Answer both reflection questions:
1. What was the best day you had this year? What made it the best
2. If you could go back in time and restart the school year, what would you do differently and why?

Answer both reflection questions:
1. What was the best day you had this year? What made it the best
2. If you could go back in time and restart the school year, what would you do differently and why?

Answer both reflection questions:
1. What was the best day you had this year? What made it the best
2. If you could go back in time and restart the school year, what would you do differently and why?

A group of scientists has been observing a population of meerkats in Botswana. The population size did not change between 2000 and 2016.


Theo thinks that the population size stayed the same because no new meerkats were born and none died. They were all the same meerkats.

Fabiola thinks that it is not possible that all the same meerkats were in the population for the whole time.

Which person do you most agree with and why?

A group of scientists has been observing a population of meerkats in Botswana. The population size did not change between 2000 and 2016.


Theo thinks that the population size stayed the same because no new meerkats were born and none died. They were all the same meerkats.

Fabiola thinks that it is not possible that all the same meerkats were in the population for the whole time.

Which person do you most agree with and why?

1. What is your opinion on Jellyfish?
2. Do you like them? Why or why not?
3. Do you have any questions about jellyfish?

1. What is your opinion on Jellyfish?
2. Do you like them? Why or why not?
3. Do you have any questions about jellyfish?

1. What is your opinion on Jellyfish?
2. Do you like them? Why or why not?
3. Do you have any questions about jellyfish?

You are about to watch a video about a scientist who studies jellies like the one shown in this image. One thing she investigates is changes to the number of jellies living in an area. 
What ideas do you have about why the number of organisms in an area might increase?

You are about to watch a video about a scientist who studies jellies like the one shown in this image. One thing she investigates is changes to the number of jellies living in an area. 
What ideas do you have about why the number of organisms in an area might increase?

Matter and Energy in Ecosystems --> Lesson 2.4 Critical Juncture

Complete after quiz retake.

Would you rather???

Matter and Energy in Ecosystems --> Lesson 2.4 Critical Juncture

Complete after quiz retake.

Would you rather???

Matter and Energy in Ecosystems --> Lesson 2.4 Critical Juncture

Complete after quiz retake.

Would you rather???

Students will be researching a species that is endangered by climate change.

Complete if done with Climate Change Project

Complete if done with Climate Change Project

Complete if done with Climate Change Project

If done with the Climate Change Project, log into IXL and complete: 
Climate change ---> The Greenhouse Effect lesson

Extra credit presentations will be next week. For extra credit, you will present slide 6 and teach the class on an endangered species affected by climate change.

Will you be presenting for extra credit next week?

If done with the Climate Change Project, log into IXL and complete: 
Climate change ---> The Greenhouse Effect lesson

Extra credit presentations will be next week. For extra credit, you will present slide 6 and teach the class on an endangered species affected by climate change.

Will you be presenting for extra credit next week?

If done with the Climate Change Project, log into IXL and complete: 
Climate change ---> The Greenhouse Effect lesson

Extra credit presentations will be next week. For extra credit, you will present slide 6 and teach the class on an endangered species affected by climate change.

Will you be presenting for extra credit next week?

1. Log into Powerschool.
2. Check Matter & Energy Quiz Score.
3. Reply with your score. If you scored 2 and below, you will retake the quiz tomorrow.

1. Log into Powerschool.
2. Check Matter & Energy Quiz Score.
3. Reply with your score. If you scored 2 and below, you will retake the quiz tomorrow.

1. Log into Powerschool.
2. Check Matter & Energy Quiz Score.
3. Reply with your score. If you scored 2 and below, you will retake the quiz tomorrow.

Students will be researching a species that is endangered by climate change.

Students will be researching a species that is endangered by climate change.

Do you still have any questions about the project?

Do you still have any questions about the project?

Do you still have any questions about the project?

1. Did you get a chance to look at the Climate Change Project? 
(Yes/No)
2. If yes, which endangered animal are you interested in for your project?

1. Did you get a chance to look at the Climate Change Project?
(Yes/No)
2. If yes, which endangered animal are you interested in for your project?

Today, Quincy was late to his first period class, but what caused him to be late?
A cause is WHY something happened. An effect is WHAT happened. Sometimes, a cause makes an effect happen, and that effect makes something else happen.

Open the Matter and Energy in Ecosystems Sorting Tool activity: Cause and Effect Example.
Look at the pictures and order them so they show what caused Quincy to be late to his first period class.


Goal: Show the series of causes and effects that made Quincy late to first period.

Today, Quincy was late to his first period class, but what caused him to be late?
A cause is WHY something happened. An effect is WHAT happened. Sometimes, a cause makes an effect happen, and that effect makes something else happen.

Open the Matter and Energy in Ecosystems Sorting Tool activity: Cause and Effect Example.
Look at the pictures and order them so they show what caused Quincy to be late to his first period class.


Goal: Show the series of causes and effects that made Quincy late to first period.

Today, Quincy was late to his first period class, but what caused him to be late?
A cause is WHY something happened. An effect is WHAT happened. Sometimes, a cause makes an effect happen, and that effect makes something else happen.

Open the Matter and Energy in Ecosystems Sorting Tool activity: Cause and Effect Example.
Look at the pictures and order them so they show what caused Quincy to be late to his first period class.


Goal: Show the series of causes and effects that made Quincy late to first period.

1.What do you know about gold? 
2. Can you find it anywhere?

1.What do you know about gold? 
2. Can you find it anywhere?

1.What do you know about gold?
2. Can you find it anywhere?

Is it possible for total carbon in a closed ecosystem to change?

Is it possible for total carbon in a closed ecosystem to change?

Is it possible for total carbon in a closed ecosystem to change?

Based on what you learned about carbon movement in ecosystems, which claim best answers the Chapter 3 Question?
What happened to the carbon that used to be in the air (abiotic matter) of the biodome?

Claim 1: The carbon that used to be in the air (abiotic matter) is no longer in the biodome, so total carbon decreased.
Claim 2: The carbon that used to be in the air (abiotic matter) is now in another part of the ecosystem, so total carbon stayed the same.
Briefly explain your claim choice.

Based on what you learned about carbon movement in ecosystems, which claim best answers the Chapter 3 Question?
What happened to the carbon that used to be in the air (abiotic matter) of the biodome?

