Biogeochemical Systems Warm-Ups

B-Day: June 5

-bring in textbooks if you've got em!

Warm-up: Which way is north magnetically speaking on the north pole?

Objective: Students will find out how the earths poles are used in navigation.

A-Day: June 4

-bring in textbooks if you've got em!

Warm-up: Which way is north magnetically speaking on the north pole?

Objective: Students will find out how the earths poles are used in navigation.

B-Day: June 3

-bring in textbooks if you've got em!

Warm-up: Research: What is the binomial nomenclature (scientific name) of the common goldfish?

Objective: Students will practice measurement while taking readings participating in water quality analysis.

A-Day: May 24

Warm-up: Research: What is the binomial nomenclature (scientific name) of the common goldfish?

Objective: Students will practice measurement while taking readings participating in water quality analysis.

B-Day: May 21

Warm-up: Turn in Posters to Ms. Plummer in the back.

Objective: Students will explore how, when, and why animals interact with each other in nature.

B-Day: May 13 Biogeochemical Systems

• Poster Paper 35 cents

Warm-up: What are the levels of taxony? hint: K... D... etc

Objective: Students will research for their up coming project.

A-Day: May 10 Biogeochemical Systems

Warm-up: What are the levels of taxony? hint: K... D... etc

Objective: Students will research for their up coming project.

A-Day: May 8 Biogeochemical Systems

Warm-up: What is a clade? Give an example!

Objective: Students will explain how to classify things and analyze Latin roots of organisms.

B-Day: May 7 Biogeochemical Systems

Warm-up: In what ways do scientists classify things? Give your own example.

Objective: Students will explain what a phylogenic tree is. **POST GAME WORKSHEET DUE NEXT CLASS**

Ground Rules:

• No water!
• No bending up cards or throwing them; be respectful to the game itself.
• Credit awarded for: On task (following rules & Sportsmanship; no cheetahs!)

Quick Rules:

• Collecting sets - NO DOUBLES OF THE SAME CARD
• Ask again: If you ask for a SPECIFIC ANIMAL ONLY you can go again
• You can ask for a clade (grouping of animals) but you don't get to go again.
• If someone doesn't have something, they tell you to go extinct, and you draw a card!
• As soon as you lay a set down, people cannot take those cards. Sets MUST BE COMPLETE.
• You can refill your hand if you are out of cards.

A-Day: May 6 Biogeochemical Systems

Warm-up: In what ways do scientists classify things? Give your own example.

Objective: Students will explain what a phylogenic tree is. **POST GAME WORKSHEET DUE NEXT CLASS**

Ground Rules:

• No water!
• No bending up cards or throwing them; be respectful to the game itself.
• Credit awarded for: On task (following rules & Sportsmanship; no cheetahs!)

Quick Rules:

• Collecting sets - NO DOUBLES OF THE SAME CARD
• Ask again: If you ask for a SPECIFIC ANIMAL ONLY you can go again
• You can ask for a clade (grouping of animals) but you don't get to go again.
• If someone doesn't have something, they tell you to go extinct, and you draw a card!
• As soon as you lay a set down, people cannot take those cards. Sets MUST BE COMPLETE.
• You can refill your hand if you are out of cards.

B-Day: May 3 Biogeochemical Systems

Warm-up: check schoolmax for missing work. Write on warm up sheet.

Objective: Students will review grades to catch up on grades.

Complete 13.3 complete vocabulary and section assessment 1-5

Catch up any work you are missing for half credit THIS period only.

A-Day: April 12 Biogeochemical Systems

Warm-up: What is symbiosis? Is that always a positive thing?

Objective: Students will look at the inter-relatedness of an earth's biome.

B-Day: April 11 Biogeochemical Systems

Warm-up: What is symbiosis? Is that always a positive thing?

Objective: Students will look at the inter-relatedness of an earth's biome.

B-Day: April 8 Biogeochemical Systems

**turn in virtual owl pellet lab**

Warm-up: What is in an owl pellet

Objective: Students will identify carbon compounds

Complete 9.1 & 9.2 chapter assessments & vocab.

B-Day: April 5 Biogeochemical Systems

**turn in virtual owl pellet lab**

Warm-up: What relationship is found between an owl and a rodent?

