Absent Student Resource/Lessons

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

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

I was absent...what do I do?
Check to see what you missed below.
Look at "Vocabulary" tab, and add vocabulary that you missed to your binder.
Look at "Homework" tab.
Print available worksheets from "Today's Lesson Materials" tab, or plan to pick them up your next day in class.
Do ANYTHING that we did in class that you are able to do at home.

Wednesday, 5/20/2015
Apollo 13 movie completed and wrap-up discussion

Tuesday, 5/19/2015
Apollo 13 movie

Monday, 5/18/2015
Apollo 13 movie

Friday, 5/15/2015
Student Apollo Mission presentations.

Thursday, 5/14/2015
CP: Name and describe NASA's Apollo missions to the moon.
LP:  Use the following sentence frame: "The mission of Apollo Mission ___ was ____________."
ATT: Work with tablemates to do research on an assigned Apollo Mission, then create a Flipchart that will be presented to the class tomorrow.



Wednesday, 5/13/2015
Astronomy Common Assessment Day

Tuesday, 5/12/2015
Today in class...
Students completed the Galaxies Webquest and checked the answers.  We then reviewed for tomorrow's common assessment.  Mrs. M. explained the upcoming Apollo 13 movie viewing and handed out permission forms to students to get signed by parents.
If you missed today...Be prepared to take the astronomy assessment tomorrow.  See Mrs. M. for the movie permission form.

Monday, 5/11/2015
CP: Identify and describe types of Galaxies.
LP: Use scientific vocabulary when describing galaxies (ex. spiral, elliptical, irregular, black hole, etc.)
ATT: Work with tablemates to complete the galaxy webquest.
Today in class...We discussed the results of our Moon Survival activity.  Then, students began working on finding the answers to galaxy questions by utilizing provided web pages.  We will finish and check tomorrow.
If you missed today...See "Today's Lesson Materials" for the webquest to print.  Links are on the "Links" page.

Friday, 5/8/2015
CP: Apply the astronomy content purposes to simulate possibility of survival on the moon.
LP: Use scientific vocabulary (ex. vacuum, atmopshere, EM waves, etc.) as you complete the Moon survival activity.
ATT: Work with shoulder partner and then tablemates to rank the importance of certain items that you would want if you were surviving on the moon.
Today in class...Students problem-solved as they rated items on their spaceship from most to least important.  Then, they had to agree on a new list with their partner.  And, again make a new list with their table.  We averaged the result and will discuss on Monday.
If you missed today...Plan to make up VQ #32

Thursday, 5/7/2015
Continued from Wednesday
Today in class...Students completed their calculations of distances within the solar system, creating a better understanding of why scientists use Astronomical Units, rather than kilometers or light-years to measure distances in our solar system.  We then watched a video clip about space.

Wednesday, 5/6/2015
CP: Describe the relative sizes of the planets and the distances between them.
LP: Use scientific vocabulary when describing relative sizes of planets and distances between them (ex. light-year, AU, planet, terrestrial planet, gas giant, etc.)
ATT: Work with tablemates to create a scale model of the solar stystem and to complete the Space the Final Frontier Calsulations and analysis questions.
Today in class...We ventured out to the back field to create our very own solar system model to scale, using toilet paper squares to measure distances.  Students then answered questions about the solar system differences, using their model to help them.  Students then came inside.  After a short discussion, we began calculating the vast distances in our solar system.
If you missed today...Check HW and Vocab. Tabs.  You will need to catch up on today's lab upon your return.

Tuesday, 5/5/2015
Turn in planets foldables and worksheet

Monday, 5/4/2015
Due to science testing, I only see my 3rd and 5th period classes on this day.  We will participate in Vocabulary Bingo to help review all those important vocab. words for the last few vocabulary quizzes this year.

Friday, 5/1/2015
"Stump Your Classmates" - last day review for EOC/FCAT - 6th & 7th graders challenged 8th graders and vice versa on the review questions for Monday's tests.  8th graders dominated the day with only one class tying.  I have faith in ALL of you that you will make yourselves and me proud on Monday's tests.

Thursday, 4/30/2015
SHORTENED PERIODS
Review for FCAT/EOC


Wednesday, 4/29/2015
SHORTENED PERIODS
Review for FCAT/EOC


Tuesday, 4/28/2015
SHORTENED PERIODS
Review for FCAT/EOC

Monday, 4/27/2015
SHORTENED PERIODS
Review for FCAT/EOC

Friday, 4/24/2015
SHORTENED PERIODS
Review for FCAT/EOC

Thursday, 4/23/2015
SHORTENED PERIODS
Review for FCAT /EOC

Wednesday, 4/22/2015
SHORTENED PERIODS
Review for FCAT/EOC - Scientific Method

Tuesday, 4/21/2015
SHORTENED PERIODS
Quiz - stars, sun, asteroids, etc.

