Absent Student Resource/Lessons

The Lessons webpage provides a detailed outline of everything that was accomplished in class each day. This is where you should go to find out what work you need to make-up when you have been absent. It is also a good place to go to remember which textbook pages/materials were used in class.

*Extra copies of all assignments will be available in the "While You Were Out" file crate in our classroom.  You can also print a copy of the assignment from the "Today's Lesson Materials" tab on this website.

I WAS ABSENT...what do I do?
- Check to see what you missed below.
- Look at "Vocabulary" tab, and add vocabulary that you missed to your binder.
- Look at "Homework" tab.
- Print available worksheets from "Today's Lesson Materials" tab, or plan to pick them up when you return to class.
- Do ANYTHING that we did in class that you are able to do at home. The more you do on your own, the more prepared you'll be when you return.  :-)


Friday, 2/12/2016
Review for Common Assessment.  Students worked with their shoulder partner to make a free-form concept map including some or all of the topics covered in the common assessment.  This was a way for them to review by learning from their process.  Focus was on the process, not the product.

Thursday, 2/11/2016
CP: Describe the effect of termperature on the rate of a chemical reaction.
LP: "in the lab, the warm reactant reacted (faster/slower) than the cold reactants because ____."
ATT: Work with tablemates to complete the lab "The effect of temperature on reaction rate" and answer analysis questions.
Today in class...
We checked yesterday's catalyst lab answers as a class (AK available under "Today's Lesson Materials").  Then students performed a lab where they were seeing how the same reaction reacted at a different rate depending on whether it was in hot or cold water.  Students also observed the formation of a precipitate in this chemical reaction.  Students should complete analysis questions for homework.

Wednesday, 2/10/2016
CP: Describe how a catalyst affects a chemical reaction.
LP: "In the lab, the reaction of sample # ____ happened (more quickly/more slowly) than the reaction in sample # ___, because___."
ATT: Work with tablemates to complete the lab "Can you speed up a reaction?" and answer analysis questions.
Today in class...We checked the chapter 11, lesson 3 notes from yesterday.  Students made corrections on their papers in pen.  Then we completed the catalyst lab using hydrogen peroxide with potato, with yeast and alone, comparing the reaction rates and describing why.  Answer key for notes in "Today's Lesson Materials".

Tuesday, 2/9/2016
CP: Explore why chemical reactions always involve a change in energy.
LP: Use scientific vocabulary while describing chemical equations: thermal energy, heat, produce, absorb, etc.

ATT: Work with tablemates to complete chapter 11, lesson 3 notes, using guided notes.
Today in class...Students checked their balancing equation activity and asked questions.  We discussed the answers and results to yesterday's lab.  Students then read pgs. 400-404, highlighted important information then worked to complete the note-taking guide.  Complete for HW.

Monday, 2/8/2016
CP: Explore why chemical reactions always involve a change in energy.
LP:  Use scientific vocabulary while describing chemical equations: thermal energy, heat, produce, absorb, etc.
ATT: Work with tablemates to complete the inquiry lab "How is thermal energy involved in chemical reactions?"
Today in class...Students worked on a lab where they caused and observed two different chemical reactions - one that increased in temperature and one that decreased in temperature.  Students collected data and wrote down their observations.  They then answered questions relating to the lab on their lab paper.  Students were instructed to complete their balancing equations independent practice when they were done.  We will check both of these together in class tomorrow.

Friday, 2/5/2016
Balancing Chemical Equations: Complete Thursday's hands-on compound models and equations.  Work on independent practice.

Thursday, 2/4/2016
CP: Explain the Law of Conservation of Mass and be able to demonstrate it using coefficients.
LP: Use the following sentence frame: "In the reaction _____, the number of atoms of each reactant are also present in the product because ______."
ATT: Work with shoulder partner to build models of chemical equations and then write the equations using coefficients to balance them.
Today in class...
Students were given marshmallows and toothpicks, along with a list of unbalanced chemical equations.  Students built the models of the equations, then added more compounds as needed to balance it.  Students used their model to correct the unbalanced equation.  Mrs. M. checked off each equation as it was finished on the students' papers to make sure all were understanding.


Wednesday, 2/3/2016
Today in class...Students had 10 minutes to complete yesterday's lab questions.  Then, we checked all the answers as a class.  Students were instructed to be sure and have answers in complete sentences.  Example answers were provided in class.  Answer key to lab is posted in Today's Lesson Materials.  Students watched a TedEd video about Conservation of Mass.  Then students completed an open-note quiz over the Chemical Change foldable notes. Last, Mrs. M. modeled the process of balancing chemical equations using circles for atoms to model the changes.

Tuesday, 2/2/2016
Today in class...Students completed a practice entrance slip where they were counting atoms in chemical equations. We checked as a whole class.  Then, we checked over the conservation of mass portion of the chapter 11, lesson 1 foldable that was started last week.  Students then completed a conservation of mass lab involving alka seltzer reacting with water in a closed container and in an open container.  Students compared masses and related the results to the law of conservation of mass.  We will have 10 minutes at the beginning of class Wednesday to complete the lab questions.

Monday, 2/1/2016
CP: Explain the Law of Conservation of Mass and be able to demonstrate it using coefficients.
LP: Use the following sentence frame: "In the reaction _____, the number of atoms of each reactant are also present in the product because ______."
ATT: Work with tablemates to complete chapter 11, lesson 1 foldable Cornell notes, questions and summary.
Today in class...Students witnessed a demo where Mrs. M. explained the chemistry behind why a candle flame burns, as an example of conservation of mass.  Students then read the Conservation of mass section of chapter 11, lesson 1, highlighted and wrote notes, note questions and a summary in their foldables from last week...complete for HW.

Friday, 1/29/2016
Today in class...Students turned in their foldable for HW credit.  Took VQ #19.  We checked the foldable notes as a class, highlighting what we have the same and adding in pen what the students were missing.  We watched a video clip demonstrating a precipitate that resulted from a chemical reaction as well as a TedEd video clip demonstrating the chemical changes involved in baking cookies.  Students ended class by working on an independent practice page - due Monday if not finished in class.

Thursday, 1/28/2016
Continued from Wednesday
Today in class...Students completed their foldable notes for chapter 11, lesson 1 and began working on note questions and summary.

