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 October 5-10 October 12-17 October 19-24 Biology ISeptember 14-19: Discuss what foods we eat on a regular basis contain one or more of the 4 macromolecules needed for life processes. The four macromolecules being Lipids, Carbohydrates, Proteins, Nucleic Acids. Then discuss with your student what atoms make up each of these macromolecules.
September 21-27: September 28-October 3 October 5-10 October 12-17 October 19-24 |
September 21-27: Ask student about words used for describing physical and chemical changes.
September 28-October 3 October 5-10 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 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 some inheritable traits you can see in your family? October 12-17: Ask your student about the steps in Transcription and Translation October 19-24: Ask your student what they are doing to study for the upcoming midterm exam. |
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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