Monday, 4/20/2015
CP: Review stars, H-R diagams, telescopes, dwarf planets and other solar system objects.
LP Use scientific vocabulary when reviewing.
ATT: Work with tablemates to complete review flipchart.
Today in class...Students were provided with a review flipchart for Tuesday's quiz.  Questions were provided with covered answers on each page.  Students read the question, then wrote the answer on their white board.  They then shared their answers with their table.  Students discussed then checked their answers with the flipchart.  Students were instructed to jot down on a piece of paper the concepts that they struggled with.  The flipchart is posted under "Today's Lesson Materials".
If you missed today...Be prepared to take tomorrow's quiz.  Details are on the Announcements page.

Friday, 4/17/2015
CP: Identify and define Dwarf Planets and other objects in the solar system.
LP: Use scientific vocabulary: dwarf planet, comet, asteroid, meteor, meteoroid, meteorite
ATT: Work with tablemates to do and check outline of Dwarf Planets and other space objects.
Today in class...Students read p. 717-720 about dwarf planets and other objects in space.  Then, students completed a lesson outline with their tablemates, filling in the blanks of statements from teh text.  Then, students went on to begin a review page.
If you missed today...You will need to make up VQ #29, check the lesson outline and get a copy of the review page upon your return.

Thursday, 4/16/2015
Shortened Classes due to state testing of 7th grade
Today in class...Students checked telescope and electromagnetic waves notes.  Then, we read about other objects in space (asteroids, comets, etc.).

Wednesday, 4/15/2015
Shortened Classes due to state testing of 7th grade
Today in class...Students read about and took notes on different types of telescopes and how they use electromagnetic waves to discover more about stars.

Tuesday, 4/14/2015
Shortened Classes due to state testing of 8th grade
Today in class...Students checked Sun crossword and shared "connection" sentences from Monday.  We also watched the "Telescopes" BrainPop.  Mrs. M. handed out "quick fact" guides for topics that students should be reviewing for upcoming state and district science tests.

Monday, 4/13/2015
Shortened Classes due to state testing of 8th grade
Today in class...Students checked Sun notes.  Then, students worked with their tablemates to complete "connection" sentences, using vocabulary about stars and the Sun.  Students used the sentence frame "______________ connects to ______________ because ________________________."  They used the "because" to explain how the two words connected. TBC tomorrow.


Friday, 4/10/2015
Continuation from Thursday...Students were to complete their Sun notes and check in class today.  I also announced FCAT Explorer practice/Extra Credit opportunity and handed out/explained the planets mini-project that students will complete over the next few weeks during their "holding times" at school while other grade levels test.  See announcements page for more details.
If you missed today...You will need to catch up on your Sun notes (see "Today's Lesson Materials" for directions.  Check the announcements page for all the important information that was announced today.

Thursday, 4/9/2015
CP: Name and describe the parts of the Sun and its features.
LP: Use scientific vocabulary: core, radiative zone, convection zone, photosphere, chromosphere, corona, etc.
ATT: Work with tablemates to complete the Sun sort, read about the Sun and fill in the Sun notes.
Today in class... Students checked their H-R diagram work from yesterday and we answered questions.  Students then completed a pre-reading sort about the parts and features of the Sun.  We discussed the features of the Sun.  Students then read and took notes using provided graphic organizer about the details of the Sun.  Some students were actually able to go outside and view the Sun through a telescope I borrowed from Riverview!  All other students will get to see the Sun tomorrow.
If you missed today...Check HW and Vocab. Tabs.  You will need to catch up on the Sun notes in class tomorrow.  Read. pgs. 741-743 in the textbook.  Check answers for yesterday's work on today's flipchart under "Today's Lesson Materials".

Wednesday, 4/8/2015
Continued from Tuesday...Students organized "stars" on an H-R diagram.  We reviewed how the H-R diagram plots temperature and luminosity of stars and reveals the "Main Sequence."  Students worked on a practice page in class.
If you missed today...Check HW and Vocab. tabs.  Review today's flipchart and complete the worksheet on your own.

Tuesday, 4/7/2015
CP: Explain how stars are classified and how they are organized on the H-R Diagram
LP: Use scientific vocabulary (ex. luminosity, absolute magnitude, apparent magnitude, temperature, color, etc.
ATT: Work with tablemates to describe stars and how they are classified by reading the information pages and filling in your notes.
Today in class...We wrapped up yesterday by discussing the Life Cycle of the Star.  Students completed an entrance slip with their tablemates.  We also watched BrainPop: Stars and Black Holes.  These videos sparked a lot of conversation and speculation about the mysterious black holes!  Students then read about the way stars are classified, using HR Diagrams.  Students completed notes on the information that they read by filling in the blanks on provided note pages.
If you missed today... Check HW and Vocab. tabs.  You will need to make up the notes upon your return.  Look at today's flipchart to read about what you missed.