Objective: Students will identify an ecological interaction between two organisms (Lab)

B-Day: March 22 Biogeo

Warm-up: Besides carbon dioxide what is another greenhouse gas?

Objective: Students will interpret how different gases affect our atmospheric temperatures.

A-Day: March 21 Biogeo

Warm-up: What is a greenhouse gas? How does it relate to the greenhouse effect??

Objective: Students will investigate the greenhouse effect and compare an open atmosphere, greenhouse with water greenhouse with carbon dioxide and greenhouse with air.

B-Day: March 20 Biogeo

Warm-up: What is a greenhouse gas? How does it relate to the greenhouse effect??

Objective: Students will investigate the greenhouse effect and compare an open atmosphere, greenhouse with water greenhouse with carbon dioxide and greenhouse with air.

A-Day: March 13 Biogeo

Warm-up: What does DRY MIX stand for? If you don't know look it up!

Objective: Students will investigate the greenhouse effect and compare an open atmosphere, greenhouse atmosphere, and an enhanced greenhouse atmosphere.

B-Day: March 12

Warm-up: What does DRY MIX stand for? If you don't know look it up!

Objective: Students will investigate the greenhouse effect and compare an open atmosphere, greenhouse atmosphere, and an enhanced greenhouse atmosphere.

A-Day: March 11 - No warm up.

B-Day: March 8

Warm-up: How far up can airplanes go (which layer of the atmosphere?)

Objective: Students will explore the vocabulary and ideas behind the greenhouse effect.

A-Day: March 7

(2A/5A) Warm-up: How far up can airplanes go (which layer of the atmosphere?)

(2A/5A) Objective: Students will explore the vocabulary and ideas behind the greenhouse effect.

A-Day: March 5

Warm-up: What is the special layer found within the thermosphere responsible for the aroras appear in called?

Objective: Students will relate the atmosphere to previous spheres we learned (lithosphere, hydrosphere ) and carbon.

A-Day: March 1

(2A only) Warm-up: Which part of the atmosphere was responsible for today's 2-hour delay?

(2A only) Objective: Students will determine where different objects are located in the atmosphere via graphing.

B-Day: February 28

HOMEWORK TONIGHT! (see below)

Warm-up: Which part of the atmosphere do we live in?

Objective: Students will explain what happens in each of the earth's atmosphere.

Homework: Complete "Amazing Science Facts" section at the end of the notes!

Today: complete notes & Finish graphing!

A-Day: February 27

NEW WARM UP SHEET TODAY!

Warm-up: What are some different layers of the atmosphere?

Objective: Students will explore how the earth's atmosphere is divided up into layers.

B-Day: February 26

NEW WARM UP SHEET TODAY!

Warm-up: What is a chloroplast?

Objective: Students will explore how the earth's atmosphere is divided up into layers.

A-Day: February 25

Warm-up: What is a chloroplast?

Objective: Students will finish their FAST Tests

A-Day January 25

Warm-up: What part of the plant cell does photosynthesis happen in?

Objective: Students will examine how photosynthesis works.

A-Day January 23, 2019!

Warm-up: What is the equation for photosynthesis? (what goes in and out?)

Objective: Students will examine how photosynthesis works.

B-Day January 11, 2019!

parts of the atom (atomic structure virtual tutorial link)

Warm-up: If protons (+), neutrons (no charge), and electrons are found in atoms, which two parts must be equal for an atom to be neutral in charge (and thus nonreactive?)

Objective: Students will construct a model of an atom and give details about an element.

A-Day January 10, 2019!

Warm-up: What is photosynthesis?

Objective: Students will explore the world of amazing plants.

B-Day January 9, 2019!

Our Class: Please sit in the front in your proper seat - thank you.

Warm-up: What are the masses (weights) of protons, neutrons and electrons? How does this compare with their relative charges?

Objective: Students will explore the world of amazing plants.

A-Day January 8, 2019!

Warm-up: What are the masses (weights) of protons, neutrons and electrons? How does this compare with their relative charges?

Objective: Students will construct a model of an atom and give details about an element.

B-Day January 7, 2019!

parts of the atom (atomic structure virtual tutorial link)

Warm-up: List in order of small to large: atoms or molecules, cells?

Objective: Students will identify the size, charge and location of subatomic particles.

