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.


Friday, May 30, 2014
GOLD FUN/FIELD DAY!

Wednesday, May 28, 2014 - Thursday, May 29, 2014


Tuesday, May 27, 2014
 

Final Test Day -


Friday, May 23, 2014
REVIEW DAY - Students work with tablemates to complete review questions on their computers.  Students will add any troublesome topics to their "cheat sheet" for the final test on May 27.

Thursday, May 22, 2014
CP:Describe how a change in energy affects the state of matter.
LP: Use the following sentence frames when interpreting Phase Change Lab data: "When energy is added to melting ice/boiling water, the temperature ______________."
"When energy is added to frozen/liquid water the temperature __________."
ATT: Work with tablemates to perform Phase Change lab procedure, gather data, and save and label graph.
Today in class...
Students completed the last vocab. quiz of the year.  Then, we worked onthe Phase Change Lab...a review of solids, liquids and gases, and the phase change diagram.  Students watched as they turned boiling water into ice in a test tube on their desk, using ice and salt.  Students recorded and graphed their results, then applied their data to review questions relating to phase changes.

Wednesday, May 21, 2014
CP: Describe the relationship between the density of a fluid and the buoyant forceit exerts on an object that is suspended in it.
LP: Use the following sentence frame when analyzing force and density data:
"When the density of a fluid ________, then the buoyant force exerted by the fluid ____."
ATT: Work with tablemates to complete the Buoyant Force Lab.
Today in class...
We completed the buoyancy lab and checked over the answers as a class, discussing many review topics for the final test that will take place on May 27th.

Tuesday, May 20, 2014
CP: Describe the relationship between the density of a fluid and the buoyant forceit exerts on an object that is suspended in it.
LP: Use the following sentence frame when analyzing force and density data:
"When the density of a fluid ________, then the buoyant force exerted by the fluid ____."
ATT: Work with tablemates to complete the Buoyant Force Lab.
Today in class...
We began work on the buoyant force lab.  After determining our variables and writing the hypothesis, students compared the force of a 200g weight in 3 different densities of fluids.  We then used our data to answer questions relating to density, mass, weight, mixtures and pure substances.

Monday, May 19, 2014
CP, LP, ATT: same as Friday
Today in class...
students completed the Mystery Powder Analysis online lab.  We checked the answers and discussed physical and chemical properties.  Mrs. M. also handed back many past quizzes that had been collected throughout the year for students to use in preparation for the final science test on May 27th.
If you missed today...see Mrs. M. for your past quizzes

Friday, May 16, 2014
CP: Use properties of matter to identify unknown substances.
LP: Use scientific vocabulary (ex. physical property, chemical property, chemical change, etc.)
ATT: Work with tablemates to complete the "Mystery Powder Analysis" Gizmo lab, analysis questions and final exam review questions.
Today in class:
Students took vocabulary quiz #29.  Then students worked on a simulation where they were analyzing powders and identifying them according to their properties.  This lab is a review of physical and chemical properties.
If you missed today...catch up on the lab Monday, make up the quiz next week.

Thursday, May 15, 2014
STICKY SHOES - Day 2

Wednesday, May 14, 2014
CP: Explain the relationships among different surfaces and the amount of friction force that needs to be overcome for an object to begin moving.
LP: Use this sentence frame to explain the relationship between surface and friction force:
"The more/less starting friction , the more/less force is required to start and keep the object moving."
ATT: Work with tablemates to complete the data collection and analysis questions for the sticky shoes friction lab.
Today in class...
We completed the first half of the sticky shoes lab.  Students used the force meters to measure the force of various shoes as they were dragged across the table.  Students measured starting friction, stopping friction and sideways sliding friction. 
If you missed today...Catch up on your data tomorrow as we finish the sticky shoes lab.

Tuesday, May 13, 2014
CP: Demonstrate knowledge of Newton's Laws of Motion.
LP: Use scientific vocabulary when demonstrating knowledge of Newton's Laws of Motion.
ATT: No ATT - assessment
Today in class...
Students took the quiz on Motion and Forces, then started working on their page of notes that they will be using for the end of the year science test.  Every student may have 1 page of notes in the test, using only 1 side and no bigger than 8.5x11.  Notes must be handwritten and original (no copies).  The end of year test is May 27th.
If you missed today...See above

Monday, May 12, 2014
CP: Review Newton's Laws of Motion.
LP: Use scientific vocabulary as you explain how you identified each of the examples (ex. inertia, momentum, force, net force, gravity, friction, circular motion, etc.).
ATT: Work with tablemates to review Laws of Motion.
In class today...
We completed the Newton's Laws Lab stations.  We then worked on a review for Tuesday's quiz.
If you missed today...Be prepared for the quiz on Tuesday.


Friday, May 09, 2014
CP: Identify examples of each of Newton's three laws of motion
LP: Use scientific vocabulary as you explain how you identified each of the examples (ex. inertia, momentum, force, net force, gravity, friction, circular motion, etc.).
ATT: Work with your shoulder partner to perform the activities, identify the law demonstrated by each and use your observations to support your choices.
In class today...
We discussed yesterday's momentum lab, and how they apply to car safety.  We then started the "Identifying Newton's Laws of Motion" Lab Stations.  Students had 9 different stations to experiment with and identify which of Newton's Laws was being demonstrated.  We will continue this lab on Monday.
If you missed today...You will need to make up vocab. quiz 28 next week.  You can catch up on the lab Monday.

Thursday, May 08, 2014
CP: Explain how momentum is conserved during the collision of objects.
LP: Use scientific vocabulary when completing the inquiry lab.
ATT: Work with tablemates to complete the Motion, Forces and Simple Machines Inquiry Lab and analysis questions.
In class today...
We wrapped up the lab from yesterday, discussing the answers to the questions.  Then we worked on the Motion and Forces Lab - focusing on Momentum.  Students crashed "bouncy" cars and compared their calculating momentums.  Then they answered application questions about vehicle safety.  Students are to finish questions for HW.
If you missed today...make up the virtual lab - see Mrs. M. for the lab papers.

Wednesday, May 07, 2014
CP, LP, ATT: same as Tuesday
In class today...
We completed the Hot Wheels Lab about Acceleration and answered the analysis questions.  Students turned in the lab.  We took the TechActive survey.  Also, students were given the opportunity to start their homework, Newton's 2nd Law practice page. 
If you missed today...You will need to complete your lab questions, using the data you already have.  (Write "absent 5/7" on your paper)  Turn it in upon your return.  You will need to get a copy of today's hw from Mrs. M or from "Today's Lesson Materials" and complete.  See Mrs. M about completing the TechActive survey.

Tuesday, May 06, 2014
CP: Describe the relationship between the mass of an object, the acceleration of an object and the forces acting on an object.
LP: Use the following sentence frame:
"When the acceleration of an object ____ and the mass remains the same, then the applied force will be ___."
"When the mass of an object ___ and the acceleration remains the same then the applied force will be ___."
ATT: Work with tablemates to complete the Hot Wheels Lab, collecting acceleration and force data and answering the analysis questions.
Today in class:
We turned in the Newton's Laws Active Study, then began work on the Newton's 2nd Law Lab.  Students used force meters to measure force, and photogates to measure acceleration of toy cars.  In each lab, they calculated either force or acceleration, depending on which station they were at.  We will continue and finalize this lab tomorrow.
If you missed today...you will need to collect data from your tablemates tomorrow, as well as turn in your Active Study (EC and HW assignment).

Monday, May 05, 2014
CP: Describe Newton's Laws of Motion and apply each of them to a real-life example
LP: Complete the following sentence frame: "This is an example of Newton's ___ Law of Motion, because _______."
ATT: Work with your shoudler partner to complete the application section of the Review/Application assignment for Newton's Laws.
Today in class...
We completed the Newton's Laws review page and application.  Checked part as a class and part as tablegroups.  Then we started the Newton's Laws Active Study to be completed at home.
If you missed today...get the directions for the active study from Mrs. M upon your return.  Check your work using the flipcharts on "Today's Lesson Materials".


Friday, May 02, 2014
CP: Apply Newton's Laws of Motion to real-world situations.
LP: Use scientific vocabulary when describing the motion of objects (ex. friction, inertia, balanced force, unbalanced force, momentum, acceleration, etc.)
ATT: Work with tablemates to complete the Newton's Laws practice and application page.
Today in class...
We took vocab. quiz #27, checked the lesson outline (Newton's 2nd and 3rd Laws) from Wednesday, checked the answers for Fan Cart Physics virtual lab (Thursday), and started completing the practice page for Newton's Laws (review and real-world application).
If you missed today...you will need to make up VQ27, check the lesson outline, complete/check Fan Cart Physics and work on Newton's Laws review page (all are on "Today's Lesson Materials").

Thursday, May 01, 2014
CP: Describe the relationship between force, mass and acceleration as they apply to each of NEwton's three Laws of Motion.
LP: Use scientific vocabulary when describing Newton's three Laws of Motion (ex. force, friction, inertia, acceleartion, velocity, etc.).
ATT: Work with tablemates to complete Fan Cart Physics exploration activity.
Today in class...
We started work on Fan Cart Physics, a Gizmo virtual lab.  Students will complete the lab on Friday.
If you missed today...Complete the virtual lab Fan Cart Physics, on your own.  The link is listed first on the "Links" page, and the worksheet that accompanies it is on the "Today's Lesson Materials" page for May 1st.

Wednesday, April 30, 2014
CP: Describe Newton's 2nd and 3rd laws of motion
LP: Use scientific vocabulary when describing Newton's Laws (ex. momentum, acceleration, centripetal force, etc.).
ATT: Work with tablemates to read and complete the lesson outlines for Newton's 2nd and 3rd Laws of Motion.
Today in class...
we took the Distance-Time Graph Quiz, then students read ch. 2, lessons 2 & 3 in the text, followed by completing the lesson outline for Newton's 2nd and 3rd Laws.
If you missed today...make a plan to come in at 8:45 one morning very soon to make-up the D-T graph quiz.  Also, get a copy of the lesson outlines to make up.

Tuesday, April 29, 2014
CP: Review distance-time graphs.
LP: Use scientific vocabulary when reviewing distance-time graphs (ex. speed, distance, time, slope, displacement, etc.)
ATT: Work with tablemates to check and correct d-t diagram review pages.
Today in class...
We reviewed d-t graphs by discussing our practice pages from yesterday.
If you missed today...check your worksheet by looking at today's flipchart on "Today's Lesson Materials".

Monday, April 28, 2014
CP:Interpret a distance-time graph.
LP: Use the following sentence frame:
"I think this part of the graph should look like _______ because the motion described is ________."
ATT: Work with your tablemates to listen to the distance-time graph stories and draw a graph that reflects the motions that are described.
Today in class...
We completed reading and interpreting the graph stories.  Many students did a great job of describing the changes in motion that their graph illustrated.  Periods 1, 2, 6 started a review of distance-time graphs, using a practice page from the textbook.
If you missed today...get a copy of the worksheet either from the website or from Mrs. M tomorrow.

Friday, April 25, 2014
CP:Interpret a distance-time graph.
LP: Use the following sentence frame:
"I think this part of the graph should look like _______ because the motion described is ________."
ATT: Work with your tablemates to listen to the distance-time graph stories and draw a graph that reflects the motions that are described.
Today in class...
We read graph stories written in class.  Listening students drew a graph on their computers that reflected their interpretation of the story read aloud.  The reading students then chose the table that made the most accurate graph.  We will continue this on Monday...
If you missed today...Remember to turn in your graph story and graph, if you have not already done so.

Thursday, April 24, 2014
Take your child to work day...
Many students were absent, so we continued with the story if necessary.  Some classes played vocabulary bingo to practice remembering their science vocabulary definitions.

Wednesday, April 23, 2014
CP: Describe how a distance-time graph represents motion.
LP: Use scientific bocabulary (ex. position, reference point, constant speed, etc.) as you create a story that describes motion based upon a distance-time graph.
ATT: Work with shoulder partner to create a story that represents the motion during a sequence of events represented by your distance-time graph.
Today in class...
Students worked together to use their distance-time graph to create a story that reflected the speeds, distances, and changes in direction that occurred in their graph.
If you missed today...you will need to write a story that reflects your graph.  THIS IS A GRADED ASSIGNMENT!

Tuesday, April 22, 2014
CP: Create a distance-time graph and then use it to calculate the speed during each section of the graph.
LP: Use the following sentence frames:
"The speed during Section A of the graph was ______ m/s."
"I calculated this by dividing ____ meters by _____ seconds."
ATT: Work with your shoulder partner to create a distance-time graph and then calculate the speed during each section of the graph. Each of you should complete the calculations and then compare answers to check each other's work.

Today in class...Students completed their distance-time graphs. 
If you missed today...complete your graph by sharing info. with your tablemates upon your return, or see Mrs. M. for a graph to use.