Monday, 4/6/2015
CP: Trace the steps in the life cycle of a star and explain the properties of the stars in each step.
LP: Use scientific vocabulary (white dwarf, nebula, red supergiant, black hole, etc.) to complete the word sort and diagram.
ATT: Work with tablemates to complete the word sort and use it to correctly label diagram and complete "Life Cycle of a Star" notes.
Today in class...Students completed a sort where they found the descriptions that belong with each illustration in the life cycle of a star diagram.  Then students listened to a story describing the birth and death of a star.  Students revised their sort and checked their diagram.  Students then copied down the descriptions on their own diagram to be kept in their binder.  Lastly, students read  in their flipcharts about the star life cycle.  They then used the information to fill in blanks in their notes.
If you missed today...Check HW and Vocab. Tabs.  You will need to come in and get a copy or print from home the notes and diagram from today.  Finish on your own, using the information in the flipchart.

Thursday, 4/1/2015
Earth-Sun-Moon, Chapter 18 Quiz
VQ #27

Wednesday, 4/1/2015
CP: Review concepts relating to Earth-Sun-Moon
LP: Use science vocabulary when reviewing the Sun, Moon and Earth.
ATT: Work with tablemates to complete the review activities provided in the flipcharts.
Today in class...Students used review activities on the computers to answer questions.  We would then stop after each page and review answers and answer questions.  
If you missed today...Check HW and Vocab. tabs.  Review for tomorrow's quiz.  Today's flipchart is posted.

Tuesday, 3/31/2015
Check Eclipse/Tides Gizmo and Notes, and view several examples of tides and eclipses as a class.


Monday, 3/30/2015
Continuation from Friday...
We reviewed eclipses and continued on with Tides today.  Students will finish up at the beginning of class tomorrow.
If you missed today...Check HW and Vocab. tabs.  Complete the Gizmo on your own, using the link provided in the Links tab.

Friday, 3/30/2015
CP: Define and describe solar eclipses, lunar eclipses and tides on Earth.
LP: Use the following sentence frames:
"A solar eclipse is _________ and occurs when _____."
"A lunar eclipse is ______ and occurs when ______."
"The moon and the Sun affect Earth's oceans when ___."
ATT: Work with tablemates to complete the textbook reading, notetaking, and computer simulation activity.
Today in class...Students worked on an online simulation as they worked their way through the reading and notetaking pertaining to eclipses and tides.  To be continued on MOnday.

Thursday, 3/26/2015
Continuation...
Today in class...Students were given back the atmosphere quiz.  All students may complete a quiz reflection if they turn in any missing homework with it.  Students then reviewed moon phases by first modeling the moon phases.  Students had  "moon on a stick" that they held out between them (Earth) and the Sun (inflatable).  Students then moved around in a circle pivoting the half-lit moon in order to see the phases represented.  It was a real "ah-ha" moment for some who were still a bit confused.  Students them worked in their groups to write the names and draw the phases of the moon on a review page.  They then did a little research on their own to find the dates of the phases in March and April.
If you missed today...Check HW and vocab. tabs.  You will need to complete the review upon your return.

Wednesday, 3/25/2015
Today in class...We discussed the formation of the moon and its features.  Then, students completed their moon phase foldable notes.
If you missed today...Check HW and vocab.  Complete your moon phase notes

Tuesday, 3/24/2015
Continuation from Monday
Today in class...Students completed the Gizmo and sorts.  We checked the Gizmo and discussed concepts.  Students watched the "Moon Phases" BrainPop.  Then students began constructing their moon phases foldable.  
If you missed today...Check HW and Vocab. tabs.  Use the flipchart from today to check your Gizmo answers.

Monday, 3/23/2015
CP: Explain why we see different phases of the moon from Earth.  Name and describe those phases.
LP: Use scientific vocabulary (waxing, waning, crescent, gibbous, full, new, quarter) when describing the phases of the moon.
ATT: Work with tablemates to complete the "Phases of the Moon" Student Exploration Sheet, picture sort and description sort.
Today in class...Students worked on the Phases of the Moon Gizmo where they explored why the Moon has phases and why.  They then completed a sort of the pictures of the moon phases and their names, as well as a sort that included the names of the phases and their descriptions.
If you missed today...Check HW and vocab. tabs.  You will need to complete the Gizmo on your own.  See "Today's Lesson Materials" and "Links" to log in.

Friday, 3/20/2015
VQ #25, Wrap up of seasons - checked all notes and homework assignments and had class discussion.  Reviewed equinoxes and solstices by sorting ourselves into the correct place in the room with the Earth that corresponded with the season.  We watched a couple of video clips and discussed today's events (March equinox, Super Moon, Solar Eclipse).
If you missed today...Check HW and Vocab. tabs.  You will need to check your notes against today's flipchart.  Make up VQ #25 when you return.