Claim 1: The carbon that used to be in the air (abiotic matter) is no longer in the biodome, so total carbon decreased.
Claim 2: The carbon that used to be in the air (abiotic matter) is now in another part of the ecosystem, so total carbon stayed the same.
Briefly explain your claim choice.

Based on what you learned about carbon movement in ecosystems, which claim best answers the Chapter 3 Question?
What happened to the carbon that used to be in the air (abiotic matter) of the biodome?

Claim 1: The carbon that used to be in the air (abiotic matter) is no longer in the biodome, so total carbon decreased.
Claim 2: The carbon that used to be in the air (abiotic matter) is now in another part of the ecosystem, so total carbon stayed the same.
Briefly explain your claim choice.

Gabriela read in the newspaper that the amount of carbon in the atmosphere is increasing and that humans are responsible. She said, "If carbon in the atmosphere is increasing, the total amount of carbon on Earth must also be increasing."


Do you agree or disagree with Gabriela’s statement? Why?

Gabriela read in the newspaper that the amount of carbon in the atmosphere is increasing and that humans are responsible. She said, "If carbon in the atmosphere is increasing, the total amount of carbon on Earth must also be increasing."


Do you agree or disagree with Gabriela’s statement? Why?

Gabriela read in the newspaper that the amount of carbon in the atmosphere is increasing and that humans are responsible. She said, "If carbon in the atmosphere is increasing, the total amount of carbon on Earth must also be increasing."


Do you agree or disagree with Gabriela’s statement? Why?

How is carbon recycled in an ecosystem?

How is carbon recycled in an ecosystem?

How is carbon recycled in an ecosystem?

How would you rate yesterday’s quiz on a scale 1-10.
10 = difficult 1= easy
Why?

Do not start until directed.

How is photosynthesis and cellular respiration connected?

Do not start until directed.

Do not start until directed.

How is photosynthesis and cellular respiration connected?

How is photosynthesis and cellular respiration connected?

1. What do you know about oil drilling so far?
2. Does it seem more positive or negative and why?

1. What do you know about oil drilling so far?
2. Does it seem more positive or negative and why?

Why are decomposers so important to an ecosystem? What do they do?

Why are decomposers so important to an ecosystem? What do they do?

Look at the graph. Name as many things you notice about the graph.

Look at the graph. Name as many things you notice about the graph.

Look at the graph. Name as many things you notice about the graph.

1. Read A Feast for Decomposers and answer questions
2. Revise card sort models
3. Read an additional source complete google slide

What decomposer did you pick yesterday? What is one thing you learned about your decomposer?

In the Elodea and Snail Experiment, why did both tubes B and C change from blue to yellow?

Which organism(s) do you think will give off carbon dioxide?

What could have caused carbon dioxide to decrease in the air (abiotic matter) of the biodome?

What were some ways you were able to decrease energy storage molecules in the sim?

What were some ways you were able to decrease energy storage molecules in the sim?

What were some ways you were able to decrease energy storage molecules in the sim?

Plant A is located outside in direct sunlight. Plant B is inside a shady room. 
Which plant do you thinkcan make the most energy storage molecules and why?

Plant A is located outside in direct sunlight. Plant B is inside a shady room. 
Which plant do you thinkcan make the most energy storage molecules and why?

Plant A is located outside in direct sunlight. Plant B is inside a shady room.
Which plant do you thinkcan make the most energy storage molecules and why?

Can plants change carbon dioxide into energy storage molecules without light? How do you know?

Complete both frayer models. Use the glossary to find definitions for words.

Where do you think gas for our cars come from?

Where do you think gas for our cars come from?

Thinking back to the plants and animals in the biodome. Why did they probably not get enough energy storage molecules?

What is similar between all 4 energy storage molecules: Glucose , Glycogen, Starch and Fat?

You will create a model showing how matter and energy flow through ecosystems using the questions provided
You have 2 choices or ecosystems: Coral Reefs or Rainforest
You will NOT have to read both article 
Once you are done reading and answering questions, Ms. Mejia will give you paper to start your models

Use an energy storage molecule card to answer the following questions:

1. Which energy storage molecule is on your card?
A. glucose
B. starch
C. fat
D. Glycogen


2. What did you learn about the type of energy storage molecule on your card?

Complete ONLY if you have turned in the Ecosystems Mini Project AND completed Friday's IXL assignments.

Complete ONLY if you have turned in both parts of the Ecosystems Mini Project

1. What part are you on in your ecosystem mini project?

2. Are there any questions you still have about the project?

Which ecosystem interests you more?
The rainforest or the Coral Reefs in the Ocean?
Explain your choice.

What is your favorite sea animal and why?

What is your favorite sea animal and why?

What is your favorite sea animal and why?

Think about the different types of plants found in an ecosystem and respond to the question below.

Could you have an ecosystem without plants?
Explain your answer.

Think about the different types of plants found in an ecosystem and respond to the question below.

Could you have an ecosystem without plants?
Explain your answer.

Think about the different types of plants found in an ecosystem and respond to the question below.

Could you have an ecosystem without plants?
Explain your answer.

What are things we need to survive? List as many as you can think of.

What are things we need to survive? List as many as you can think of.

What are things we need to survive? List as many as you can think of.

What do you plan to do over spring break?

What is your student number for illuminate?

1. How is a claim different than reasoning?
2. How is evidence different form reasoning?

Science Would You Rather:

Would you rather...
1. Explore the Deep Sea or
2. Explore the Deep Space
Explain your choice.

Please complete on Monday 03/27 after the DO NOW

Did yesterday's quiz question breakdown session help you ?
Rate the session 1 = not helpful and 4 = extremely helpful
Also explain your choice.

1. Complete today's Do Now before starting 
2. Complete Nearpod about Microplastics

Reread the quiz question. Which answer choice would you eliminate first? How do you know it is wrong?

In your own words, what is a claim? What is evidence?

If you are all caught up on assignments you will complete the following 2 skills on IXL:

1. Identify reactants and products
2. How are substances represented by chemical formulas and models?

If you are all caught up on assignments you will complete the following 2 skills on IXL:

1. Identify reactants and products
2. How are substances represented by chemical formulas and models?

Would You Rather?

