Today students finished and passed in their summative projects for the living systems unit, and we began our first earth science unit, called Earth's Systems. Students created unit covers in which they wrote down and drew all the ways they could think of to describe our planet Earth. They also created notebook flip cards for all of the vocabulary in Chapter 1, lesson 1.
The statement and questions of inquiry for this unit are as follows:
Statement of inquiry: Interactions between Earth’s systems help maintain environmental balance, and are understood through the use of models.
Inquiry questions:
Factual Question –What are Earth’s systems and how do they interact?
Conceptual Question – How can you model interactions among Earth’s systems?
Debatable Question – What can or should you change about how you interact with Earth’s systems?
Vocabulary for this unit:
Chapter 1, lesson 1:
biosphere
atmosphere
hydrosphere
cryosphere
groundwater
geosphere
mineral
rock
Chapter 1, lesson 2
water cycle
evaporation
transpiration
condensation
precipitation
weather
climate
rock cycle
uplift
Study Skills: Read chapter 1, lesson 1
The statement and questions of inquiry for this unit are as follows:
Statement of inquiry: Interactions between Earth’s systems help maintain environmental balance, and are understood through the use of models.
Inquiry questions:
Factual Question –What are Earth’s systems and how do they interact?
Conceptual Question – How can you model interactions among Earth’s systems?
Debatable Question – What can or should you change about how you interact with Earth’s systems?
Vocabulary for this unit:
Chapter 1, lesson 1:
biosphere
atmosphere
hydrosphere
cryosphere
groundwater
geosphere
mineral
rock
Chapter 1, lesson 2
water cycle
evaporation
transpiration
condensation
precipitation
weather
climate
rock cycle
uplift
Study Skills: Read chapter 1, lesson 1