Monday, April 21, 2014
CP: Create a distance-time graph and then use it to calculate the speed during each section of the graph.
LP: Use the following sentence frames:
"The speed during Section A of the graph was ______ m/s."
"I calculated this by dividing ____ meters by _____ seconds."
ATT: Work with your shoulder partner to create a distance-time graph and then calculate the speed during each section of the graph.  Each of you should complete the calculations and then compare answers to check each other's work.
Today in class:
Students created their own 30 second distance time graphs, using the motion detectors.  Then, students calculated the speed during each section of their distance-time graph.  Students will use the graphs in other activities this week.

Thursday, April 17, 2014
FCAT SCIENCE - GRADE 8

Wednesday, April 16, 2014
FCAT MATH - ALL GRADES

Tuesday, April 15, 2014
CP: Review Science topics for FCAT science.
LP: Use scientific vocabulary when reviewing FCAT science topis.
ATT: Work with tablemates to "Stump the 8th Grader". 
Today in class...
6th/7th graders competed against 8th graders in answering FCAT science questions. It was a heated competition!
DON'T FORGET: Tomorrow is the last day to turn in FCAT Explorer progress reports for extra credit.

Monday, April 14, 2014
CP: Review Physical Science Topics for FCAT science.
LP: Use scientific vocabulary when reviewing Physical Science Topics
ATT: Work with tablemates to answer Earth science questions and check answers.
Today in class...We are supporting our 8th graders, who will be taking the FCAT Science test on Thursday, 4/17. Today was Physical Science Review Day. Students worked together to answer questions related to Physical Science.


Friday, April 11, 2014
CP: Review Life Science Topics for FCAT science.
LP: Use scientific vocabulary when reviewing Life Science Topics
ATT: Work with tablemates to answer Earth science questions and check answers.
Today in class...We are supporting our 8th graders, who will be taking the FCAT Science test on Thursday, 4/17. Today was Life Science Review Day. Students worked together to answer questions related to Life Science.


Thursday, April 10, 2014
CP: Review Earth Science Topics for FCAT science.
LP: Use scientific vocabulary when reviewing Earth Science Topics
ATT: Work with tablemates to answer Earth science questions and check answers.
Today in class...
We are supporting our 8th graders, who will be taking the FCAT Science test on Thursday, 4/17.  Today was Earth Science Review Day.  Students worked together to answer questions related to Earth/Space Science.


Wednesday, April 09, 2014
CP: Use a distance-time graph to describe the motion and calculate the speed of an object.
LP: Use the following sentence frame when interpreting the speed of an object on a speed-distance graph:
"When the object is ____, the slope of the graph is ___, because..."
ATT: Work with tablemates to complete the Match the Motion Acitivity.
Today in class...
We completed the Match the Motion Lab and checked answers.


Tuesday, April 08, 2014
CP: Use a distance-time graph to describe the motion and calculate the speed of an object.
LP: Use the following sentence frame when interpreting the speed of an object on a speed-distance graph:
"When the object is ____, the slope of the graph is ___, because..."
ATT: Work with tablemates to complete the Match the Motoin Acitivity.
Today in class...
We checked over and corrected yesterday's speed and velocity notes.  Then we started today's lab, using the motion detectors.  Students moved slowly, and quickly towards and away from the motion detectors at specific distances.  Then they compared the graphs.  Then, students had to match a graph that they were given, by moving correctly to make a similar graph.  It was a fun day!

Monday, April 7, 2014
CP: Explain what speed is and explain how it can be calculated adn represented on a distancy-time graph.
LP: Use the following sentence frame when interpreting the speed of an object on a speed-distance graph:
"When the object is ___, the slope of the graph is ___, because..."
ATT: Work with tablemates to complete the Speed and Velocity graphic organizer notes using the "Read, Discuss, Highlight, and Write" routine.
Today in class:
As a class, we checked over the labs and notes from last week, discussing concepts and answering questions.  Then we worked on our next section, Chapter 1, lesson 2 "Speed and Velocity".  Students read the section together in parts, then worked on those parts of their notes. 


Friday, April 04, 2014
CP: Describe friction and force and how they affect the motion of an object.
LP: Use the following sentence frames when describing friction:
"Friction affects a moving object by ____ its speed."
"If the applied force equals __ N and the friction force equals __N, the net force will equal __N."
ATT: Work with tablemates to complete the friction PhET lab, read about friction and take notes on graphic organizers.
Today in class...
students worked together to complete simulations about motion and force (specifically friction).  Students then read ch. 2, lesson 1 and completed graphic organizer notes (to be completed at home).  All these assignments will be discussed on Monday in class.
 
Thursday, April 03, 2014
CP: Explain how balanced and unbalanced forces acting on an object affect its motoin and direction of motion.
LP: Use the science vocabulary (force, balanced force, unbalanced force, inertia, motoin, Newton) as you discuss the simulation and complete the analysis questions.
ATT: Work with tablemates to complete the forces and motion PhET simulation.  Use the Read, Retell Highlight Write method of notetaking to complete the lesson outline.
Today in class...
We started our unit on Forces and Motion by completing an online simulation about balanced and unbalanced forces.  Students experimented with people of different sizes, quantities and locations in a simulated tug of war.  Students then read Ch. 2, lesson 2 about Newton's First Law of Motion, inertia, balanced and unbalanced forces and completed a lesson outline.
If you missed today...You will need to read and complete the lesson outline, as well as look at the PhET lab on your own.

Wednesday, April 02, 2014
CP
Deomonstrate knowledge of waves and energy.
LP Use scientific vocabulary.
ATT None today...Common Assessment #3

Tuesday, April 01, 2014
CP
Review waves and energy.
LP Use scientific vocabulary when reviewing waves and energy: wavelength, amplitude, sound wave, frequency, etc.
ATT Work with tablemates to review waves and energy using the Send-A-Problem format.
Today in class...Students reviewed yesterday's lab, clearing up details about energy forms, transformations and thermal energy transfers.  Then, students traveled with their groups from table to table answering review questions for tomorrow's common assessment.  Students would answer questions independently at first, writing their answer on their white board, then students would discuss their answers, then uncover the correct answer on the screen.  Each student experienced 60 review questions!!  The review flipcharts are posted on "Today's Lesson Materials".
If you missed today...Be ready to take the waves and energy common assessment Wednesday (tomorrow).

Monday, March 31, 2014
CP
Identify and describe energy transformations and thermal energy transfers within a system.
LP Use the following sentence frames when describing energy within a system:
Energy Transformations:
"___energy from ____ is transformed into ____ energy which causes ____ to occur."
Thermal Energy Transfer:
"Thermal energy is transferred by the process of ____ which causes _____ to occur."
ATT Work with tablemates to complete the Energy Transformations and Thermal Energy conversion PhET Lab, data tables and questions.
Today in class...We worked on a PhET lab simulating different forms of energy and transfer.  Students created different scenarios in the simulation, then evaluated what type of energy was involved.  They also described the type of thermal energy tranformations that occurred.  Students completed the information on their lab papers.
If you missed today... Go to "Today's Lesson Materials", print the PhET lab from today and do it at home. 

Thursday, March 27, 2014
CP
Review thermal energy and how it is transferred.
LP Use scientific vocabulary when describing thermal energy transfer (ex. radiation, conduction, convection, specific heat)
ATT Work with tablemates to check HW and notes for accuracy.
Today in class...We took vocabulary quiz 24, checked notes, labs and HW and answered questions.

Wednesday, March 26, 2014
CP
Describe thermal energy and how it is transferred.
LP Use scientific vocabulary when describing thermal energy transfer (ex. radiation, conduction, convection, specific heat)
ATT Work with tablemates to read chapter 5, lesson 2 about radiation conduction and convection and complete the graphic organizer notes.
Today in class...Students used the online textbook to read and highlight important details about radiation, conduction and convection.  Then they were given printouts of graphic organizers related to the content.  Students worked together to complete the graphic organizers, then checked their answers against the answer key.
If you missed today...obtain a copy of the graphic organizers from school or printout from "Today's Lesson Materials".  Read the pages and complete.  Also get HW worksheet.

Tuesday, March 25, 2014
CP
Describe how thermal energy is transferred between objects.
LP Use the following sentence frame when describing each station: "The thermal energy is coming from ___ and bring transferred by ___.  I know this because ___."
ATT Work with tablemates to complete the discussion and observations for the Thermal Energy Transfer Lab Stations.
TOday in class...STudents took an open-note quiz on energy transformations. Then, we started the Thermal Energy Transfer Lab Stations.  This is an inquiry activity introducing the idea of thermal energy transfer.  Students used many different activities to draw conclusions about what the sources of heat were and how they were being transferred.  We will finish this lab Thursday, as Mrs. M. will need to be out tomorrow.
If you missed today...You will need to arrange for a time to make up the open-note quiz.  Also, you will need to get a copy of today's lab write-up to catch up Thursday.

Monday, March 24, 2014
CP, LP, ATT same as Friday
Today in class...
Students turned in the energy transfer practice HW.  We completed the Gizmo portion of the Thermal Energy Inquiry.  Then students used their data from their own water experiment and the virtual lab experiment to answer some analysis questions about the transfer of thermal energy.  We checked answers and discussed the lab and HW as a class.
If you missed today...check "Today's Lesson Materials" for today's flipchart with answers.  Complete the lab and check your answers.

Friday, March 21, 2014
CP
Describe how thermal energy is transferred between substances of different temperatures.
LP Use scientific vocabulary when describing the transfer of thermal energy
ATT Work with tablemates to complete Thermal Energy Inquiry, interpret data and answer analysis questions.
Today in class...Students turned in yesterday's lab for a grade.  Students then started the thermal energy inquiry lab.  We were combining different temperatures of water to measure when they would reach equilibrium. Then we did a similar lab on the computer.  Students then began working on analysis questions.  We will finish working on analysis questions on Monday.
If you missed today...collect data from classmates Monday and complete the analysis questions with them.

Thursday, March 20, 2014
CP Identify energy and describe energy transformations that occur within objects.
LP Use the following sentence frame when describign energy transformations: "In this object, enrgy tranforms from _______ energy to ______ energy. I know because I observed the following things occurring: _________."
ATT Work with tablemates to complete the forms of energy and energy transformations lab stations and fill in data charts.
Today in class...
We completed the energy forms and transformations lab stations and discussed as a group.  Students should make sure their labs are done and ready to turn in first thing tomorrow. 
If you missed today...Look at today's flipchart and the objects listed for each station.  Do the best you can to complete the data for the objects (they are the same ones that were in class on Wednesday).  Check HW tab


Wednesday, March 19, 2014
CP
Identify energy and describe energy transformations that occur within objects.
LP Use the following sentence frame when describign energy transformations: "In this object, enrgy tranforms from _______ energy to ______ energy.  I know because I observed the following things occurring: _________."
ATT Work with tablemates to complete the forms of energy and energy transformations lab stations and fill in data charts.
Today in class...We started the Energy transformation lab stations.  Students worked with various objects, identifying what energy transformations were occurring to make the object function.
If you missed today...Catch up with data tomorrow as we complete the lab.

Tuesday, March 18, 2014
CP
Describe the different forms of energy and the transformations of energy from one form to another.
LP Use scientific vocabulary (ex. kinetic energy, potential energy, mechenical energy, thermal energy, etc.) when discussing and describing energy forms and their transformations.
ATT Work with tablemates to complete windowpane notes filling in the written portion, then completing collaborative pictures for other tables to guess.
In class today...We completed our notes on energy transformations.  Then we revisited the sort from yesterday.  We got many more correct answers because of the new knowledge we gained about energy!  We also had some lively discussion about the many energy transformations that were taking place in each example pictures.
If you missed today... Make up your notes by checking today's flipchart on "Today's Lesson Materials".

Monday, March 17, 2014 WELCOME BACK!
CP
Describe the different forms of energy and the transformations of energy from one form to another.
LP Use scientific vocabulary (ex. kinetic energy, potential energy, mechenical energy, thermal energy, etc.) when discussing and describing energy forms and their transformations.
ATT Work with tablemates to complete the sort and then your shoulder partner to retell and complete written portion of Window Pane energy notes.
Today in class...We worked with our tablemates on a sort with pictures of forms of energy that were then placed on a matrix according to how they started and what they were transformed into.  Then, we worked on our drawings for our window pane notes about forms of energy and their transformations.  Mrs. M. read the information out loud, students listened the first time.  Then students listened to the information a second time, making a drawing that represented the important details about the form of energy and how it is transformed.  Students were instructed to make their drawings detailed enough to be used in explaining that form of energy to someone else.
If you missed today... You will need to catch up on the picture portion of today's notes during class tomorrow.

Friday, March 07, 2014 (I apologize for this not being available until late, it was entered on March 7, but did not save. Sorry!)
CP, LP ATT - same as Thursday
In class today...
We took vocab. quiz #22.  We completed kinetic and potential energy lab questions and checked them in class.  Then we took a short quiz about kinetic and potential energy, using our lab as reference.
If you missed today...Plan to make up vocab. quiz # 22 no later than Friday, March 21. Complete lab questions and then check, using the "Today's Lesson Materials" tab, or get a copy of the answers from Mrs. M. to borrow.  Make an appointment to make up the pop-quiz.