Thursday, 3/19/2015
CP: Describe the relationships among the tilt of Earth's axis, its rotation, its revolution around the sun, and Earth's seasons.
LP: Use scientific vocabulary.
ATT: Work with tablemates to complete the foldable notes.
Today in class...Students participated in an activity to test their knowledge of Earth's equinoxes and soltices by moving around the room to different locations around the "sun", using descriptions.  Then students completed the foldable notes for this week.
If you missed today...  Check HW tab.  You will need to complete your foldable notes.  Look at yesterday's flipchart for guidance.

Wednesday, 3/18/2015
CP: Describe the relationships among the tilt of Earth's axis, its rotation and its revolution around the sun.
LP: Use scientific vocabulary (ex. rotation, revolution, orbit, tilt, solstice, equinox, etc.) when describing the relationship of the Earth and Sun.
ATT: Work with tablemates to complete the Gizmo lab and foldable notes.
Today in class...Students watched the BrainPop video: Solstices and Equinoxes, as well as a 2-minute video demonstrating the endless summer at the north pole.  Then students completed the Seasons in 3D Gizmo simulation and continued working on the foldable notes for chapter 18, lesson 1 (Earth's Motion).  We discussed and checked answers to the Gizmo at the end of class.
If you missed today...Check HW Tab.  You will need to complete the Gizmo on your own, either at home or in the classroom before school.  You may check it using the flipchart in "Today's Lesson Materials".

Tuesday, 3/17/2015
CP: Describe the relationship between the Earth's tilt and seasons.
LP: Use scientific vocabulary (ex. rotation, revolution, orbit, solstice, equinox, tilt, solstice, equinox, etc.)
ATT: Work with tablemates to complete the Gizmo: Seasons in 3D.
Today in class...Students checked the back of the foldable about the sun, Earth system.  Then, students began work on the Gizmo: Seasons in 3D, where they manipulated time and watched how the Earth's rotation and revolution around the Sun causes Earth's seasons.  We will complete in class tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to check the notes from yesterday using the flipchart from today under "Today's Lesson Materials".

Monday, 3/16/2015
CP: Describe the relationship between the angle of insolation and seasons on Earth.
LP: Use scientific vocabulary (ex. rotation, revolution, orbit, angle of insolation, solstice, equinox, etc.)
ATT: Work with shoulder partner to complete the inquiry lab and foldable notes (back).
Today in class...Students completed and inquiry lab where they observed the light from a flashlight at a ninety degree angle and at a 45 degree angle to compare how the suns energy spread out when it was at a less direct angle.  Then, students began reading Chapter 18, lesson 1 and worked on the back of the foldable.
If you missed today...Check HW and Vocab.

Friday, 3/6/2015
Assessment
If you missed today...Plan to make up the atmosphere assessment Monday, March 16 before school or during class.

Thursday, 3/5/2015
Continuation from Wednesday.
Today in class...Students completed their gathering of info. about their assigned location on Earth.  Then students shared their descriptions of the climate and weather of those locations.  Students finished out the class period working on a review page that they can complete for HW.
If you missed today...Check HW and Vocab. tab.  Be prepared to take the assessment and VQ#24 tomorrow.

Wednesday, 3/4/2015
CP: Describe weather and climate, including the differences between them.
LP: "Weather is ____ and is affected by _____.  Some examples of weather are___"
"Climate is _____ and is affected by ______.  Some examples of climate are ____."
ATT: Work with shoulder partner to complete the weather and climate flipchart activities and research.
Today in class...Students checked yesterday's foldable and we wrapped up our discussion of global winds.  Then, we talked in class about the differences between weather and climate, watched a 2-minute video clip about weather vs. climate, then completed a t-chart listing the description and factors that affect weather and climate.
If you missed today...See today's flipchart for what you missed.  Check HW and Vocab. tabs.

Tuesday, 3/3/2015
Continuation from Monday - 30 minute classes due to FSA Writing test
Students worked on global winds foldable

Monday, 3/2/2015
Today in class...We collected classwork from the last common assessment, leaving only classwork from Feb. 17th on (starting with atmosphere).  Students need to keep vocab. from the whole year in their binders, as well as the Resource section.  Then, we checked over Friday's Gizmo and Land/Sea Breeze lab.  Students corrected errors.  Last, we started Global Winds with a BrainPop (called, "Wind") and began reading the section (ch. 11, lesson 3) in the textbook.  Students set up their foldable that they will complete by Wednesday.  We will have 30 minutes to work on it in class Tuesday.
If you missed today...Check HW tab.  Use today's flipchart to check your labs' answers and see me with questions.

Friday, 2/27/2015
Continuation from Thursday
Today in class...Students completed vocab. quiz #23 and an ungraded entranced slip about radiation conduction and convection.  Then, students completed the Gizmo and classroom labs about land and sea breezes.  Students are to complete the lab questions for homework.
If you missed today... Check HW and vocab. tabs.  Plan to complete the Gizmo lab for Monday.

