design an Organism” from DP 1/30. Remember to choose from your “World Biomes”. (If you get stuck, open a tab and type in a search criteria (animals of the biome you chose) and view some of the real animal adaptations on animals that already live there. Remember your organism needs to be different and “believable”.)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

100 of 212

P 1,2,5,7 Thurs. Feb. 1 Day 7 (pg 1 of 1) Calendar DP 2/1

Worksheet: Adaptations: Design an Organism! Animals

Homework: Finish folder work. Study the warm-up.

Warm-up: What types of adaptations do plants have to help them survive?

Think about it:. Look around again and notice the wonder of the plant world and the adaptations that help plants survive. There are many variations (different types) of leaves, stems, and roots helping plants capture sunlight energy, water, and nutrients, to make food (sugars and carbohydrates). Plants also have adaptations for defense and reproduction. In every biome, plants are the part of the food web that make the energy available to keep the animals alive.

Lesson P1,2,5,7:

Watch the video, “ Plant Adaptations”
Continue your work on “ Design an Organism” from DP 1/30. Remember to choose from your “World Biomes”. (If you get stuck, open a tab and type in a search criteria (animals of the biome you chose) and view some of the real animal adaptations on animals that already live there. Remember your organism needs to be different and “believable”.)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

101 of 212

P 1,2,5,7 Wed. Jan. 31 Day 6 (pg 1 of 1) Calendar DP 1/31

Worksheet: Adaptations: Design an Organism! Animals

Homework: Study this weeks warm-up.

Warm-up: What types of adaptations do animals have to help them survive?

Think about it: Look around at the many animals there are in the world. Size, coloring, skin type, leg type and length, feet and hands, eye placement, and many other physical characteristics (traits) all are different and suited to the biomes and ecosystems the animal must survive in. Things that animals do, Individual and group behaviors, are adaptations also that animals must do in order to survive and reproduce.

Lesson P1,2,5,7:

Watch the video, “Animal Adaptations”
Continue your work on “ Design an Organism” from DP 1/30. Remember to choose from your “World Biomes”. (If you get stuck, open a tab and type in a search criteria (animals of the biome you chose) and view some of the real animal adaptations on animals that already live there. Remember your organism needs to be different and “believable”.)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

102 of 212

P 1,2,5,7 Tues. Jan. 30 Day 5 (pg 1 of 1) Calendar DP 1/30

Worksheet: Adaptations: Design an Organism! Animals

Homework: Study this weeks warm-up.

Warm-up: What do we mean by adaptations that help animals and plants survive?

Think about it: Animals and plants need adaptations (physical structures and behavioral actions) that help them survive. For plants and animals to live, individuals need to get energy, food and water, and avoid and/or defend itself against predators. Some living things also need space and shelter. In all cases, living species must find mates and/or a method of reproduction so there will be sufficient new individuals. If this fails, the species population will decline and the species will go extinct.

Lesson P1,2,5,7:

Watch the video, “Adaptations”
You are going to create an organism for one of the Biomes! In order to do so you need to consider the information in today’s “Think about it” above. Read and consider the thoughts furthermore in the reading,“Biomes Activity”. After reading, design your organism.
Remember to choose from your “World Biomes”. (If you get stuck, open a tab and type in a search criteria (animals of the biome you chose) and view some of the real animal adaptations on animals that already live there. Remember your organism needs to be different and “believable”.)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

103 of 212

P 1,2,5,7 Mon. Jan. 29 Day 4 (pg 1 of 1) Calendar DP 1/29

Worksheet: Lesson Response: Abiotic and biotic Factors

Homework: Study this weeks warm-up.

Warm-up: What are biotic and abiotic factors in a biome?

Watch the video, “How abiotic and biotic factors make an ecosystem”

Think about it:

Abiotic factors refer to non-living physical and chemical elements in the ecosystem. Abiotic resources are usually obtained from the lithosphere (geosphere), atmosphere, and hydrosphere. Examples of abiotic factors are water, air, soil, sunlight, and minerals.
Biotic factors are living or once-living organisms in the ecosystem. These are obtained from the biosphere and are capable of reproduction. Examples of biotic factors are animals, plants, fungi, bacteria, and viruses.

Some content copied from: https://www.diffen.com/difference/Abiotic_vs_Biotic

Lesson P1,2,5,7:

Read and annotate the article, “DISCOVERY FILE: Abiotic and Biotic Factors” (circle key words and underline key facts in color (pen, highlighter, colored pencil))

Complete the article response attached to the article by making bullets of what you underlined in the article.

If done, go on to Tues, Jan 30 Lesson

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
Students will create an animal and plant with traits that will help it to be successful in a biome of their choosing by studying real animal information in one or more of the world biomes.

UNIT ESSENTIAL UNDERSTANDING(S):

LS2.A Interdependent relationships in ecosystems
LS4.B Natural selection

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

104 of 212

P 1,2,5,7 Fri. Jan. 26 Day 3 (pg 1 of 1) Calendar DP 1/26

Worksheet: No new worksheets.

Homework: Study this weeks warm-up.

Warm-up: What is geothermal energy?

Lesson P1,2,5,7:

Watch the video, “Energy 101: “Geothermal Energy”
Finish the lessons from Friday, DP 1/19 and Monday, DP 1/22 and Thursday, DP 1/21.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

Think about it:

The inside of the Earth is hot. The heat from the inside of the Earth warms the crust below our feet. While the atmosphere cools the crust, we can reach the warmer part of the Earth if we dig down. Geothermal energy is available to us if we capture the Earth’s heat and use it to turn turbines to make electricity or warm our homes and buildings by using geothermal heat pumps.

105 of 212

P 1,2,5,7 Thurs. Jan. 25 Day 2 (pg 1 of 1) Calendar DP 1/25

Worksheet: Lesson Response Sheet: Titled, “Rising Sea Level” DP 1/25”

Homework: Study this weeks warm-up.

Warm-up: How is electrical energy produced in

hydroelectric dams?

Think about it: When water from the dam passes

through turbines, the turbines spin. This creates

electricity. Hydroelectric power is produced as water

passes through a dam, and into a river below. The more

water that passes through a dam, the more energy is

produced.�Copied from: Hydroelectric Power (Dams) - MBGnet

www.mbgnet.net/fresh/rivers/dams.htm

Lesson P1,2,5,7:

Watch the video, “ How Hydroelectricity Works”
Watch the video, “ NASA's Earth Minute: Sea Level Rise”
Complete a Lesson Response for, "Rising Sea Level”
Finish the lessons from Friday, DP 1/19 and Monday, DP 1/22 ,
When done with the above, work on your slideshow “World Biomes”. DP 11/30 (format and the climate types)

106 of 212

P 1,2,5,7 Wed. Jan. 24 Day 1 (pg 1 of 1) Calendar DP 1/24

Worksheet: No new worksheets.

Homework: Study this weeks warm-up.

Warm-up: How is electrical energy produced from the energy in wind?

Think about it: Electrical Energy is produced by using a

large wind turbine usually consisting of propellers; the turbine

can be connected to a generator to generate electricity, or the

wind used as mechanical power to perform tasks such as

pumping water or grinding grain. As the wind blows on the

turbines blades, the blades are forced to move. This spins a

shaft. The spinning shaft is then used to turn a generator,

to produce electricity, or turn a grinder or a pump.�Information from: How Does a Wind Turbine Generate Electricity - GoldPower�goldpower.net/news/how-does-a-wind-turbine-generate-electricity/

Lesson P1,2,5,7:

Watch the video, “ Energy 101: Wind Power”
Finish the lessons from Friday, DP 1/19 and Monday, DP 1/22 and Thursday, DP 1/21.
When done with the above, work on your slideshow “World Biomes”. DP 11/30 ( format and the climate types)

107 of 212

P 1,2,5,7 Tues. Jan. 23 Day 7 (pg 1 of 1) Calendar DP 1/23

Worksheet: Lesson Response Sheet: Titled: “The Environment, Renewable Energy DP 1/22”

Homework: Study this weeks warm-ups.

Interesting: Watch “Turn to 10 Weather” weather forecast.

Warm-up: When we talk about using solar energy to generate electricity, I was wondering how do solar panels work?

Think about it: A solar panel works by allowing photons,

or particles of light, to knock electrons free from atoms,

generating a flow of electricity. Solar panels actually comprise

(are made up of) many, smaller units called photovoltaic cells.

(Photovoltaic simply means they convert sunlight into electricity.)

Dec 6, 2017

Copied from: https://www.livescience.com/41995-how-do-solar-panels-work.html

Lesson P1,2,5,7: Finish the lessons below

Watch, “ Bill Nye - How Stuff Works - Solar Energy”
Finish the lessons from Friday, DP 1/19, Monday, DP 1/22 ,
When done with the above, work on your slideshow (Example - “World Biomes”. ) ( format and the climate types - DP 11/30)

108 of 212

P 1,2,5,7 Mon. Jan. 22 Day 6 (pg 1 of 1) Calendar DP 1/22

Worksheet: Lesson Response Sheet: Titled: “The Environment, Renewable Energy DP 1/22”

Homework: Study this weeks warm-ups.

Warm-up: What are renewable energy resources?

Think about it: Renewable energy is energy that is generated from natural processes that are continuously replenished. This includes sunlight, geothermal heat, wind, tides, water, and various forms of biomass. This energy cannot be exhausted and is constantly renewed.

Copied from: https://extension.psu.edu/what-is-renewable-energy

Lesson P1,2,5,7:

Watch the video, “ Renewable Energy 101”
Read the webpage, “The Environment, Renewable Energy” and complete a lesson response sheet.

Copy the pie chart diagram in number 4 of the response sheet.

Finish, “Take a Climate Expedition!” from last Thursday’s and Friday’s lessons.
When done with the above, work on your slideshow (Example - “World Biomes”. ) ( format and the climate types - DP 11/30)

109 of 212

P 1,2,5,7 Fri. Jan. 19 Day 5 (pg 1 of 2) Calendar DP 1/19

Worksheet: 1. Take a Climate Expedition!

Homework: Study this weeks warm-up.

Warm-up: Go on to Skyward, look at your grades and check the “No Name” bin for missing work.

Think about it: We can help with taking care of the Earth by thoughtfully using items that use energy produced by fossil fuels. We can also take care of the Earth by increasingly using renewable energies like energy from sunlight, geothermal energy, and wind energy.

Lesson P1,2,5,7:

Click on, “Take a Climate Expedition!”. Read the activity and “Before you begin……”
Click on each flag to learn how global warming is affecting areas of the Earth.

Click on the each flag and write the heading on the worksheet.
watch the video and write the “What You Learned (at the end of the video) on worksheet.
Write the passport code (at the end of the video) next to the heading.

When done with the above, work on your slideshow (Example - “World Biomes”. ) ( format and the climate types - DP 11/30)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

110 of 212

P 1,2,5,7 Fri. Jan. 19 Day 5 (pg 2 of 2) Calendar DP 1/19

Worksheet: 1. Take a Climate Expedition! Agriculture

Part 10. What Have You Learned? (Copy only the bold sentences)

Many aspects of climate change will affect agriculture.

Narrator: Many aspects of climate change will affect agriculture, including rising temperatures, changing precipitation patterns, and increasing levels of carbon dioxide in the atmosphere.

Some effects will be positive; others negative. The negatives are expected to outweigh the positives over time.

Narrator: Climate change will affect agriculture in both positive and negative ways. For example, warmer temperatures could extend the growing season, but could also make it harder to grow certain 6 crops like corn and wheat. The more the climate changes, the more the negatives will outweigh the positives.

There are many things that farmers can do to prepare for climate change.

Narrator: There are many things farmers can do to prepare for climate change, such as planting different crops and improving their irrigation systems.