Be an atom during the chemical reaction in a glow stick

-OR-


Be an atom during the chemical reaction in a firework

Explain your choice.

Would You Rather?

Be an atom during the chemical reaction in a glow stick

-OR-


Be an atom during the chemical reaction in a firework

Explain your choice.

Would You Rather?

Be an atom during the chemical reaction in a glow stick

-OR-


Be an atom during the chemical reaction in a firework

Explain your choice.

If you are all caught up on assignments you will complete the following 2 skills on IXL:

1. Identify reactants and products
2. How are substances represented by chemical formulas and models?

Unit: Chemical Reactions
Lesson: 2.4

Retake Multiple Choice & 1 written response.

Unit: Chemical Reactions
Lesson: 2.4

Retake Multiple Choice & 1 written response.

Unit: Chemical Reactions
Lesson: 2.4

Retake Multiple Choice & 1 written response.

What was produced during the reaction between the iron pipes and the fertilizer besides the rust? How do you know?

Desiré was investigating a chemical reaction. When she heated it up, she found that sulfuric acid (H2SO4) changed into water (H2O). She made the following atomic-scale model to show what she thinks happened.


Do you think this is a complete model of what happened during the chemical reaction?

Desiré was investigating a chemical reaction. When she heated it up, she found that sulfuric acid (H2SO4) changed into water (H2O). She made the following atomic-scale model to show what she thinks happened.


Do you think this is a complete model of what happened during the chemical reaction?

Desiré was investigating a chemical reaction. When she heated it up, she found that sulfuric acid (H2SO4) changed into water (H2O). She made the following atomic-scale model to show what she thinks happened.


Do you think this is a complete model of what happened during the chemical reaction?

While she was working, Jessie added some chlorine gas to a container she thought was empty. After Jessie added the chlorine gas, however, a solid, yellow substance formed in the container. Jessie tested the substance and identified it as sulfur. When Dr. Yung asked Jessie to explain what had happened in the container, she claimed that a chemical reaction had changed the chlorine into sulfur.

1. Do you think that the container was actually empty before Jessie added the chlorine?
Yes
No
2. Do you think that Jessie's claim is correct?
Yes
No
Explain why you think Jessie’s claim is either correct or incorrect.

While she was working, Jessie added some chlorine gas to a container she thought was empty. After Jessie added the chlorine gas, however, a solid, yellow substance formed in the container. Jessie tested the substance and identified it as sulfur. When Dr. Yung asked Jessie to explain what had happened in the container, she claimed that a chemical reaction had changed the chlorine into sulfur.

1. Do you think that the container was actually empty before Jessie added the chlorine?
Yes
No
2. Do you think that Jessie's claim is correct?
Yes
No
Explain why you think Jessie’s claim is either correct or incorrect.

What do you think happens to the atoms of a substance when it burns?
Claim 1: All of the atoms are destroyed.
Claim 2: All of the atoms rearrange to form a different substance or different substances.
Claim 3: Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances.
Explain why you chose your answer.

What do you think happens to the atoms of a substance when it burns?
Claim 1: All of the atoms are destroyed.
Claim 2: All of the atoms rearrange to form a different substance or different substances.
Claim 3: Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances.
Explain why you chose your answer.

What do you think happens to the atoms of a substance when it burns?
Claim 1: All of the atoms are destroyed.
Claim 2: All of the atoms rearrange to form a different substance or different substances.
Claim 3: Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances.
Explain why you chose your answer.

Unit: Chemical Reactions
Lesson: 2.5

Hills and Valleys
Think about your week and name a hill and valley for the week.
Hills: high points, positive things in the week
Valleys: low points of the week

Unit: Chemical Reactions
Lesson: 2.5

Hills and Valleys
Think about your week and name a hill and valley for the week.
Hills: high points, positive things in the week
Valleys: low points of the week

Hills and Valleys
Think about your week and name a hill and valley for the week.
Hills: high points, positive things in the week
Valleys: low points of the week

1. How do you feel you did on the quiz yesterday on a scale for 1-4 (4 being the best)?


2. Which type of question was the most confusing?

1. How do you feel you did on the quiz yesterday on a scale for 1-4 (4 being the best)?


2. Which type of question was the most confusing?

1. How do you feel you did on the quiz yesterday on a scale for 1-4 (4 being the best)?


2. Which type of question was the most confusing?

Come up with at least one test taking rule \.

Come up with at least one test taking rule \.

Come up with at least one test taking rule \.

Did all the atoms that made up both reactants (the iron pipe and the fertilizer) rearrange to form the product (rust)? Explain your choice.

Did all the atoms that made up both reactants (the iron pipe and the fertilizer) rearrange to form the product (rust)? Explain your choice.

Did all the atoms that made up both reactants (the iron pipe and the fertilizer) rearrange to form the product (rust)? Explain your choice.

What have you learned so far about how new substances form? List your ideas below.

What have you learned so far about how new substances form? List your ideas below.

Answer and explain the following questions:

1. What do atoms do during a chemical reaction?
2. What do they do when a chemical reaction does not happen?

Answer and explain the following questions:

1. What do atoms do during a chemical reaction?
2. What do they do when a chemical reaction does not happen?

Answer and explain the following questions:

1. What do atoms do during a chemical reaction?
2. What do they do when a chemical reaction does not happen?

Instructions:

Launch the Sim and open Laboratory A mode.
Press the Add Substance button and select water (H2O). Do not add a second substance.
Press TEST and observe what happens.
After testing, use evidence from the final review screen to help you answer the question below.
Can a chemical reaction happen with only one substance?
Yes or No?
How do you know?

Instructions:

Launch the Sim and open Laboratory A mode.
Press the Add Substance button and select water (H2O). Do not add a second substance.
Press TEST and observe what happens.
After testing, use evidence from the final review screen to help you answer the question below.
Can a chemical reaction happen with only one substance?
Yes or No?
How do you know?

Instructions:

Launch the Sim and open Laboratory A mode.
Press the Add Substance button and select water (H2O). Do not add a second substance.
Press TEST and observe what happens.
After testing, use evidence from the final review screen to help you answer the question below.
Can a chemical reaction happen with only one substance?
Yes or No?
How do you know?

When 2 substances mix, is it possible to get more than 1 product? Explain.

When 2 substances mix, is it possible to get more than 1 product? Explain.