Thursday, 2/26/2015
CP: Observe temperature variations in sea ir and land air and explain how the variations are related to the formation of sea breezes and land breezes.
LP: "During the day/night, wind usually blows from the ____ to the ____.  This is called a _____ breeze."
ATT: Work with tablemates to gather and analyze land and sea breeze inquiry lab data.  Complete the Coastal Winds and Clouds GIZMO inquiry activity.
Today in class...Students worked on two labs simultaneously.  One lab involved collecting temperatures of water and sand as it warmed using a lamp.  Then they monitored the temperatures as it cooled after the lamp was turned on.  SInce this lab involved a lot of waiting, we completed a Gizmo lab called "Coastal Winds and Clouds" - where students explored the daily patterns of sea and land breezes.
If you missed today: Check HW and Vocab. tabs.  Print the Gizmo lab and get started at home.  See the LINKS page to find the webpage and how to log in.

Wednesday, 2/25/2015
Continued from Tuesday
Today in class...Students completed the heat transfer lab questions, reading and notes.  We had time to check over and discuss some of the notes in class, and will finish tomorrow.
If you missed today...You will need to finish up the lab and notes.

Tuesday, 2/24/2015
CP: Describe the 3 types of thermal energy transfer and explain how they are related to the transfer of thermal energy to and within Earth's atmosphere.
LP: Use scientific vocabulary when explaining the ways that thermal energy is transfered to and within Earth's atmosphere (ex. radiation, convection, conduction, thermal energy, heat, etc.)
ATT: Work with tablemates to complete the thermal energy transfer inquiry lab.
Today in class: Students created a foil bridge and placed 5 chocolate chips on them.  Students then placed a lit candle at one end of their foil bridge.  Students used temperature probes on each end of the foil to measure how long it took the heat from the candle to reach the other end of the foil bridge.  They observed the reaction by recording the time when each chocolate chip in the chain began to melt.  Students then made inferences about the types of heat transfer taking place in their chocolate chip system.
If you missed today...Check HW and Vocab. tabs.  Plan to catch up on the lab tomorrow.

Monday, 2/23/2015
CP: Review the characteristics of the atmosphere.
LP: Use appropriate scientific vocabulary, for example; troposphere, stratosphere, exosphere, air pressure, temperature, etc.
ATT: Work with tablemates to complete a "Layers of the Atmosphere" sort and then organize the order fo the development of the atmosphere.
Today in class...Students turned in their "Atmosphere Suit" projects for a grade. Turn them in late for partial credit.  We reviewed the characteristics of the layers of the atomsphere by completing a "sort" on the computer of all the layers and their characteristics.  Students then highlighted problem topics in their notes and added any additional notes that they were missing.  We watched a video clip about the formation of the Earth's atmosphere.  Students then organized a list of statements referring to the current theory on the order in which the atmosphere developed.  Students then worked with their tablemates to revise the list, then check.
If you missed today...Check HW tab.  You will need to check out today's flipchart to see what we reviewed.  Turn in your atmosphere suit project upon your return to class.

Friday, 2/20/2015
Continuation of Thursday.
Today in class...Students completed VQ22.  Mrs. M. returned the relative age dating assessment.  All students are eligible for doing a quiz reflection if homework is made up.  See Mrs. M for details.  Students continued working and mostly finished the "atmosphere suit" mini-project.  Students need to complete for HW if they did not finish in class. Due Monday.
If you missed today...Check HW and Vocab. tabs.  Complete your atmosphere suit.

Thursday, 2/19/2015
CP: Describe the layers of the atmosphere.
LP: Use appropriate scientific vocabulary, like "troposphere, stratosphere, exosphere air pressure, vacuum, temperature.
ATT: Work with tablemates to brainstorm ideas for your atmosphere suit.
Today in class...We checked all the answers for the lab and notes and discussed the layers as a whole group.  Then, students began their atmosphere suit project.  Students will work IN CLASS to develop a suit that would safely allow them to travel via rocket boots from Earth to the exosphere.


Wednesday, 2/18/2015
Today in class...Students read chapter 11, lesson 1 and completed graphic organizer notes. 
If you missed today... Check HW and Vocab. tabs.  Read chapter 11, lesson 1 and get graphic organizers upon your return.

Tuesday, 2/17/2015
CP Describe the relationship between air pressure and altitude air temperature and altitude and air density and air pressure.  List and describe the layers of the atmosphere.
LP: Use the following sentence frames: 
"As altitude increases, air pressure _____ because _________."
"As altitude increases, the air temperature _________ in the ________________ layer and ______________ in the ________ layer."
ATT: Work with your tablemates to complete the Earth's layers virtual lab and notes,.
Today in class:  Students completed a virtual lab from the online textbook where they experimented with placing object in different layers of the atmosphere to read the temperature, pressure and density.  Students drew the layers of the atmosphere, labeled them and described them.
If you missed today: Check HW tab.  You will need to make up the virtual lab and notes on your own.  Get copies from Mrs. M. or print from home, using "Today's Lesson Materials".