Part 11. Congratulations! Narrator: Congratulations! You’ve earned a passport stamp by learning how climate change affects agriculture.

Onscreen code: 701244

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

111 of 212

P 1,2,5,7 Thurs. Jan. 18 Day 4 (pg 1 of 1) Calendar DP 1/18

Worksheet: 1. Take a Climate Expedition!

Homework: Study this weeks warm-up.

Warm-up: What are 5 things we can do to help slow global climate change?

Think about it: Conserve energy in your everyday life. Making simple choices to save energy may help avoid the serious consequences of global warming. For example:�• Turn off the lights.�• Close doors immediately so heat does not escape.�• Take short showers.�• Walk or bike if you can (instead of having your parents drive you).�• Turn off your computer when not in use (don't leave it on just to keep Facebook or Myspace active).�Lesson P1,2,5,7:

Click on, “Take a Climate Expedition!”. Read the activity and “Before you begin……”
Click on each flag to learn how global warming is affecting areas of the Earth.

Click on the each flag and write the heading on the worksheet.
watch the video and write the “What You Learned (at the end of the video) on worksheet.
Write the passport code (at the end of the video) next to the heading..

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

112 of 212

P 1,2,5,7 Wed. Jan. 17 Day 3 (pg 1 of 1) Calendar DP 1/17

Worksheet: 1.Lesson Response Sheet 2.blank lined paper.

Homework: Re-read this weeks warm-up.

Warm-up: What are the effects of global climate change on living organisms?

Think about it: Most plants and animals live in areas with very specific climate conditions, such as temperature and rainfall patterns, that enable them to thrive. Any change in the climate of an area can affect the plants and animals living there, as well as the makeup of the entire ecosystem.

Copied from: Plants, Animals, and Ecosystems | A Student's Guide to Global Climate ...�https://archive.epa.gov/climatechange/kids/impacts/effects/ecosystems.html

�Lesson P1,2,5,7:

Read the webpage, “ Plants, Animals and Ecosystems” and complete the lesson response.
At the end of the webpage, click on the first bullet of “Learn More” to start your expedition.
Click on each flag to learn how global warming is affecting areas of the Earth.

Click on the each flag and write the heading on the blank lined paper,
watch the video and write the lesson summary in bullets (at the end of the video) on the blank lined paper.
Write the passport code (at the end of the video) next to the heading..

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

113 of 212

P 1,2,5,7 Tues. Jan. 16 Day 2 (pg 1 of 1) Calendar DP 1/16

Worksheet: No new worksheets.

Homework: Re-read your Warm-ups

Warm-up: What are some of the physical effects on Earth from global climate change?

Think about it: Effects from global climate change include, higher temperatures, changing rain and snow patterns, more droughts, warmer oceans, rising sea level, more intense storms, increased ocean acidity,�shrinking sea ice, melting glaciers, less snowpack, thawing permafrost.

Lesson P1,2,5,7:

Turn in your study-guide, KIM sheets, and all other folder work.
Complete the test.
When done with the test, work on your slideshow “World Biomes”. DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

114 of 212

P 1,2,5,7 Fri. Jan. 12 Day 1 (pg 1 of 1) Calendar DP 1/12

Worksheet: No new worksheets.

Homework: Test Tuesday 1/16. Complete folder work. Study the Climate Quizlet, Study-guide

Warm-up: What are greenhouse gases, and what is the greenhouse effect?

Think about it: Greenhouse gases are gases in the atmosphere that trap heat energy. Greenhouse gases include carbon dioxide and methane. The greenhouse effect is the process by which heat is trapped in the atmosphere by gases that form a "blanket" around Earth. Greenhouse gases produced by humans burning fossil fuels has added to warming of the Earth and evidence of climate change in some of Earth’s biomes.

Lesson P1,2,5,7:

Watch the video, “Global Warming: The Physics of the Greenhouse Effect”
Finish unfinished KIM words and annotations on your study-guide.
Finish unfinished folder work.
Use the test, matching, or gravity game to study the Climate Quizlet.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

115 of 212

P 1,2,5,7 Thurs. Jan. 11 Day 7 (pg 1 of 1) Calendar DP 1/11

Worksheet: Write your name and period Write the title: Test 4 Study-guide DP 1/11

Homework: Test Tuesday 1/16. Complete Test 4 KIM. Study the Climate Quizlet, Study-guide

Warm-up: What atoms and molecules make up the atmosphere?

Think about it: The atmosphere is made of 78% Nitrogen, 21% Oxygen and less than 1% trace gases. Trace gases include the elements; argon, neon, helium, and the compounds; ozone, water vapor, and methane.

Lesson P1,2,5,7:

Underline key facts and circle key words on your Test 4 Study-guide.
Finish your Lesson Response from DP1/10
Finish your Test 4 KIM
Use the test, matching, or gravity game to study the Climate Quizlet.
If done with the above, work on your slideshow “World Biomes”. DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

116 of 212

P 1,2,5,7 Wed. Jan. 10 Day 6 (pg 1 of 1) Calendar DP 1/10

Worksheet: Write your name and period Write the title: What do Clouds Need to Form : DP 1 - 10

Homework: Test Tuesday 1/16. Complete Test 4 KIM. Study the Climate Quizlet

Warm-up: How do clouds form?

Think about it: Clouds form when the invisible water vapor in the air condenses into visible water droplets or ice crystals. There is water around us all the time in the form of tiny gas particles, also known as water vapor. There are also tiny particles floating around in the air - such as salt and dust - these are called aerosols.

Copied from: What are clouds and how do they form? - Met Office - https://www.metoffice.gov.uk/learning/clouds/what-are-clouds

Lesson P1,2,5,7:

Read the webpage/ watch the video, “ What do clouds need to form?” and complete a lesson response.
On your KIM, add the memory clue (make it a word or a few words!) and your KIM sentences.
Study the Climate Quizlet
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

117 of 212

P 1,2,5,7 Tues. Jan. 9 Day 5 (pg 1 of 1) Calendar DP 1/9

KIM Worksheet: Write your name Write your period Write the title: Test 4 KIM DP 1 - 8

Homework: Work on your Test 4 KIM. Study the Climate Quizlet .

Warm-up: How do clouds form?

Think about it: Most clouds form as warm air rises in the atmosphere and cools down. All air contains some water vapor and warm air can hold more water vapor than cold air. As warm air cools the water vapor turns into tiny droplets of water or ice. As more and more air cools down, more droplets form and they eventually become a cloud. �Copied form “Ducksters Education site. Read more at: http://www.ducksters.com/science/earth_science/clouds.php�Lesson P1,2,5,7:

On your KIM, add the memory clue (make it a word or a few words!) and your KIM sentences.
Study the Climate Quizlet
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

118 of 212

P 1,2,5,7 Mon. Jan. 8 Day 4 (pg 1 of 1) Calendar DP 1/8

Worksheet: Write your name Write your period Write the title: DP 1 - Test 4 KIM

Homework: Work on your Test 4 KIM. Study the Climate Quizlet .

Warm-up: What are the 4 basic types of clouds according to shape.

Think about it: Clouds are water vapor in the atmosphere. The 4 basic types of clouds are stratus (featureless sheets of clouds), cumulus ( puffy, lumpy-looking clouds), cirrus (wispy, stringy clouds), and Nimbus (low, gray rain clouds.) The big thunder clouds we see are a version of cumulus clouds called Cumulonimbus clouds. Cumulonimbus clouds are referred to as “Thunderheads”.

Science/Weather and Clouds Flashcards | Quizlet�https://quizlet.com/679306/scienceweather-and-clouds-flash-cards/

Lesson P1,2,5,7:

Watch the video, “ Weather 101: A Tutorial on Cloud Types”
On your KIM, add the memory clue (make it a word or a few words!) and your KIM sentences.
Study the Climate Quizlet
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

119 of 212

P 1,2,5,7 Wed. Jan. 3 Day 4 (pg 1 of 1) Calendar DP 1/3

Earth System Interactions Cause Weather

Homework: Study the Climate Quizlet Finish folder work.

Warm-up: What is the best routine for making sure you do well in school?

Think about it: Plan an hour a night where you work on school work without distraction. Have a study place where you can concentrate with a computer to look up spelling/information if you need to. Shut off the TV, e-mail, cell phones or other distracting items. Take a minute to get organized by looking at your planner and making a “To Do” list. Get yourself to focus and get your work done! If you have questions on an assignment, phone a friend (but keep the conversation brief and about the assignment).

Lesson P1,2,5,7:

Watch “Turn to 10 Weather” weather forecast.
Finish folder work
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

120 of 212

P 1,2,5,7 Tues, Jan. 2 Day 7 (pg 1 of 1) Calendar DP 1/2

Earth System Interactions Cause Weather

Homework: Study the Climate Quizlet

Warm-up: What are the names of the different levels that scientists

divide the atmosphere into based on their differing characteristics?

Think about it: The atmosphere is typically divided into the

Troposphere, Stratosphere, Mesosphere, Thermosphere,

and Exosphere.

Lesson P1,2,5,7:

Watch the video, “The Structure of Our Atmosphere”

Take notes - Complete a Lesson Response.
Draw the diagram on the right in Part 4.
Use a protractor for straight lines and even divisions.

Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

121 of 212

P 1,2,5,7 Thurs, Dec. 21 Day 6 (pg 1 of 1) Calendar DP 12/21

Earth System Interactions Cause Weather

Homework: Study your warm-up. Complete unfinished work in your folder.

Warm-up: No Warm up.

Think about it:

Winter solstice 2017 in Northern Hemisphere will be at 11:28 AM (Eastern Standard Time - (our time)) on Thursday, December 21 (today). The least amount of daylight hours all year!!!!! Because of the Earth’s 23.5 degree tilt, the Sun rises earlier and sets later (is out longer) each day starting after today!!!!
Watch “Turn to 10 Weather” weather forecast.

Lesson P1,2,5,7: Progress Monitoring Day

Go on Skyward and make a list of missing work.

(Work with a grade of 50).

Check your folder and the “No Name” bin to find this work.
Go to the “Dailyplan” and re-read unfinished lessons.
Complete the unfinished work.

Complete unfinished work in your folder.
Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

122 of 212

P 1,2,5,7 Wed, Dec. 20 Day 5 (pg 1 of 2) Calendar DP 12/20

Earth System Interactions Cause Weather

Homework: Study your warm-up. Complete unfinished work in your folder.

Warm-up: What is the weather pattern known as El Nino and La Nina?

Think about it: El Niño and La Niña are opposite phases of what is known as the El Niño-Southern Oscillation (ENSO) cycle. The ENSO cycle is a scientific term that describes the fluctuations in temperature between the ocean and atmosphere in the east-central Equatorial Pacific (approximately between the International Date Line and 120 degrees West). El Niño and La Niña affect weather patterns on the land masses on both sides of the Pacific Ocean.

Lesson P1,2,5,7:

Complete the lesson from Tues, 12/19.
Complete a lesson response for, “What are El Niño and La Niña?”

Watch the video, What is El Nino and La Nina

Complete the Lesson response for the reading. Bullet 10 key facts.
Label the correct diagram with “Normal, El Nino, and La Nina.
Draw the arrows and label the diagrams for #4.

Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

123 of 212

P 1,2,5,7 Wed, Dec. 20 Day 5 (pg 2 of 2) Calendar DP 12/20

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

124 of 212

P 1,2,5,7 Tues, Dec. 19 Day 4 (pg 1 of 1) Calendar DP 12/19

Earth System Interactions Cause Weather

Homework: Study your warm-up. Complete unfinished work in your folder.

Warm-up: What is meant by mountains causing a rain shadow?