What happened when you combined the two substances together in the cup? How do you know?


A. The substances changed into different substances
B. The substances did not change into different substances
C. I am not sure if the substances changed into different substances

What happened when you combined the two substances together in the cup? How do you know?


A. The substances changed into different substances
B. The substances did not change into different substances
C. I am not sure if the substances changed into different substances

Complete prelab slides 1-7 before starting lab.
Use paper worksheet during lab.
Complete the rest of Nearpod after done with lab.

Complete prelab slides 1-7 before starting lab.
Use paper worksheet during lab.
Complete the rest of Nearpod after done with lab.

Which of Dr. Yung’s claims seems the most likely to you right now? Why?

A. Claim 1: The iron pipes changed into rust.
B. Claim 2: The fertilizer changed into rust.
C. Claim 3: The iron pipes and the fertilizer changed into rust.

Which of Dr. Yung’s claims seems the most likely to you right now? Why?

A. Claim 1: The iron pipes changed into rust.
B. Claim 2: The fertilizer changed into rust.
C. Claim 3: The iron pipes and the fertilizer changed into rust.

Which of Dr. Yung’s claims seems the most likely to you right now? Why?

A. Claim 1: The iron pipes changed into rust.
B. Claim 2: The fertilizer changed into rust.
C. Claim 3: The iron pipes and the fertilizer changed into rust.

How well are you doing in this class compared to last semester?
What are things that help you focus more in class?

How well are you doing in this class compared to last semester?
What are things that help you focus more in class?

Open illuminate for retake.
Open Amplify if you are not doing the retake or the phase change project.

Open illuminate for retake.
Open Amplify if you are not doing the retake or the phase change project.

Open illuminate for retake.
Open Amplify if you are not doing the retake or the phase change project.

How well are you doing in this class compared to last semester?
What are things that help you focus more in class?

A student believes these 2 samples will share similar properties because they have similar atoms. Do you agree or disagree and why?

A student believes these 2 samples will share similar properties because they have similar atoms. Do you agree or disagree and why?

A student believes these 2 samples will share similar properties because they have similar atoms. Do you agree or disagree and why?

Fill out frayer model on your slide. You can choose the words: substance or property. You will need to find the definition in the glossary attached. Then find 2 facts/characteristics, 2 examples and 2 pictures from the internet to go with your word.

Below are atomic-scale models of two different substances. Use the terms in the word bank to label these models. Use each of the terms only once.

Write "done" when handed in on amplify.

Fill out frayer model on your slide. You can choose the words: substance or property. You will need to find the definition in the glossary attached. Then find 2 facts/characteristics, 2 examples and 2 pictures from the internet to go with your word.

Fill out frayer model on your slide. You can choose the words: substance or property. You will need to find the definition in the glossary attached. Then find 2 facts/characteristics, 2 examples and 2 pictures from the internet to go with your word.

Below are atomic-scale models of two different substances. Use the terms in the word bank to label these models. Use each of the terms only once.

Write "done" when handed in on amplify.

Below are atomic-scale models of two different substances. Use the terms in the word bank to label these models. Use each of the terms only once.

Write "done" when handed in on amplify.

Two of the samples you observed during a previous lesson are shown below with the group of atoms that repeat to make up each sample. Take a look at the samples and the groups of atoms using the atom key as a guide. Then, answer the questions below.


Based on this information, do you think samples 1 and 2 share all the same properties?
Explain your answer below.

Two of the samples you observed during a previous lesson are shown below with the group of atoms that repeat to make up each sample. Take a look at the samples and the groups of atoms using the atom key as a guide. Then, answer the questions below.


Based on this information, do you think samples 1 and 2 share all the same properties?
Explain your answer below.

1. List one property that water and oil do not share.
2. Why do you think water and oil have different properties? List your ideas below.

1. List one property that water and oil do not share.
2. Why do you think water and oil have different properties? List your ideas below.

Complete today's Nearpod about gases.

Complete today's Nearpod about gases.

Complete today's Nearpod about gases.

1. Complete amplify link
2. Complete guiding questions

1. Complete amplify link
2. Complete guiding questions

Pick an object around the classroom. Write 3 observation notes and describe it in detail.

Pick an object around the classroom. Write 3 observation notes and describe it in detail.

Pick an object around the classroom. Write 3 observation notes and describe it in detail.

Pick from these options for Friday snacks:

Pick from these options for Friday snacks:

Pick from these options for Friday snacks:

David and Luisa are trying to determine if two samples are the same or different substances. First, they observed sample 1 and sample 2. Then, they wrote down their observations. Review their observations. Then, answer the questions below.

Which student’s observations would prove more useful to a chemist and why?


P.S. Y'all won ! Comment your favorite snack!

David and Luisa are trying to determine if two samples are the same or different substances. First, they observed sample 1 and sample 2. Then, they wrote down their observations. Review their observations. Then, answer the questions below.

Which student’s observations would prove more useful to a chemist and why?


P.S. Y'all won ! Comment your favorite snack!

Working with your group of four, observe each of the four samples. Discuss what you observe and then record the properties of each sample in the table.

Working with your group of four, observe each of the four samples. Discuss what you observe and then record the properties of each sample in the table.

Working with your group of four, observe each of the four samples. Discuss what you observe and then record the properties of each sample in the table.

Your Do Now today is to log into iReady Math and work on your lessons.
Write the secret word: "alligator" in the answer box when you have understood this message.

Complete after iReady.

Your Do Now today is to log into iReady Math and work on your lessons.
Write the secret word: "alligator" in the answer box when you have understood this message.

Complete after iReady.

Your Do Now today is to log into iReady Math and work on your lessons.
Write the secret word: "alligator" in the answer box when you have understood this message.

Complete after iReady.

Look at the two images of water below. One glass has clean water, and the other has dirty water. Think about how you use water every day. Then, answer the question below.


How would your life be different if you didn’t have clean water at home?

Look at the two images of water below. One glass has clean water, and the other has dirty water. Think about how you use water every day. Then, answer the question below.


How would your life be different if you didn’t have clean water at home?

Use this document to make your scientific observations notes.

Use this document to make your scientific observations notes.

Use this document to make your scientific observations notes.