Wednesday, 1/27/2016
CP: Describe what happens during chemical reactions.
LP: Use scientific vocabulary to represent and describe chemical reactions, (reactant, product, endothermic, exothermic, chemical equation, etc.)
ATT: Work with tablemates to complete note-taking foldable about "Understanding Chemical Equations", Chapter 11, lesson 1.
Today in class...Students read chapter 11, lesson 1 individually.  Then, in groups, the students highlighted on the computer important information from the text that they agreed should be included in notes.  Then, students wrote down the notes according to the foldable directions.  Students will complete note-taking Thursday.

Tuesday, 1/26/2016
Continued from Monday...
Today in class...Students continued their Benchmark test review game.  Then, students took the county Benchmark Test.  There are topics on the test we have not covered yet, so a good score was 70% or higher.  These scores will not be calculated in the quarter average for your student's grades.

Monday, 1/25/2016
CP: Identify and review physical and chemical properties and physical and chemical changes.
LP: Use the following sentence frame when reviewing physical and chemical properties and changes: "_______ is a (physical property, chemical property, physical change, chemical change) of matter.  An example in the splints and gases lab was _____"
ATT: Work with tablemates to review physical and chemical properties and changes through discussion of the splints and gases lab and the SNakes and Ladders game.
Today in class...Students checked their lab from Thursday and fixed any incorrect answers.  WE discussed the chemical formulas that were demonstrated in the Splints and gases lab.  Students then reviewed for tomorrow's benchmark test over properties and changes of matter.


Thursday, 1/21/2016
Splints and Gases Lab demonstrating physical and chemical properties and changes.  Students identify physical and chemical properties and changes while performing the chemical reactions.

Wednesday, 1/20/2016
Chapter 10 formative assessment - Students spent about 10 minutes before the assessment doing a couple of review diagrams of covalent and ionic bonds.

Tuesday, 1/19/2016
CP: Demonstrate an understanding of electrons, covalent bonding, ionic bonding, metallic bonding and the resulting compounds that form.
LP: Use scientific vocabulary when describing ionic bonds (ex. ion, ionic bond, metallic bond, etc.)
ATT: Work with tablemates to review for tomorrow's formative assessment using individual response boards and flipchart review.
Today in class...Students checked their homework with the answer key and we discussed the concepts.  Then, students worked with their tables and the provided flipchart.  Students answered ch. 10 questions individually, shared with group, then uncovered answer.  Students were instructed to write down any topics or questions that they had trouble with for additional study time tonight.  Also, students were encouraged to ask clarifying questions (like any other day ;-)).

Monday, 1/18/2016
No School - Martin Luther King, Jr. Day

Friday, 1/15/2016
CP: Apply rules for ionic bonding to create chemical formulas and compound names for ionic compounds.
LP: Use scientific vocabulary as you work with classmates to form ionic bonds (ex. ion, ionic bond, oxidation number, valence electrons, etc.)
ATT: Work with classmates to complete "Bond with a Classmate" ionic bonding activity.
Today in class: Students completed checking ionic bonds that they worked on yesterday with their tablemates.  We also practiced a few more covalent bonds.  Then, students became ions and had to figure out how to bond with other classmates based on their oxidation numbers, then write down the chemical formulas.  HW due Tuesday.

Thursday, 1/14/2016
Continued from Wednesday...Students completed ionic bonds, then learned the rules to name the compounds.  Then, students used their newly acquired skills to find the chemical formulas of more ionic bonds, without using the dot diagrams...only using oxidation numbers.

Wednesday, 1/13/2016
ATT: Work with tablemates to create models of ionic bonds and write their chemical formulas
Today in class...Students checked their answers to ch. 10, lesson 3 outline about ionic and metallic bonds.  We discussed the characteristics of compounds formed each way.  Then, Mrs. M. modeled how to draw an ionic bond, making sure to balance out the charges of the ions.  Students began practicing at their tables and will finish tomorrow.

Tuesday, 1/12/2016
CP: Describe the movement of electrons during ionic and metallic bonding.
LP: Use scientific vocabulary when describing ionic bonds (ex. ion, ionic bond, metallic bond)
ATT: Work with tablemates to read and highlight chapter 10, lesson 3 and complete the lesson outline about Ionic Bonds and Metallic Bonds.
Today in class...Students completed an entrance slip about covalent bonds and we checked it as a group.  We then discussed a few more covalent bonds.  Students then began reading the textbook, ch. 10, lesson 3 about ionic and metallic bonds.  They worked together to complete a lesson outline.

Monday, 1/11/2016
Continued from Friday, practicing formulas, dot diagrams and bonding models for covalent bonds

Friday, 1/8/2016
Continued From Thursday. VQ #16 and Extra VQ

Thursday, 1/7/2016
CP: Explain the relationship between formulas for chemical compounds and the number of atoms of each element that is represented.
LP: Use scientific vocabulary when counting atoms (ex. atoms, chemical formula, subscript, element symbol, periodic table).
ATT: Work with shoulder partner to create diagrams of covalent bonds.
Today in class...Students checked their lesson outlines.  We spent quite a bit of time discussing these topics and explaining the topic of covalent bonds.  Students began the process of building covalent bonds after some teacher modeling of the process.  To be continued on Friday.

Wednesday, 1/6/2016
CP: Explain the relationship between formulas for chemical compounds and the number of atoms of each element that is represented.
LP: Use scientific vocabulary when counting atoms (ex. atoms, chemical formula, subscript, element symbol, periodic table).
ATT: Work with tablemates to complete Read-Discuss-Highlight and Write Lesson Outline for chapter 10, lesson 2.
Today in class...
Students checked their atom counting practice and asked questions.  Then, students read chapter 10, lesson 2 about compounds and covalent bonds among atoms.  Students completed a lesson outline about the topics.  

Tuesday, 1/5/2016
CP: Explain the relationship between forumulas for chemical compounds and the number of atoms of each element that is represented.
LP: Use scientific vocabulary when counting atoms (ex. atoms, chemical formula, subscript, element symbol, periodic table).

ATT: Work with tablemates to complete Read-Discuss-Highlight and Write notes and atom counting practice.
Today in class...Students read pg. 358 (Chemical Formulas and Molecular Models) with their groups and highlighted important information.  Then groups wrote Cornell Notes on that page, including 2 note questions.  Students then completed an atom counting exercise in their groups.  All information was discussed and checked during class.  See Flipchart under "Today's Lesson Materials" to make up missed work.