Thursday, March 06, 2014
CP Measure and describe the changes between kinetic and potential energy that occur when a ball is dropped.
LP Complete the following sentence frames when describing changes between kinetic and potential energy: "As the ball drops, its kinetic energy _____, and its potential energy _______, because..."
"As the ball bounces, its KE ______ and its potential energy ______, because..."
ATT Work with tablemates to complete the "Energy of a Dropping Ball" Lab, collect & analyze data, and answer analysis questions.
Today in class...
We completed the Energy of a Dropping Ball Lab questions and discussed the concepts of kinetic energy and gravitational potential energy in depth, using the lab as examples.  Students then took a quick assessment about kinetic and potential energy, using their lab as reference.  Some classes had time at the end of class to play vocabulary BINGO.
If you missed today...you will need to make up VQ 22 and the pop quiz on kinetic and potential energy.  You will want to look at "Today's Lesson Materials" to see the flipchart today that explains and answers the questions.

Thursday, March 06, 2014
CP Measure and describe the changes between kinetic and potential energy that occur when a ball is dropped.
LP Complete the following sentence frames when describing changes between kinetic and potential energy: "As the ball drops, its kinetic energy _____, and its potential energy _______, because..."
"As the ball bounces, its KE ______ and its potential energy ______, because..."
ATT Work with tablemates to complete the "Energy of a Dropping Ball" Lab, collect & analyze data, and answer analysis questions.
Today in class...
We completed the Energy of a Dropping Ball Lab and answered the analysis questions.  We checked the answers for accuracy and completeness.  Those who finished early watched related BrainPop video clips and took the related quizzes.


Wednesday, March 05, 2014
CP
Measure and describe the changes between kinetic and potential energy that occur when a ball is dropped.
LP Complete the following sentence frames when describing changes between kinetic and potential energy: "As the ball drops, its kinetic energy _____, and its potential energy _______, because..."
"As the ball bounces, its KE ______ and its potential energy ______, because..."
ATT Work with tablemates to complete the "Energy of a Dropping Ball" Lab, collect & analyze data, and answer analysis questions.
In class today...We reviewed visible light, which was a problem area on Tuesday's quiz.  Then we discussed kinetic energy and potential energy topics that we read about and took notes on yesterday.  Then, we started on the "Energy of a Dropped Ball" lab.  Students measured the mass, weight, velocity and height of a ball as it dropped, then bounced, using our force meters and motion detectors.  Students worked hard to get terrific graphs on their computer screens to analyze.  We will complete this lab in class tomorrow.


Tuesday, March 04, 2014
CP
Differentiate between kinetic and potential energy and describe changes that occur between them.
LP Complete the following sentence frame when describing changes between kinetic and potential energy: "As the kinetic energy of an object ________, its potential energy ________."
ATT Work with tablemates to gather and interpret information to be included in the "Kinetic and Potential Energy" organizer notes.
Today in class...We took the quiz on electromagnetic waves at the beginning of class.  Then we read about kinetic and potential energy.  We took notes using a T-chart graphic organizer.
If you missed today...Be sure to make an appointment to come in one morning to make up the EM waves quiz.  Also, read the section and take notes on potential and kinetic energy, using the flipchart posted for March 4 in "Today's Lesson Materials."

Monday, March 03, 2014
CP
Review EM Waves, their properties and uses
LP Use scientific vocabulary when reviewing EM waves: (electromagnetic waves, wavelength, frequency, energy, radio waves, microwaves, infrared waves, visible light, ultraviolet waves, x-rays, gamma rays.
ATT Work with tablemates to create riddles using EM Wave properties, and uses, then answer other tables' riddles.
In Class Today...We discussed last week's electromagnetic waves assignments in review for tomorrow's quiz.  Then, we created riddles about the different electromagnetic waves, their properties and uses.  Each table came up with 2-4 riddles and saved them to their computers.  Then the teams visited each of the computers around the room and worked together to answer the riddles.
If you missed today...turn in Friday's hw upon your return, review for tomorrow's quiz.

Friday, February 28, 2014
CP, LP, ATT - same as Thursday
Today in class...
students worked at their own table's pace to complete the lab from Thursday, then check foldable notes and virtual lab answers from earlier in the week.  If they had time, students were permitted to work on their weekend homework (See HW tab for details.)
If you missed today...Turn in your foldable to Mrs. M upon your return.  It counts as a grade.  Also, go to "Today's Lesson Materials" and check your foldable and virtual lab answers, making corrections as needed.  Be prepared to make-up your missed VQ.

Thursday, February 27, 2014
CP
Explain how the reflectivity of a substance is related to its transmission and absorption of infrared waves.
LP Use the following sentence frame when hypothesizing: "If the reflectivity of the material is ____, then the heat absorption will _______, because ____."
ATT Work with tablemates to complete the Reflectivity, Transmission and Heat aAbsorption Lab and complete analysis questions.
Today in class...We started the above mentioned lab...to be completed tomorrow.


Wednesday, February 26, 2014
CP
Describe electromagnetic waves and their properties
LP Use the following sentence frame when descrigin electromagnetic waves: "_____ waves have a ______ frequency, _______ energy and a wavelength of _____."
ATT Work with tablemates to read chapter 16, lesson 2 (p. 572-575) about electromagnetic waves, then complete the EM Waves flipbook.
Today in class...We finished up the virtual lab from Tuesday and turned it in.  Then we read (read, retell, highlight) with tablemates abuot electromagnetic waves and filled in information about each type of wave in the foldable.  Students complete for HW.
If you missed today...Complete and turn in the lab from Tuesday.  Look at the flipchart and complete the foldable for EM waves.

Tuesday, February 25, 2014
CP
Identify and describe the types of radiation that make up the electromagnetic spectrum
LP Use scientific vocabulary when describing different types of electromagnetic waves (ex. wavelength, frequency, electromagnetic spectrum, radiation, energy, etc.)
ATT Work with tablemates to complete the EM Waves Virtual Lab data table and analysis questions.
Today in class...We started on the EM Waves Virtual Lab.  Students looked at the different wavelengths and frequencies of the electromagnetic spectrum, then placed them in order.  STudents wrote down their data on a data table, then began answering analysis questions.
If you missed today...Check out the virtual lab in the online science textbook, under chapter 16, lesson 2 in the table of contents, then click inquiry and click on the lab.  Complete the lab with your tablemates tomorrow.

Monday, February 24, 2014
CP
Demonstrate an understanding of wave interactions.
LP Use wave interaction vocabulary when reviewing
ATT With your tablemates, check your answers for the wave interaction review activity
Today in class...we had one more last minute review activity, then students took the wave interactions quiz
If you missed today...make an appointment to make up today's quiz one morning this week (not Tuesday)

Friday, February 21, 2014
CP
Describe and explain wave interactions as they are happening.
LP Use scientific vocabulary as you create a story about a sound wave or light wave (ex. absorption, transmission, reflection, refraction, diffraction, interference).
ATT Work with your shoulder partner to create a RAFT that describes the interactions of a sound wave or light wave as it moves.
Today in class...we checked over yesterday's review.  Then students worked with their shoulder partners, writing one sentence at a time of a story about a light or sound wave as it travels around.  Students were instructed to include descriptions of activities that were wave interactions.  Then, we swapped papers.  Groups read the stories of other groups, using a checklist of wave interactions that they checked off as they read it referenced in the stories.  We had some very creative stories!
If you missed today...Study wave interactions for Monday's quiz.

Thursday, February 20, 2014
CP
Describe and explain the way that waves interact
LP Use wave interaction vocabulary while reviewing wave interactions: wave, absorption, transmission, reflection, refraction, diffraction, interference, etc.
ATT Check answers with shoulder partner after completing the Wave Interactions Review
Today in class...students worked independently on an assignment that applied real world situations and previous labs to what we've been learning about wave interactions.  Then, students had time at the end of class to compare with a partner.  Students who did not finish are to complete for HW.
If you missed today...Complete the Wave Interactions Review - get a copy from Mrs. M. tomorrow or print your own copy from "Today's Lesson Materials."

Wednesday, February 19, 2014
CP
Demonstrate the Law of Reflection.
LP Use the terms Law of Reflection, angle of incidence, angle of reflection, incidence ray, reflection ray, normal, etc. when completing the Law of Reflection Maze challenge.
ATT Work with shoulder partner to evaluate another group's Maze challenge, then make corrections on your own.
Today in class...We completed the Law of Reflection Maze Challenge  by testing our plans.  Students tested and evaluated another group's plan, then gave them scores based on what they found.  Many students' lasers hit the target!  Students then completed a "reflection" of the reflection lab, explaining what they would do differently and a paragraph explaining what they learned.  Students turned in the reflections (or are finishing for HW), and can earn back all points on the lab!
If you missed today...you will need to complete the Maze reflection upon your return.

Tuesday, February 18, 2014
CP, LP ATT same as Friday
Today in class...
we checked answers from Friday's virtual lab.  Then students continued making their "plan" for the maze challenge.  Students finished challenge today, and we will test them tomorrow.
If you missed today...You will need to complete the maze challenge on your own at home or in class tomorrow.  This is a graded assignment.  See "Today's Lesson Materials" for instructions and printouts.

Monday, February 17, 2014
NO SCHOOL

Friday, February 14, 2014
CP
Explain the Law of Reflection and use it to predic tthe path that a alser beam will follow.
LP Complete the following sentence frame: "The law of Reflection states that _____."
ATT Work with tablemates to complete the Gizmo inquiry activity and then work with shoulder partner to use the Law of Reflection to complete the Maze Challenge.
Today in class...We did the online Gizmos lab, "Laser Reflection".  Students reinforced the ideas of angle of incidence and angle of reflection.  Then we started the "Law of Reflection: Maze Challenge".  Students started making their plans to get their laser to the end of the maze, using 3 mirrors.  We will complete this on Tuesday.

Thursday, February 13, 2014
CP
Differentiate among reflection, refraction and diffraction.
LP Use scientific terms when discussing reflection, refraction and diffraction
ATT Work with your tablemates to review wave interactions notes and discuss differences among wave interactions.
Today in class...we checked yesterday's notes and lab, using it to discuss the different types of wave interactions. We watched a couple of video clips showing wave interactions and properties.  We then reviewed wave interactions by starting our hw assignment in class and checking the first section.  Students are to complete for hw.
If you missed today......check your notes and lab from yesterday, using today's flipchart ("Today's Lesson Materials"). You can also download and print tonight's homework.

Wednesday, February 12, 2014
CP, LP, ATT (same as Tuesday)
Today in class...
We completed the Refraction Lab stations, then continued our Cornell Notes on Wave interactions in ch. 14, lesson 3
If you missed today...Complete the cornell notes.

If you missed todayTuesday, February 11, 2014
CP
Explain how different media affect wave speed and cause refraction.
LP Use the following sentence frame: "When light moves from _______ to ________, its speed _______, making the light ________."
ATT Work with your shoulder partner to complete the Refreaction Lab, making observations and answering analysis questions.
Today in class...We checked over the 14-3 notes as a whole class.  Students were to highlight any notes that I had and they also had.  They were asked to write in pen any notes that I had that they didn't have.  We then worked on refraction demonstrations.  Students started the process of working through each different demonstration that showed the effect of refraction on light waves.  Will be continued on Wednesday.
If you missed today...Check your notes with today's flipchart ("Today's Lesson Materials"), with a classmate, or get a paper copy from Mrs. M. to check.  Catch up with the lab tomorrow when we finish it.

Monday, February 10, 2014
CP
Explain how waves interact with matter and with other waves
LP Use scientific vocabulary when taking notes on CH 14 L3 (ex. refraction, diffraction, absorption, and interference)
ATT Work with tablemates to read, retell, highlight, and write Cornell notes on ch. 14 lesson 3.
In class today...We discussed the new vocabulary set-up (using notebook paper, instead of copied pages provided).  We also read and took Cornell Notes on ch. 14 lesson 3 - all about waves and how they interact with matter and other waves. 
If you missed today...Read p. 510-516.  Take Cornell Notes on the sections as described on the flipchart page in "Today's Lesson Materials" tab.

Friday, Feb. 07, 2014
Assessment Day: Waves Quiz and Vocab. Quiz 18

Thursday, Feb. 06, 2014
CP
Review concepts of waves and their properties
LP Use scientific vocabulary while reviewing
ATT Work with tablemates to review waves and sound waves, using the provided flipchart and review pages.
Today in class...We used the flipchart to review waves and sound waves.  Students answered questions on their own, then talked with their groups, then checked their answers using the flipchart.  Time was given for questions and clarification.


Wednesday, February 05, 2014
CP
Describe the wave properties of pitch, frequency, amplitude and volume and the realtionship between them.
LP Use the following sentence frames: "As the frequency of a sound increases its pitch ____."  "As the amplitude of a sound increases, volume ______."
ATT Work with tablemates to complete the "Frequency and Amplitude of Sound" Lab and answer analysis questions.
Today in class...We wrapped up yesterday's lab and started the "Frequency and Amplitude of Sound Waves" Lab.  Students used the microphones to capture the sound coming from different frequencies of tuning forks.  We then counted the number of waves, calculated frequency and amplitude and answered analysis questions.  We will continue answering questions tomorrow.
If you missed today...gather data from a classmate upon your return and answer the analysis questions.