1. Pick an everyday phase change from the list
2. Call Ms. Mejia to confirm your project topic 
3. Use ch 3 assessment slides for questions to complete your own presentation

You can copy and paste questions from my google slides to yours.

1. Pick an everyday phase change from the list
2. Call Ms. Mejia to confirm your project topic 
3. Use ch 3 assessment slides for questions to complete your own presentation

You can copy and paste questions from my google slides to yours.

What is your student number for illuminate?

If you don't know it, log into powerschool to find your student number

1. Pick an everyday phase change from the list
2. Call Ms. Mejia to confirm your project topic 
3. Use ch 3 assessment slides for questions to complete your own presentation

You can copy and paste questions from my google slides to yours.

What is your student number for illuminate?

If you don't know it, log into powerschool to find your student number

What is your student number for illuminate?

If you don't know it, log into powerschool to find your student number

A car mechanic had a sealed bucket containing a substance in a gas phase. She left the bucket outside over the weekend. When she returned, the substance had changed phase and the substance was in the liquid phase. What happened to the molecules of this substance?

A car mechanic had a sealed bucket containing a substance in a gas phase. She left the bucket outside over the weekend. When she returned, the substance had changed phase and the substance was in the liquid phase. What happened to the molecules of this substance?

An office worker find someone left him a gift—a cold can of soda to drink! But, when the office worker picked up the can, he realized it was wet. The can was covered in a thin layer of liquid. Some of the liquid was slowly dripping onto his desk.

What kind of liquid is on the officer worker’s soda can, and how did the liquid get onto the surface of the can?

An office worker find someone left him a gift—a cold can of soda to drink! But, when the office worker picked up the can, he realized it was wet. The can was covered in a thin layer of liquid. Some of the liquid was slowly dripping onto his desk.

What kind of liquid is on the officer worker’s soda can, and how did the liquid get onto the surface of the can?

Rate yourself 1-4 on each of the following topics. 1 = not confident about topic. 4 = I'm an expert at this topic.
Phase Changes
Molecule Movement
Freedom of Movement
Kinetic Energy
Molecular attraction

Rate yourself 1-4 on each of the following topics. 1 = not confident about topic. 4 = I'm an expert at this topic.
Phase Changes
Molecule Movement
Freedom of Movement
Kinetic Energy
Molecular attraction

Rate yourself 1-4 on each of the following topics. 1 = not confident about topic. 4 = I'm an expert at this topic.
Phase Changes
Molecule Movement
Freedom of Movement
Kinetic Energy
Molecular attraction

How much were you able to accomplish yesterday?
Is there anything you need help on?

How much were you able to accomplish yesterday?
Is there anything you need help on?

How much were you able to accomplish yesterday?
Is there anything you need help on?

Answer the following questions about you phase change project. If you do not have a topic and example, open the document and look through link to choose your topic and example.
1. What is your topic and example for your phase change project?
2. Do you have any questions about the project?

Answer the following questions about you phase change project. If you do not have a topic and example, open the document and look through link to choose your topic and example.
1. What is your topic and example for your phase change project?
2. Do you have any questions about the project?

Answer the following questions about you phase change project. If you do not have a topic and example, open the document and look through link to choose your topic and example.
1. What is your topic and example for your phase change project?
2. Do you have any questions about the project?

1. If you transfer energy into two solid substances, which do you think would melt first: a substance with stronger molecular attraction or a substance with weaker molecular attraction?

2. If you transfer energy out of two substances in the gas phase, which do you think would condense first: a substance with stronger molecular attraction or a substance with weaker molecular attraction?

1. If you transfer energy into two solid substances, which do you think would melt first: a substance with stronger molecular attraction or a substance with weaker molecular attraction?

2. If you transfer energy out of two substances in the gas phase, which do you think would condense first: a substance with stronger molecular attraction or a substance with weaker molecular attraction?

1. If you transfer energy into two solid substances, which do you think would melt first: a substance with stronger molecular attraction or a substance with weaker molecular attraction?

2. If you transfer energy out of two substances in the gas phase, which do you think would condense first: a substance with stronger molecular attraction or a substance with weaker molecular attraction?

The container on the right also contains magnetic marbles, but these marbles are made from much stronger magnets. This new model represents molecules that have a very strong attraction.


Do you think it will be harder to get the strong magnets to “change phase”? Explain.

The container on the right also contains magnetic marbles, but these marbles are made from much stronger magnets. This new model represents molecules that have a very strong attraction.


Do you think it will be harder to get the strong magnets to “change phase”? Explain.

Molecular attraction is a pull between molecules.
Thinking about molecular attraction, why do you think the alcohol evaporated before the water in our experiment yesterday?

Molecular attraction is a pull between molecules.
Thinking about molecular attraction, why do you think the alcohol evaporated before the water in our experiment yesterday?

Complete slide 1-8 to get materials for today's lab.
Complete the rest of the slides once you start the experiment.

Complete slide 1-8 to get materials for today's lab.
Complete the rest of the slides once you start the experiment.

Complete slide 1-8 to get materials for today's lab.
Complete the rest of the slides once you start the experiment.

Molecular attraction is a pull between molecules.
Thinking about molecular attraction, why do you think the alcohol evaporated before the water in our experiment yesterday?

Today, you will observe drops of liquid water and compare them to drops of liquid isopropanol, noting whether either liquid evaporates. Given that the energy transferred in from the air will be the same for both liquids, make a prediction about whether both drops or only one drop will evaporate within five minutes.
Explain your prediction below.

Today, you will observe drops of liquid water and compare them to drops of liquid isopropanol, noting whether either liquid evaporates. Given that the energy transferred in from the air will be the same for both liquids, make a prediction about whether both drops or only one drop will evaporate within five minutes.
Explain your prediction below.

Did the lake on Titan freeze or evaporate? How do you know?

Did the lake on Titan freeze or evaporate? How do you know?

Did the lake on Titan freeze or evaporate? How do you know?

You will have an extended time for your Do Now today:
Complete both models to explain how the lake on Titan either evaporated or froze

You will have an extended time for your Do Now today:
Complete both models to explain how the lake on Titan either evaporated or froze

You will have an extended time for your Do Now today:
Complete both models to explain how the lake on Titan either evaporated or froze

A student created the following model to explain a phase change they observed at home: A chocolate bar was placed in a hot pan. The chocolate began to flow, and it took the shape of the pan.