Monday, 1/4/2016
CP: Explain the relationship between forumulas for chemical compounds and the number of atoms of each element that is represented.
LP: Use scientific vocabulary when counting atoms (ex. atoms, chemical formula, subscript, element symbol, periodic table).
ATT: Work with tablemates to review valence electrons, using flipchart activities.
Today in class...Students spent time reviewing electron dot diagrams and valence electrons.  Students filled in a periodic table using just dot diagrams to show the relationship between where the elements are located on the periodic table and their number of valence electrons.  Students then practiced Bohr diagrams and dot diagrams with their tablemates using their provided flipchart.  


Friday, 12/18/2015

Students tested their balloon rockets in the classroom with Mrs. Swick's students.  It was a fun competition followed by hot chocolate and cookies!

Thursday, 12/17/2015
Creative Problem Solving.  Students designed and created a balloon rocket with their shoulder partners, utilizing their knowledge of forces.

Wednesday, 12/16/2015
Continued From Tuesday...
Students completed the scientific method practice with Mrs. Swick's classes.  We completed the scientific method questions, then collaborated with other students who had read the same article.  Then, students shared their specific articles with other classmates that had not read the same article.  It was an excellent way to review scientific method.  Expect more activities similar to this one in the second half of the school year!

Tuesday, 12/15/2015
CP: Analyze science news articles in order to identify the steps of the scientific method.
LP: Use the following sentence frames for the scientific method: "If (IV), then (DV), because (background info.)."  "The data do/do not support eht hypothesis, which states '___.'  The data tat support this conclusion include ___."
ATT: Work with a partner to read a provided science article and identify the steps of the scientific method within the findings.
Today in class...Students checked HW answers as a whole class and answered questions.  Students then completed a graded entrance ticket about valence electrons and dot diagrams.  We then partnered up with Mrs. Swick's class to read articles about science research and complete a scientific method worksheet identifying the parts.

Monday, 12/14/2015
CP: Utilize valence electrons and follw the steps to draw electron dot diagrams for elements on the periodic table.
LP: Use the following sentence frame in conversation and written work: "_(element name)__ has ___ valence electrons.  I know this because ____.  I know it is a (stable/unstable) atom and can form ____ chemical bond(s) because _____."
ATT: Work with shoulder partner to review/discuss electron dot diagrams for elements and complete sentence frames.
Today in class...Students watched a video clip reviewing electron configuration in the "Bohr model".  Then students practiced drawing the Bohr model and the Lewis Dot Structure of the electrons in the elements, first independently, then with their groups.  Students then completed the sentence frame for one of the elements in their groups.  Students were given 5-10 minutes to start their homework in class.

Friday, 12/11/2015
Vocabulary Quiz #14.  Check over Cornell notes as a class and discussed important points.  Students shared exemplar questions and summaries with the class.  Mrs. Mocherman modeled the correct way to complete an electron (Lewis) dot diagram.  Then, groups practiced on their computers as a group.  More practice on dot diagrams coming on Monday.

Thursday, 12/10/2015
Continued from Wednesday.  Complete Cornell notes, questions and summary for chapter 10, lesson 1

Wednesday, 12/9/2015
CP: Explain the relationship between the number of valence electrons in an atom and the atom's ability to bond with other atoms.
LP: Use scientific vocabulary when describing atomic bonding (ex. valence electron, reactivity, electron dot diagram, chemical bond, noble gas, etc.)
ATT: Work with tablemates to gather and interpret information to be included in the "Electron & Energy Levels" Cornell notes using "Read, Discuss, Highlight, Write."
Today in class...Students began chapter 10 about bonding elements.  Students read aloud, highlighted on the online textbook and took Cornell notes about electrons and their energy levels.  We will finish the notes, note questions and summary in class tomorrow.

Tuesday, 12/8/2015
Periodic Table Formative Assessment

Monday, 12/7/2015
Review for periodic table quiz.  Students complete sorting activities and review concepts. Common Assessments were returned.  Students were given an opportunity to look at questions to review missed ones and ask questions.

Friday, 12/4/2015
Team Building Activities with Mrs. Watson

Thursday, 12/3/2015
CP: Determine the identities of specific elements by connecting their properties with theri location on the periodic table.
LP: Use scientific vocabulary when creating your poster project: element, period group, family, charge, ion, atomic number, atomic mass, metal, metalloid, nonmetal, solid, liquid, gas, etc.
ATT: Work with shoulder partner to complete the alien periodic table by placing the "alien" elements in their proper locations on the periodic table, based on their properties. 
Today in class...Students took VQ #13,  then watched the "Metals" BrainPop.  Students then used their knowledge of the properties of the periodic table to identify alien elements on the periodic table, using just their physical and chemical properties.

Wednesday, 12/2/2015
Continued from Tuesday...
Today in class...Students checked their notes (graphic organizers) on metals, nonmetals and metalloids and made corrections as a class. Then, students participated in a "walkabout" as they went from table to table looking at the element "Wanted" posters of other teammates, using the periodic table to figure out the element name.

Tuesday, 12/1/2015
Continued from Monday.
Today in class...Students completed their Element "Wanted" poster and turned in.  Students then had some time to work on the metals, nonmetals and metalloids graphic organizer notes.  Notes need to be completed for HW.

Monday, 11/30/2015
CP: Determine the identities of specific elements by connecting their properties with theri location on the periodic table.
LP: Use sceintific vocabulary when creating your poster project: element, period group, family, charge, ion, atomic number, atomic mass, metal, metalloid, nonmetal, solid, liquid, gas, etc.
ATT: Work with shoulder partner to complete the Element "Wanted" Poster project by investigating one element on the periodic table and its properties.
Today in class...Students came back to their element wanted poster, finished their plan , then started the poster with their partners.  Students who need more time will complete tomorrow in class.


Tuesday, 11/24/2015
CP: Define and describe metals, metalloids and nonmetals as they relate to their location on the periodic table of elements.
LP: Use appropriate scientific vocabulary (metal, metalloid, nonmetal, periodic table, etc.)
ATT: Work with tablemates to complete review worksheet on matals metalloids and nonmetals, using textbook chapter 9, lessons 2 & 3.
Today in class...
Students watched a 20 minute video about how elements are used in everyday life.  Then, students returned to a previous assignment and re-read the text to review information about metals, nonmetals and metalloids.  This assignment is NOT HW if not completed in class.  Students will complete in class after Thanksgiving if they do not finish Tuesday.  Happy Thanksgiving!