Tuesday, February 04, 2014
CP
Explain how the speed of sound waves is affected by the type of material.
LP Use the following sentence frames when discussing how the speed of sound waves is affected in different materials: "Sound waves travel fastest/slowest in _________ because the particles are _______."
ATT Work with tablemates to complete the "Sound in Different Materials" lab, collecting data and analyzing results.
Today in class...We checked hw and started the lab.  Students used dominoes to set up "trains" that we could then knock down, timing how long it took for all of them to fall.  Doing this with different numbers of dominoes in the same amount of space, simulated how waves travel differently through materials of different densities.
If you missed today...catch up with the lab data upon your return.

Monday, February 03, 2014
CP
Review wave properties and how they relate to each other.
LP Use scientific vocabulary while reviewing wave properties.
ATT Work with tablemates to review wave properties by measuring wavelengths, amplitudes and frequencies of waves.
Today in class...We reviewed last week's lab, discussing wave property relationships.  We measured wave properties and calculated wavelength, frequency and wave speed. 
If you missed today...obtain a copy of today's printed papers from the "absent" crate when you return.  Check HW tab.

Friday, January 31, 2014
CP, LP ATT Same as Thursday
Today in class...
We took Vocab. Quiz #17.  We completed the "Good Vibrations" Sound Lab.  We also spent a few minutes checking our foldable notes from Wednesday.  Mrs. M returned the Common Assessment and we discussed frequently missed questions.
If you missed today... Check your foldable with a classmate, or look at "Today's Lesson Materials" at today's flipchart. Make up your vocab. quiz next Friday.

Thursday 1/30/2014
CP
Describe the relationships among sound wave properties.
LP Use the following sentence frames during lab:
"The pitch of a sound wave increases when frequency ________ and wavelength _________."
"The volume of a sound increases when amplitude __________."
ATT Work with tablemates to complete the "Good Vibrations" Sound Lab and answer analysis questions.
Today in class...We spent time inquiring about sound waves.  Students had 8 stations of specific sound experiences with directions and questions that related to each.  Students worked together to try out the experiments and apply it to what they know about wave properties.
If you missed today...Catch up tomorrow on the sound lab.  We will finish in class.  See HW tab.

Wednesday, January 29, 2014
CP Identify and describe properties of mechanical waves and how they relate
LP Use scientific terms during notetaking, (ex. wavelength, amplitude, wave speed, etc.)
ATT Work with tablemates to read p. 502-507 and take notes on the 6-flap foldable book.
In class today...We completed the slinky lab, discussing the effect of wavelength and frequency on wave speed.  We also discussed how amplitude does not affect wave speed, and did a short additional slinky demonstration to explain it.  Then, we started reading chapter 14, lesson 2 (p. 502-507).  We made a foldable and followed the directions on the flipchart to take notes on the section.  This foldable is to be completed for HW, due Friday.
If you missed today...You will need to complete the lab data by collecting it from your tablemates.  Also, you will need to start the foldable.  You can access the flipchart on "Today's Lesson Materials." 

Tuesday, January 28, 2014
CP
Determine the relationship among wave speed, wavelength and frequency.
LP Use the following sentence frames: "Wave speed is determined using the equation ______."
"As wavelength increases, frequency _______."
ATT Work with tablemates to complete the Wave Speed, Frequency and Wavelength Lab and answer the analysis questions.
Today in class...We checked the homework and followed up on the Gizmos lab about Longitudinal Waves.  Then we watched the BrainPop: Waves.  We then started the Slinky Lab about wavelength, frequency and wave speed.  We will finish the slinky lab tomorrow.
If you missed today...catch up on the lab tomorrow...check HW tab.

Monday, January 27, 2014
CP, LP, ATT all same as Friday.
Today in class:
We worked on the Gizmos Lab from Friday and took the County Science Benchmark Test.
If you missed today...you will need to catch up on your lab and arrange a time to make up the Benchmark test.  Check HW tab.

Friday, January 24, 2014
CP
Explore the behavior of longitudinal waves and describe their properties.
LP Use the following sentence frames: "As amplitude of a longitudinal wave increases, compressions _______ and rarefactions _________."  "As frequency of a longitudinal wave increases, compressions _______ and rarefactions _________."
ATT Work with tablemates to complete the "Longitudinal Waves" Gizmos Lab.
Today in class...We took Vocab. Quiz 16.  We completed the textbook lab (Transverse waves) that was started on Thursday.  Mrs. M. spoke with each group, discussing questions individually.  Then students began working on a new simulation involving longitudinal waves and their properties.  We will complete the Longitudinal Waves lab on Monday.
If you missed today...you need to complete the textbook lab and catch up on the longitudinal wave lab on Monday.  Plan to make up vocab. quiz #16 next Friday.


Thursday, January 23, 2014
CP
Identify and describe the properties of waves and explain how they are related.
LP Use the following sentence frames when describing the properties of waves: "When the frequency of a wave _________, its wavelength __________."  "As the vibration/force ___________, the amplitude of the resulting wave ________."
ATT Work with tablemates to complete the Characteristics of Waves virtual lab and answer analysis questions.
Today in Class...We checked yesterday's notes and venn diagram and discussed waves as a class.  Then we started ch. 14, lesson 2 with a virtual lab.  Students answered background questions, then collected data about the amplitude, wavelength and frequency of waves with different sizes and speeds of plungers.  Students did not finish.  We will complete the lab and discuss on Friday.
If you missed today...You will need to catch up tomorrow by checking your worksheet with a neighbor (or see Mrs. M. for an answer key).  Also, collect data from your tablemates in order to complete the lab.

Wednesday, January 22, 2014
CP
Define and differentiate between mechanical and electromagnetic waves and how energy is transferred in each.
LP Use the following sentence frames: "A mechanical wave is ______." An electromagnetic wave is _________."
ATT Work with tablemates to complete the "waves" sort, read p. 493-499 and do graphic organizer notes.
In class today...We started a new unit on Waves.  Students worked on a "sort" before reading.  Then they read, retold, and highlighted chapter 14, lesson 1 (p. 493-499).  They went back to their sort and corrected it.  After Mrs. M checked the sort and explained any misunderstandings, students began work on the Content practice page and the venn diagram, to be completed for hw.
If you missed today...Read p. 493-499 and complete (if you can print at home) the Content Practice and Venn Diagram from today.

Friday, January 17, 2014
Common Assessment #2
If you missed today...
Arrange for a morning to come and make up the common assessment.  Wednesday and Thursday of next week are open and available.  Get to Mrs. M.'s room by 8:30, so you can have time to complete the test.

Thursday, January 16, 2014
CP Explain the effect of temperature on the rate of chemical reactions.
LP Use the following sentence frame: "As the temperature increases, reaction rate _____________ because _______."
ATT Work with tablemates to perform and collect data for  the "Effect of Temperature on Reaction Rate" Lab and answer analysis questions.
Today in class...
We used vinegar, cooking oil and baking soda to create a lava lamp effect using both cold and room temperature vinegar.  We found recorded temperature and observations every 2 seconds to compare the reactions.  It was really fun to watch!
If you missed today...the lab will not count for you.  Keep studying.

Wednesday, January 15, 2014
CP Compare the effectiveness of antacids at lowering pH of stomach acid.
LP Use the following sentence frame: "__________ is the most effective antacid, because _________."
ATT Work with tablemates to complete the "Applying pH to Real-Life: How Effective Are Antacids?" Lab and complete the pre-lab questions, data table, and post-lab questions.
Today in class...
we tested antacids to see which ones seemed the most effective at raising pH and hopefully helping with upset stomachs.  Each group tested a different antacid's performance and shared data with the rest of the class.  Then each group did a "10-minute research project" and reported to the class about another way we use pH in daily life, from pools to acne.
If you missed today...the lab will not count for you.  keep studying.

Tuesday, January 14, 2014
CP Review Quarter 2 concepts for Common Assessment (atomic theory, atoms, valence electrons, atomic bonds,  dot diagrams, acids, bases, etc.)
LP Use scientific vocabulary when reviewing
ATT Work with tablemates to review for the Common Assessment using the "Send a Problem" activity.
Today in class...
We reviewed for the common assessment by answering many questions with our tablegroups and rotating to new tables to answer different questions.  Answers were done separately, then discussed and checked for accuracy.  Students made a list of trouble topics during the review, for a resource while studying individually.
If you missed today...keep studying for the common assessment.

Monday, January 13, 2014
CP Differentiate between acids and bases, their pH levels and how to change the pH of a substance.
LP Use scientific language when discussing acids and bases (ex. acid, base, pH, indicator).
ATT Work with tablemates to complete the graph and questions relating to last week's Exploring pH of Household Substances lab, and Changing pH Lab.
Today in class...
we completed the labs from last week and discussed them as a class.  We recognized the aid that technology offers in science when we saw the differences in the pH readings using pH meters vs. pH paper.  We also checked over and discussed our notes about acids, bases and pH.
If you missed today...You will want to check "Today's Lesson Materials" for today's flipchart containing answers to the notes and labs.  You will also want to check the HW and announcements tab.

Friday, January 10, 2014
CP Describe how the pH of a solution can be changed.
LP Complete the following sentence frame: "The pH of a solution can be changed by _________."
ATT Work with tablemates to complete the inquiry lab data collection, analyze the data and answer the post-lab questions.
Today in class...
we Started the "Can pH of a solution be change?" lab.  Students started with a basic baking soda solution and slowly added vinegar, recording the change in pH for each 10 drops of vinegar.  We started on the graph.  All labs from this week will be wrapped up and completed on Monday.  We also took vocab. quiz #14 and Mrs. M handed out a study guide for next Friday's common assessment.
If you missed today...You will need to collect data from your tablemates for the lab, set up a time to make up the vocab. quiz and See Mrs. M for a copy of the study guide (or print from website).

Thursday, January 09, 2014
CP Identify the pH of common household substances and use it to classify them as acids or bases
LP Use the following sentence frame when analyzing pH data: "I know ___ is a(n) acid/base because its pH level is ____."
ATT Work with tablemates to complete the "Exploring pH of Household Substances" and use data to complete and label the pH scale color strip.
Today in class...
We completed the "Exploring pH of Household Substances" Lab.  Questions were not all completed, but will be tomorrow.  Students used pH paper and pH meters to compare the readings of pH levels of various household substances, like lemon juice, vinegar, soda, etc. 
If you missed today...You cannot make-up this lab.  It will not count toward your grade.

Wednesday, January 08, 2014
CP Explain what acids and bases are and describe their properties.
LP Use scientific vocabulary when describing acids and bases (ex. acid, base, hydronium ion, pH, indicator).
ATT Work with tablemates to read ch. 12, lesson 3 (p. 435-440) and write organized notes in your foldable.
Today in class...
we had new vocabulary, went back and made a revision to our acid definition, completed and turned in the Hydrogen Gas Lab questions (for a grade), checked last night's balancing equations homework (Balancing Act worksheet) and asked questions.  Then we started our unit on acids and bases.  We read and took notes, which we will finish at a later time (possibly tomorrow night's homework).
If you missed today... you need to check the hw tab, update your vocab, complete Tuesday's lab and turn in.  Set up and start your foldable from today (see "Today's Lesson Material").

Tuesday, January 07, 2014
CP Observe physical and chemical properties and use them to identify and describe chemical and physical changes.
LP Use scientific vocabulary to observe, identify and describe physical and chemical properties and changes (ex. ecothermic, solid, liquid, gas, new substance, reactant, product, etc.)
ATT With your shoulder partner, complete the Hydrogen Gas Lab
Today in class...
We did the Hydrogen Gas Lab.  It was an EXLOSIVE experience!  :)
If you missed today...the lab grade will not count for you...you need to check HW tab.

Monday, January 06, 2014
CP Balance Chemical Equations
LP Use the following sentence frames when balancing chemical equations: "To balance this chemical equation, I must add the coefficient _____________ to element (s) ___________."
ATT Work with tablemates to balance chemical equations, using coefficients.
Today in class...
Mrs. M returned the lab from before the break and explained grades. Students were reminded to check Crosspointe for missing assignments and have everything completed by Friday for 2nd quarter grades.  Mrs. M modeled how to balance chemical equations, then students practiced problems on their own.
If you missed today...See Mrs. M for today's balancing equations worksheet upon your return.

Friday, December 20, 2013

CP Review Quarter 2 concepts

LP Use scientific language when reviewing (ex. atom, neutron, proton, electron, valence electron, covalent, ionic, etc.)

ATT Work with shoulder partner to make a free-form concept map illustrating and describing one or more concepts from chapters 8, 9, or 10.

Today in class...we worked on a concept map on poster paper.  Students created concept maps, and many were posted around the classroom.  They will remain in the classroom to help us remember important information for the upcoming common assessment.

If you missed today...no make-up work


Thursday, December 19, 2013
CP Investigate and define the Law of Conservation of Mass.
LP Use the following sentence frame: "The Law of Conservation of Mass states ______."
ATT Work with tablemates to complete the "Law of Conservation of Mass" lab and answer analysis questions.
Today in class...
We finished the Conservation of Mass Lab and turned it in for a grade.  We also worked on balancing some challenging chemical equations.
If you missed today...You must complete the lab, using the data provided on the "Today's Lesson Materials" page.  Remember, this is a graded assignment, and the end of the grading period is quickly approaching.