Look at the model:
Explain the changes you would make to the model in order to correctly show what changed the chocolate molecules’ freedom of movement.

A student created the following model to explain a phase change they observed at home: A chocolate bar was placed in a hot pan. The chocolate began to flow, and it took the shape of the pan.

Look at the model:
Explain the changes you would make to the model in order to correctly show what changed the chocolate molecules’ freedom of movement.

A student created the following model to explain a phase change they observed at home: A chocolate bar was placed in a hot pan. The chocolate began to flow, and it took the shape of the pan.

Look at the model:
Explain the changes you would make to the model in order to correctly show what changed the chocolate molecules’ freedom of movement.

Look at the chart. What are some similarities and differences you see between the 4 different water events?

Look at the chart. What are some similarities and differences you see between the 4 different water events?

Have your ideas about what happens to molecules in the liquid, solid, and gas phase changed? If so, how? What evidence supports your ideas?
If your ideas have not changed, what evidence have you found that supports your initial ideas?

Have your ideas about what happens to molecules in the liquid, solid, and gas phase changed? If so, how? What evidence supports your ideas?
If your ideas have not changed, what evidence have you found that supports your initial ideas?

Have your ideas about what happens to molecules in the liquid, solid, and gas phase changed? If so, how? What evidence supports your ideas?
If your ideas have not changed, what evidence have you found that supports your initial ideas?

How can molecules change their freedom of movement?


(If you are not sure use the simulation to figure of how you can change the molecules freedom of movement.)

How can molecules change their freedom of movement?


(If you are not sure use the simulation to figure of how you can change the molecules freedom of movement.)

How can molecules change their freedom of movement?


(If you are not sure use the simulation to figure of how you can change the molecules freedom of movement.)

What is a phase change?
What happens to molecules during a phase change?

What is a phase change?
What happens to molecules during a phase change?

What is a phase change?
What happens to molecules during a phase change?

Goal: Show how an ice pop, and the molecules it is made of, are different before and after it melts.

Ms. Mejia is hiring again !


Looking for:
Point Monitor (1): Helps Ms. Mejia keep track of points on board
Materials Monitors (2): Helps Ms. Mejia pass out material during labs/activities
Paper Monitors (2): Passes out papers or collects them
Wipe Monitors (2): Passes out wipes at the end of class
Fire Drill Deputy (1): In charge of emergency supplies during drills
Messenger (1): Helps Ms. Mejia with office runs, must be trustworthy!

If interested, please let me know which jobs you are interested in and tell me what makes you the best for the job.

Goal: Show how an ice pop, and the molecules it is made of, are different before and after it melts.

Ms. Mejia is hiring again !


Looking for:
Point Monitor (1): Helps Ms. Mejia keep track of points on board
Materials Monitors (2): Helps Ms. Mejia pass out material during labs/activities
Paper Monitors (2): Passes out papers or collects them
Wipe Monitors (2): Passes out wipes at the end of class
Fire Drill Deputy (1): In charge of emergency supplies during drills
Messenger (1): Helps Ms. Mejia with office runs, must be trustworthy!

If interested, please let me know which jobs you are interested in and tell me what makes you the best for the job.

Ms. Mejia is hiring again !


Looking for:
Point Monitor (1): Helps Ms. Mejia keep track of points on board
Materials Monitors (2): Helps Ms. Mejia pass out material during labs/activities
Paper Monitors (2): Passes out papers or collects them
Wipe Monitors (2): Passes out wipes at the end of class
Fire Drill Deputy (1): In charge of emergency supplies during drills
Messenger (1): Helps Ms. Mejia with office runs, must be trustworthy!

If interested, please let me know which jobs you are interested in and tell me what makes you the best for the job.

How do molecules move in solids? Liquids? and Gasses?

How do molecules move in solids? Liquids? and Gasses?

How do molecules move in solids? Liquids? and Gasses?

What is one thing you enjoyed doing over break?

What is one thing you enjoyed doing over break?

What is one thing you enjoyed doing over break?

Today we will be playing winter/holiday themed kahoots!
Pick the kahoot you are most interested in.

Today we will be playing winter/holiday themed kahoots!
Pick the kahoot you are most interested in.

Today we will be playing winter/holiday themed kahoots!
Pick the kahoot you are most interested in.

What is something you are looking forward to during winter break?

What is something you are looking forward to during winter break?

What is something you are looking forward to during winter break?

From your design drafts, pick the 2 strongest designs you have. You will share your findings through a google slides presentation.

From your design drafts, pick the 2 strongest designs you have. You will share your findings through a google slides presentation.

From your design drafts, pick the 2 strongest designs you have. You will share your findings through a google slides presentation.

What step are you on in completing the final project?

What step are you on in completing the final project?

What step are you on in completing the final project?

When designing your system, what is a problem you are running into?

When designing your system, what is a problem you are running into?

When designing your system, what is a problem you are running into?

Use the images to identify the plate boundaries on your map.

1. Which plate boundary is most likely to result in a tsunami?
a. Convergent
b. Divergent
c. Transform


2. Why might it be helpful to identify plates boundaries in the area?

Open google form and choose one question to focus on. Use the simulation to answer your question.

Use the images to identify the plate boundaries on your map.

Open google form and choose one question to focus on. Use the simulation to answer your question.

1. Which plate boundary is most likely to result in a tsunami?
a. Convergent
b. Divergent
c. Transform


2. Why might it be helpful to identify plates boundaries in the area?

Open google form and choose one question to focus on. Use the simulation to answer your question.

Use the images to identify the plate boundaries on your map.

1. Which plate boundary is most likely to result in a tsunami?
a. Convergent
b. Divergent
c. Transform


2. Why might it be helpful to identify plates boundaries in the area?

1. How strong does an earthquake need to be to create a tsunami?

2. Which is most likely to result in a tsunami?
a. Seafloor suddenly shifting upward
b. Seafloor suddenly shifting sideways

1. How strong does an earthquake need to be to create a tsunami?

2. Which is most likely to result in a tsunami?
a. Seafloor suddenly shifting upward
b. Seafloor suddenly shifting sideways

1. How strong does an earthquake need to be to create a tsunami?

2. Which is most likely to result in a tsunami?
a. Seafloor suddenly shifting upward
b. Seafloor suddenly shifting sideways

What causes a tsunami to start?
How are people affected by tsunamis?

