GARRETT GATES
MONDAY
8/29/11
BELL WORK
1. What is primarily
responsible for holding
water molecules
together in the liquid
state?
2. What is the term for
the dissolving medium
in a solution?
TUESDAY
8/30/11
1. During part of the
water cycle, the sun
heats up liquid water
and changes it to a gas
by the process of
____________.
AGENDA
1. Bell Work
2. Water Cycle
Notes
3. Water Cycle
Worksheet/ Lab
1. BELL WORK
2. Water Cycle
Lab
2. The process of
evaporation from plants
is called __________.
WEDNESDAY
/
THURSDAY
8/31/11 –
9/1/11
1. As water (in the form
of gas) rises higher in
the atmosphere, it
starts to cool and
become a liquid in a
process called
____________.
1. BELL WORK
2. Fish Printing
3. Set up Fish
Tanks
4. Test Review
FRIDAY
9/2/11
1. When a large
amount of water vapor
condenses, it results in
the formation of
________________.
1. BELL WORK
2. Unit 1 Test Intro
to Aquatics & Prop.
Of Water
3. Wear T-shirt for
extra points
AQUATIC SCIENCE
OBJECTIVE
“I Can”
 Examine the molecular structure
of water
 Investigate the properties of
water; explain the importance of
them to the environment.
 Investigate the importance of
surface tension on living
creatures, explain what causes it,
and give examples
“I Can”
 Identify water’s freezing & boiling
points
 Examine the molecular structure
of water
 Investigate the importance of
surface tension on living
creatures, explain what causes it,
and give examples.
“I Can”
 Recognize specific heat/heat
capacity and it’s effect on the role
of currents
 Describe the 3 states of water &
density, know the arrangement of
the molecules for each
 Demonstrate water’s ability of
being a universal solvent
“I Can”
 Model & analyze the water cycle
 Summarize the importance of the
water cycle to the health of water
systems.
August 29 – September 2, 2011
TEKS
(4) Science concepts. Students know that aquatic
environments are the product of Earth systems
interactions. The student is expected to:
(A) identify key features and characteristics of
atmospheric, geological, hydrological, and biological
systems as they relate to aquatic environments;
(4) Science concepts. Students know that aquatic
environments are the product of Earth systems
interactions. The student is expected to:
(A) identify key features and characteristics of
atmospheric, geological, hydrological, and biological
systems as they relate to aquatic environments;
(4) Science concepts. Students know that aquatic
environments are the product of Earth systems
interactions. The student is expected to:
(A) identify key features and characteristics of
atmospheric, geological, hydrological, and biological
systems as they relate to aquatic environments;
(4) Science concepts. Students know that aquatic
environments are the product of Earth systems
interactions. The student is expected to:
(A) identify key features and characteristics of
atmospheric, geological, hydrological, and biological
systems as they relate to aquatic environments;