Wednesday, December 18, 2013
CP Investigate and define the Law of Conservation of Mass.
LP Use the following sentence frame: "The Law of Conservation of Mass states ______."
ATT Work with tablemates to complete the "Law of Conservation of Mass" lab and answer analysis questions.
Today in class...
we checked over yesterday's graphic organizers, covering chapter 11, lesson 1 (balancing chemical equations and Law of Conservation of Mass).  We then worked on the lab, demonstrating use of the Law of Conservation of Mass.  Most students finished the first two experiments.  We will be doing the rest Thursday.  This will be a graded lab, with points deducted for improper lab behavior.
If you missed today...You should be able to catch up on the lab Thursday.  Also, be sure to show Mrs. M your completed Tuesday night hw upon your return.

Tuesday, December 17, 2013
CP Describe what a chemical reaction is.
LP Use scientific vocabulary when discussing and completing the graphic organizers (ex. reactants, products, chemical reaction)
ATT Work with shoulder partner to complete the "Understanding Chemical Reactions" graphic organizers.
Today in class...
we took the chapter 10 quiz, then read p. 383-390 about chemical reactions.  We used graphic organizers (provided by Mrs. M) to write notes about the topics.
If you missed today...obtain a copy of the graphic organizers from Mrs. M upon your return.  Also, set up a time to take the chapter 10 quiz in the morning before the end of this week.

Monday, December 16, 2013
CP Review electrons, covalent bonds and ionic bonds.
LP Use scientific vocabulary when reviewing (ex. ions, ionic bond, polar molecule, covalent bond, valence electron, etc.)
ATT Work with tablemates to review by answering questions on the white boards and competing with the class.
Today in class...
We took vocab. quiz #13, checked over the HW from Thursday, modeled some ionic bonds, and did a review activity for tomorrow's chapter 10 quiz.
If you missed today...check your homework against the answers on "Today's Lesson Materials", review for tomorrow's quiz.  See me tomorrow if you have been absent and need an extension on the quiz.  Otherwise, I'll assume you're taking it.  Also, set up an appointment to make up vocab. quiz #13.

Friday, December 13, 2013
PGA GOLD Field Day!  No classes

Thursday, December 12, 2013
CP Describe and illustrate chemical formulas and molecular models for ionic bonds.
LP Use scientific vocabulary when describing ionic bonds (ex. ion, ionic bond)
ATT Work with your shoulder partner to create models of ionic bonds and write their chemical formulas.
Today in class...
we checked over the 10.3 lesson outline, concerning ionic bonds.  We discussed how ionic bonds are formed and the characteristics of ionic compounds.  Then we got started making some models of ionic bonds on our papers.
If you missed today...get the answers to the outline upon your return or later tonight on the website (I can only post them from home)  Check hw tab.

Wednesday, December 11, 2013
CP, LP, ATT same as Tuesday
Today in class...
we worked on modeling covalent bonds among atoms.  It was a difficult topic, but the students worked hard.  After many examples, I think most of us have it!  :)  We will get to ionic bonding Thursday, so if you didn't do your ch. 10, lesson 3 outline yesterday, do it tonight!!

Tuesday, December 10, 2013
CP Describe and illustrate chemical formulas and molecular models for covalent bonds.
LP Use scientific vocabulary when describing covalent bonds (ex. covalent bond, molecule, polar molecule, chemical formula).
ATT Work with your shoulder partner to create models of covalent bonds and write their chemical formulas.
Today in class...
We checked over this week's HW assignments and answered questions.  We started our covalent bonding activity, and will finish tomorrow.  We also started our homework in class.  (except for 1st period)
If you missed today...check "Today's Lesson Materials" for the answers to ch. 10 lesson 2 outline.  Check HW tab

Monday, December 09, 2013
CP Describe the activity of electrons in covalent bonding of atoms.
LP Use scientific vocabulary when describing covalent bonds (ex. covalent bond, molecule, polar molecule, chemical formula).
ATT Work with shoulder partner to read 10.2 and complete the lesson outline and Brainpop questions.
Today in class...
We started ch.10, lesson 2 - Compounds, Chemical Formulas and Covalent Bonds.  Students read the section together (p. 354-358), then worked on the lesson outline.  Then, students watched the Brainpop: Chemical Bonds and answered questions regarding it.  Many students did not get to the Brainpop, so there will be a few minutes alotted for that tomorrow.
If you missed today...obtain a copy of the 10.2 lesson outline upon your return, or print a copy from Today's Lesson Materials (preferred).

Friday, December 06, 2013
CP, LP, ATT same as Wednesday
Today in class...
we wrapped up this week's lessons.  We corrected ch. 10, lesson 1 notes, "Ice "Pack" Lab, and reviewed making electron dot diagrams.
If you missed today...look at Today's Lesson Materials to find the answer keys to this week's work.  Make sure your notebook is up-to-date by fixing any incorrect answers.  See me Monday if you need clarification on any of the concepts covered this week.

Thursday, December 05, 2013
CP, LP, ATT same as Wednesday
Today in class...
we continued collecting data for the "cold pack" lab.  Students then analyzed their data and answered analysis questions.  Students also went back and completed and checked notes from chapter 10, lesson 1.  Some even had some time to get on Quizlet and study for tomorrow's vocab. quiz #12!
If you missed today...complete your notes for ch. 10 lesson 1, be prepared for vocab. quiz #12 tomorrow, also get data from a tablemate to complete analysis questions for the "cold pack" lab.  Check hw and vocab. tabs.

Wednesday, December 04, 2013
CP
Describe thermal energy changes that occur during chemical reactions due to the breaking or formation of bonds between atoms.
LP Use the following sentence frame when identifying endothermic and exothermic chemical reactions in the analysis portion of the lab:
"The reaction of ______ and water was an (endothermic/exothermic) reaction because thermal energy was (released/absorbed) and the solution became (colder/warmer)."
ATT Work with tablemates to complete the "Cold Pack" Lab by following the procedures and answering the analysis questions.
Today in class...We worked on the cold pack lab, mixing 6 different compounds with water to see the temperature change that occured.  Our goal was to decide which would make a better "cold pack" for use on minor injuries in sports.  Students made observations and recorded data, as well as worked on analysis questions.
If you missed today...collect data from tablemates and complete analysis questions.  check vocab. and hw tabs.

Tuesday, December 03, 2013
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 electrons, reactivity, electron dot diagram, chemical bond, noble gas, etc.)
ATT Work with tablemates to gather and interpret information to be included in the "Electrons & Energy Levels" Cornell notes using the "Read, Retell, Highlight and Write" routine.
Today in class...we continued discussing and taking notes about electrons, bonding and electron dot diagrams.  We practiced some electrons dot diagrams.  Notes will be continued on Thursday (lab Wed.).

Monday, December 02, 2013
CP, LP, ATT same as Tuesday
Today in class...
We finished up the lab from Tuesday by answering the analysis questions in groups, then discussing them as a whole group.  We compared results from the groups and discussed reasons for discrepancies.  Then, we started on Ch. 10, Lesson 1 (p. 344-351).  We read in our groups, then highlighted important details in the online texbook.  Using the Cornell Notes format, we wrote the information in our notes.  We will continue note taking Tuesday.
If you missed today...get the completed lab information from a tablemate.  Then, start the notes.  See today's flipchart for help.

Tuesday, November 26, 2013
CP
Explain the relationship between the classification of a material that a substance is made of and its ability to transfer thermal energy.
LP Complete the following sentence frame for each substance: "__________ is classified as a __________ (metal, nonmetal, metalloid) and is a _________ insulator.
ATT Work together with tablemates to complete the "Thermal Energy Insulators" Lab and analysis questions.
Today in class...We completed the Thermal Energy Insulators lab where we had a metal, nonmetal and metalloid material.  For each material, we tested to see how well it insulated heat by documenting the temperatures of hot water wrapped in each substance over the course of 12 minutes.  Students then answered analysis questions relating to lab experiment.
If you missed today...no make-up work

Monday, November 25, 2013
CP
Identify the location of elements, using their properties as clues.
LP Use the following sentence frame: "This element belongs in the following location on the periodic table _________, because of its properties of ____________."
ATT Work with your shoulder partner to identify the location of all of the "alien elements" on our periodic table.
In class today...we worked in groups and used clues and our knowledge of the properties of the periodic table to identify where some "alien elements" belong on the periodic table.  There was a reward for any student who got them all correct!
If you missed today...no make-up work.

Friday, November 22, 2013
CP
Demonstrate understanding of the periodic table of elements   
LP Use appropriate scientific vocabulary on the periodic table quiz
ATT No ATT today...assessment day
Today in class...students took vocab. quiz #11 and the chapter 9 periodic table quiz.
If you missed today...check with Mrs. M upon your return to schedule make-up quizzes.

Thursday, November 21, 2013
CP
Review periodic Table concepts
LP Use appropriate scientific vocabulary when reviewing the periodic table (ex. period, group, metals, nonmetals, metalloids)
ATT Work with tablemates to complete review packet and check answers.
Today in class...we completed the review packet, checked answers and discussed any problem areas before tomorrow's chapter 9 quiz
If you missed today...look at today's flipchart and check your answers for the review packet.

Wednesday, November 20, 2013
CP
Identify elements based on their physical and chemical properties.
LP Use the following sentence frame: "The element on the "Wanted" poster is ________ because of the properties of ________."
ATT With your tablemates, identify at least 4 elements and record the properties that helpked you identify them on your data table.
In class today...We checked the hw, then Did an element "walkaround".  Students used other classmates' element "wanted" posters to identify elements.  The table with the most correct identifications won! Then, we started the homework, a review packet for Friday's Periodic table quiz.
If you missed today...get a copy of the review packet upon your return,


Tuesday, November 19, 2013
CP, LP, ATT same as Friday and Monday
Today in class...
we completed our element "wanted posters".  And watched a video clip describing the parts of the periodic table
If you missed today...you will need to catch up on vocab and hw.  If you missed both Monday and Tuesday, you will need to see me for a replacement activity.

Monday, November 18, 2013
CP, LP, ATT Same as Friday
Today in class...
we started research on our elements and began making the "Wanted" Posters.  Most are nearing completion.
If you missed today...You will need to research an element on your own, using the paper that Mrs. M provides.  See Mrs. M when you return.

Friday, November 15, 2013
CP
Investigate a specific element's properties, using the periodic table.
LP Use scientific vocabulary when creating your poster project (ex. element, period, group, family, charge, atomic number, etc.)
ATT Work with a partner to complete the "Element Wanted Poster" project by investigating one element from the periodic table and presenting its properties.
Today in class...we took vocab. quiz #10, we went over last week's atoms quiz, and went over the key concept builders about the periodic table.  Mrs. M introduced the Element "Wanted" Poster project we'll start Monday.
If you missed today...check hw and today's lesson materials tabs, get answers to the key concept builders (flipchart).

Thursday, November 14, 2013
CP, LP, ATT same as Wednesday
Today in class...
we worked on finishing the coloring of the periodic table then continuing on with the graphic organizers concerning the periodic table.  Students used the periodic table and their textbooks (p. 319-332 to fill in the information.  Any incomplete organizers are to be completed for homework, to be checked Friday.
If you missed today...complete your graphic organizers on your own, using pages 319-332. We will check the answers together in class.  Check HW and vocab. tabs.

Wednesday, November 13, 2013
CP
Describe the properties of Metals, Nonmetals and Metalloids
LP Complete the following sentnece frames:
"The properties of metals are _____."
"The properties of nonmetals are _____."
"The properties of metalloids are _____."
ATT Work with your shoulder partner to complete the "Organization of the Periodic Table" coloring and labeling activity.  Use this information and your textbook to organize the properties of metals, nonmetals and metalloids using the graphic organizers.
Today in class...We worked on coloring our own periodic tables of elements, according to the directions given.  It allowed us to set the relationships among the elements and their properties.  Then we started working on organizing that information by filling out graphic organizers about the properties of the elements, using the textbook (Chapter 9, lessons 2 & 3), and our periodic tables.  We will continue working on this tomorrow.
If you missed today...Print out the periodic table and directions on today's "Today's Lesson Materials".  Completing the periodic table coloring will put you at about where all the other students will be on Thursday.  Check HW tab.

Tuesday, November 12, 2013
CP, LP, ATT same as Monday
Today in class...
we completed the periodic table foldable and checked over it.  (ch. 9, lesson 1)
If you missed today...check "Today's Lesson Materials" and look for today's flipchart. Use it to make sure you have accurate notes. Check HW and Vocab.