Monday, 11/23/2015
Common Assessment - scientific method, properties of matter, changes in matter, atomic theory, atoms

Friday, 11/20/2015
Continued from Thursday.  Today we continued our review for Monday's Common Assessment by playing a friendly game of "Snakes and Ladders".  Students answered review questions correctly for a chance to roll the dice.  It was a lot of fun!

Thursday, 11/19/2015
CP: Recall steps of the scientific method, proeprties & changes of matter, and atoms.
LP: Use scientific vocabulary when reviewing information.
ATT: Work with tablemates to read and answer review questions, share responses and compare answers with answer key in preparation for the Common Assessment.
Today in class...Students worked on a Send a Problem review where they answered questions at the tables individually, then discussed with their group, then revealed the correct answer.  Then, students were to write down topics that they were not able to answer correctly.  This paper should be another tool used in studying for Monday's common assessment.  Flipcharts with questions are in "Today's Lesson Materials."

Wednesday, 11/18/2015
CP: Determine the identities of specific elements by connecting their properties with theri location on the periodic table.
LP: Use sceintific vocabulary when creating your poster project: element, period group, family, charge, ion, atomic number, atomic mass, metal, metalloid, nonmetal, solid, liquid, gas, etc.
ATT: Work with shoulder partner to complete the Element "Wanted" Poster project by investigating one element on the periodic table and its properties.
Today in class...Students completed a periodic table entrance ticket, in order for me to evaluate how everyone is doing with the properties of the periodic table.  Then, I explained the Element "Wanted" poster project and assigned elements to shoulder partner pairs.  Students started collecting information.  We will complete this project at a later date.


Tuesday, 11/17/2015

CP: Describe the properties of Metals, nonmetals, and metalloids
LP: Complete the following sentence frames:
"The properties of metals are ____."
"The properties of nonmetals are ___."
"The properties of metalloids are ___."
ATT: Work with shoulder partner to read about metals, metalloids and nonmetals, then complete graphic organizer notes.
Today in class...
Students were challenged to identify properties of an element using just the location on the periodic table. We shared as a class and discussed how to figure out the properties.  Then, students worked with their shoulder partners to read pgs. 319-323, 327-332, highlighted important information, then filled in provided graphic organizers.  Complete for HW.

Monday, 11/16/2015
CP: Describe the properties of Metals, nonmetals, and metalloids
LP: Complete the following sentence frames:
"The properties of metals are ____."
"The properties of nonmetals are ___."
"The properties of metalloids are ___."
ATT: Work with shoulder partner to complete the "Organization of the Periodic Table" coloring activity.
Today in class...Students checked their ch. 9, lesson 1 notes from Friday by highlighting what we both have and writing in pen what I have in my notes but they did not.  Students then followed directions to completely color and label their own periodic table for their notebooks. 

Friday, 11/13/2015
CP: Describe the history and current day model of the periodic table of elements.
LP: Use scientific vocabulary when describing the periodic table of elements (ex. periodic table, group, period, metal, nonmetal, metalloid)
ATT: Work with tablemates to read ch. 9 lesson 1 about the periodic table using the "Read, Discuss, Highlight, Write" method.  Then, complete notes in teh foldable.
Today in class: Students took VQ #11 and received the atoms assessment back from Monday.  Reflections (optional) are due next Friday.  Students then read about and wrote notes on the periodic table from the textbook.  To be completed for HW.

Thursday, 11/12/2015
Continuation from Wednesday...Students completed the inquiry activity with the periodic table and checked/discussed as a class.  We watched a video clip about Mendeleev and began our foldable for tomorrow's notes.

Wednesday, 11/11/2015
CP: Explain how an atom's structure is related to its position on the periodic table.
LP: Use the following sentence frames:
"The properties of eleemtns in teh same group are ___ as you progress from top to bottom."
"The properties of elements in the same period _____ as you progress from left to right."
ATT: Work with tablemates to complete the rign and dot sort and to complete the Periodic Table VIrtual Investigation.
Today in class...Students participated in some inquirty activities about the periodic table.

Tuesday, 11/10/2015
Atoms Formative Assessment

Monday, 11/9/2015
CP: Review concepts of atomic theory, atomic structure and radioactivity.
LP Use scientific vocabulary in conversation and written work (ex. proton, neutron, electron, isotope, charge, ion, nucleus, etc.)
ATT: Work with tablemates to complete the formative assessment review flipchart.
Today in class...
Students took the district physical science benchmark test (Not a class grade). Students then reviewed independently, then with tablemates for tomorrow's formative assessment over atomic theory, atoms, ions, isotopes and radioactivity.  They used the provided flipchart with questions and answers, Brainpop videos, etc.

Friday, 11/6/2015
CP: Review concepts of atomic theory, atomic structure and radioactivity.
LP Use scientific vocabulary in conversation and written work (ex. proton, neutron, electron, isotope, charge, ion, nucleus, etc.)
ATT: Work with tablemates to complete a Quiz, Quiz, Trade / Walking Review activity.
Today in class...Students checked their answers to the Half Life PhET lab, then worked on a review activity in class where students filled in their study guides as they walked around the room asking questions and answering questions with other students.

Thursday, 11/5/2015
CP: Observe the process of nuclear decay and use the information to formulate a definition fo rthe term half-life.
LP: Use the following sentence frames when descriging half-lives: I know the half-life of ______ is _____ because ____."
ATT: Work with tablemates to complete the Half-Life PhET lab
Today in class...STudents shared their excellent note questions and summaries with the class.  Students then completed the Half-Life PhET lab which helped them to understand the process of nuclear decay.  We will check over the work tomorrow.

Wednesday, 11/4/2015
Continued from Tuesday...
Today in class...Students completed the atoms notes and checked them (those who didn't - do for HW).  Students then began work on the PhET virtual lab that demonstrates half-life and carbon dating.  

Tuesday, 11/3/2015
CP: Describe subatomic particles of atoms, ions and isotopes of atoms, as well as radiation.
LP: Use scientific vocabulary (electron, proton, neutron, nucleus, ion, isotope, charge, etc.)
ATT: Work with tablemates to read about how atoms differ and complete graphic organizer notes.
Today in class...Students completed an entrance ticket to check understanding of building atoms and determining the subatomic particles of given isotopes.  Then, they read and highlighted ch. 8, lesson 2 about how atoms differ.  Students then completed a page of graphic organizer notes, note questions and a summary.