Think about it: A rain shadow is a patch of land that has been forced to become a desert because mountain ranges blocked all plant-growing, rainy weather. On one side of the mountain, wet weather systems drop rain and snow. On the other side of the mountain—the rain shadow side—all that precipitation is blocked.

rain shadow - National Geographic Society

www.nationalgeographic.org/encyclopedia/rain-shadow/

Lesson P1,2,5,7:

Complete the lesson from Mon, 12/18.
Complete a lesson response for,

rain shadow
Draw and color the diagram on the right for #4.

Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

125 of 212

P 1,2,5,7 Mon., Dec. 18 Day 3 (pg 1 of 1) Calendar DP 12/18

Earth System Interactions Cause Weather

Homework: Study your warm-up. Complete unfinished work in your folder.

Warm-up: How do Sea breezes develop where the ocean meets the land?

Think about it: During the day, the land surface heats up faster than the water surface. Therefore, the air above the land is warmer than the air above the ocean. Now, recall that warmer air is less dense and lighter than cooler air so it rises. Meanwhile, the air over the sea is cooled, becomes more dense and drops. The denser cool air over the water moves inland to replace the rising warm air over the land while the air over the land moves out to replace the dropping cold air over the sea. This is the cycle of a sea breeze. At night the cycle is reversed.

What are sea breezes and why do they occur? - National Data Buoy ...

www.ndbc.noaa.gov/educate/seabreeze_ans.shtml

Lesson P1,2,5,7:

Complete the lesson from Thurs. 12/14.
Complete a lesson response for,

“What are sea breezes and why do they occur?”
Draw and color the diagram on the right for #4.

Work on your slideshow “World Biomes”.

DP 11/30 ( format and the climate types)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

126 of 212

P 1,2,5,7 Fri., Dec. 15 Day 2 (pg 1 of 1) Calendar DP 12/15

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: Which heats up faster, the continents or the oceans?

Think about it: The continents heat up faster than the oceans, and they cool down faster too. You can see this quite clearly in the animation: notice how cold North America gets in the winter compared to the North Atlantic. It’s why London (England) has an average January low temperature of 2˚C while Winnepeg’s (Canada) is closer to -20˚C, even though they’re at almost the same latitude.

Montessori Muddle: http://montessorimuddle.org/2011/08/31/the-thermal-difference-between-land-and-water/

Lesson P1,2,5,7:

Work on your slideshow “World Biomes”. The slideshow format and the climate types are shown on DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

127 of 212

P 1,2,5,7 Thurs., Dec. 14 Day 1 (pg 1 of 1) Calendar DP 12/14

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: How does the type of matter affect how much an object’s temperature changes?

Think about it: We all have had similar experiences with noticing how quickly different objects heat up. Certain materials heat up quickly and become too hot to touch while other materials don’t heat up as quickly and remain at a temperature that doesn’t damage our skin. Materials that heat up quickly are called conductors of heat. Examples of these include different kinds of metals. Other materials that do not conduct heat quickly are known as insulators. Examples of insulators include wood and fabrics.

Lesson P1,2,5,7:

Complete the CER for the Convection Lab.
Watch the video, “ Conductors and Insulators”

Complete a Lesson Response

Work on your slideshow “World Biomes”. The slideshow format and the climate types are shown on DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

128 of 212

P 1,2,5,7 Wed., Dec. 13 Day 7 (pg 1 of 1) Calendar DP 12/13

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: How does energy change from 1 form to another?

Think about it: Energy changes forms by things interacting with other things in our world. The Sun’s radiational energy hits the Earth and warms (increases the heat energy) of the lands and water. The land and water warm the air causing weather. A log burns (chemical energy in the bonds of the molecules breaking) and gives off heat energy. A person bangs a drum (mechanical energy) and sound (sound energy) is given off. Electricity moves through wires (electrical energy) and causes a light to shine (light energy), Watch the video, (What is Energy?)

Lesson P1,2,5,7:

Work on your slideshow “World Biomes”. The slideshow format and the climate types are shown on DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

129 of 212

P 1,2,5,7 Tues., Dec. 12 Day 6 (pg 1 of 1) Calendar DP 12/12

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: What is Energy?

Think about it: Energy is the entity that is present in and moves through all things. Energy makes things work. Energy is not created or destroyed but is found in different forms. Energy can be found as kinetic energy in moving things or potential energy in non-moving things. Energy is found in light, heat, sound, chemical bonds and reactions, atoms and molecules, electricity, gravity and things that move mechanically.

Lesson P1,2,5,7: Take home lab ( Watch the Video )

Focus Question: How does heat affect the amount of space air takes up?

Examine the closed empty water bottle. Draw a picture of the empty bottle at room temperature. Open and close the cap so the air in the bottle has the same temperature and has the same density (takes up the same space) as the air that is in the room. Close the cap so there is no change in the amount of air in the bottle. Place the bottle in a freezer for an hour. Take the bottle out of the freezer and draw the shape of the bottle, The amount of air in the bottle hasn’t changed from when it was at room temperature. What has happened? Place the bottle on a table and observe what happens as the air in the bottle returns to room temperature.

After writing your observations, complete a CER for the activity.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

130 of 212

P 1,2,5,7 Mon., Dec. 11 Day 5 (pg 1 of 1) Calendar DP 12/11

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: Kinetic energy is the energy in movement. Is kinetic energy the same as heat energy?

Think about it: At the atomic scale, the kinetic energy of atoms and molecules is sometimes referred to as heat energy. Kinetic energy is also related to the concept of temperature. Temperature is defined as the measure of the average speed of atoms and molecules. The higher the temperature, the faster these particles of matter move.�6(c). Energy, Temperature, and Heat - Physical Geography�

Lesson P1,2,5,7: Readings 1 and 2 are stapled in the

Same packet.

Complete the readings, (1)“Few Elements, Many Compounds (2) “Phase Changes in Matter”, (3)”Physical and Chemical Changes and Properties”

While reading, underline key facts in color (pen, highlighter) and circle key words. After reading, complete the multiple choice.

If Finished, work on your slideshow “World Biomes”. The slideshow format and the climate types are shown on DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

131 of 212

P 1,2,5,7 , Friday, Dec. 8 Day 4 (pg 1 of 2) Calendar DP 12/8

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: How does heat move through conduction?

Think about it: (See slide 2 of 2)

Conduction occurs when two objects at different temperatures are in contact with each other. Heat flows from the warmer to the cooler object until they are both at the same temperature. Conduction is the movement of heat through a substance by the collision of molecules. At the place where the two objects touch, the faster-moving molecules of the warmer object collide with the slower moving molecules of the cooler object. As they collide, the faster molecules give up some of their energy to the slower molecules. The slower molecules gain more thermal energy and collide with other molecules in the cooler object.

Copied from, How Does Heat Travel? - Cool Cosmos, coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/transfer.html

Lesson P1,2,5,7: Watch “Turn to 10 Weather” weather forecast.

Complete your CER for yesterday’s lesson. (DP12/7)
Complete the Article Response for Wednesday’s lesson. (DP12/6)
You are creating a Google Slide show titled, “World Biomes”, showing information about the climate, plants and animals found in the 8 basic biomes in our world. The slideshow format, climate types and slideshow example are shown on slide DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

132 of 212

P 1,2,5,7 , Friday, Dec. 8 Day 4 (pg 2 of 2) Calendar DP 12/8

How does heat move through conduction?

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

133 of 212

P 1,2,5,7 , Thursday, Dec. 7 Day 3 (pg 1 of 1) Calendar DP 12/7

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: How do convection currents move in water?

Think about it:

Convection currents occur in air and in water when heat is transferred from one place to another by the movement of vibrating atoms or molecules. Convection takes place when heated (vibrating) atoms and molecules move from one place to another, taking the heat energy with them and transferring that heat energy to their surroundings. Convection is common in both the atmosphere as well as in the oceans.
Watch the video, “Ice Cubes Convection Currents Experiment”

Lesson P1,2,5,7:

Bring your cups up to the sink and fill them to the same level with cold water.
I will come around with ice cubes and pennies in hot water.
Place an ice cube in one cup while I place hot pennies in the other cup.
Put 2 drops of blue food coloring on the ice cube in the first cup.
Put 2 drops of red food coloring in the cup with the pennies warming the water.
Observe the convection currents and draw a colored diagram. Write up your observations. Complete the CER.

Work on your slideshow “World Biomes”. The slideshow format and the climate types are shown on DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

134 of 212

P 1,2,5,7 , December 6. Wednesday Day 2 (pg 1 of 1) Calendar DP 12/6

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: How does heat affect the state (solid, liquid, or gas) of atoms and molecules?

Think about it:

When heat is added to a substance, the molecules and atoms vibrate faster. As atoms vibrate faster, the space between atoms increases. The motion and spacing (density) of the particles determines the state of matter of the substance. ... Solids, liquids and gases all expand when heat is added.�How atoms and molecules are affected by Heat - Town of Mansfield, CT�https://www.mansfieldct.org/Schools/MMS/staff/hand/atomsheat.htm

Lesson P1,2,5,7: Re-takes on weather test.

Underline key facts and circle key words on the reading about matter from the website “Chemkids”.
Complete the article response. For Part 2, summarize the three sections in the reading.

(1 paragraph per section(5 sentences per paragraph) = 3 paragraphs)

Take the “Matter Quiz”. Use A,B,C,D or T/F and write in the spaces for MC
Work on your slideshow “World Biomes”. The slideshow format and the climate types are shown on DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

135 of 212

P 1,2,5,7 , December 5, Tuesday Day 1 (pg 1 of 2) Calendar DP 12/5

Earth System Interactions

Homework: Study your warm-up. Complete unfinished work.

Warm-up: What do we mean when we talk about the “density” of something?

Think about it:

Every object on earth is made of physical material called atoms. Gravity pulls these atoms to the earth. The amount of physical material atoms have is called mass. You can measure the mass of something by balancing it with a known mass. You can measure the weight of the mass in a group of atoms or molecules if you know the pull of gravity. Weight is the pull of gravity on the mass of atoms. Density is how packed in (close together) the molecules of a substance are in specific amount of space.
Watch the video, “5 Facts about Density”

Lesson P1,2,5,7: Re-takes on weather test.

Complete the activity on slide 2 of 2.

Work on your slideshow “World Biomes”. The slideshow

format and the climate types are shown on DP 11/30,

slide 1 of 2 and slide 2 of 2.

A traditional Balance

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

136 of 212

P 1,2,5,7 , December 5, Tuesday Day 1 (pg 2 of 2) Calendar DP 12/5

Draw two 4 cm squares side by side on your warm-up sheet in the blank space on the back.
Randomly put 20 dots (atoms) in one square and 8 dots (atoms) in the other.
Label 1 square “More dense” and label the other, “ less dense”correctly.
Calculate the amount of space in each square (4cm x 4cm) and write it down.
Divide the amount of space by the number of dots. This is the density of the squares in atoms/cm²

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

137 of 212

P 1,2,5,7 Monday, December 4 Day 7 (pg 1 of 1) Calendar DP 12/4

Earth System Interactions

Homework: Complete unfinished work

Warm-up: On Earth we find water in 3 common forms (states of matter). What 3 forms do we find water in?

Think about it:

Solids, liquids, and gases are three forms (states of matter) we find water on Earth. Water can be changed from one state to another by heating or cooling. Water can be observed as a liquid, a solid (ice), or a gas (water vapor) and moves around the environment in a process known as the water cycle.�BBC - KS2 Bitesize Science - Changing states : Read�www.bbc.co.uk/bitesize/ks2/science/materials/changing_states/read/

Lesson P1,2,5,7: Take your weather test if you were out Thursday 11/30

Watch the video, “3 States of Matter”
You are creating a Google Slide show titled, “World Biomes”, showing information about the climate, plants and animals found in the 8 basic biomes in our world. The slideshow format, climate types and slideshow example are shown on slide DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

138 of 212

P 1,2,5,7 Friday December 1 Day 6 (pg 1 of 1) Calendar DP 12/1

Earth System Interactions

Homework: Complete unfinished work

Warm-up: What characteristics do organisms have that help them survive in their biomes?