Monday, November 11, 2013
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. period, group, metal, nonmetal, metalloid)
ATT Work with tablemates to read ch. 9, lesson 1 about the periodic table using the read, retell, highlight, write method.  Then, complete notes in the periodic table of elements foldable using the provided guidelines.
Today in class...We added vocabulary to our list, we wrapped up our discussion of the periodic table virtual simulation and put it in our "classwork" section of our notebook.  Then we took a pre-reading questionnaire about the periodic table, based on the Brainpop video.  Students then watched the video to see how many questions they got correct.  Then, we began reading p. 308-315 and filling in the foldable that we made in class.
If you missed today...catch up on vocab and check hw page.  If you can, watch the BrainPop video "Periodic Table of Elements".  (login: sarasotamidstudent, pw: sarasota).  When you return, you can set up your foldable and catch up on notes.

Friday, November 08, 2013
CP, LP and ATT same as Thursday
In class today...
We took vocab. quiz #9.  We continued working on the periodic table virtual simulation.  Some classes finished, others are completing for hw.
If you missed today...complete the virtual lab this weekend.  See yesterday's flipchart (Today's Lesson Materials) for direction on how to get to the lab.

Thursday, November 07, 2013
CP
Explain how an atom's structure is realted to its position on the periodic table.
LP Use the following sentence frames when comparing properties of elements:
"The properties of elements in the same group are ___ as you progress from top to bottom."
"The properties of elements in the same period are ____ as you progress from left to right."
ATT Work with tablemates to complete the "Ring & Dot" sort and to complete "Periodic Table Virtual Lab".
In class today... Turned in science in the news from yesterday (GRADED ASSIGNMENT), copied New vocab., Mrs. M. passed back the open-note atomic theory quiz from last week. We started our study of the periodic table with an inquiry ring and dot sort, as well as starting a periodic table virtual lab that we will complete on Friday.
If you missed today...Turn in your "science in the news" worksheet upon your return, Look over today's flipchart, and catch up on vocab., check HW tab.  You will need to catch up on the lab upon your return. Print a copy from "Today's Lesson Materials" if you want a head start.  ;)

Wednesday, November 06, 2013
Today in Class...
we took the Atoms quiz and worked on a Scientific Method page.  Students will complete the Scientific Method paper and turn in Thursday for a grade.
If you missed today...make an appointment with Mrs. Mocherman to make up your Atoms Quiz.  Get a copy of the Scientific Method article upon your return.

Tuesday, November 05, 2013
CP, LP, ATT (same as Monday)
Today in class...
We continued with our review for tomorrow's quiz from yesterday.  We also checked over Friday's review worksheet in class.  Lots of review!
If you missed today...You will not be required to take the quiz tomorrow, unless you choose to do so.  You will be permitted to wait until Thursday or Friday (make sure you make an appointment to come in early or during lunch.).  Check HW tab.  Also review answers are on "Today's Lesson Materials" (at bottom)

Monday, November 04, 2013
CP
Explain how neutral atoms are affected by changes in proton, neutron, and electron numbers.
LP Use scientific vocabulary when describing how atoms change when proton, neutron and electron numbers are altered (ex. ion, isotope, nuclear decay, half-life, proton, neutron, charge, nucleus, electron cloud, etc.)
ATT Work with tablemeates to complete "Protons, Neutrons and Electrons - How Atoms Differ" flipchart review exercise.
Today in class...we checked last week's lesson outline and radioactive decay simulation lab paper.  We also started the review exercise, which will be continued tomorrow.
If you missed today...Check HW tab.  Update vocab.  Also, check lab and outline answers with a classmate (or check the website tomorrow.)

Friday, November 1, 2013
CP
Review concepts of atomic structure and radiation
LP Use appropriate scientific vocabulary in conversation and written work.
ATT Work with your shoulder partner to complete the review page about atomic theory, atomic structure, and radiation.
In class today...Mrs. M was out.  Students completed vocab. quiz #8, then watched a video about nuclear energy while filling out a question page.  Last, students worked on the review worksheet (to be completed for homework).
If you missed today...you will need to make up vocab. quiz #8 and get a copy of the review worksheet to complete on your own.  You do not need to make up the video.

Thursday, October 31, 2013
CP, LP, ATT - same as Wednesday
Today we
took the Science Benchmark test (county test - does not count towards grade in science class).  Then, students worked to complete the PhET half-life lab and the lesson outline for chapter 8, lesson 2. No new vocab.
If you missed today...you will need to come in and make-up the benchmark test (takes approx. 30 minutes).  You will also need to complete the PhET "Dating Game" lab on your own (at home or come in early Monday).

Wednesday, October 30, 2013
CP
Observe the process of nuclear decay and use the information to formulate a definition for the term half-life.
LP Use the following sentence frames when describing the half-lives of Carbon-14 and Uranium-238: "I know that the half-life of Carbon-14 is _____ because ______.
I know that the half-life of Uranium-238 is _______ because ________."
ATT Work with tablemates to complete the half-life PhET lab.
In class today...we spent some time discussing isotopes and radioactivity, in addition to average atomic mass and mass number.  Then we started an inquiry lab (simulation) about radioactive decay and half-lives of elements.
If you missed today...catch up on vocab missed in class. Look at today's flipchart and book to review the concepts of atomic mass, mass number, isotopes and nuclear decay.  You can also print the PhET lab (Today's Lesson Materials) and start it at home.  Google "phet simulations" and click on the one called "Radioactive Dating Game".  Check HW Tab.

Tuesday, October 29, 2013
CP
Describe subatomis particles of atoms, ions, isotopes, and nuclear radiation
LP Use scientific vocabulary in conversation and written work (ex. proton, neutron, electron, isotope, charge, ion, isotope, etc.
ATT  Work with shoulder partner to read the text and complete a lesson outline about subatomic particles in ions, isotopes and radioactivity
In class today... We checked last night's homework and the atom building virtual lab for accuracy.  We also practiced drawing an atom model.  Students completed an open-note quiz.  We also read p. 289-296 (ch. 8, lesson 2) and started a lesson outline.  We will complete the outline in class later in the week.
If you missed today...check HW tab. Make an appointment to complete the open-note quiz.  Read p. 289-296 and be prepared to catch up on the lesson outline upon your return.  Also, check your homework and lab against the flipchart from today on the Today's Lesson Materials page, or check it with a friend when you return.

Monday, October 28, 2013
CP
Build models of atoms by determining the numbers of subatomic particles within each atom and placing them in their correct location within each atom.
LP Use appropriate scientific vocabulary (proton, neutron, electron, nucleus, energy level, etc.) when describing the structure of the atom.
ATT Work with tablemates to build and photograph models for atom building activity.
In class today...We built atoms based on the number of protons, electrons and neutrons.  Then we took pictures of them and put them on flipcharts.  We entered the models into the PhET simulation for building atoms and found out which element each one was.  Also, we checked over the atomic timeline and Rutherford Scattering lab.
If you missed today...You will need to obtain a copy of the lab simulation paper and fill in data upon your return.  Update vocab. Check HW tab

Thursday, October 24, 2013
CP
Build models of atoms by determining the numbers of subatomic particles within each atom and placing them in their correct location within each atom.
LP Use appropriate scientific vocabulary (proton, neutron, electron, nucleus, energy level, etc.) when describing the structure of the atom.
ATT Work with tablemates to build and photograph models for atom building activity.
In class today...We built atoms based on the number of protons, electrons and neutrons. Then we took pictures of them and put them on flipcharts. We entered the models into the PhET simulation for building atoms and found out which element each one was.
If you missed today...You will need to obtain a copy of the lab simulation paper and fill in data upon your return. Update vocab.  Check HW Tab




Wednesday, October 23, 2013
CP
Describe the scientific discoveries that have caused the atomic theory to change over time.
LP Use scientific vocabulary when describing the development of the atomic theory (ex. atom, theory, electron, nucleus, proton, electron cloud, neutron, etc.)
ATT Work with tablemates to gather and interpret information to be included in the "Atomic Model Timeline" foldable. Use "Read, Retell, Highlight, and Write" routine when gathering and interpreting information. Complete virtual lab - Rutherford Scattering
Today in class...we completed the Atomic Model Timeline and started the virtual lab - Rutherford Scattering to be completed for HW.
If you missed today...look at today's flipchart to complete your timeline.  Update vocab., check HW tab.


Tuesday, October 22, 2013
CP
Describe the scientific discoveries that have caused the atomic theory to change over time.
LP Use scientific vocabulary when describing the development of the atomic theory (ex. atom, theory, electron, nucleus, proton, electron cloud, neutron, etc.)
ATT Work with tablemates to gather and interpret information to be included in the "Atomic Model Timeline" foldable.  Use "Read, Retell, Highlight, and Write" routine when gathering and interpreting information.
Today in class...We watched a Brainpop about atomic theories.  We then started reading in the text book about the scientists who helped develop the atomic theory over time (p. 277-286). Students received a foldable and filled in information about each scientist/philosopher, including when they developed their theory, what their theory was, what their atomic model looked like, and what tools they used if any.  This foldable will be continued and completed Wednesday.
If you missed today...You will need to start with your group on the foldable Wednesday, then catch up at home using the flipchart that will be posted after Wednesday.  Check HW Tab.

Monday, October 21, 2013
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 the atomic theory (ex. atom, theory, electron, proton, electron cloud, neutron, etc.)
ATT Work with tablemeates to complete the atomic model sort and "how can you gather info. about what you can't see" inquiry lab.
In class today...We started Ch. 8 by writing two new vocab words: atom and atomic theory.  Then we worked with tablemates to complete a sort on the computer of all the scientists and their model of the atomic theory for their time.  Then we did an inquiry lab similar to Rutherford (who discovered the nucleus of the atom through the "gold foil experiment".  We tried to determine the shape of a block that we could not see, by rolling marbles and marking their track.  Students answered questions on the flipchart and saved them.
If you missed today...we will go over the inquiry lab on Tuesday.  I suggest you go online and watch the Brainpop video "atoms".  Also, update your vocabulary list.

Friday, October 18, 2013
CP
Demonstrate knowledge of the nature of science and the nature of matter.
LP Use scientific vocabulary in written work
ATT No ATT today, work independently to complete common assessment.
Today in Class...We took the common assessment
If you missed today...You must make an appointment to come in and take the common assessment one morning before school.  You will need to be in Mrs. M's room by 8:30.  See Mrs. M or send and email to ask for a morning that is available.

Thursday, October 17, 2013
CP
Review nature of science and nature of matter concepts to prepare for Common Assessment
LP Use scientific vocabulary in conversation and written work
ATT Work with your tablemates to review science concepts, using the "Send a Problem" model.  Make notes about concepts that you need to review more.
Today in class...We used our computers to review for the common assessment.  Each computer had a different set of questions that represent concepts that will be on the common assessment.  Tablegroups spent a few minutes at each table, answering questions, discussing answers, then checking answers.  Students took notes of concepts they struggled with.
If you missed today...Be sure to study for tomorrow's common assessment.

Wednesday, October 16, 2013
CP, LP, ATT Same as yesterday
Today we....
check hw and wrapped up the lab by discussing questions in class.  Students reviewed for Friday's test using the study guide
If you missed today... Get the study guide for Friday's test and check your answers from the lab.  (Both are in Today's Lesson Materials.)  Check HW page

Tuesday, October 15, 2013
CP
Classify mixtures as solutions, suspensions or colloids
LP Use scientific vocabulary when describing substances and mixtures (ex. heterogeneous mixture, homogeneous mixture, solution, colloid, etc.)
ATT Work with shoulder partner to complete the "Pure Substances and Mixtures" Lab
Today in class...We completed collecting data on the lab, then started answering questions
If you missed today....Get data from a tablemate in class tomorrow and answer questions with the class.  CHeck HW tab.

Monday, October 14, 2013
Content Purpose: Differentiate between a substance and a mixture
Language Purpose: Use scientific vocabulary when describing substances and mixtures (ex. heterogeneous mixture, homogeneous mixture, solution, colloid, etc.)
Accountable Team Task: Work with tablemates to complete "Matter" sort and to gather and interpret information for notes about heterogeneous and homogeneous mixtures
Today in class...We added information about colloids and suspensions to our foldable after completing a fact sort.  Then, we started tomorrow's lab
If you missed today...make sure your foldable is complete by checking today's flipchart on "Today's Lesson Materials."

Friday, October 11, 2013
CP Same as Thursday
LP Same as Thursday
ATT Same as Thursday
Today in class...
Today in class we completed the substances and mixtures foldable.  We also completed Vocab. Quiz #7
If you missed today...You will need to arrange a time to make up the vocab. quiz.  Also, you will need to make the foldable.  See Monday's (Oct. 14 flipchart for help)

Thursday, October 10, 2013
CP
Describe the characteristics of substances and mixtures.
LP Use scientific vocabulary while describing substances and mixtures (ex. heterogeneous mixture, homogeneous mixture, solution, etc.)
ATT Work with tablemates to read-retell-highlight-write about substances and mixtures.
Today in class...We completed yesterday's lab and talked about the discrepancies in data.  Then, in tablegroups, students read p. 416-421 about substances and mixtures.  They then began writing notes in their foldable.  We will finish the reading and notes Friday.
If you missed today...Complete the lab conclusion from yesterday.  Be ready to catch up on the foldable upon your return Friday.  Also, check vocab and homework tabs for new information.