Monday, 11/2/2015
CP: Describe subatomic particles of atoms, ions and isotopes of atoms, as well as radiation.
LP: Use scientific vocabulary (electron, proton, neutron, nucleus, ion, isotope, charge, etc.)
ATT: Work with tablemates to complete an atomic structure practice.
Today in class...Students watched a 5 minute TEDed video called "How Small is an Atom?".  Then students completed an independent practice and shared with tablemates.  We checked and discussed answers together.

Friday, 10/30/2015
NO SCHOOL - Professional Day

Thursday, 10/29/2015
Continued from Wednesday
Today in class...We took VQ #9.  Then finished and checked the atom building lab.

Wednesday, 10/28/2015
Continued from Tuesday
Today in class...We continued working on the atom building lab.

Tuesday, 10/27/2015
CP: Build models of atoms and recognize why they are stable or unstable.
LP: Use appropriate scientific vocabulary (ex. atom, theory, electron, nucleus, proton, electron cloud, neutron, energy level, etc.).
ATT: Work with shoulder partner to utilize the PhET atom building lab to identify elements and answer analysis questions.
Today in class...Students worked together to build atoms based on their subatomic structures.  Students starting building their atoms on the computer and will organize them tomorrow.

Monday, 10/26/2015
CP: Describe the contributions of individual scientists to the atomic theory throughout history.
LP: Use appropriate scientific vocabulary (ex. atom, theory, electron, nucleus, proton, electron cloud, neutron).
ATT: Work with tablemates to collaborate on specific developments in atomic theory and which scientist contributed them.
Today in class...Students revised their questions/answers from last week's flipchart, choosing the one they felt was best to share with the class.  We still need to work on creating challenging quetions and providing thorough answers.  Students worked on a whole group matching activity where each student received a fact about atomic theory.  Students then moved to the area in the room labeled for the scientist that the fact was describing.  We read the facts out loud after students collaborated in their groups.  We watched a TEDed video called The 2,400-Year Search for the Atom" (5 minutes).  Lastly, students worked independently on a challenge to match terms and people with descriptions related to atomic theory.  Students were instructed to answer as much as they can without their notes, then use their notes to answer the rest.  To be finished at home.  Today at the beginning of class, we cleaned out the "Classwork" section of our binders.  Each student now has a file in the class to store up each quarter's work.  They will be welcome to access it whenever, especially when preparing for the End of Course Exam in May.

Friday, 10/23/2015
CP: Describe the scientific discoveries that have caused the atomic theory to change over time and demonstrate the Rutherford Gold Foil Experiment.
LP: Use appropriate scientific vocabulary (ex. atom, theory, electron, nucleus, proton, electron cloud, neutron).
ATT: Work with tablemates to create Cornell note questions to use with class and answer other group's questions
Today in class...Students took VQ #8, then we checked over the answers for the Rutherford Scattering PhET virtual lab.  Students then used their note questions that were due yesterday to work with tablemates make new questions on the flipchart.  Students then swapped tables and answered each other's questions about atomic theory.

Thursday, 10/22/2015
CP: Describe the scientific discoveries that have caused the atomic theory to change over time and demonstrate the Rutherford Gold Foil Experiment.
LP: Use appropriate scientific vocabulary (ex. atom, theory, electron, nucleus, proton, electron cloud, neutron).
ATT: Work with tablemates to complete the PhET virtual lab and answer questions.
Today in class...We checked (highlighting and writing) and discussed the notes from the atomic theory timeline.  Students also turned in their questions and summary that they completed for HW.  Students worked on a virtual lab simulating Rutherford's gold foil experiment in which he discovered the presence of a nucleus in atoms.

Wednesday, 10/21/2015
Continued from Tuesday...
Today in class...Students continued working on their atomic theory notes from chapter 8, lesson 1, including note questions and summary on separate page of notebook paper.  Directions are under today's date in the "Today's Lesson Materials" tab. To be completed for HW.

Tuesday, 10/20/2015
CP: Describe the scientific discoveries that have caused the atomic theory to change over time.
LP: Use scientific vocabulary when describing the development of atomic theory (ex. atom, theory, electron, electron cloud, proton, neutron).
ATT: Work with tablemates to read, discuss, highlight and write notes about the scientists throughout history who have theorized about the atom and what their theories included.
Today in class...Mrs. M. was absent today.  Students worked together to read ch. 8, lesson 1, as well as watch short video clips.  Students were given a foldable template with pictures of scientists and atomic models that they used to write their notes.  To be continued tomorrow.

Monday, 10/19/2015
CP: Describe the size of an atom and explain how this has impacted the development of our understanding of its structure.
LP: Use scientific vocabulary when describing the development of atomic theory (ex. atom, theory, electron, electron cloud, proton, neutron).
ATT: Work with tablemates to complete Atomic Model Sort and "How Can You Gather Information About What You Can't See?" Inquiry Activity.
Today in class: Students worked together to make predictions about which atomic model would match up with which scientist and at what point in history.  This page was saved for future reference.  Then, students performed an inquiry activity where they had to shoot marbles into a hidden area under a board to try to figure out the shape of the objects under the board.  Students recorded data, made predictions, and answered questions collaboratively.

Friday, 10/16/2015
Assessments today.  Students took VQ #7, the extra VQ for Grading Period 1, and the scientific method, physical/chemical change test today.  
If you were absent today, plan on setting up a time to make up today's assessments early next week, no later than 8:30 in the morning.  I will be available Monday morning for certain.  No appointment needed for Monday.

Thursday, 10/15/2015
CP: Identify and describe physical properties, physical changes and chemical changes.
LP: Use the following sentence fram to describe chemical changes: "I know that the _____ test performed on sample powder ____ demonstrates a _______ change, because ______."
ATT: Work with shoulder partner to complete the Mystery Powder Lab.
Today in class...Students completed a lab where they were given 3 powders that they had to test for physical and chemical properties and identify physical and chemical changes.  They recorded their observations and used the information, along with a list of known substance properties, to identify the substances.  Then, they were given a "mystery powder" a combination of two known powders to test and identify.  Students turned in the lab at the end of the period.

Wednesday, 10/14/2015
Today... students completed their observations of yesterday's chemical change lab, utilizing pennies and copper plating of paperclips.  Then, we spent the last half of class reviewing for Friday's assessment.  Students received a study guide and worked in pairs to answer questions, then on their own, then with their notes, then with an answer key.  Students were encouraged to self-test before looking up information.  Study guide and answer key are available under "Today's Lesson Materials" for today's date.