We will be working on a project for the World Ocean Administration (WOA) to design a warning system that helps people in Sri Lanka, an island nation in the Indian Ocean, get to safety in the event of a tsunami.

What causes a tsunami to start?
How are people affected by tsunamis?

What causes a tsunami to start?
How are people affected by tsunamis?

We will be working on a project for the World Ocean Administration (WOA) to design a warning system that helps people in Sri Lanka, an island nation in the Indian Ocean, get to safety in the event of a tsunami.

We will be working on a project for the World Ocean Administration (WOA) to design a warning system that helps people in Sri Lanka, an island nation in the Indian Ocean, get to safety in the event of a tsunami.

Have you heard of a tsunami before?

If yes, write what you know about tsunamis.
If no, make an educated guess of what it is.

Have you heard of a tsunami before?

If yes, write what you know about tsunamis.
If no, make an educated guess of what it is.

What has to happen for a phase change to occur?
How do molecules change when phases change?

What has to happen for a phase change to occur?
How do molecules change when phases change?

What has to happen for a phase change to occur?
How do molecules change when phases change?

Yesterday, students experimented phase changes by covering a cup of hot water and noticing how it changes over time.
What phase changes did you observe? What do you think caused the water to change from liquid to gas and then back to liquid?

Yesterday, students experimented phase changes by covering a cup of hot water and noticing how it changes over time.
What phase changes did you observe? What do you think caused the water to change from liquid to gas and then back to liquid?

Yesterday, students experimented phase changes by covering a cup of hot water and noticing how it changes over time.
What phase changes did you observe? What do you think caused the water to change from liquid to gas and then back to liquid?

Liquid methane and liquid water are different, but they do have some things in common. What are some things that all liquids have in common?

Liquid methane and liquid water are different, but they do have some things in common. What are some things that all liquids have in common?

Liquid methane and liquid water are different, but they do have some things in common. What are some things that all liquids have in common?

Ms. Mejia spills water on her sweater. At first the spot is dark. A few minutes later the spot changes into a lighter color. A few more minutes the spot is gone. How do you explain this phase change?

Ms. Mejia spills water on her sweater. At first the spot is dark. A few minutes later the spot changes into a lighter color. A few more minutes the spot is gone. How do you explain this phase change?

Ms. Mejia spills water on her sweater. At first the spot is dark. A few minutes later the spot changes into a lighter color. A few more minutes the spot is gone. How do you explain this phase change?

There are three cups below. Each contains water.
What do you think is different about the water in each cup? Describe as many differences as you can in the space provided.

There are three cups below. Each contains water.
What do you think is different about the water in each cup? Describe as many differences as you can in the space provided.

There are three cups below. Each contains water.
What do you think is different about the water in each cup? Describe as many differences as you can in the space provided.

1. Rate yourself on how you think you did on the test 1-10 (10 being the best )
2. Do you think you will need to retake?

1. Rate yourself on how you think you did on the test 1-10 (10 being the best )
2. Do you think you will need to retake?

1. Rate yourself on how you think you did on the test 1-10 (10 being the best )
2. Do you think you will need to retake?

Directions: Answer the following questions with information we’ve learned so far. You can use the simulation for help.

Directions: Answer the following questions with information we’ve learned so far. You can use the simulation for help.

1. Open “Rock Unit Test Study Guide pt. 2” from yesterday
2. Scroll down to guided notes
3. When you have found the guided notes, type "polar bear" in the Do Now
4. Continue working on guided notes, Try to fill out gaps on your own
5. After Do Now we will review answers

Directions: Answer the following questions with information we’ve learned so far. You can use the simulation for help.

1. Open “Rock Unit Test Study Guide pt. 2” from yesterday
2. Scroll down to guided notes
3. When you have found the guided notes, type "polar bear" in the Do Now
4. Continue working on guided notes, Try to fill out gaps on your own
5. After Do Now we will review answers

Define the following vocabulary. You are allowed to use the internet to find definitions but you must write it in your own words.

1. Open “Rock Unit Test Study Guide pt. 2” from yesterday
2. Scroll down to guided notes
3. When you have found the guided notes, type "polar bear" in the Do Now
4. Continue working on guided notes, Try to fill out gaps on your own
5. After Do Now we will review answers

Define the following vocabulary. You are allowed to use the internet to find definitions but you must write it in your own words.

Define the following vocabulary. You are allowed to use the internet to find definitions but you must write it in your own words.

Follow the step below:
1. Open the document "Rock Unit Test Study Guide pt. 2"
2. When you have it open, reply done.
3. Work on review questions. We will do this for 15 mins.

Follow the step below:
1. Open the document "Rock Unit Test Study Guide pt. 2"
2. When you have it open, reply done.
3. Work on review questions. We will do this for 15 mins.

Follow the step below:
1. Open the document "Rock Unit Test Study Guide pt. 2"
2. When you have it open, reply done.
3. Work on review questions. We will do this for 15 mins.

Which formed first: The Rocky Mountains or the Great Plains? How do you know?

Directions: Highlight the claim you agree with. You should use the image below as evidence. Reasoning should explain why your evidence supports your claim. 

*Question: What formed first then transformed over time? The Great Plains or the Rocky Mountains?

Which formed first: The Rocky Mountains or the Great Plains? How do you know?

Directions: Highlight the claim you agree with. You should use the image below as evidence. Reasoning should explain why your evidence supports your claim. 

*Question: What formed first then transformed over time? The Great Plains or the Rocky Mountains?

Which formed first: The Rocky Mountains or the Great Plains? How do you know?

Directions: Highlight the claim you agree with. You should use the image below as evidence. Reasoning should explain why your evidence supports your claim. 

*Question: What formed first then transformed over time? The Great Plains or the Rocky Mountains?

1. If the Rocky Mountains are made of igneous rock, what did they form from?
2. If the Great Plains are made of sedimentary rock, what did they form from?

1. If the Rocky Mountains are made of igneous rock, what did they form from?
2. If the Great Plains are made of sedimentary rock, what did they form from?

1. If the Rocky Mountains are made of igneous rock, what did they form from?
2. If the Great Plains are made of sedimentary rock, what did they form from?