Wednesday, October 09, 2013
CP Correctly format hypothesis and conclusion statements related to a scientific question
LP Use the following sentence frames when writing hypothesis statement: " If (ind. variable) then (dep. variable) because ________." Use the following sentence frame when writing conclusion statement: "The data (support/fail to support) the hypothesis that _________________."
PGW Work with your table mates to complete Inquiry Lab Stations and complete sentence frames for each.
Today in class...We did a dissolving lab - watching salt dissolve under the digital microscopes.  We were demonstrating the solubility of salt and using our scientific method skills. 
If you missed today...get the lab data from your tablemates Thursday and complete the lab with them in class.  Also get the new vocabulary words from "Today's Lesson Materials".



Tuesday, October 08, 2013
CP
Demonstrate knowledge of physical and chemical changes and states of matter.
LP Use appropriate scientific vocabulary when completing assessment.
ATT Work with shoulder partner to review for quiz #5
Today in Class...We completed Quiz #5, covering physical/chemical changes and states of matter.
If you missed today...YOU need to contact Mrs. M to arrange a morning to come in and make up the quiz.  Do NOT wait...the end of the quarter is approaching!!

Monday, October 07, 2013
CP
Review the characteristics of physical changes, chemical changes and changes in state of matter.
LP Use scientific vocabulary when reviewing phys/chem changes and states of matter (ex. thermal energy, kinetic energy, solid, liquid, gas, melting, etc.)
ATT Work with tablemates and whole group to complete a walking review for tomorrow's quiz.
In Class Today...we checked last week's virtual lab and phys/chem change lab and discussed questions.  Mrs. M. returned Quiz #4 (Scientific Method).  Quiz reflections are due Monday, Oct. 14.  We also started a review packet for Quiz #5 (tomorrow) to be completed and checked for homework.
If you missed today...Check your labs from last week against today's flipchart ("Today's Lesson Materials" tab).  Also complete and check the quiz review (also in "Today's Lesson Materials" tab).  Quiz #5 is Tuesday.  You can choose to wait and make it up Wednesday morning, if you were absent today.

Friday, October 04, 2013
CP
Identify whether a reaction is chemical or physical and observe conservation of mass.
LP Use appropriate science vocabulary as you discuss and analyze the changes you observe (ex. physical property, chemical property, temperature, new substance, etc.)
ATT Work with shoulder partner to observe and identify changes as physical or chemical as you collect data and answer lab questions.
In class today...We took vocab. quiz #6, then we completed the phys/chem change lab.  Some classes will complete question in class on Monday. 
If you missed today...Make up vocab. quiz #6 next Friday.  Upon your return, get data from your tablemates in order to complete your lab questions.

Thursday, October 03, 2013
CP
Identify whether a reaction is chemical or physical and observe conservation of mass.
LP Use appropriate science vocabulary as you discuss and analyze the changes you observe (ex. physical property, chemical property, temperature, new substance, etc.)
ATT Worth with shoulder partner to observe and identify changes as physical or chemical as you collect data and answer lab questions.
In class today...we turned in our teacher-directed active study from Wed homework.  Then we started the physical and chemical changes lab...identifying changes as chemical or physical and also testing the law of conservation of mass.  We also added vaporization and evaporation to our vocab. list
If you missed today...Check the HW tab.  Turn in Wed. HW upon your return.  Also when you return, you will need to get data from a classmate to complete the lab questions.

Wednesday, October 02, 2013
CP
Describe the relationship between thermal energy and temperature in changes of state of matter.
LP Use the following sentence frames when describing changes in state of matter:  "When the thermal energy increased, the particles _____________.  When thermal energy decreased, the particles ______________."
ATT Work with your tablegroup to complete the States of Matter Virtual Lab Simulation, answering questions.
Today in class...We checked the states of matter outline as a group and finished the Changes in State fact sort.  We also worked on a virtual lab, testing out different temperatures and pressures on different atoms and molecules.  This was not completed and will likely be completed for homework one night soon.
If you missed today...Look at "Today's Lesson Materials" at today's flipchart to check your answers for the Fact Sort and Lesson Outline.  Also, do the virtual lab online.  See the Word document on "Today's Lesson Materials."  Check tonight's homework assignment as well.

Tuesday, October 01, 2013
CP
Describe the relationship between thermal energy and temperature in changes of state of matter.
LP Use scientific vocabulary when describing changes in state of matter (ex. kinetic energy, thermal energy, vaporization, evaporation, etc.) in conversation and written work.
ATT Work with your shoulder partner to read p. 245-252 about changes in state of matter and complete the lesson outline and fact sort.
Today in class...We wrapped up  the Phase Change Lab questions by checking our answers and we completed the physical/chemical change foldable using p. 221.  Then, we read p. 245-252 about changes in state of matter and completed a lesson outline and word sort.  (Some classes will do the word sort tomorrow.)
If you missed today...Look at today's flipchart (Today's Lesson Materials), correcting any answers from the lab and completing the foldable notes on chemical change.  Also, read p. 245-252 and complete the lesson outline (also on Today's Lesson Materials).

Monday, September 30, 2013
CP, LP, ATT same as Friday
Today in class...
Students labeled and saved their temperature change graph from Friday's lab into a flipchart.  Then we finished working on the analysis questions.  Two new vocab. words were added.
If you missed today...catch up on vocab., complete the analysis questions for Friday's lab, using the graph on p. 214 to help as needed.

Friday, September 27, 2013
CP
Describe how a change in energy affects the state of matter.
LP Use the following sentence frames when interpreting Phase Change Lab data:
ATT (Accountable Team Task) Work with tablesmates to perform the Phase Change Lab procedures, gather data, and complete analysis questions.
Today in class...We took vocab. quiz #5.  Then we followed the procedures and saved our data for the Phase Change Lab.  We will complete the lab graph and questions on Monday
If you missed today...download the lab page ("Today's Lesson Materials") and complete the top part up to and including the hypothesis.  You can get data from your tablemates on Monday.  You can make up Vocab. Quiz #5 next Friday.

Thursday, September 26, 2013
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, mass, volume, density, conservation of mass, etc.)
PGW Work with tablemates to gather and itnerpret information to be included in the physical and chemical changes foldable.
Today in class...We read pages 213-216 and worked on taking notes in a foldable on physical changes.
IF you missed today...Read pages 213-216 and make the foldable as shown in today's flipchart on "Today's Lesson Materials".

Wednesday, September 25, 2013
CP
Demonstrate knowledge of the steps of the scientific method
LP Use appropriate sentence frames and vocabulary when completing Quiz #3
PGW Complete the scientific method review with your tablemates before starting Quiz #3.
Today in class... We completed the flipchart review of scientific method and took Quiz #3.
If you missed today...See homework page.  Make an appointment with Mrs. M to come in and make up Quiz #3.

Tuesday, September 24, 2013
CP
Identify the steps of the scientific method.
LP Use the following sentence frames to identify steps:
Question: "Will __________ affect ___________?"
Hypothesis: "If________, then _________, because ____________"
Conclusion: "The data do/do not support the hypothesis which states _________.  The data that supports the conclusion are __________________________."
PGW Collaborate within table groups to complete a sentence sort.  Use the resulting scenario to describe the testable question being researched and how the steps of the scientific method could be used to answer it.
In class today...The board work was an independent assignment where students were given a scenario and asked to identify some (not all) of the parts of the scientific method.  We checked this in class.  Students then worked in tablegroups to complete another scenario and apply the parts of the scientific method.  We will complete and check this before the quiz tomorrow.  There were no new vocab. words.
If you missed today...obtain a copy of the sci method practice (bean sprouts) from "Today's Lesson Materials" or in class tomorrow.  Complete the worksheet and check it against my flipchart from today.  Check the homework page for today.

Monday, September 23, 2013
CP
Review application of scientific method to real-world science articles.
LP Use the following sentence frames when applying the scientific method to articles: "If...then...because," "The data do/do not support the hypothesis that said, __________. The data that supports the conclusion are..."
PGW Work with small group to evaluate your application of the scientific method to real-world science articles and correct errors.
Today in class...We worked in groups to review Friday's science articles and our answers to the scientific method application to those articles.  We made corrections using the answer key provided, then summarized our articles to other students who had not read them.  We also checked the scientific method foldable and scientific method practice homework from last week.  Mrs. M announced a quiz will take place Wednesday on the scientific method...applying it to an experiment.  We also added words 34 and 35 to our vocab. (Be sure to keep up with the sentences and pictures.)
If you missed today...Look on "Today's Lesson Materials" page for today's flipchart which contains the answers to the article questions, as well as the foldable and homework from last week.  Look it over and stop in Mrs. M's room in the morning if you have some confusion.

Friday, September 20, 2013
CP
Apply the scientific method to real-world science articles.
LP Use the following sentence frames when applying the scientific method to articles: "If...then...because," "The data do/do not support the hypothesis that said, __________.  The data that supports the conclusion are..."
PGW Work with a member of another PGA science class to read a real-life science article.  Complete the worksheet to apply the scientific method to the article.
Today in class...we took Vocab. quiz #4.  Then we met up with other PGA science students to read science articles.  We then completed a worksheet that helped us apply the scientific method to the article.
If you missed today...Take vocab. quiz #4 next Friday.  Read the science article (found on my "Lesson Materials' page) and complete the worksheet applying the scientific method.

Thursday, September 19, 2013
CP, LP, PGW
- same as Wednesday
Today in class...We finished up the Scientific Method Foldable.  Some classes had time to check as a class.  We are holding on to the Scientific Method Practice Page from Wednesday's homework and will revisit it as soon as time permits. No new vocab was given
If you missed today...You will need to catch up on your foldable. Look at the "Today's Lesson Materials" page and look at the flipchart for yesterday on how to set up your foldable.  Use the textbook to help you find the information (Nature of Science section at beginning of textbook).  Check the homework page.

Wednesday, September 18, 2013
CP
Explain how scientists conduct an experiment using the steps of the scientific method.
LP Use scientific vocabulary (hypothesis, independent variable, dependent variable, control, data, etc.) when recording notes in the foldable
PGW Work with your tablemates to create a scientific method foldable.
Today in class...We discussed and corrected the mass vs. weight lab that was started Monday.  Then we started the scientific method foldable, using information from the cube lab flipchart, the Nature of Science (beginning) part of the textbook, and vocabulary.  See "Lesson Materials" for the flipchart on how to set up the foldable.  We will finish the foldable Thursday.
If you missed today...update your vocabulary through #33, make sure you complete and correct the mass vs. weight lab (see "lesson materials").  Be ready to play catch-up with the foldable on Thursday.

Tuesday, September 17, 2013
CP
Explain the relationship between mass and weight
LP Use scientific vocabulary (mass, weight, force, Newton, etc.) as you analyze the lab results.
PGW Work with tablemates to finish the mass vs. weight lab, collect and analyze data, then use this information to formulate a conclusion.
Today in class...Vocab. word "Newton".  We finished the mass vs. weight lab and answered any unfinished questions for homework.
If you missed today...You will need to update your vocabulary and complete the mass vs. weight lab on your own.  (You should already have all your data, just answer questions). 

Monday, September 16, 2013
CP
Explain the relationship between mass and weight
LP Use scientific vocabulary (mass, weight, force, Newton, etc.) as you analyze the lab results.
PGW Work with tablemates to finish the mass vs. weight lab, collect and analyze data, then use this information to formulate a conclusion.
Today in class...Students completed the Density Quiz (Quiz #2), in addition to adding weight and gravity to the vocabulary list.  Students began working on the Weight Vs. Mass Lab, which will be completed Tuesday.
If you missed today...Make arrangements upon your return to meet with Mrs. M. to complete Quiz #2 (Density).  Get the new vocabulary words (weight and gravity) from the website. Complete tonight's homework (see Homework page). 

Friday, September 13, 2013
CP
Analyze scientific method and apply to lab situations
LP Use scientific method vocabulary (hypothesis, experiment, variables, etc.) in conversation and written work.
PGW Work with your tablemates to review scientific method and practice applying it to lab situations
Today in class...We took vocab. quiz #3.  We wrapped up the scientific method flipchart and checked the answers.  Everyone should have a good idea of what is involved in following the scientific method. Mrs. M returned last week's quiz.  Students were given the option to do a "Quiz Reflection" assignment if they choose to bring up their grade.  Quiz Reflections are due Friday, Sept. 20.  See the Lesson Materials page for details.
If you missed today or any day this week... Be sure your scientific method worksheet is complete with correct answers.  The flipchart for the explanation and the flipchart with the answers are both posted on the Materials page.  You can make up vocab quiz #3 next Friday.  Remember that there is a quiz on Density Monday.  Be ready.  :)  See Mrs. M to get your Quiz #1 back. 

Thursday, September 12, 2013
Continuation from Wednesday
In class today...
we completed the scientific method worksheet, using the flipchart and cube density lab.  We also added 2 vocabulary words to our list.
If you missed today...look up the definitions for experimental group and control group. Use the flipchart labeled Sept. 9,10,11 to complete your scientific method worksheet based on the density cube lab (in your binder).  Remember to study vocab for tomorrow's Vocab. Quiz #3.

Wednesday, September 11, 2013
Continuation from Tuesday
If you missed today...
look up the definitions for inference and constants, See Tuesday's agenda below.