Tuesday, 10/13/2015

CP: Define and describe a chemical change.
LP: Use the following sentence frame to describe chemical changes: "A chemical change is ______. Some signs that a chemical change has happened are __________________."
ATT: Work with tablemates to complete the lab and analysis questions.
Today in class...Students checked their work on yesterday's lab and started another chemical change lab involving cleaning pennies with a vinegar and salt solution.  Then, students placed a paperclip in the solution to see how the copper reacted with the iron to form a copper plating.  To be continued tomorrow.

Monday, 10/12/2015
CP: Investigate, test and define the Law of Conservation of Mass.
LP: Use the following sentence frame to define the Law of Conservation of Mass: "The law of Conservation of Mass states that the amount of matter before and chemical or physical change is the __________ after a physical or chemical change.  This was supported by the investigation when _______."
ATT: Work with tablemates to complete the lab & analysis questions.
Today in class...Students turned in their active study from Friday.  Then students completed the Conservation of Mass lab, which had three parts.  Two parts were chemical reactions, one trapping the gases that escape and one of them allowing gases to escape.  Then students performed a physical change by dissolving salt in water.  Before and after each activity, students were measuring the mass of their system.  Complete questions for HW.

Friday, 10/9/2015
Continued from Thursday...Students checked notes with Mrs. M. as we highlighted the note items that they had that matched up with mine.  Students also added in notes (with pen) that theirs were lacking.  We then started an active study (student-directed) about physical and chemical changes - due Monday.

Thursday, 10/8/2015
Continued from Wednesday...Students continued to work on physical and chemical change Cornell notes (15 minutes yesterday and 40 minutes today) - complete for HW.  While students worked on reading and taking notes together, I met with individuals and discussed last week's scientific method exit slip.  I talked with them about what needed to be worked on in order to be prepared for the upcoming assessment.  I didn't get to everyone, so I will talk to the rest tomorrow.  Students should look at "Today's Lesson Materials" for today's entry that provides a picture of the "Table of Contents", as well as a document near the top of the list, called "Scientific Method Sentence Frames".  Students are encouraged to reference and/or print the sci method page for review. 

Wednesday, 10/7/2015
CP: Identify and describe physical and chemical changes.
LP: Use scientific vocabulary when describing physical and chemical changes (ex. matter, energy, physical property, chemical property, chemical change, physical change, conservation of mass, mass, volume, density,etc.)
ATT: Work with tablemates to gather and interpret information to be included in the Physical and Chemical Changes Cornell notes.
Today in class...Students reviewed yesterday's lab: Penny Boat Revisited, and found that it was one more example of Archimedes' principle of why objects float.  We then introduced the idea of physical and chemical changes through brainstorming real-life examples, then observing a candle.  Students recorded physical and chemical properties of the candle and then changes that occurred as it burned.  We watched BrainPop: Properties of Matter.  Then students began working with tablemates to read and take Cornell Notes on physical and chemical changes (pgs. 212-216, 221).  To be continued tomorrow.

Tuesday, 10/6/2015
CP: Explain Archimedes' principle and use it to design a boat that will hold the most mass.
LP: Use scientific vocabulary when applying Archimedes' principle (ex. mass, weight, Newtons, displaced water, buoyant force, etc.)
ATT: Work with shoulder partner to design and test a boat, using Archimedes' principle to confirm the buoyant force at work.
Today in class...We checked over yesterday's virtual lab.  Then, students used what they've learned to create a final boat design.  We used large overflow containers to capture the water displaced.  Students recorded the weight of the boat with pennies as well as the weight of the water displaced.  Students are to finish calculations and questions for HW.

Monday, 10/5/2015
CP: Explain Archimedes' principle and use it to predict whether or not an object will float.
LP: Use scientific vocabulary when applying Archimedes' principle (ex. mass, weight, Nwtons, displaced water, buoyant force, etc.)
ATT: Work with tablemates to complete the texbook virtual lab: "Fluids and Forces"
Today in class...We reviewed last week's penny boat lab, then watched the BrainPop: "Buoyancy".  Then we worked on the textbook virtual lab, Fluids and Forces.  All directions are in today's flipchart on Today's Lesson Materials.  This lab can be accessed at home.

Friday, 10/2/2015

SPARCC presentation - no science class

Thursday, 10/1/2015
Today in class...Students worked to use their knowledge about buoyancy to design then create a boat made of aluminum foil.  The cargo for the boat was pennies. How much mass can the boat hold before sinking?  The team record was 89 pennies!  Students applied the scientific method sentence frames to their lab.

Wednesday, 9/30/2015
Today in class...Students turned in their weight vs. mass lab in to be checked for completion.  Students were also given an additional 10 minutes to complete/revise their open-note exit slips from yesterday.  We checked the answers of the weight vs. mass lab and revised answers.  Then we started the buoyancy penny boat lab by deciding on the independent variable, dependent variable, controlled variables and hypothesis.  Students began drawing up designs for their aluminum foil boats.

Tuesday, 9/29/2015
Today in class...Students turned in the Spongebob Scientific Method practice, which was checked and returned.  Then, we looked at the answer key and discussed/corrected the pages.  Students then completed an open-note exit slip where they were given a description of an experiment with data.  Students then completed the hypothesis, data analysis, conclusion, etc. and turned it in for a grade.  Students were given any extra time to work on the questions and graph for the Weight vs. Mass lab that we started yesterday. Finish the lab for HW.

Monday, 9/28/2015
CP: Explain the relationship between mass and weight.
LP: Use scientific vocabulary (mass, weight, force, Newton, etc.) when analyzing lab results.
ATT: Work with tablemates to complete the mass vs. weight lab, collect and analyze data , then use the information to formulate a conclusion.
Today in class...Students were given back the assessment from last Monday as well as their vocab. quiz papers for the last 4 quizzes.  Mrs. M. explained the Reflection Guidelines for earning back points on assessments (see guidelines in "Today's Lesson Materials").  Students were also given a form to get signed concerning this Friday's presentation to all 7th graders.  Students then began the mass vs. weight lab, comparing mass and weight of 4 different objects, utilizing the scientific method.