A-Day January 4, 2019!

parts of the atom (atomic structure virtual tutorial link)

Warm-up: List in order of small to large: atoms or molecules, cells?

Objective: Students will identify the size, charge and location of subatomic particles.

B-Day January 3, 2019! Happy New Year!

Warm-up: What are subatomic particles?

Objective: Students will classify matter and mixtures as homogeneous, heterogeneous, colloid, suspension, or emulsions.

A-Day January 2, 2019! Happy New Year!

Warm-up: What area subatomic particles?

Objective: Students will define the parts of the atom

B-Day December 21

Warm-up: What is the difference between a molecule and a compound?

Objective: Students will examine water chemistry. 1B answer the questions below:

Post Lab use the diagram at the end and the information for safe ranges below to help answer your questions:

• Safe Ranges: pH: 7.2-7.6 Ammonia: 0-0.25ppm Nitrite: 0 ppm Nitrate: 0-50 ppm Increased Ammonia, Nitrite, & Nitrates will drive up the pH. Additional factors that could drive up the pH are: CO₂ & excess food.

Indicators/Behavior of sick fish:

Visible slime. Isolated goldfish resting on the bottom of the tank. Fish slowly swimming in place. Red streaks in fins. White cottony spots

1) Were any of your readings from your samples out of the safe range? Which ones?

2) Using the chart below draw the folowing molecules and label them (blue is nitrogen, red is oxygen, white represent hydrogen atoms).

Ammonia, Nitrate, Nitrite,

3) For each of the above molecules explain where they are coming from in a fish tank

4) Is the water in the fish tank a pure substance or a mixture? Explain your reasoning for credit.

5) Is the solution in the indicator bottle likely a pure substance or a mixture? Explain your reasoning for credit.

A-Day December 20

Warm-up: What is the difference between a molecule and a compound?

Objective: Students will examine water chemistry. 1A, 5A answer the questions below:

Post Lab use the diagram at the end and the information for safe ranges below to help answer your questions:

• Safe Ranges: pH: 7.2-7.6 Ammonia: 0-0.25ppm Nitrite: 0 ppm Nitrate: 0-50 ppm Increased Ammonia, Nitrite, & Nitrates will drive up the pH. Additional factors that could drive up the pH are: CO₂ & excess food.

Indicators/Behavior of sick fish:

Visible slime. Isolated goldfish resting on the bottom of the tank. Fish slowly swimming in place. Red streaks in fins. White cottony spots

1) Were any of your readings from your samples out of the safe range? Which ones?

2) Using the chart below draw the folowing molecules and label them (blue is nitrogen, red is oxygen, white represent hydrogen atoms).

Ammonia, Nitrate, Nitrite,

3) For each of the above molecules explain where they are coming from in a fish tank

4) Is the water in the fish tank a pure substance or a mixture? Explain your reasoning for credit.

5) Is the solution in the indicator bottle likely a pure substance or a mixture? Explain your reasoning for credit.

A-day- October 24th:

Warm-up : Why isn't the 'big bang' a great name for how our universe started?

Objective: Students will explore how our solar system is composed.

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B-day- October 23rd:

Warm-up: What is "reading to get the gist"?

Objective: Students will explore the big bang theory

A-day- October 22nd:

Warm-up: What "sphere" has to do with oceans and lakes?

Objective: Students will explore the universe within the context of the big bang.

B-day- October 19th:

Warm-up : Why isn't the 'big bang' a great name for how our universe started?

Objective: Students will explore the universe within the context of the big bang.

A-day- October 18th:

Warm-up: What does Litho mean?

Objective: Students will explain how matter cycles through the different earth systems (test).

-Finish all work from this unit and turn in today! Last chance.

B-day- October 17th:

Warm-up: What "sphere" has to do with oceans and lakes?

Objective: Students will explore the universe within the context of the big bang.

A-day- October 16th:

Warm-up: What is the largest reservoir (source) of carbon on earth?

Objective: Students will review materials for the test (next class, 5/18)

B-day- October 15th:

Warm-up: What does Litho mean?

Objective: Students will explain how matter cycles through the different earth systems (test).

-Finish all work from this unit and turn in today! Last chance.

A-day- October 12th:

Warm-up: What is the difference between a source and process?

Objective: Students will examine the carbon cycle through simulation and survey how carbon moves through a system to determine the relative sizes of carbon sources.