Tuesday, September 10, 2013
CP
Analyze the density cube lab and incorporate the steps of the scientific method.
LP Use the appropriate sentence frames (in flipchart) for completing the steps of the scientific method
PGW With your tablemates, complete the Scientific Method activities on the flipchart, then convert the Density Cube Lab into a scientific method lab on the flipchart and on your worksheet.
Today in class...After Daily Vocab. we worked through the student-led flipchart for learning about, practicing and applying the scientific method. 
If you missed today...you will want to get the definitions for independent variable and dependent variable and look at the flipchart today to read up on the steps of the scientific method and how to apply it to your Cube Lab.  Most classes got done with their hypothesis today.  (I will be unavailable to help students Wednesday morning, as I have a staff meeting I must attend.)

Monday, September 09, 2013
CP, LP, PGW
: Same as Friday
Today in Class...We completed the Density Cube Lab, and discussed the correct identities of the materials in the cubes.  Then, we started the Scientific Method Flipchart, which will continue on Tuesday.
If you missed today...you will need to get data from a neighbor and complete your Density Cube Lab calculations.  You will also need to catch up on Vocab. words Scientific Method and Questioning

Friday, September 06, 2013
CP
Determine the identity of an unknown material by calculating its density and comparing it to known densities of materials.
LP Use the following sentence frame when identigying the unknown materials: Based on density, date sample ____________ appears to be _________."
PGW With your shoulder partner complete the density cube lab by taking mass and volume measurements and calculating density and determining the identity of known samples.
Today in Class...Today was vocab. quiz #2.  We wrapped up this week's labs by discussing the results, analysis questions and possible errors.  Then we started the density cube lab, where each groups had to determine the density of various materials to decide which material they were.  This lab is only about 1/4 complete.  We will finish on Monday.
If you missed today...You can make up the vocab. quiz on Friday of next week.  You can get a copy of the lab on Monday from the "Catch up" crate.  Copy the density lab data from what has already been done in your group and finish with the class.

Thursday, September 05, 2013
CP
Explain the relationship between the density of liquids and their locations in a density column
LP Use scientific vocabulary (mass, volume, density) to explain the relationship between the density of liquids and their location in a density column.
PGW Work with shoulder partner to create saltwater solutions and explain their location in a density column, using the concept of density.
Today in Class...We added solution, solute and solvent to our list of vocabulary words.  Then we completed the Salt Lab, making amazing rainbow-colored columns of salt water in test tubes.  Students calculated the densities of each of the solutions, using different amounts of salt and answered other analysis questions.  Anything not done in class is to be completed at home.
If You Missed Today...Copy the vocab. words from the flipchart from today.  There will be no requirement for making up today's lab.

Wednesday, September 04, 2013
CP
Demonstrate an understanding of physical and chemical properties and lab safety
LP Use scientific vocabulary while reviewing for and completing properties quiz.
PGW Review with your shoulder partner in order to review for quiz.
In class today...We discussed the density calculation homework and put it in the binders, as well as added solid, liquid and gas to the list of vocabulary definitions, pics and sentences.  We then reviewed for 5 minutes.  Student spent the rest of the class working on Quiz #1.
If you missed today...You will need to show Mrs. M your density homework upon your return.  Also, you will need to arrange a day to come in and take Quiz #1.  8:30 any morning.  Email to set up a time.

Tuesday, September 03, 2013
CP
Explain why density is a size-independent property
LP Use the following sentence frame when explaining why density is a size-independent property.  "Density is a size independent preoperty because ___________.  The data supports this because ____________."
PGW Work with shoulder partner to complete the clay density lab and answer the analysis questions.
Today in class...Students copied definitions for 3 more vocabulary words (matter, observation, hypothesis).  Then they were presented with a lab where different sizes of the same clay were compared.  Mass and volume were measured, then used to calculate density.  Students completed the lab procedure then answered analysis questions.  There was plenty of time in class to complete the questions.  Students who did not finish were asked to complete at home. 
If you missed today...print (or get a copy when you return) the worksheet from today.  Remember that Density = mass/volume, mass=density X volume, volume=mass/density.

Friday, August 30, 2013
CP
Use student-directed Active Study techniques to review physical and chemical properties
LP Use scientific vocabulary when describing physical and chemical properties (ex. mass, volume, size, size dependent, size independent, etc.)
PGW Work with tablemates to create a Physical and Chemical Properties CD Case to review.
Today in class...Students took the first weekly vocab. quiz, with wonderful results.  :)  Students then worked as a tablegroup, using their notes to make song titles with song artists whose names included information about physical and chemical properties.  CD Cases were saved on the computer.  Many had time to share with the group.  We then spent some time brainstorming student-directed active study ideas.
If you missed today...You will need to make up the vocabulary quiz when we take next Friday's quiz.  Please remind Mrs. M on Friday.  Also review your notes on physical and chemical properties, as there may be a quiz coming up quite soon.  ;)

Thursday, August 29, 2013
CP
Review Physical and chemical properties, using the "Active Study" technique.
LP Use scientific vocabulary when reviewing chemical and physical properties.
PGW Work with the whole group and tablemates to complete the "walking review" activity.
Today in class...We added 5 vocabulary terms to our notebook.  We wrapped up Cornell notes by giving some good examples of note questions and summary.  Next was an introduction to "active study".  The students completed a teacher-directed active study activity by taking their worksheet and walking around the room, having different students write answers.  They then compared with their tablemates and made changes where necessary.  We followed it up with a review of the correct answers.  Tomorrow we will continue "active study" by doing a student-directed activity.  "Active Study" (having a product to show for the studying) will be a regular homework assignment this year.
If you missed today...Show your note questions and summary from Wed. night to Mrs. M, so you can receive credit.  Get the 5 vocab. word definitions from the website.  Complete the sentences and pictures.  Get a copy of the worksheets from today's walking review (print from website or get a copy in the classroom.

Wednesday, Aug. 28
CP
Identify and describe physical properties and chemical properties.
LP Use scientific vocabulary when describing physical and chemical properties.
PGW Work with tablemates to gather and interpret information to be included in the physical and chemical properties Cornell Notes and formulate questions.
Today in class...students completed the Cornell notes for page 204-208, 219-220 on physical and chemical properties.  Mrs. M. modeled how to formulate a question and explained the expectations for the summary of the notes.
If you missed today...You will need to complete the Cornell notes and write about 5 test-type questions that can be answered using the notes (no true/false, yes/no, or multiple choice).  Write the questions in the "note questions" column of the notes.  Also, at the end of the notes, write a 3-4 sentence summary.

Tuesday, Aug. 27
CP
Identify and describe physical properties and chemical properties.
LP Use scientific vocabulary when describing physical and chemical properties.
PGW Work with tablemates to gather and interpret information to be included in the physical and chemical properties Cornell Notes.
In class today...we reviewed the Lab Safety Foldable and put it in our binder.  Using the online textbook, we then started working on Cornell style notes for physical and chemical properties.  Groups worked together reading, retelling, highlighting, then writing notes.  We then discussed the notes as a class. Today we completed pages 204-205.  Tomorrow we will continue working on notetaking.
If you missed today...Check yesterday's flipchart to see what types of items you should have included in your lab safety foldable.  Look at today's flipchart to see how to set up today's notes and what you should have for today. 

Monday, Aug. 26
CP
Identify and describe appropriate behaviors and actions to be taken in science lab to ensure safety and success.
LP Use the following sentence frame when identifying inappropriate lab behaviors/actions "_________ is an inappropriate lab behavior because ________.  The student should ___________ instead."
PGW Work with tablemates to gather information to be included in a lab safety foldable that identifies inappropriate lab behaviors/actions, potential hazards, and acceptable lab behaviors/actions.
In class today...for the first few minutes we finished questions from Friday's chemical properties lab and discussed them as a whole group.  Then, students identified pictures of hazard symbols they might see on a lab.  Students were then given a picture of non-examples of lab behavior.  Students worked in table groups to circle the hazardous behavior.  After that, students made a 3-column foldable explaining the non-example, possible hazard, and appropriate behavior for 6+ of the pictures.  Lastly, Mrs. M modeled the picture and sentence portion of the vocabulary assignment for homework.
If you missed today...Please complete the questions from Friday's lab, look at the flipchart from today and make a foldable for lab safety as described in the flipchart, and complete the pictures and sentences for the 5 vocabulary words from last week. 

Friday, Aug. 23
CP
Observe and describe chemical properties.
LP Use the following sentence frame when discussing your results... "I can tell that reactivity is a chemical property of matter because I observed _________."
PGW Work with your table group to collect and interpret data and answer analysis questions for chemical reactivity labs.
Today in class we reviewed the physical properties of matter using a "paired response" activity. We then observed the chemical property of reactivity by creating two+ chemical reactions.  Students soaked pennies in vinegar and salt, then put in a paperclip.  Some of the floating copper stuck to the paperclip!  Students also recorded the physical and temperature change of steel wool after it had been soaked in vinegar.  We will follow up on these labs Monday.  Students will have a few minutes to complete lab questions.  Lab sheets will be turned in.
If you missed today: Please review physical properties (take a look at past flip charts and chapter 6, lesson 2).  Also, complete Chapter 6, lesson 2 numbers review (#1-3 and 6) on a sheet of notebook paper. (p. 210)

Thursday, Aug. 22
CP
Share your results for the "Physical Property Exploration" activity with shoulder partners at a different table using the "Accountable Talk to the Community" procedure.
LP Use the following sentence frames when discussing your results: "I disagree with your measurement because ________" "Please explain why you think _______ is a measureable physical property. "  "Why do you think _______ is a size dependent property.
PGW Work with your table to share results using "Accountable Talk to the Community".
Today the class continued yesterday's Physical Properties Exploration Lab by continuing to make 4-5 measurements and/or observations of physical properties of several objects provided. Then shoulder partners from each table switched to different tables to compare their results.  The exit slip at the end of class said, "Using specific examples from your experiments, convince Mrs. M that you understand what a physical property of matter is."
If you missed today: You should write "Absent 8/22" on your data sheet for the Physical Properties Lab and turn it in when you return.  Please answer the exit question on a half sheet of paper and give it to Mrs. M. Also, show Mrs. M your signed papers from the first day of school, and give her your completed parent and student surveys.

Wednesday, Aug. 21
CP
Identify, observe and measure selected physical properties of objects or substances provided.
LP Use scientific vocabulary when describing and measureing physcial properties (ie. mass, volume, conductivity, solubility, color, etc.)
PGW Work with your shoulder partner to complete the Physical Property Exploration Data Sheet using the Helping Curriculum as needed.
Today the class reviewed the website homework and the online textbook scavenger hunt from yesterday. Students were reminded that homework is only accepted on the day it is due.  We added "SI Unit", "mass" and "volume" to our vocabulary page. We discussed using the "helping curriculum" when asking for, offering, accepting or declining help and for politely disagreeing in group work.  Students were then given a box of object and a box of observing and measuring tools to record physical properties of the objects.  We will continue this assignment Thursday.
If you missed today: Obtain copies of the data sheet when you arrive at school and continue with the assignment with your group on Thursday.  Update your vocabulary page (only definitions and page numbers for now). Have your notebook set up and ready to go.

Tuesday, Aug. 20
CP
Become familiar eith the features of the online science textbook using the "on-task partners" routine.
LP Use polite discourse when checking in with and responding to accountablility partner. (ex. Did you get your code entered correctly? No, I'm having trouble finding...")
PGW Work with your shoulder partner to complete the online textbook scavenger hunt.
Today we discussed a few more classroom procedures.  Students were then asked to log into LEARN, add, then utilize their online Physical Science Textbook to complete a scavenger hunt.  Some students had time to set up the notebook tabs at the end of class.  There will be a couple of minutes Wednesday to get that done if needed.  Students also received tonight's homework, which requires them to access Mrs. Mocherman's website and answer some questions.  They will also email Mrs. Mocherman the "secret code" statement before Wed. 8 a.m.
If you missed today: Collect or print the online textbook scavenger hunt and the "accessing Mrs. Mocherman's website" worksheet.  Look at the flipchart for today, as well. Please log in using the code provided for the Physical Science Online Textbook, so that you will be able to use the online textbook.

Monday, Aug. 19 
CP
(Content Purpose): Formulate a definition for physical and chemical properties
LP (Language Purpose): 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 ___________."
PGW (Productive Group Work): Work with table group to complete word sort and use what you learn to complete a Silent Interview of your shoulder partner.
Today we discussed some classroom procedures.  Students worked together on a word sort, deciding whether characteristics were physical properties or chemical properties.  Then they made team definitions of physical and chemical properties.  Vocabulary procedures were introduced. Tomorrow we will finish our vocabulary entries for "physical property" and "chemical property" in addition to our other class work.
If you missed today: Collect the following papers from the Absent box tomorrow: welcome letter/lab safety form/classroom procedures (packet), parent survey, student survey, vocabulary page.  Read and sign lab safety form and classroom procedures.  Complete student survey and give parent survey to parent/guardian.  Turn in all completed and signed forms by Thursday, Aug. 22