Think about it:

Plants, animals, and other organisms evolve adaptations (physical parts or behaviors) to suit them to the abiotic (non-living) and biotic (living) factors in their biome. Abiotic (non-living) factors to which they adapt include temperature, moisture, growing season, and soil. This is why the same types of biomes in different parts of the world has organisms with similar adaptations. For example, biomes with dry climates worldwide have plants with similar adaptations to aridity (dryness), such as special tissues for storing water.

Copied from: https://www.ck12.org/section/Biomes-::of::-Biomes-Ecosystems-and-Communities-::of::-CK-12-Biology-I-Honors-CA-DTI3/

Lesson P1,2,5,7: Take your weather test if you were out Thursday 11/30

You are creating a Google Slide show titled, “World Biomes”, showing information about the climate, plants and animals found in the 8 basic biomes in our world. The slideshow format, climate types and slideshow example are shown on slide DP 11/30, slide 1 of 2 and slide 2 of 2.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

139 of 212

P 1,2,5,7 Thursday November 30 Day 5 (pg 1 of 2) Calendar DP 11/30

Earth System Interactions

Homework: Complete unfinished work in your folder

Warm-up: What is the difference between biomes and climates?

Think about it:

A climate type and its plants and animals make up a biome. The organisms of a biome share certain characteristics around the world, because their environment has similar advantages and challenges. The organisms that living in a particular biome have adapted to the environment in the biome in similar ways over time.�Copied from: Climate Zones and Biomes | CK-12 Foundation�https://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-High.../9.36�

Lesson P1,2,5,7: Take your weather test .

You are going to create a Google Slide show titled, “World Biomes”, showing information about the climate, plants and animals found in the 8 basic biomes in our world. The climate types are shown on slide 2 of 2.

Introductory Slide: Title, your name, period, and diagrams/picture(s).
Informational Slides for each biome. (Use 3 slides if needed)
Each Biome: (Click on “World Biomes” to see an example and Web sources.)

Slide 1: 2 paragraphs explaining the biome and its characteristics. A picture of the biome.
Slide 2: 2 pictures of different plants and 2 pictures of different animals found in the biome with captions for each picture. (Use a third slide if needed)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

140 of 212

P 1,2,5,7 Thursday November 30 Day 5 (pg 2 of 2) Calendar DP 11/30

1, Tundra

2. Taiga

3. Grassland

4. Desert

5 Tropical Rain Forest

6. Deciduous Forest

7. Freshwater Biome

8. Saltwater Biome

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

141 of 212

P 1,2,5,7 Wednesday November 29 Day 4 (pg 1 of 1) Calendar DP 11/29

Earth System Interactions

Homework: Test tomorrow:. Study “Weather” and Study Guide

Warm-up: How does hot air/water rising and cold air/water sinking make the convection currents in the oceans and atmosphere?

Think about it:

Convection is the name for a means of heat transfer, as distinguished from conduction and radiation. It is also a term that describes processes affecting the atmosphere, waters, and solid earth. In the atmosphere, hot air rises on convection currents, circulating and creating clouds and winds. Likewise, convection in the hydrosphere circulates water, keeping the temperature gradients of the oceans stable.

(Copied from:http://www.scienceclarified.com/everyday/Real-Life-Chemistry-Vol-7/Convection.html

Lesson P1,2,5,7: Watch the video, “convection currents video!”

Complete your Ocean Current map. DP 11/21, Complete your Climate Factors KIM. DP 11/27
DP 11/28 Watch the video, GMS: The Ocean - a driving force for Weather and Climate
DP 11/28-11/29. Read the webpage, How does the ocean affect climate and weather on land? and complete a lesson response sheet.
Study for your test.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

142 of 212

P 1,2,5,7 Tuesday November 28 Day 3 (pg 1 of 2) Calendar DP 11/28

Earth System Interactions

Homework: Test Thursday. Study Quizlet “Weather” and Study Guide

Warm-up: How does the ocean affect climate and weather on land?

Think about it: Ocean currents act much like a conveyer belt, transporting warm water and precipitation from the equator toward the poles and cold water from the poles back to the tropics. These, currents regulate global climate, helping to counteract the uneven distribution of solar radiation reaching Earth's surface. (See slide 2 of 2)�Copied from: oceanexplorer.noaa.gov/facts/climate.html

Lesson P1,2,5,7:

Complete your Ocean Current map. DP 11/21
Complete your Climate Factors KIM. DP 11/27
Watch the video, GMS: The Ocean - a driving force for Weather and Climate
Read the webpage, How does the ocean affect climate and weather on land? and complete a lesson response sheet.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

143 of 212

P 1,2,5,7 Tuesday November 28 Day 3 (pg 1 of 1) Calendar DP 11/28

Earth System Interactions

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

144 of 212

P 1,2,5,7 Monday November 27 Day 2 (pg 1 of 1) Calendar DP 11/27

Earth System Interactions

Homework: Test Thursday, Nov. 30.

Study Quizlet; “Weather” and the studyguide.
Underline/highlight key facts, circle key words.

Warm-up: What are the key factors that determine climate in a region of the world?

Think about it: (LAMECOWS) The key factors that determine climate can be remembered by the acronym, “LAMECOWS”. The letters stand for Latitude, Air Pressure, Mountain Barriers, Elevation, Continental Location, Ocean Currents, Wind Belts, Storms.

Lesson P1,2,5,7:

View the slide show “LAMECOWS”.
Make a KIM sheet that gives information about how the factors; Latitude, Air Pressure, Mountain Barriers, Elevation, Continental Location, Ocean Currents, Wind Belts, and Storms affect the climate of a specific location on the Earth.
To get information for your KIM, Google “How does (fill in the factor) affect the climate of an area.” Add (“for kids”) if the information is complicated.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

145 of 212

P 1,2,5,7 Tuesday November 21 Day 1 (pg 1 of 2) Calendar DP 11/21

Earth System Interactions

Homework: Re-visit the weather and climate dailyplan slides starting from November 1st. Read over the “Think about it”, study the images and view the short videos.

Warm-up: What causes ocean currents?

Think about it: Surface currents are usually made by the wind. Wind pushes water in different directions. Currents are also made by the rotation of the Earth called the Coriolis effect. (clockwise in the northern hemisphere and counterclockwise in the southern hemisphere). Deep ocean currents are affected by temperature and salinity (how salty the water is) which affects the density of the water. Land and bottom features also change currents as does the moon creating the tides.

Lesson P1,2,5,7:

Take all papers out of your hanging folder.

Make two piles: 1st Quarter and 2nd Quarter (2nd Qtr = after Nov 1st/ and weather/climate.
Make a new folder and label one 1st Qtr and the new one 2nd Qtr.
Put the papers in the correct folder and put both folders back into your hanging file folder.

Draw the currents in color on the world map as they are shown in slide 2. (Pencil for black and labeling)
Complete any unfinished work in your folder.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

146 of 212

P 1,2,5,7 Agenda for Tuesday November 21 Day 1 (pg 2 of 2) Calendar DP 11/21

Earth System Interactions

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

147 of 212

P 1,2,5,7 Agenda for Monday November 20 Day 7 (pg 1 of 1) Calendar

Earth System Interactions

Homework: Complete unfinished work in your folder

Warm-up: Why is it warmer at the equator and cooler at the North and South Poles?

Think about it: The Sun’s energy comes through space as radiant energy. Because the Earth is round, the part of the Earth that directly faces the Sun (the area around the equator) takes more of a direct hit with more of the sunlights radiant energy in a smaller area. This gives the land and the water more heat energy.

Lesson P1,2,5,7: Progress Monitoring Day:

Watch the video “Why is it so Hot Near the Equator?”
Put the dailyplan date on unfinished work (DP 11/…)
Finish your studyguide.
When finished, re-visit the weather and climate dailyplan slides starting from November 1st.

Read over the “Think about it”, study the images and view the short videos. (Don’t watch the “Bill Nye” video over again)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

148 of 212

P 1,2,5,7 Agenda for Friday November 17 Day 6 (pg 1 of 2) Calendar

Earth System Interactions

Homework: Complete unfinished work in your folder

Warm-up: What are the factors that control climates?

Think about it: The climate of any particular place is influenced by a host of interacting factors. The 7 main factors are latitude, elevation, nearby water, ocean currents, topography, vegetation, and prevailing winds. Changes in the global climate system also influence local climate. An example of changes in the global climate system would be global warming or cooling. (See slide 2 of 2)�Climate Control Factors - ClassZone

https://www.classzone.com/books/earth_science/terc/content/.../es2101page02.cfm

Lesson P1,2,5,7: Progress Monitoring Day:

Watch the video “Factors Influencing Climate”
Underline key facts and circle key words on your Test 3 Studyguide.
When finished, re-visit the weather and climate dailyplan slides starting from November 1st.

Read over the “Think about it”, study the images and view the short videos.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

149 of 212

P 1,2,5,7 Agenda for Friday November 17 Day 6 (pg 2 of 2) Calendar

Climate Control Factors - ClassZone

https://www.classzone.com/books/earth_science/terc/content/.../es2101page02.cfm

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

150 of 212

P 1,2,5,7 Agenda for Thursday November 16 Day 5 (pg 1 of 1) Calendar

Earth System Interactions

Homework: Complete unfinished work

Warm-up: No Warm-up

Think about it: None today.

Lesson P1,2,5,7: Progress Monitoring Day:

Finish unfinished work.
When finished, re-visit the weather and climate dailyplan slides starting from November 1st.

Read over the “Think about it”, study the images and view the short videos.

Note:

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

151 of 212

P 1,2,5,7 Agenda for Wednesday, November 15 Day 4 (pg 1 of 1) Calendar

Earth System Interactions

Homework: Complete unfinished work

Warm-up: How is wind formed and why is there more wind in some cities?

Watch “ How is wind formed?”

Think about it: Formation of Wind. The Earth is affected by an unequal amount of heat energy from the sun on different parts of the Earth as the Earth rotates. The Sun warms the land which in turn warms the air. Warm air expands and rises while cold air condenses and sinks. Wind forms furthermore in the high and low pressure areas created by the uneven heating of the Earth. High pressure area winds circulate clockwise while low pressure area winds circulate counterclockwise.

Lesson P1,2,5,7:

Progress Monitoring Day: Finish unfinished work.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

152 of 212

P 1,2,5,7 Agenda for Tuesday, November 14 Day 3 (pg 1 of 2) Calendar

Earth System Interactions Cause Climates

Homework: Complete unfinished work

Warm-up: Watch “Turn to 10 Weather” weather forecast. What factors determine the weather in a region of the world?

Think about it: The factors that determine the

weather of any land area are: the amount of solar

energy received because of latitude; the area's

elevation or proximity to mountains; nearness to

large bodies of water and relative temperatures of

land and water; the number of such storm systems

as cyclones, hurricanes, and thunderstorms resulting

from air-mass differences; and the distribution of air

pressure over the land and nearest oceans, which

produces varying wind and air mass patterns.�Lesson P1,2,5,7:

Create the key and color the world map to Show where climates are found. (Page 2 of 2)
Copy the information on the right onto the back of your map.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

153 of 212

P 1,2,5,7 Agenda for Tuesday, November 14 Day 3 (pg 2 of 2) Calendar

Earth System Interactions Cause Climates

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

154 of 212

P 1,2,5,7 Agenda for Monday, November 13 Day 2 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather: Weather Factors: Air Pressure

Homework: Complete unfinished work

Warm-up: What is air pressure?