Friday, 9/25/2015
CP: Explain the steps of the scientific method within the context of a variety of experimental scenarios.
LP: Use appropriate sentence frames for completing the steps of the scientific method.
ATT: Work with tablemates to complete the germination GIZMO simulation and then accurately apply the scientific method to practice scenarios.
Today in class...Students took VQ#4.  We discussed the lunar eclipse that will take place on Sunday around 10 p.m.  We completed the scientific method practice GIZMO about seed germination, discussed and checked it together.  Students then worked on more scientific method practice, using Spongebob scenarios.  :)

Thursday, 9/24/2015
Continued from Wednesday.
Today in class...Students completed the scientific method flipchart and it's application to the cube lab from last week.  We checked answers and discussed common mistakes, including using sentence frames for hypotheses and conclusions correctly.  Students then worked on a practice of the scientific method using an online Gizmo.  We will check over the Gizmo tomorrow.

Wednesday, 9/23/2015
Continued from Tuesday.
Today in class...Students worked on the scientific method flipchart and it's application to the cube lab from last week.  We had a brief discussion about the Autunmal (Vernal) Equinox, which is today.  Happy FALL!  Mrs. M. also explained the guidelines for this year's team t-shirt design contest.  Design submissions are due Wednesday, Sept. 30.

Tuesday, 9/22/2015
CP: Analyze the density cube lab and incorporate the steps of the scientific method into the lab activity.
LP: Use appropriate scientific method sentence frames for hypothesis, conclusion, etc.
ATT: Work with tablemates to complete the scientific method activities on the flipchart, then convert the density cube lab into a scientific method lab on the flipchart and your worksheet.
Today in class...STudents began the scientific method flipchart.  They read and completed practice problems about each step of the scientific method, then completed the steps for our cube lab that we did last week.  Students were asked to get teacher approval for each step before writing it on their sci method paper.  To be continued tomorrow.

Monday, 9/21/2015
Today in class...Students reviewed properties of matter and measurement for the first 10 minutes of class.  Then students took the assessment on these skills.

Friday, 9/18/2015
CP: Demonstrate an understanding of properties of matter and measurement.
LP: Accurately use the scientific vocabulary from the word wall as you complete today's review activity.
ATT: Work with tablemates to complete the Properties of Matter and Measurement review activity using Group Response Cards.
Today in class...STudents completed Vocabulary Quiz #3.  Students also checked their answers and discussed yesterday's clay density lab.  Then, we played a review game to help in preparing for Monday's test.  

Thursday, 9/17/2015
CP: Explain why density is a size-independent property.
LP: Use the following sentence frame when describing density: "Density is a size-independent property because __________.  The data that supports this includes _________."
ATT: Work with shoulder partner to complete the clay density lab and analysis questions.
Today in class...Students practiced density, mass and volume calculations.  Then, they started work on the density clay lab, where students took different amounts of the same piece of clay.  They measured the mass and volume of each piece and calculated density to compare and prove that density is a size-independent property.

Wednesday, 9/16/2015
Continued from Tuesday.
Today in class...STudents completed the density cube lab and questions.  We discussed and checked these as a class.  Students were instructed to correct their answers.  Students then performed some practice in finding density of objects when mass is the same but volume is different, using clay.  This was an intro. to tomorrow's clay density lab.  

Tuesday, 9/15/2015
CP: Determine the identity (composition) of an unknown material by calculating the density and comparing it to densities of known materials.
LP: Use the following sentence frame when identifying the unknown materials: "Based on density data, sample _____ appears to be ________."
ATT: With your soulder partners, complete the density cube lab by taking mass and volume measurements, calculating the density, and determining the idetities of unknown samples.
Today in class...Students completed the density Gizmo and we checked and revised in class.  Students then began the density cube lab...measuring the mass, volume and calculating density of cubes made of different materials, then using that information to determine what material it was.  Students will complete Wednesday.

Monday, 9/14/2015
CP: Calculate the densities of objects and determine if they will float in water.
LP: Use the following sentence frame: "Water has a density of 1 g/cm3, and _____ has a density of _____.  _______ will/will not float in water."
ATT: Work with tablemates to complete the Gizmo online simulation, calculating density and answering questions.
Today in class...We checked Friday's density practice and measurement practice.  Then, students worked on a virtual lab where they measured mass and volume of various objects and tested whether or not they float.  Then they used their measurements and observations to draw conclusions about density and the tendency of objects to float.  We will check this lab tomorrow.

Friday, 9/11/2015
Continued from Thursday.
Today in class...Students completed vocabulary quiz #2.  Then we completed the salt density lab from Thursday by completing the lab page.  We used the flipchart to use the mass and volume of our solutions to find their densities.  Then the students drew and described their density columns as well as described how they turned out the way they did. Lab papers are available under "Today's Lesson Materials" for students who were absent to do on their own.

Thursday, 9/10/2015
CP: Explain the relationship between density of liquids and their locations in a density column.
LP: Use scientfic vocabulary (mass, volume, density) to explain the relationship between the density of liquids and their locations in the density column.
ATT: Work with shoulder partner to create saltwater solutions and explain their location in the density column using the concepts of density.
Today in class...Students worked on the saltwater density lab, where they created solutions of salt water at different densities, colored the water, then layered the different densities of water to make a density column in a test tube.  It was a great practice in precise measurement and following directions to get the desired result.

Wednesday, 9/9/2015
CP: Measure physical properties.
LP: Use accurate scientific vocabulary when measuring and describing physical properties of matter.
ATT: Work with tablemates to brainstorm physical properties that we observed in the hydrogen gas lab.
Today in class...Students discussed and checked the physical properties measurement lab and post-lab questions.  They then stapled and turned in their lab.  Then partners worked together to answer some paired response review questions.  Then answered some questions on their own.  Lastly, students turned over their questions paper and compiled a list of the physical properties that were observed in the hydrogen gas lab (from two weeks ago), and how they applied to the lab.  This was also turned in.
If you missed today...Check HW and Vocab. tabs, look at today's flipchart to correct your lab.  Turn it in upon your return.  Also, in the flipchart, answer the questions as described on a sheet of notebook paper.  Be ready to turn in these assignments.

Tuesday, 9/8/2015
Continued from Friday.
Today in class...Students completed physical property measurement lab stations and began work on post-lab questions - to be completed for homework.

Monday, 9/7/2015
NO SCHOOL

Friday, 9/4/2015
CP: Describe and measure physical properties of matter
LP: Use accurate scientific vocabulary when measuring and describing physical properties of matter.
ATT: Work with shoulder partner to complete "Physical Property Olympics" lab stations.
Today in class...Students completed VQ #1.  Then we began physical property olympic stations, where students identified and measured physical properties.  Will continue Tuesday.