Friday, 2/13/2015
Common Assessment, VQ #21

Thursday, 2/12/2015
CP: Review Continental Drift, Plate Tectonics, Convection in Earth's mantle, Earthquakes, Volcanoes, FL landforms, Relative/Absolute dating of rocks in order to prepare for Friday's Common Assessment.
LP: Use scientific vocabulary when reviewing for Common Assessment.
ATT: Work with tablemates to complete the Send-A-Problem activity.
Today Students: Went from table to table reading and answering questions that relate to all the topics covered on Friday's common assessment.  They wrote down questions that stumped them and asked questions when necessary.  
Absent Students: Be ready to take the common assessment on Friday.

Wednesday, 2/11/2015
Continuation of absolute dating. We completed the lab and notes and discussed absolute dating and carbon dating.
Absent students: Check HW and Vocab. Tabs.  Check your notes with Mrs. M's answer key upon your return.

Tuesday, 2/10/2015
Continuation of Monday.
Absent students will need to read p. 313-318 and get graphic organizer notes from Mrs. M. when they return. (I do not have a digital copy).  Check HW and Vocab. Tabs

Monday, 2/9/2015
CP: Describe absolute dating and the process of radioactive decay.  Explain how radioactive decay can be used to date rocks.
LP: Use the following sentence frame when describing absolute dating and radioactive decay:
"Absolute dating is __."
"Radioactive dating is used to date rocks in the following ways: ___"
ATT: Work with shoulder partner to complete the penny absolute dating inquiry activity and graphic organizer notes.
Today in class...Students were given the study guide for Friday's Common Assessment. Then, students worked with simulated C-14 atoms (pennies) and did an inquiry activity, collecting data on the rate at which our C-14 atoms decayed.  To Be Continued tomorrow.
IF you missed today...Check Hw. and Vocab. tabs.  You will need to collect data from your tablemates and continue the lab with us tomorrow.

Friday, 2/6/2015
Assessment Day - VQ #20 and Relative Age Dating (ch. 9, lesson 2)

Wednesday/Thursday
CP: Use the principles of relative age dating and index fossils to review.
LP: Use the following scientific vocabulary when describing principles of relative age dating: superposition, inclusion, unconformity, correlation, index fossil
ATT: Work with tablemates to complete relative age dating challenge.
In class... (30 minute class periods) - Students checked Tues. HW, then were given a challenge for their team.  They were to use relative age dating principles to determine the relative age of the rock layers in their picture and give a geologic history of the area.  We then reviewed all the team answers to see who got it right.  Most were right on!  :)
If you missed today...Check HW tab.  Be ready to take the quiz tomorrow


Tuesday, 2/3/2015
CP: Use the principles of relative age dating and index fossils to review.
LP: Use the following scientific vocabulary when describing principles of relative age dating: superposition, inclusion, unconformity, correlation, index fossil
ATT: Work with tablemates to complete relative age dating practice
Today in class...Students had shorter class periods.  We checked HW and answered questions, then students were described the Science article reflection assignment that was handed out in class.  Students then started a relative age dating practice assignment to be completed for HW.
If you missed today...Check HW and Vocab. tabs. Get a copy of the article review assignment and HW from Mrs. M. upon your return.

Monday, 2/2/2015
Continuation from Friday. 
Today in class...Students continued their work on index fossils.  We checked/discussed answers and any questions that came up as a whole group.  Students were given time in class to start homework assignment.
If you missed today...Check HW and Vocab. tabs.  You will need to complete the index fossil activity on your own and check up on your return.  HW assignment is available for you to print under "Today's Lesson Materials".

Friday, 1/30/2015
CP: Use principles of relative age dating and index fossils to correlate rock layers from different locations.
LP: Use the following scientific vocabulary when describing principles of relative age dating: superposition, inclusion, unconformity, correlation, index fossil
ATT: Work with tablemates to complete the "Correlating Rock Layers" activity.
Today in class...Students began work on correlating rock layers, using index fossils.  Mrs. M. introduced the idea of index fossils and students tried their skills.  We checked our answers and discussed observations and conclusions about index fossils and their use in correlating rock layers.  Students will complete Monday.

Thursday, 1/29/2015
Continuation of Wednesday
Today in class...Students completed their notes on the principles of relative age dating.  Then, they were able to go back to their explanation of the rock layer formation from yesterday and change their ideas to formulate a new and improved explanation, using the principles in their notes.  Students then determined the relative ages of the rock layers in another example.  
If you missed today...Check HW tab. Use the textbook (p. 305-308) to complete the notes on relative age dating.