Think about it: Air pressure is the weight of air molecules pressing down on the Earth. The pressure of the air molecules changes as you move upward from sea level into the atmosphere. The highest pressure is at sea level where the density of the air molecules is the greatest.

Copied from: What is Air Pressure? - Kids Fun Science www.kids-fun-science.com/what-is-air-pressure.htm

Lesson P1,2,5,7: How does high and low pressure result in rainy or clear weather?

Watch the video, “ Weather Factors: Pressure”
Create your weather KIM using the quizlet, “Weather”

After completing the above, work on any worksheets that are unfinished in your folder.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

155 of 212

P 1,2,5,7 Agenda for Thursday, November 9 Day 1 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather: Weather Factors: Heat Transfer

Homework: Complete unfinished work

Warm-up:

Watch “Turn to 10 Weather” weather forecast.
How do warm air masses get heat energy?

Think about it: The Sun shines on the Earth and heat the continents and the water with energy by radiation. Since the Earth is round, the amount of energy the Earth gives to a specific area is dependent on how straight the Sun’s rays hit that specific area. The atmosphere above the land receives heat energy from the warming land by conduction. The warm air mass starts to rise and move by heat transfer process known as convection.

Watch “Heat Transfer”

Lesson P1,2,5,7:

Readings, (1)“The Gulf Stream (2) “Hurricane Warning”,

(3)”Ice Cores and Observatories”

While reading, underline key facts in color

(pen, highlighter) and circle key words,

After reading, complete the multiple choice and put your

work in the brown basket. Unfinished work is homework

due in a week. �

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

156 of 212

P 1,2,5,7 Agenda for Wednesday, November 8 Day 7 (pg 1 of 3) Calendar

Earth System Interactions Cause Weather: Weather Factors: Weather Fronts

Homework: Complete unfinished work.

Warm-up: Watch “Turn to 10 Weather” weather forecast. Why do warm air masses rise up over cold air masses?

Think about it: The air molecules in warm air masses are moving more quickly and are further apart than the molecules in cold air masses. This makes the warm air less dense. (less molecules in the same area/space than cold air.) The less dense warm air molecules are pushed upward.

Lesson P1,2,5,7: A hot air balloon uses the fact that warmer less dense air rises. A special burner is attached under the colorful canopy (top) of the balloon. The pilot makes a powerful flame heat the air under the canopy forcing the hot air up into the canopy (cover). When enough hot air is trapped, the mass of less dense air inside the balloon forces the balloon to rise taking the basket and the passengers upward.

Fly your balloon in the scratch simulator. Notice that when you go up, the pilot needs to turn on the burner under the canopy.
Draw the fronts (page 2 of 3) on the blank white paper. Pay attention to the the arrows that indicate the direction each air mass is moving. (color the diagrams)
Make the chart (page 3 of 3) on the back of the blank white paper. (color the diagrams)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

157 of 212

P 1,2,5,7 Agenda for Wednesday, November 8 Day 7 (pg 2 of 3) Calendar

Earth System Interactions Cause Weather: Weather Factors: Fronts

Warm Front

Cold Front

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

158 of 212

P 1,2,5,7 Agenda for Wednesday, November 8 Day 7 (pg 3 of 3) Calendar

159 of 212

P 1,2,5,7 Agenda for Tuesday, November 7 Day 6 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather: Weather Factors: Fronts

Homework: Complete unfinished work.

Warm-up:

Watch “Turn to 10 Weather” weather forecast.
What does a “front” mean when speaking about air masses?

Think about it: Weather Fronts are the boundary between high and low pressure systems. It is where these two different masses of air meet that most storms form.

Lesson P1,2,5,7: Watch the video, “Introducing Weather Fronts”. Read the information about weather fronts after the video and complete a Lesson Response Sheet.

Think about it copied from:

Earth Science for Kids: Weather Forecasting and Meteorology

www.ducksters.com/science/earth_science/weather_forecasting.php

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

160 of 212

P 1,2,5,7 Agenda for Monday, November 6 Day 5 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather

Homework: Read, circle key words, underline facts, and MC for, “The Coriolis Effect”

Warm-up: How do winds move on our planet? Draw the diagram in the blank sheet of white paper and copy the “Think about it”

Think about it:

Wind circulation is powered by the

Sun's uneven heating of the Earth's

surface, and by the Earth's rotation. ...

The Earth's rotation causes winds to

flow clockwise in the northern hemisphere

and counterclockwise in the southern

hemisphere. This is called the Coriolis effect.

Lesson P1,2,5,7:

Complete the work from last week

Fri: Response: Bill Nye Video: Climate
Thurs: Earth Diagram
Wed: Nasa: Difference between weather

and climate response sheet.

Tues HW “Meteorologist” reading .

Think about copied from https://www.amnh.org/.../rose...s...planet.../how-do-the-winds-circulate

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

161 of 212

P 1,2,5,7 Agenda for Friday, November 3 Day 4 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather

Homework: Complete unfinished work.

Warm-up: How does climate change affect living organisms in an area of the world?

Think about it: Organisms in areas of the Earth have physical and behavioral characteristics that help them to survive based on the climate conditions (wet, dry, hot, cold, different seasons, other living things). If the climate changes too quickly, the organisms won’t be able to survive temperature and weather changes to find food, water, shelter, and mates to reproduce.

Lesson P1,2,5,7:

Complete the section on the “ Bill Nye: Climate” video worksheet, “Before watching …”
(In sentences where required) Watch the video and fill in the answers to the questions as you watch.

Bill Nye: Climate

Check your answers.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

162 of 212

P 1,2,5,7 Agenda for Thursday, November 2 Day 3 (pg 1 of 2) Calendar

Earth System Interactions Cause Weather

Homework: Complete unfinished work.

Warm-up:

Watch “Turn to 10 Weather” weather forecast.
What are factors that create different types of weather?

Think about it: Radiant energy is supplied from the Sun and heats the land, the waters and the air in different amounts. Weather is caused by movement or transfer of heat energy. This results in differences in temperature, humidity, precipitation, cloud cover, wind speed and wind directions. The rotation of the earth on it’s axis from west to east under the atmosphere also contributes to weather.

Lesson P1,2,5,7: Climate in different areas of the Earth result from the area’s location and the weather the area receives. Edges and the middle part of continents have different weather based on the nearness of oceans, the topography of the land, and how far the continent is north or south of the equator.

(Front) Label the front of the worksheet with the correct number for the continent or ocean. Use the internet to look up the information.
(Back) Label the latitude and longitude lines on the world map using slide 2 of 2. Write the name of the continent or ocean in the correct spot on the map.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

163 of 212

P 1,2,5,7 Agenda for Thursday, November 2 Day 3 (pg 2 of 2) Calendar

West East

North

South

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

164 of 212

P 1,2,5,7 Agenda for Wednesday, November 1 Day 2 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather

Homework: Complete unfinished work.

Warm-up: Watch the weather forecast for our area, “Turn to 10 Weather” What is the difference between climate and weather?

Think about it: The difference between weather and climate is that weather consists of the short-term (minutes to months) changes in the atmosphere. Most people think of weather in terms of temperature, humidity, precipitation, cloudiness, brightness, visibility, wind, and atmospheric pressure, as in high and low pressure.�From: https://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.htm

Lesson P1,2,5,7:

Watch the video, “Weather and Climate”
Read the NASA website, “ What’s the difference between weather and climate” and complete an article response sheet. (2 summary sentences per section - What was the section about?)

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

165 of 212

P 1,2,5,7 Agenda for Tuesday October 31 Day 1 (pg 1 of 1) Calendar

Earth System Interactions Cause Weather

Homework: Complete an Article Response sheet for the reading “Meteorologists”

Warm-up: What are some of the factors that influence the weather that occurs in an area of the world?

Think about it: Some of the factors that result in weather in an area are the rotation of the Earth, the moisture in the air, the amount of sunlight during the time of the year that the specific area receives, how close large bodies of water are to the area, high and low pressure air masses, the topography of the land and surrounding lands.

Watch the weather forecast for our area, “Turn to 10 Weather”

Lesson P1, 2,5,7:

Chose a cell model from your group and a spokesperson to present your cell model. Come up and share what you chose for for your organelles.
(½ full) Put water in your bag to represent cytoplasm and place your bag in the cup to represent the cell wall (only in plants).
Finish unfinished work.
Work on your homework.

Learning Objectives: What will students KNOW, UNDERSTAND and DO?

Students will understand that water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
Students will understand that particle motion is related to increase/decrease in thermal energy and that temperature measures the average kinetic energy of the particles that make up matter.

OVER-ARCHING CONCEPT

Systems within organisms and between them are adapted to Earth’s climate systems.

UNIT ESSENTIAL UNDERSTANDING(S):

The movement of water and interacting air masses helps determine local weather patterns and conditions.
The ocean has a strong influence on weather and climate.
Temperature measures the average kinetic energy of the particles that make up matter.
Energy transfers from hot materials to cold materials.
The type and amount of matter affects how much an object’s temperature will change.

166 of 212

P 1,2,5,7 Agenda for Monday October 30 Day 7 (pg 1 of 1) Calendar

No School. School cancelled due to the storm.

The Cell as a System

Homework:

Warm-up:

Think about it:

Lesson P1, 2,5,7:

167 of 212

P 1,2,5,7 Agenda for Friday October 27 Day 6 (pg 1 of 1) Calendar

The Cell as a System

Homework: Complete unfinished work in your folder

Warm-up: Why do cells need semipermeable membranes to control which substances move inside and which substances move outside of themselves?

Think about it: In order for a cell to have the proper chemical reactions take place to maintain life, cells need to have a balanced amount of food, oxygen and water molecules move inside the cell, and waste from the cell’s chemical reactions move to the outside of the cell. Semi-permeable membranes allow this function to happen.

Lesson P1, 2,5,7:

Examine the difference in size between the egg that was placed in the water, and the egg that was placed in the corn syrup.
Complete a CER (Claims, Evidence and Reasoning) to explain the difference. (Link)
Complete the readings, (1)“Thanks, Leaves”, (2) “Budding Blue Bonnets”
After completing the two readings, complete the current events reading, ”The Bee Crisis”

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P 1,2,5,7 Agenda for Thursday October 26 Day 5 (pg 1 of 1) Calendar

The Cell as a System

Homework: Complete unfinished work in your folder

Warm-up: We learned that the chloroplast organelle in plants captures the Sun’s energy in the process of photosynthesis to make sugar (glucose). How do plants use a system of cells and diffusion in this photosynthetic process? Watch the video, “Amazing Process Of Photosynthesis”.

Think about it: Plants have specialized cells to allow water, carbon dioxide molecules and oxygen to move in and out of the plant, these cells have semi-permeable membranes. After the sugar, glucose, is made in the chloroplast, (Glucose can be dissolved and moved by water), the glucose molecules are moved and assembled in other area of the plant into non-dissolvable starch molecules. An example is a potato, or an apple.

Lesson P1, 2,5,7:

Gently examine the semi-permeable membrane of your egg now that the shell has been removed. Make observations on your journal sheet about the color and texture.
We wil cover some eggs with water while we cover others with corn starch. Listen for instructions.
Complete the readings, (1)“Thanks, Leaves”, (2) “Budding Blue bonnets”
After completing the two readings, complete the current events reading, ”The Bee Crisis”

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P 1,2,5,7 Agenda for Wednesday Oct. 25 Day 4 (pg 1 of 1) Calendar

The Cell as a System

Homework: Complete unfinished work in your folder

Warm-up: If specialized cells make up tissues, tissues make up organs, organs make up organ systems, and organ systems make up organisms in the animal kingdom, are plants in the plant kingdom set up the same way?