Thursday, 9/3/2015
Today in class...Students shared their properties poems from yesterday.  We even had a mini concert from Logan H!  We also checked homework answers and answered questions.  We then had an introduction of tomorrow's lab - Physical Property Olympics.  As part of the introduction we had a review of how to use graduated cylinders and overflow cans to measure volume, as well as how to use a triple beam balance.
If you missed today...Show me your completed HW upon your return.

Wednesday, 9/2/2015
CP: Use teacher-directed and student-directed active studying techniques to review Physical and Chemical properties.
LP: Use scientific vocabulary when describing physical and chemical properties of matter (ex. mass, volume, size-independent, size-dependent, flammability, milliliter, gram, etc.)
ATT: Work with table mates to chemical and physical properties poem.
Today in class: We discussed homework expectations - students should complete homework when it is assigned.  If an issue arises that prohibits the student from completing homework, they need a note from home.  We also discussed Lunch Detentions - students who do not follow rules after being reminded will be assigned a lunch detention.  More than one lunch detention will lead to a call home.
After discussing vocab. and notes, students began work on practicing Active Study by completing two poems with their tables.  We will share the poems tomorrow.


Tuesday, 9/1/2015
Continued from Monday...
Today in class...Students continued with physical properties and chemical properties Cornell notes. Then, students checked their notes against the answer key.  STudents highlighted information they had that was on the answer key.  They wrote information in pen that was on the answer key, but not already in the notes.  Students then added note questions and a summary to their notes.
If you missed today... (See above in red)

Monday, 8/31/2015
CP: Define, describe and give examples of physical and chemical properties of matter.
LP: Use the following sentence frame when describing physical and chemical properties of matter "A physical (chemical) property is __________.  An example of a physical (chemical) property from the hydrogen gas lab is __________."
ATT: Work with tablemates to use the Read, Discuss, Highlight, Write method to read about physical and chemical properties and complete Cornell Notes.
Today in class...Students received the Lab Safety Quiz from last Wednesday.  We discussed how grades are displayed in Crosspointe and how to earn 1/2 points back on quizzes by completing Quiz Reflections.  Students then began working at their tables to read about physical and chemical properties, starting Cornell Notes.  To be continued tomorrow.   
If you missed today...Check HW and Vocab. tabs.  Read p. 204-205 and use model in today's flipchart to start the notes.  Most students got done through page 205.  

Friday, 8/28/2015
CP: Formulate a definition for physical property and chemical property.
LP: Use the following sentence frame when explaining why your group thinks a given property is physical or chemical. 
"We think that ______ is a _________ property, because _____________."
ATT: Work with tablemates to complete a words sort, and use what you learn to formulate your own definitions of physical property and chemical property.
Today in class...Students completed the post-lab questions from yesterday's Hydrogen Gas Lab.  Then we discussed the lab as a class.  Groups were then asked to take a list of properties of matter and classify them into physical and chemical properties.  This is an inquiry activity, so students were making educated guesses.  Students discussed the properties and tried to come up with their own definitions of chemical property and physical property.  We discussed the definitions.  Then, students were provided with the actual definitions.  We will continue our study of chemical and physical properties on Monday, using the textbook.
If you missed today...Check HW and Vocab. tabs.  Complete lab answers and check with group members upon your return.

Thursday, 8/27/2015
CP: Replicate a scientific experiment.
LP: Use courteous discourse when working with shoulder partner.
ATT: Work with shoulder partner to complete the "Start the Year with a Band...Hydrogen Gas Lab" procedures and post-lab questions.

Today in class...Students combined water, aluminum and sodium chloride to create a chemical reaction and produce hydrogen gas.  Students capture the hydrogen gas in a balloon.  At the end of class, we applied a flame to the balloons and made the EXPLODE!  During the lab, students were identifying proper safety precautions writing and drawing their observations of the reaction and practicing working in a table group.  
If you missed today...Check HW and Vocab. tabs.

Wednesday 8/26/2015
Content Purpose, Language Purpose, & Accountable Team Task - same as Tuesday
Today in class...
Students completed the lab safety foldable and added it to the "Classwork" portion of their binder.  We reviewed lab safety by doing a matching activity around the room.  Students were given a lab safety rule or a lab safety violation and were asked to find their matching information.  We then reviewed as a class by reading off the rules.  Students then took the lab safety quiz.  Lastly, we previewed Thursday's lab, reading through the materials and directions in order to get ready to "Start the Year With a BANG!"
NO Absent Students today!

Tuesday, 8/25/2015
CP: Indentify and describe appropriate behaviors and actions to be taken in a science lab to ensure safety and success.
LP: Use the following sentence frames when describing inappropriate lab behaviors/actions:
"______ is an inappropriate behavior because ______. The student should _____ instead."
ATT: Work wit tablemates to gather information to be included in a lab safety foldable that identifies inappropriate lab actions, possible hazards and appropriate lab actions.
Today in class...We set up our science binders and learned the procedures for writing vocabulary definitions in class and vocabulary quizzes.  Then, we used a picture to work in groups and circle inappropriate lab behaviors.  The information we gathered was then used to make foldable notes about inappropriate lab behaviors, their hazards and the appropriate behavior.  This assignment was the first entry into the classwork portion of the science binder.
If you missed today...Check the HW and the Vocab. tabs.  Set up your binder at home, using today's flipchart in "Today's Lesson Materials" tab as a reference.  See Mrs. M for other makeup work upon your return.

Monday, 8/24/2015
Content Purpose: Introduce and describe a tablemate.
Language Purpose: Use courteous conversation and active listening skills as you interview, introduce and then listen to the results of your table's "Silent Interview".
Accountable Team Task: Become familiar with your group members as you recall lab safety rules and participate in a "Silent Interview."
Today in class...Students were introduced to Mrs. Mocherman.  Students were asked to interview their shoulder partner by writing questions and passing the questions, then back again.  Students then introduced their shoulder partner to the rest of the table.  Students were also asked to recall a lab safety rule.  We discussed the lab safety rules that were recalled and added in any that were not.  
If you missed today...Please take a look at today's flipchart under the tab "Today's Lesson Materials".  Ask Mrs. Mocherman for the forms that were handed out in class upon your return.