Students will review evidence sources, answer the Chapter 3 Question in expert groups and share information in home groups

Students will review evidence sources, answer the Chapter 3 Question in expert groups and share information in home groups

Students will review evidence sources, answer the Chapter 3 Question in expert groups and share information in home groups

Goal: Show what happened to the circled rock material as the plates moved.
Do:
Add circles to the After plate motion diagram to show where rock formation A and rock formation B are now located.
Add labels to show what energy sources rock formation A and rock formation B are now exposed to.
Press HAND IN in the Sorting Tool to see a screenshot of your completed work.

Goal: Show what happened to the circled rock material as the plates moved.
Do:
Add circles to the After plate motion diagram to show where rock formation A and rock formation B are now located.
Add labels to show what energy sources rock formation A and rock formation B are now exposed to.
Press HAND IN in the Sorting Tool to see a screenshot of your completed work.

Goal: Show what happened to the circled rock material as the plates moved.
Do:
Add circles to the After plate motion diagram to show where rock formation A and rock formation B are now located.
Add labels to show what energy sources rock formation A and rock formation B are now exposed to.
Press HAND IN in the Sorting Tool to see a screenshot of your completed work.

Thinking about yesterday’s activity...
Was your rock able to change in many different ways?
What made it change the most ?

Thinking about yesterday’s activity...
Was your rock able to change in many different ways?
What made it change the most ?

Thinking about yesterday’s activity...
Was your rock able to change in many different ways?
What made it change the most ?

Which rocks were able to change into other rocks?

Which rocks were able to change into other rocks?

Look at the list of rock processes:
Melting
Cooling
Weathering
Compaction and Cementation
Metamorphic Process
Uplift
Subduction
There are seven possible processes. How many processes do you think one rock will go through?

Look at the list of rock processes:
Melting
Cooling
Weathering
Compaction and Cementation
Metamorphic Process
Uplift
Subduction
There are seven possible processes. How many processes do you think one rock will go through?

Look at the list of rock processes:
Melting
Cooling
Weathering
Compaction and Cementation
Metamorphic Process
Uplift
Subduction
There are seven possible processes. How many processes do you think one rock will go through?

Which rocks were able to change into other rocks?

How do rock formations move between the surface and Earth’s interior? You will use the Rock Transformations Sim to observe how rock formations move.

Open the Process Mode of the Rock Transformations Simulation and complete the following:
1. Form sedimentary rock.

2. Form igneous rock.
3. Press MOVE PLATES. If needed, press UNDO in the top right corner. You can then press MOVE PLATES again and make additional observations.
What happened to the igneous and sedimentary rock formations during plate motion? Record your observations.

How do rock formations move between the surface and Earth’s interior? You will use the Rock Transformations Sim to observe how rock formations move.

Open the Process Mode of the Rock Transformations Simulation and complete the following:
1. Form sedimentary rock.

2. Form igneous rock.
3. Press MOVE PLATES. If needed, press UNDO in the top right corner. You can then press MOVE PLATES again and make additional observations.
What happened to the igneous and sedimentary rock formations during plate motion? Record your observations.

How do rock formations move between the surface and Earth’s interior? You will use the Rock Transformations Sim to observe how rock formations move.

Open the Process Mode of the Rock Transformations Simulation and complete the following:
1. Form sedimentary rock.

2. Form igneous rock.
3. Press MOVE PLATES. If needed, press UNDO in the top right corner. You can then press MOVE PLATES again and make additional observations.
What happened to the igneous and sedimentary rock formations during plate motion? Record your observations.

An email from Dr. Jackie Lewis reads:
Greetings, student geologists! You did an excellent job understanding which processes form the sediment and the magma that ended up making rock formations in the Great Plains and Rocky Mountains.

We now know the magma that formed the Rocky Mountains cooled underground. Consider this new info and consider the following questions:
How could the sediment that formed the Great Plains have come from the rock of the Rocky Mountains?
How could magma that formed the Rocky Mountains have come from the rock of the Great Plains?

An email from Dr. Jackie Lewis reads:
Greetings, student geologists! You did an excellent job understanding which processes form the sediment and the magma that ended up making rock formations in the Great Plains and Rocky Mountains.

We now know the magma that formed the Rocky Mountains cooled underground. Consider this new info and consider the following questions:
How could the sediment that formed the Great Plains have come from the rock of the Rocky Mountains?
How could magma that formed the Rocky Mountains have come from the rock of the Great Plains?

An email from Dr. Jackie Lewis reads:
Greetings, student geologists! You did an excellent job understanding which processes form the sediment and the magma that ended up making rock formations in the Great Plains and Rocky Mountains.

We now know the magma that formed the Rocky Mountains cooled underground. Consider this new info and consider the following questions:
How could the sediment that formed the Great Plains have come from the rock of the Rocky Mountains?
How could magma that formed the Rocky Mountains have come from the rock of the Great Plains?

If you need to start / finish the quiz from yesterday, reply need to finish or was absent and the find "Rocks Quiz" on google classroom and log in.

If you are done with the quiz, answer the questions below:
What must happen for igneous rock to turn into a sedimentary rock ?
What must happen for a sedimentary rock to become an igneous rock?

If you need to start / finish the quiz from yesterday, reply need to finish or was absent and the find "Rocks Quiz" on google classroom and log in.

If you are done with the quiz, answer the questions below:
What must happen for igneous rock to turn into a sedimentary rock ?
What must happen for a sedimentary rock to become an igneous rock?

Complete #1 and 2 on Amplify

Complete #1 and 2 on Amplify

Complete #1 and 2 on Amplify

Where did the magma and sediment that formed the rock of the Great Plains and the Rocky Mountains come from?
Which claim do you think is more likely to be true? Explain you choice.
Claim 1: The sediment that formed the Great Plains came from the rock of the Rocky Mountains.
Claim 2: The magma that formed the Rocky Mountains came from the rock of the Great Plains.

Complete self assessment in complete sentences.

Where did the magma and sediment that formed the rock of the Great Plains and the Rocky Mountains come from?
Which claim do you think is more likely to be true? Explain you choice.
Claim 1: The sediment that formed the Great Plains came from the rock of the Rocky Mountains.
Claim 2: The magma that formed the Rocky Mountains came from the rock of the Great Plains.