Think about it: Not only do animals and the human body have specialized cell systems to keep each individual organism alive, plants also have cell systems each individual plant needs to survive. Examples of specialized cells in plants can be found in the leaves, stems and roots.

Lesson P1, 2,5,7: Note: While reading,underline key facts in color (pen, ,colored pencil, highlighter) and circle key words. After reading, complete the multiple choice and put your work in the brown basket. Unfinished work is homework due in a week.

Complete the readings, (1)“Thanks, Leaves”, (2) “Budding Blue bonnets”
After completing the two readings, complete the current events reading, ”The Bee Crisis”

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P 1,2,5,7 Agenda for Tuesday Oct. 24 Day 3 (pg 1 of 1) Calendar

The Cell as a System

Homework: Complete unfinished work in your folder

Warm-up: If plants and animals have cell membranes enclosing the organelles in their cells, how do the molecules of food, water and oxygen get into a cell, and how does carbon dioxide and waste get out of a cell?

Think about it: Water seeks to balance the amount of molecules inside and outside of a cell. If there are too many water molecules in a cell, the water molecules will try to move out of the cell. If there are too many water molecules outside a cell, the water will try to move into the cell until the membrane balances the pressure. Food and waste molecules act the same way. Some molecules can move right through the cell membrane. Other molecules have specific organelles in the cell membrane to move the larger molecules into or out of the cell.

Lesson P1, 2,5,7:

Inspect the membrane enclosing your egg. Write down observations on your lesson sheet.
Watch the video, “Osmosis” Take notes on your Lesson Response Sheet.
Place the tea bag in the hot water. Push it gently down with the popsicle stick. Sketch a “Before” picture in the #4 task on your worksheet. Tea molecules move by diffusion. Moving from an area of high concentration to an area of low concentration
Observe the movement of the tea molecules. After 5 - 10 minutes make a “After” sketch next to your before sketch. Explain your observation in #5 “Caption your drawing”

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P 1,2,5,7 Agenda for Monday Oct. 23 Day 2 (pg 1 of 1) Calendar

The Cell as a System

Homework: Complete the cells worksheet. Place small items that represent the cell organelles in the plastic bag. Due Wed. 10/25.

Warm-up: Take your manila file folder and assignments out of the green hanging file folder in your class bin. Look over your work. Are your warm-ups all 100. How is your neatness and organization? Are you circling key words and underlining key facts in your readings? Are your drawings/ diagrams neat and colored on Lesson Responses. Are you completing unfinished classwork within 2 to 3 days of starting it?

Think about it: Write about 2 areas that you are going to improve before Thanksgiving? Put all your classwork back in your manila file folder and put it back in the hanging file folder.

Lesson P1,2,5,7: Title: Observing a Cell Membrane

Complete the note-taking for the the video, “ The Naked Egg and Osmosis”
Pour the vinegar only until it completely covers the egg:
Write: Observations as the title on the back part of your worksheet.
Make bulleted notes in this section of what you observe . Divide up your your notes by putting the day and date indented with your observations. (See the following example)

10/23/17 Monday: placed egg in cup. Covered egg with vinegar

Observation: (Words and neat labeled drawing.)

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P 1,2,5,7 Agenda for Friday Oct. 20 Day 1 (1 of 1) Calendar

The Cell as a System

Homework: Complete unfinished work

Warm-up: What is the relationship between science and engineering?

Think about it: Scientists make observations and perform experiments to explain how things in the universe work. Scientists use facts from these observations or experiments to state a scientific truth that can be confirmed by other scientists. Engineers can use the information about how something in the universe works to design and build useful items that people can use. Because we know how the parts in a system work, we can explain how the whole system works.

Lesson P1: Take the Unit 2 Test - Finished unfinished work

Lesson P,2,5,7:

Watch the videos and complete one lesson response sheet for both videos
Videos: What are Engineering and Science? And Engineering and Design Process.

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P 1,2,5,7 Agenda for Thursday Oct. 19 Day 7 (1 of 1) Calendar

The Cell as a System

Homework: Read, circle key words, underline key facts, complete multiple choice for “Mount Everest and Gobi Desert” Reading.

Warm-up: No Warm-up

Lesson P1,2,5,7:

Complete the Test
Finish and turn-in

Your study-guide and KIMs (Human Body and Cells KIM)
“Human Body Systems” Slide show and unfinished work in your folder.
Lesson Response: Introduction to Engineering - Watch video and read to get notes.Go to the website below and complete the lesson response sheet for the reading and the video. NASA for Kids: Intro to Engineering - National Geographic Society
Work on your homework. (Queston #1 Answer is “B”)

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P 1,2,5,7 Agenda for Wednesday Oct. 18 Day 6 (1 of 1) Calendar

The Cell as a System

Homework: Test tomorrow. Study Human Body Quizlet. , Cells Quizlet , and Unit 2 Studyguide.

Warm-up: What do we mean by “studying”?

Think about it: Studying requires that you do something to test your memory. Flashcards, re-writing key information, highlighting your notes are all good ways of going over the information.

Lesson P1,2,5,7:

Study Human Body Quizlet. And Cells Quizlet and go through both Quizlets. Pay attention to the diagrams.
Working with a partner and using your study-guide, ask your partner to answer the studyguide questions. Switch off on odd and even if you want.
Finish your Human Body Systems Slide Show.
Go to the website below and complete the lesson response sheet for the reading and the video.�NASA for Kids: Intro to Engineering - National Geographic Society

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P 1,2,5,7 Agenda for Tuesday Oct. 17 Day 5 (1 of 1) Calendar

The Cell as a System

Homework: Test on Thursday 10/19. Finish unfinished work. Study Human Body Quizlet. And Cells Quizlet

Warm-up: What is engineering?

Think about it: Engineers want to know how and why things work. They have scientific training that they use to make practical things. Engineers often specialize in a specific branch of engineering. The field of engineering is divided into branches such as civil, electrical, mechanical, and chemical engineering. (Wording from the website below)

�

Lesson P1,2,5,7:

Complete the Unit 2 Test Study-Guide. (answers)
Study Human Body Quizlet. And Cells Quizlet
Go to the website below and complete a lesson response sheet for the reading and the video.�

NASA for Kids: Intro to Engineering - National Geographic Society

www.nationalgeographic.org/media/nasa-kids-intro-engineering/

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P 1,2,5,7 Agenda for Monday Oct 16, Day 4 (1 of 1) Calendar

The Cell as a System

Homework: Test on Thursday 10/19. Finish unfinished work. Study Human Body Quizlet. And Cells Quizlet

Warm-up: What is the function of the cell membrane in plants and animals?

Think about it: The cell membrane is a thin flexible layer around the cells of all living things. It is sometimes called the plasma membrane. Its basic job is to separate the inside from the outside. In all cells, the cell membrane separates the cytoplasm inside the cell from its surroundings.

Cell membrane Facts for Kids | KidzSearch.com

https://wiki.kidzsearch.com/wiki/Cell_membrane

Lesson P1,2,5,7:

Complete the Unit 2 Test Study-Guide. (answers)
Study Human Body Quizlet. And Cells Quizlet�

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P 1,2,5,7 Agenda for Friday, Oct 13, Day 3 (1 of 1) Calendar

The Cell as a System

Homework: Test on Thursday 10/19. Finish unfinished work. Study Human Body Quizlet. And Cells Quizlet

Warm-up: What is the function of the cell wall in plants?

Think about it: Multi-cellular plants need a structure to support the entire organism as they grow. Cell walls are rigid or semi-rigid parts of the cell that provide this structure. For the supporting part of the plants, taller plants need a stronger cell wall than shorter plants. Watch the video, “Plant Cell Wall Function”.

Lesson P1,2,5,7: Complete the Unit 2 Test Study-Guide. (answers)

Lesson P1,2,5,7: Review what we learned by watching the video, “Biology: Cell Structure”.

Take all unfinished work out of your folder.
Finish and turn in any unfinished work. (Human Body Systems Slide Show, Readings, Cell Diagram, Etc.)
KIM sheets get turned in at the test. KIM sheets should be being studied.

�

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P 1,2,5,7 Agenda for Thursday, Oct 12, Day 2 (1 of 1) Calendar

The Cell as a System

Homework: Finish unfinished work in your folder. Study Human Body Quizlet. And Cells Quizlet

Warm-up: How do organelles work as a system to do the life functions a cell needs to live?

Think about it: Organelles in the cell act like organs in the body. Each organelle has a specific function that does a part of job of keeping the cell alive. Examples include chloroplasts (only in plants) that capture sunlight energy and store it in sugar molecules (glucose), mitochondria in plants and animals that make energy available from glucose for all organelles in the cell to use, cell walls (only plants) that give structure to the plants, cell membranes that control what gets inside and outside of the cell and the nucleus that controls what goes on in the cell.

Lesson P1,2,5,7: Watch the video, “Animal Cells”. Make a KIM sheet using the Cells Quizlet with the following words: Eukaryote, Prokaryote, organelle, nucleus, mitochondria, chloroplast, cell wall, and cell membrane.

When finished with the KIM, finish any unfinished science work.

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P 1,2,5,7 Agenda for Wednesday, Oct 11, Day 1 (1 of 1) Calendar

The Cell as a System

Homework: Finish unfinished work in your folder. Study KIM/Quizlet.

Warm-up: What is the difference between Prokaryotes and Eukaryotes?

Think about it: Watch the video, “Prokaryotic and eukaryotic”. Eukaryotes have eukaryotic cells and can be in multi-celled or single celled organisms. (We are Eukaryotes.) Eukaryotic cells have a nucleus with genetic material and organelles that are surrounded by a membrane. Prokaryotes (bacteria are an example) are all single celled organisms without organelles or an internal membrane around the genetic material. The genetic material (DNA) in prokaryotes is circular and floats in the cytoplasm in the cell. Eukaryotes have DNA in strands that are contained in the nucleus.

Lesson: P1 Finish unfinished KIM and classwork

Lesson: P2,5,7 Worksheet

Go to the interactive website, “Cells alive!” .
Click on the “Plant/Animal” in the“Interactive Cell Models”
Click on “Start animation”
Click on the “animal cell”

(Move the cursor over the organelle name to identify the

organelle in the cell.) Do the same for “plant cell”

Draw lines to, and label, the organelles on your worksheet.

Circle organelles that plants have that animals don’t have.

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P 1,2,5,7 Agenda for Tuesday, Oct 10, Day 7 (1 of 1) Calendar

The Cell as a System

Homework: Read, annotate, MC, “Prokaryotic and Eukaryotic Cells”. Study KIM/Quizlet.

Warm-up: What are the role of the cells in each of the organ systems?

Think about it: Each of the body tissues are made up of individual cells. These cells have special sizes and shapes that are especially suited to the job a cell has to do. All cells have similar parts inside although the role the part of the cell plays may increase based on what the tissue does in the functioning of the organ. One example is that cells in the heart may have additional mitochondrion in order to provide more energy to do their job.

http://sciencenetlinks.com/student-teacher-sheets/cells-your-body/

Lesson: Share to dnelson@epschoolsri.com (5th day) You are going to create a Google Slide show titled, “Human Body Systems” Each slide will have a paragraph of information (6 sentences) and images, or diagrams, showing important parts (components) and relationships between those components for each system.

Introductory Slide: Title, your name, period, and diagrams/picture(s).
Informational Slides

2+ slides giving Information and images about the relationship between cells, tissues, organs, and organ systems “The Cells in Your Body” ,“Levels of organization”
6+ slides with information and images explaining the purpose, and showing the organization, of the circulatory, excretory, digestive, respiratory, musculoskeletal, and nervous systems; “Ducksters, Biology for Kids”, ”Biology4kids”

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P 1,2,5,7 Agenda for Friday, Oct 6, Day 6 (1 of 1) Calendar

Human Body Systems

Homework: Add your memory clues and sentences to the KIM.