B-day- October 11th:

Warm-up: What is the largest reservoir (source) of carbon on earth?

Objective: Students will review materials for the test (next class, 5/15)

A-day October 10th: PSAT day, no class.

B-day- October 9th:

Warm-up: What is the difference between a source and process?

Objective: Students will examine the carbon cycle through simulation and survey how carbon moves through a system to determine the relative sizes of carbon sources.

A-day- October 8th:

Warm-up - What is the name of the "sphere" within the geosphere that contains the tectonic plates.

Objective - Students will make predictions and observe how solar energy affects molecules on earth.

Draw the earth's layers (and color them) Inner Core, Outer Core, Mantle, Crust, Lithosphere, Asthenosphere

Label each layer and include: 1) Consistency / state of matter 2) how deep the layer is 3) composition what elements are in it?

B-day- October 5th:

Warm-up - What is the name of the "sphere" within the geosphere that contains the tectonic plates.

Objective - Students will make predictions and observe how solar energy affects molecules on earth.

Draw the earth's layers (and color them) Inner Core, Outer Core, Mantle, Crust, Lithosphere, Asthenosphere

Label each layer and include: 1) Consistency / state of matter 2) how deep the layer is 3) composition what elements are in it?

A-day- October 4th:

Warm-up - What is a water table?

Objective - Students will track how carbon cycles through the earths' system.

B-day- October 3rd:

Warm-up - What is a water table?

Objective - Students will track how carbon cycles through the earths' system.

B-day- September 27th:

Warm-up - Give 3 ways that energy cycles through the earth besides this example: Tidal energy.

Objective - Students will read and identify key components in the cycling of matter through the earth's different 'spheres' Today: Carbon Cycle

1A:Classwork: Finish Water Cycle diagram and Carbon Cycle diagram

2A: Notes + Start Water Cycle Diagram.

Carbon Cycle Diagram:

Classwork: Draw the water cycle on a large sheet & Define terms included. Terms to include:

• Things: Cloud Particles, Water vapor, Surface Runoff, groundwater (water table), Ocean, Glacier, Snow melt
• Processes: Precipitation, Evaporation, Transpiration , Condensation

A-day- September 26th:

Warm-up - What are the different 'spheres' of the earth we are studying?

Objective - Students will read and identify key components in the cycling of matter through the earth's different 'spheres'

Classwork: Draw the water cycle on a large sheet & Define terms included. Terms to include:

• Things: Cloud Particles, Water vapor, Surface Runoff, groundwater (water table), Ocean, Glacier, Snow melt
• Processes: Precipitation, Evaporation, Transpiration , Condensation

B-day- September 25th:

Warm-up - Give the different planets in our solar system

Objective - Students will read and identify key components in studying earth and Space.

Classwork: Draw the water cycle on a large sheet. Include:

• Things: Cloud Particles, Water vapor, Surface Runoff, groundwater (water table), Ocean, Glacier, Snow melt
• Processes: Precipitation, Evaporation, Transpiration , Condensation

A-day- September 24th:

Warm-up - Give the different planets in our solar system

Objective - Students will read and identify key components in studying earth and Space (1.2)

Classwork: Outline section 1.2 in earth and space book

Write 2 sentences summarizing each heading/subheading in your own words.

A-day- September 18th:

Warm-up - Where is the spine of the book? What is its purpose?

Objective - Students will read and identify key components in studying earth and Space (1.1)

2A Receive Seat assignments today!

A-day- September 14th:

Warm-up - What were some of the topics from the pre-test? (give 2 you remember)

Objective - Students will navigate through their new earth and space books.

A-day- September 12th:

*turn in your survey guides up front on the fish tank in the first 2 minutes*

Warm-up - What is biology? What is chemistry?

Objective - Students will survey what they already know and preview up coming information in this course.

B-day- September 11th:

*turn in your survey guides up front on the fish tank in the first 2 minutes*

Warm-up - What is biology? What is chemistry?

Objective - Students will survey what they already know and preview up coming information in this course.

A-day September 10th:

Warm-up:

What is a system?

Objective:

Students will explore one of their 2 take home textbooks (HMH Biology).

B-day September 7th:

Warm-up:

What is a system?

Objective:

Students will explore one of their 2 take home textbooks (HMH Biology).