Wednesday, 1/28/2015
CP: Identify and define the principles used to identify the relative age of rock layers.
LP: Use the following scieintific vocabulary when describing principles of relative age dating: superposition, inclusion, unconformity, correlation.
ATT: Work with tablemates to complete the relative age dating inquiry activity and foldable.
Today in class...Students began an inquiry activity where they were asked to give an explanation as to why a rock layer example was deposited in the way that it was.  Students had many creative ideas as to how the rock layers ended up the way they did.  Then, students arranged the definitions and illustrations of the principles of relative age dating.  Students checked their answers by reading p. 305-308 in the text and repositioning the definitions and illustrations as needed.  Last, students began writing their notes about the principles of relative age dating.  To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to read pages 305-308 to be caught up tomorrow.

Tuesday, 1/27/2015
CP: Review fossil and types of preservation
LP: Use scientific vocabulary when reviewing fossils
ATT: Work with tablemates to complete review questions about fossils.
Today in class...Students completed the County Earth/Space Science Benchmark test (does not count for a grade).  Then they completed a fossil review where they matched the types of preservation with their definition and picture examples.  Then they worked through two online simulations of fossil formation. To follow up, they answered some other questions about uniformitarianism and catastrophism.  Students were able to see how much they do or do not remember about fossils.
If you missed today...Plan to make up the county benchmark test upon your return to school.

Monday, 1/26/2015
CP: Review earthquakes, volcanoes and landforms.
LP: Use scientific vocabulary when reviewing earthquakes, volcanoes and landforms
ATT: Work with tablemates to answer review questions.
Today in class...We spent some time reviewing our notes for earthquakes, volcanoes and Florida landforms.  Students asked questions and clarified misunderstandings.  Then, students participated in Quiz, Quiz, Trade to review concepts with classmates.  Lastly, students took an open-note quiz over earthquakes, volcanoes and landforms.
If you missed today...Check HW tab.  You will need to see Mrs. M. to set up a time to make up your quiz.

Friday, 1/23/2015
Continuation of Thursday.  Students completed the "Gallery Walk" of Florida Landforms, collecting notes along the way.  We started checking notes in class.  Students need to finish at home.  Plate Tectonics Quiz was returned.  Students who have completed all HW relating to Plate Tectonics were told they may complete a Quiz Reflection, due Fri. Jan. 30.
If you missed today...Check HW tab.

Thursday, 1/22/2015
Continuation from Wednesday.  Most classes were able to move to one table in the "Gallery Walk" to collect notes from other group's presentations.

Wednesday, 1/21/2015
CP: Identify landforms in Florida and describe the proecesses that are responsible for their formations.
LP: Use the following sentence frame when describing landforms: "A ______ is a landform found in _____ Florida and is formed when ______."
ATT: Work with tablemates to create a PowerPoint presentation that describes a national or state park in Florida and its featured landforms.
Today in class...Students began work on their Florida landform presentations, using provided Power Point templates, website resources and textbook references.  Students focused on the description of the landform, how it formed, where it's located in Florida and an overall description of their assigned park.
If you missed today... See HW and Vocab. tabs.  Catch up with your group when you return.

Friday, 01/16/2015
CP: Compare and contrast the defining characteristics and the location on the plate boundaries of earthquakes and volcanoes.
LP: Define earthquake and volcano.  Use the following sentence frames to compare/contrast earthquakes and volcanoes:
"Earthquakes are ________ and typically occur at a _____ plate boundary because____."
"Volcanoes are _______ and typically occur at a _____ plate boundary because _____."
ATT: Work with your shoulder partner to "Read, Discuss, Highlight and Write" using the suggested format to compare and contrast earthquakes and volcanoes.
In class today...Students read chapter 8, lessons 1 & 2 about Earthquakes and Volcanoes.  They completed foldable notes, using the guidelines provided.  Students were then given a practice page to complete, after checking their notes against the teacher answer key.  Notes and worksheet are due Wednesday (1/21).
If you missed today...You will need to complete the notes and worksheet on your own and have them ready to check on Wednesday.

Thursday, 1/15/2015
Continuation of Wednesday.
Today in class...We finished up the earthquakes and volcanoes map and discussed how earthquakes and volcanoes tend to occur along plate boundaries and why.

Wednesday, 1/14/2015
CP: Identify, describe and analyze patterns in data collected on the locations of earthquakes and volcanoes.  Compare locations of earthquakes and volcanoes to plate boundary locations.
LP: Use related scientific terms to discuss, describe and write about patterns.
ATT: Work with tablemates to plot earthquakes and volcanoes on a world map.  Look for and describe patterns in your plotted points as they relate to plate teconics.
Today in class...Students explored the volcanoes and earthquakes website, recognizing that there are many earthquakes and volcanoes occurring all over the world every day.  Then, students began plotting earthquakes and volcanoes on their own map.  To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to catch up on plotting your map tomorrow.

Tuesday, 1/13/2015
Continued from Monday... Students completed their microscope lab. In class we compared the results of each group's findings in their crystal comparisons. It was a great opportunity to utilize the microscopes!
If you missed today...Check HW tab.  