Warm-up: How does food affect the body?

Think about it: Eating a healthy diet keeps you physically and mentally fit. ... Eating a healthy, balanced diet prevents weight gain, lowers your risk for diet-related illnesses, such as heart disease, diabetes, cancer and depression, and gives you the energy to have a full and rewarding social life.

(Source) healthyeating.sfgate.com/eating-healthy-affect-physical-mental-social-health-6972.html

Lesson: (4th day) You are going to create a Google Slide show titled, “Human Body Systems” Each slide will have a paragraph of information (6 sentences) and images, or diagrams, showing important parts (components) and relationships between those components for each system.

Introductory Slide: Title, your name, period, and diagrams/picture(s).
Informational Slides

2+ slides giving Information and images about the relationship between cells, tissues, organs, and organ systems, “The Cells in Your Body”, “Levels of organization”
6+ slides with information and images explaining the purpose, and showing the organization, of the circulatory, excretory, digestive, respiratory, musculoskeletal, and nervous systems; “Ducksters, Biology for Kids”, ”Biology4kids”

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P 1,2,5,7 Agenda for Thursday, Oct 5, Day 5 (1 of 1) Calendar

Human Body Systems

Homework: Add to your KIM the definitions from the Human Body Systems Quizlet

Warm-up: What do we mean when we say we want to be healthy?

Think about it: Your overall health is partly based on how physically fit you are. When a fitness coach makes an exercise and nutrition (eating) routine for you, the coach is considering how to strengthen not only your individual organs and tissues, but also the ability to have the body systems working together as a team to increase your physical and mental abilities. Watch the video, “10 tips to staying healthy and fit”

Lesson: (3rd day) You are going to create a Google Slide show titled, “Human Body Systems” Each slide will have a paragraph of information (6 sentences) and images, or diagrams, showing important parts (components) and relationships between those components for each system.

Introductory Slide: Title, your name, period, and diagrams/picture(s).
Informational Slides

2+ slides giving Information and images about the relationship between cells, tissues, organs, and organ systems “The Cells in Your Body”,“Levels of organization”
6+ slides with information and images explaining the purpose, and showing the organization, of the circulatory, excretory, digestive, respiratory, musculoskeletal, and nervous systems; “Ducksters, Biology for Kids”, ”Biology4kids”

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P 1,2,5,7 Agenda for Wednesday, Oct 4, Day 4 (1 of 1) Calendar

Human Body Systems

Homework: Finish unfinished work in folder.

Warm-up: What does it mean to be physically fit?

Think about it: When you exercise you start breathing harder, your heart beats faster, and in most cases you start perspiring. Your body systems are working together to meet the new demands by being more active. When you train your body (conditioning) over time, your body becomes better able to do physical work. You are physically fit!

Lesson: (2nd day) You are going to create a Google Slide show titled, “Human Body Systems” Each slide will have a paragraph of information(6 sentences) and images, or diagrams, showing important parts (components) and relationships between those components for each system.

Introductory Slide: Title, your name, period, and diagrams/picture(s).
Informational Slides

2+ slides giving Information and images about the relationship between cells, tissues, organs, and organ systems “The Cells in Your Body” .“Levels of organization”
6+ slides with information and images explaining the purpose, and showing the organization, of the circulatory, excretory, digestive, respiratory, musculoskeletal, and nervous systems; “Ducksters, Biology for Kids”, ”Biology4kids”

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P 1,2,5,7 Agenda for Tuesday, Oct 3, Day 3 (1 of 1) Calendar

Human Body Systems

Homework: Finish unfinished work in folder.

Warm-up: What are human body systems? Watch the video, *Human Body Systems”

Think about it: Write - See KIM Sheet. Set up your KIM for the vocabulary words: cell, tissue, organ, organism, circulatory system, excretory system, digestive system, respiratory system, musculoskeletal system, and nervous system.

Lesson: (1st day) You are going to create a Google Slide show titled, “Human Body Systems” Each slide will have a paragraph of information (6 sentences) and images, or diagrams, showing important parts(components) and relationships between those components for each system.

Introductory Slide: Title, your name, period, and diagrams/picture(s).
Informational Slides

2+ slides giving Information and images about the relationship between cells, tissues, organs, and organ systems “The Cells in Your Body” . “Levels of organization”
6+ slides with information and images explaining the purpose, and showing the organization, of the circulatory, excretory, digestive, respiratory, musculoskeletal, and nervous systems; “Ducksters, Biology for Kids”, ”Biology4kids”

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P 1,2,5,7 Agenda for Monday, Oct. 2, Day 2 (1 of 1) Calendar

Human Body Systems

Homework: Finish unfinished work in folder.

Warm-up: What are cells?

Think about it: Cells are the basic building blocks of all living things. The human body is composed of trillions of cells. They provide structure for the body, take in nutrients from food, convert those nutrients into energy, and carry out specialized functions. Cells also contain the body’s hereditary material and can make copies of themselves. What is a cell? - Genetics Home Reference https://ghr.nlm.nih.gov/primer/basics/cell

Lesson: Watch the Bill Nye video, “Cells” Complete the worksheet while you watch.

Check your answers: Answers

Materials: Worksheets: Bill Nye “Cells” , Video Worksheet

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P 1,2,5,7 Agenda for Friday, Sept. 29, Day 1 (1 of 1) Calendar

Human Body Systems

Homework: Finish unfinished work in folder.

Warm-up: What would happen if one of the systems in the human body systems stopped functioning properly?

Think about it: Just like the Earth has systems that work together to support life, the human body has systems that work together to support the life of the body. If one system fails because a part of the system fails, the body can no longer function properly.

Lesson: Unfinished work is homework due in 1 week

Read, annotate and complete the multiple choice for the three readings:

(1)“A Framework for Function”, (2) “Getting Organized”, (3)”Liver Function and You”�

Annotate = Highlight/underline key facts in the paragraphs, circle key words in the paragraphs

Materials: Worksheets: · Readings, (1)“A Framework for Function”, (2) “Getting Organized”, (3)”Liver Function and You”

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P 1,2,5,7 Agenda for Thursday, Sept. 28, Day 7 (1 of 1) Calendar

Earth as a System

Homework: Finish unfinished work in your folder

Warm-up: What is a good test taking strategy?

Think about it: A good test taking strategy is to finish all the questions that you are confident you can answer correctly, and then return and finish the questions you are not so sure of.

Lesson:

Complete the test.
Turn in your studyguide
Complete unfinished work in your folder

Materials: Unit 1: Earth as a system test and answer sheet

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P 1,2,5,7 Agenda for Wednesday, Sept. 27, Day 6 (1 of 1) Calendar

Human Body Systems

Homework: Test tomorrow: Study Quizlet, and the Vocabulary Quizlet

Warm-up: What are the basic body functions a living organism needs to do to stay alive?

Think about it: Like the systems that interact in the earth, If they don’t use energy from sunlight, or energy from the heat of the Earth, single celled organisms or multicellular organisms, like the crickets or people, need systems to get energy from food, nutrients to build their bodies, water and oxygen in their bodies for chemical reactions, and a system to eliminate waste.

Lesson:

Watch the video, “ Cells,Tissues, Organs and Systems “ and complete a lesson response sheet.
Study for your test.

Materials: Lesson Response Sheet.

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P 1,2,5,7 Agenda for Tuesday, Sept. 26, Day 5 (1 of 1) Calendar

Earth as a System

Homework: Study your studyguide, Quizlet, and the Vocabulary Quizlet

Warm-up: Open Skyward and look at your grades.

Put your name on the file folder with your last name first.
Go to the classwork files and take out your papers. Find any missing work (marked as a 50 in Skyward).
Look over your work for how your write (neatness and organization), how completely you answer questions, and how you use grammar (sentence structure, capitalization and punctuation)
On your warm-up, write 2 areas you will work on to improve your work.
Return your folder with your papers to the classwork file bin.

Think about it: Your grades in school are partially made-up up of each assignment you do. Doing a good job on each assignment will build good quarterly grades and help you remember information for your quizzes and tests.

Lesson: Finish your study guide.

Use Quizlet, (Write all of what is in the answer) to complete the Unit 1: Earth as a System study guide. Study your studyguide when you are are done.

Materials: Worksheet,

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P 1,2,5,7 Agenda for Monday, Sept. 25, Day 4 (1 of 1) Calendar

Earth as a System

Homework: Test on Thurs. 9/28 - Study. Finish unfinished work in folder.

Warm-up: What is the best way to study for tests? Write your answer after doing, “Think about it”

Think about it: Watch this video and consider the ideas. The 9 BEST Scientific Study Tips

Lesson: Use Quizlet, (Write all of what is in the answer) and the dailyplan to complete the Unit 1: Earth as a System study guide

Materials: Wor ksheet,

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P 1,2,5,7 Agenda for Friday, Sept. 22, Day 3 (1 of 3) Calendar

Earth as a System

Homework: Due Wed. 9/27. Finish reading and annotating the article on crickets.

Warm-up: What would the world look like if we did not have organisms that decompose dead things? (After writing your answer, turn in you weekly warm-ups)

Think about it: Systems of decomposers play a critical role in recycling the materials that living organisms are made up of. The amount of matter in the Earth’s system doesn’t change although the some of the matter is used in other forms. Decomposers are part of the biosphere, but cycle matter back into the geosphere. The world would look pretty awful if dead things piled up around us. The newly growing organisms furthermore would not have resources to grow themselves. We may think that decomposers have a dirty job, but for the decomposers it is just another day getting energy and nutrients to keep living.

Lesson: See slide 2 of 3

Materials: Worksheet,

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P 1,2,5,7 Agenda for Friday, Sept. 22, Day 3 (2 of 3) Calendar

Earth as a System

Lesson: Adaptations: – Crickets

�Focus Question: How does a system of structural and behavioral adaptations help crickets to survive in their role as decomposers in their ecosystems? � �Watch the video, “Crickets” and then go to slide 3 of 3. Complete the worksheet�

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abdomen - the segmented tail area of a cricket, which contains the heart, reproductive organs, and most of the digestive system antennae - like all insects, crickets have 2 segmented antennae that sense touch and odors cerci - a pair of sensory organs located at the rear of the abdomen (the singular of circi is cercus) - larger in males compound eye - crickets have 2 faceted eyes made up of many hexagonal lenses fore wing - the pair of wings closest to the head head - the head is at the front end of the cricket's body and is the location of the brain, the two compound eyes, the mouth parts, and the points of attachment of its two antennae. hind wing - the pair of wings farthest from the head	jumping legs -the long, hindmost pair of the cricket's six legs mouth - located on the head near the palps ovipositor - a reproductive organ located at rear of the female's abdomen (between cerci) palps - long, segmented mouth parts (under the jaws) that grasp the food simple eye - small, primitive organs that distinguish dark from light spiracles - a series of holes located along both sides of the abdomen; they are used for breathing thorax - the middle area of the cricket's body - where the legs and wings are attached walking legs - the four, short front legs that are used for walking

Read the definitions below, then label the cricket anatomy diagram on your worksheet. After labeling your diagram, check your answers. Finish by reading and annotating the reading.

P 1,2,5,7 Agenda for Friday, Sept. 22, Day 3 (3 of 3) Calendar

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P 1,2,5,7 Agenda for Thursday, Sept. 21, Day 2 (1 of 1) Calendar

Earth as a System

Homework: Due Wed 9/27:Finish today’s lesson response sheet.

Warm-up: Does the Earth’s geosphere affect the hydrosphere, atmosphere and biosphere?

Think about it: Earth’s geosphere has dynamic systems that interact with inputs and outputs from, and to, the other Earth’s spheres . Since Earth’s formation, these interactions have changed, and continue to change, the hydrosphere, atmosphere, and biosphere.

