Family Science Engagement
The CLPS Science department is invested in families and wants to provide a way for you to engage weekly with your secondary student through science. Each course will provide weekly questions, activities, or discussion topics designed for dinner conversations, while driving, or any other quality time with your student.
These topics are intended for conversation and discussion between you and your student; no answer keys will be given. However, as these topics have been covered in class and through satellite work, your student should be able to provide a comprehensive response. Based on the level of detail your student is able to provide, you can ascertain their level of mastery over the concept. For example, if your student only gives you a one-word answer or a single sentence, they may need to review the concept. We look forward to hearing how these discussions enrich your quality family time.
These topics are intended for conversation and discussion between you and your student; no answer keys will be given. However, as these topics have been covered in class and through satellite work, your student should be able to provide a comprehensive response. Based on the level of detail your student is able to provide, you can ascertain their level of mastery over the concept. For example, if your student only gives you a one-word answer or a single sentence, they may need to review the concept. We look forward to hearing how these discussions enrich your quality family time.
Earth Science |
Physical Science |
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September 14-19: Describe the optimal location and conditions for the most fertile soil. Do you think the soil around your home is well-developed/fertile soil? Why or why not?
September 21-27: Ask student about words used for describing physical and chemical changes. September 28-October 3: What is PPE and why do we use it? October 5-10: Discuss Genesis 1 and creation as a family. October 12-17: How do you identify the physical properties that are used to identify minerals? October 19-24 Biology ISeptember 28-October 3
Discuss sources of CO2 in our environment. List at least 3 sources of CO2 that contribute to our atmospheric CO2 plants are taking in to use for Photosynthesis. Next, discuss whether you think plants would be a possible solution to reducing the amount of CO2 in the atmosphere that are contributing to the greenhouse gas effect? October 5-10 Try the tennis ball cellular respiration lab experiment with a family member (or two). Have them attempt to squeez the tennis ball as many times as possible for 10 seconds each round for 3 rounds. Note their results and compare to yours from our class lab. If you don't have a tennis ball, you could try this experiment with stairs or doing wall sits. Students should explain to parents the reason behind the results of the experiment and make a connection to cellular respiration in our cells and how this process affects our muscle movement. October 12-17 October 19-24 Dual Credit Biology IISeptember 21-27: Ask your student to explain the importance of oxygen to living things- what specific reason do we breath in oxygen?
September 28-October 3: As your student the difference between binary fission and asexual reproduction through mitosis. October 5-10: What are the major differences between mitosis and meiosis? October 12-17: What are some inheritable traits you can see in your family? October 19-24: Ask your student about the steps in Transcription and Translation Ask your student what they are doing to study for the upcoming midterm exam. |
September 28-October 3 Begin by having your student explain the Law of Conservation of Energy. Then, recreate the demonstration we did in class or change it up with another object to demonstrate energy transfer. Examples include: drop a golf ball and basketball and describe why they did not both bounce back to the original height they were dropped from, you could substitute a bouncy ball and a ping pong ball, etc... October 5-10 Get the family involved in your egg drop experiment by doing one at home. Have each family member choose one material to wrap an egg in and drop from the top of a ladder or 2nd story in your home. Try to drop the egg from 2-3 different heights. Each member should explain why they believe their material will best protect the egg when it is dropped from varying distances. Have your student relate this back to the Law of Conservation of Energy and our knowledge of energy transfer. October 12-17 October 19-24 ChemistrySeptember 21-27: Ask student about words used for describing physical and chemical changes.
September 28-October 3: Ask your students about the different nuclear models throughout history. October 5-10: Ask your student about electrons and their duality as particles and waves. October 12-17: Ask your student how electrons are arranged in atom. October 19-24: Ask your student how they can distinguish between the Aufbau principle, Paulie's Exclusion Principle and Hund's Rule. Anatomy & PhysiologySeptember 21-27:
September 28-October 3 October 5-10 October 12-17 October 19-24 |
Physics
Laboratory Reports
Learning to write quality laboratory reports is a vital skill, but can also be intimidating. The Science Department is here to help through Parent Care Sessions, sample laboratory reports and rubrics. Your student can also receive help through the Writing Lab.
Mrs. MillerMrs. Hay |
Mrs. WallaceDr. MartinBelow is a sample lab report, student exemplar and the rubric I use for grading.
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