Lesson:

Complete a “Lesson Response Sheet” as you watch, National Geographic’s “ C olliding Continents” .

Materials: Lesson Response Sheet, pencil

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P 1,2,5,7 Agenda for Wednesday, Sept. 20, Day1(1 of 2)Calendar

Earth as a System

Homework: Finish work in folder

Warm-up: What are the main layers of the Earth?

Think about it: Read the webpage at the website: Composition of the Earth. Watch the video: Layers of the Earth. Answer the warm-up question.

Lesson:

Draw, color and label the diagram of the structure of the Earth on slide 2, on the blank white paper.

Materials: Blank white paper, pencil, and colored crayons/pencils.

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P 1,2,5,7 Agenda for Wednesday, Sept. 20, Day 1 (2 of 2)Calendar

197 of 212

P 1,2,5,7 Agenda for Tuesday, Sept. 19, Day 7 (1 of 2) Calendar

Earth as a System

Homework: Finish unfinished work in folder

Warm-up: What is the energy cycle? Draw the diagram of the energy cycle from the Energy cycle website on your blank white paper (You don’t have to draw the chemical diagram of the glucose (sugar) molecule)

Think about it: Energy does not cycle the way nutrients and atoms do. Energy enters the ecosystem from the Sun and exits after the organisms have taken as much as they need. Organisms release energy back into the biosphere as heat. Energy also enters the ecosystem from the interior of the Earth.

( Geography4Kids.com: BGC Cycles: Energy Cycle www.geography4kids.com/files/cycles_energy.html)

Look over the website Energy cycle: Watch the video: Energy Flow.

Lesson:

Draw the diagram of the energy pyramid on slide 2, on the other side of your blank white paper showing the movement of energy through an ecosystem.

Materials: Unlined white paper, Pencil

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P 1,2,5,7 Agenda for Tuesday, Sept. 19, Day 7 (2 of 2)Calendar

Earth as a System

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P 1,2,5,7 Agenda for Monday, Sept. 18, Day 6 (1 of 1) Calendar

Earth as a System

Homework: Due Mon 9/25- Watersheds worksheet: Read, annotate and MC. (Multiple Choice)

Remember that annotate means highlight/underline key facts and circle key words.

Warm-up: What are Biogeochemical cycles? What are four key elements in the Earth that living things need to survive?

Think about it: Watch the video: Biogeochemical cycles. Read the website: Biogeochemical cycle Four of the key elements are Hydrogen (in water), Carbon, Nitrogen, Phosphorus. These elements cycle into and out of living things.

Lesson: If not done already (Check folder) See Dailyplan - Fri. Wed, Thur, Fri .

Finish and turn in your labeled drawing of the plant. (Fri, 9/18)
Finish and turn in the Biosphere 2 Reading and CER. (Thur. 9/14)
Finish and turn in the water cycle worksheet. (Thur., 9/14)
Finish and turn in the rock cycle worksheet. (Fri 9/15.)
Start your homework.

9/18 Notes Materials: WS, Pencil

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P 1,2,5,7 Agenda for Friday, Sept. 15, Day 5 (1 of 1) Calendar

Earth as a System

Homework: Watch the previous Dailyplan videos and read the websites.

Warm-up: What is the Rock Cycle?

Think about it: Read the website: The Rock Cycle. Watch the video: The Rock Cycle

Lesson:

Work with your group (table) to fill in the Rock cycle worksheet. Check your work with the answer sheet after you have finished. (Answer)
9/15 Notes

Materials: WS, Pencil

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P 1,2,5,7 Agenda for Thursday, Sept. 14, Day 4 (1 of 1) Calendar

Earth as a System

Homework: Watch the previous Dailyplan videos and read the websites.

Warm-up: What is the Water Cycle?

Think about it: Read the website: The Water Cycle. Watch the video: Water Cycle Video

Lesson: Do the homework until I start the lesson.

Follow along as we finish talking about and writing the CER for the Biosphere 2 reading. (See Agenda Sept 13)
Work with your group (table) to fill in the water cycle diagram. Check your work with the answer sheet after you have finished. (Answer)
9/14 Notes (CER)

Materials: WS, Pencil

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P 1,2,5,7 Agenda for Wednesday, Sept. 13, Day 3 (1 of 2) Calendar

Earth as a System

Homework: (Due Fri. 9/15) Complete your KIM; Study the Warm-up, KIM and Quizlet

Warm-up: As mentioned in class, the amount of matter in the world (water and nutrients) doesn’t increase or decrease. Some of the matter is taken up into living things and returned back to the world. Watch the first 5 minutes of the video, “Cycles of Matter and Energy”. Draw the cycle of matter diagram on slide 2 of 2 for today on your warm-up.

Think about it: Go to “ChemKids.com” and read the first two paragraphs about matter.

Lesson: Work in Quizlet until I start everyone together on the lesson.

Marking (highlighting/underlining) important facts and circling key words while we read is an important skill for learning ideas. Follow along while we underline key facts and circle key words for the reading worksheet, “Biosphere 2 CER”
Follow along while we learn to write a CER (Claims, Evidence and Reasoning) for the same reading.

Materials: WS, highlighter, pencil

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P 1,2,5,7 Agenda for Wednesday, Sept. 13, Day 3 (2 of 2) Calendar

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P 1,2,5,7 Agenda for Tuesday, Sept. 12, Day 2 (1 of 1)Calendar

Earth as a System

Homework: (Due Fri. 9/15) Complete your KIM; Study Quizlet

Warm-up: As we studied in class, a plant needs inputs and outputs to live. We do too! If we travel in space or live on the Moon or Mars, What would we need to make a mini-Earth to support ourselves?

Think about it: We need food for energy, oxygen and water to live. We give off waste as we live that is broken down and used by other organisms for energy. All living things do this.

Lesson: The Earth we live on is a system of interconnected systems that we have been studying; atmosphere, hydrosphere, geosphere and biosphere. The oxygen we and the other animals need is balanced with the carbon dioxide that the plants on land and in the ocean release. The plants that some animals use for food reproduce and grow quickly enough to feed large numbers of those animals. The animals that some animals use for food reproduce and grow quickly enough to feed large numbers of other animals. The Earth is full of this diversity of life and is a balanced place. Could we make a version of Earth that had all the spheres inputs and outputs balanced like our Earth? Watch this video and find out. (Biosphere 2)

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P 1,2,5,7 Agenda for Monday, Sept. 11, Day 1 (1 of 1)Calendar

Earth as a System

Homework: (Due Fri. 9/15) Add the remaining quizlet words to your KIM.

(You can add the words now to the KIM you started and any remaining ones on the next KIM Sheet) Words: Earth system, boundary, components, Interaction, Earth science, geology, oceanography, meteorology, astronomy,

Note: Use Earth Science and the Earth’s Systems Quizlet for your KIM

Warm-up: What are components of a system interaction?

Think about it: System interactions have two components: input that enters the system from the outside, and output that leaves the system for the environment.

Lesson: Plants are part of the Earth system and have specific components which interact with other parts of the Earth’s system to help them live.

Watch the video: “ Plant Structure”
Draw arrows on your plant diagram that show the “root system” and the “shoot system”.
Add the HW words above to your KIM sheets and work on your homework.

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P 1,2,5,7 Agenda for Friday, Sept. 8, Day 7 (1 of 1) Calendar

Earth as a System

Homework: (Due Fri. 9/15) Add to KIM: system, cycle, input, output.

Warm-up: Go to the Quizlet: “Earth Science and the Earth’s Systems”

Click on Flashcards
Pick 1 of the words and write the definition in today’s warm-up

Think about it: Quizlet is a great place to make electronic “flashcards”. Use this Quizlet to fill in your KIM homework definitions.

Lesson: Plants are part of the Earth system and have specific systems to help them live. (Root system, Stem system, Leaf system, Flower systems)

Draw and color a picture of the plant on white paper.
Add arrows to show the inputs of water( H₂O) , nutrients, and the gas Carbon dioxide (CO₂ ).
Add arrows to show the output of the gases water ( H₂O) and oxygen (O₂) from the leaves.
Label the parts of the drawing that are parts of the Geosphere, Biosphere, Hydrosphere and Atmosphere.

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P 1,2,5,7 Agenda for Thursday, Sept. 7, Day 6 (1 of 1) Calendar

Earth as a System

Homework: (Due Fri. 9/15) Fill in your vocabulary KIM sheet for the following words: Biosphere, atmosphere, hydrosphere, geosphere

Warm-up: What is the Sun’s input into the Earth system?

Think about it: The Sun’s input into the Earth system is Energy. The Sun’s energy is captured in the chemical bonds of compounds that plants make. The Sun’s energy warms the lands and the waters and creates the climates we find around the Earth. The Sun’s energy is also passed to the living organisms that eat plants.

Lesson:

Follow along while we explore the lesson on Earth’s system on the SMART board.
Watch the video, “ Climate zones of the world for kids and Affecting Factors”
Work on your Homework.

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P 1,2,5,7 Agenda for Wednesday, Sept. 6, Day 4(1 of 1) Calendar

Earth as a System

Homework: No HW

Period 5 complete yesterday’s and today’s warm-up. Periods 1,2,5,7 complete today’s

warm-up.

Warm-up: What are the 4 majors spheres that the Earth’s systems are divided into?

Think about it: Watch the video, “Earth’s Systems Interact.”, (Look back at the Ducksters website from yesterday)

Lesson: Finish the graphic organizer on the blank white paper from yesterday’s agenda.

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P 1,2,5,7 Agenda for Tuesday, Sept. 5, Day 4 (1 of 2) Calendar

Earth as a System

Homework: No HW

Warm-up: What is Earth Science?

Think about it: Go to the Website, “Ducksters” and read through the introduction on “What is Earth Science” Write your answer for the warm-up in Tuesday’s box on your warm-up sheet

Lesson: Create the graphic organizer on the blank white paper from the next slide, (slide 2 of 2) showing the different systems (spheres) we divide earth into.

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P 1,2,5,7 Agenda for Tuesday, Sept. 5, Day 4 (2 of 2) Calendar

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P 1,2,5,7 Agenda for Friday, Sept. 1 Day 3 (1 of 1) Calendar

Systems in our Neighborhoods

Homework: No HW

Warm-up: How do scientists detect facts about how the Earth’s systems work?

Think about it: Watch the video, Big Idea 1: Earth Science. Fill in the warm-up box for Friday, Sept 1.

Lesson : Complete the agenda for Aug 31.

Your neighborhood is a system that is supported by other systems. (water, electric, gas, waste water removal, solid waste removal, roads, mail delivery, living systems, etc.. )

Draw a map of your neighborhood (like the example map from yesterday’s slide) on the back of your worksheet. Afterward, discuss the questions with your group and write your answers to the questions.

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P 1,2,5,7 Agenda for Thursday Aug 31 , Day 2 (1 of 1) Calendar

Systems in our Neighborhoods

Homework: No HW

Warm-up: What do we mean by a “system” in science class?

Think about it: A system is any collection of things that interact together to produce some sort of behavior of the whole. Systems Thinking is the study of how and why systems behave the way they do by examining the structure of their parts, relationships, and resulting behaviors.

(https://systemsandus.com/foundations/what-is-a-system/)

Lesson : (Worksheet)

Follow directions as we set up your chromebook login.
Your neighborhood is a system that is supported by other systems. (water, electric, gas, waste water removal, solid waste removal, roads, living systems, etc.. )
Draw a map of your neighborhood (like the example map) on the back of your worksheet. Afterward, discuss the questions with your group and write your answers.

http://nocornersuns.blogspot.com/2014/02/free-handout-and-sub-lesson-download.html