Monday, 1/12/2015
CP: Identify unknown mineral samples by matching their crystalline shape to that of a known sample.
LP: Use scientific vocabulary when describing minerals (ex. inorganic, crystalline structure, solid, physical properties, fracture, streak, hardness, luster, etc.)
ATT: Work with tablemates to complet the "Identifying Unknown Mineral Samples Using Microscopy" investigation.
Today in class: We brought back a lab that we had to scrap a couple of months ago, due to the computer issues in the district.  So, we flashed back to minerals.  Students used the digital microscopes (SO COOL!) to view crystals of everyday minerals, paste pictures into their team flipcharts, and draw.  Then students compared their known samples to the unknown samples provided by the teacher.  To be continued tomorrow.
If you missed today: You missed a great day!  Check HW tab.  Be prepared to do some catching up tomorrow.

Friday, 1/9/2015
Today students reviewed plate tectonics, then took the chapter 6, lesson 3 quiz.
If you missed today...You must make up the plate tectonics quiz upon your return to class.

Thursday, 1/8/2015
Same purposes as Wednesday
Today in class...Students continued the plate boundaries virtual lab.  We checked the answers as a whole class.  Mrs. M. also passed back the continental drift/seafloor spreading quiz from before the break.  Quiz reflections are due Thurs., Jan. 15.
If you missed today...Check HW and Vocab. tabs. You will need to complete the virtual lab on your own and check the answers with today's flipchart.  Be prepared to take the quiz tomorrow.

Wednesday, 1/7/2015
CP: Describe divergent, convergent, and transform plate boundaries and their resulting landforms.
LP: Use the following sentence frame when describing what occurs at plate boundaries: "When ___ crust and ____ crust form a ____ boundary, ____ form as a result."
ATT: Work with tablemates to complete the tectonic plate boundary virtual lab and notetaking activity.
Today in class...Students began working on the virtual lab/note activity involving tectonic plate boundaries.  Students completed part 1, convergent boundaries, and will continue working tomorrow.
If you missed today...Check HW and Vocab. tabs.  You should download and print today's virtual lab and complete the first two pages.

Tuesday, 1/6/2015
CP: Identify and describe the types of plate boundaries and topographical features associated with each.
LP: Use scientific vocabulary when describing forces (ex. convection current, continent, density, divergent, convergent, etc.)
ATT: Work with your shoulder partner to perform the "Plate Tectonics/Graham Cracker" inquiry activity.
Today in class...Students checked and corrected the notes on movement of tectonic plates.  Then they identified the types of tectonic plate boundaries.  Students then used cake frosting, graham crackers and pieces of fruit roll up to model each type of plate boundary and identify the topographical features caused by each.  It was SWEET!  ;-)
If you missed today...Check HW and vocab. tab.  Check notes using today's entry in "Today's Lesson Materials"

Monday, 1/5/2015
CP: Identify and describe the forces that cause the continents to move.
LP: Use scientific vocabulary when describing forces (ex. convection current, continent, density, thermal energy, magma, ridge push, basal drag, slab pull, etc.)
ATT: Work with tablemates to perform the "Support for Wegener's Continental Drift Hypothesis" inquiry activities and answer the corresponding analysis questions.
Today in class...Students used the process of heating up and cooling down colored water to demonstrate and observe the process of convection, then relate it to the movement of the tectonic plates on Earth's surface.  Then, students used the textbook to find and write descriptions about types of tectonic plate movement.
If you missed today...Check HW and Vocab. Tabs.  You will need to make up the notes for types of tectonic plate movement.

Friday, 12/19/2014
Vocab Quiz #15
Extra Credit Video notes

Thursday, 12/18/2014
Continental Drift and Seafloor Spreading Quiz
Vocabulary review Bingo

Wednesday, 12/17/2014
CP: Review continental drift and seafloor spreading.
LP: Use scientific vocabulary when reviewing: Pangaea, seafloor spreading, mid-ocean ridge, subduction, etc.
ATT: Work with tablemates to answer questions correctly in the review game.
Today in class... Students checked HW answers and discussed.  Then, students played a review game with the whole class, called "Snakes and Ladders".  Questions pertained to chapter 6 and were intended to help students review for Thursday's quiz.
If you missed today...Check HW and Vocab. tabs.  Be prepared to take the chapter 6 (lessons 1&2) quiz Thursday.

Tuesday, 12/16/2014
CP: Describe seafloor spreading and how it relates to reversed polarity in Earth's history.
LP: Use the following sentence frames when describing seafloor spreading:
"Seafloor spreading causes continents to move because _____."
"The seafloor supports reversed polarity by _____."
ATT: Work with tablemates to answer questions about magnetic reversal.
Today in class...Students checked last night's notes and we discussed the parts that we labeled on our seafloor spreading paper model.  Then we used a simulation online to explain and discuss reversed polarity demonstrated in the magnetic signatures of rocks on the ocean floor.  Students answered discussion questions.
If you missed today...Check HW and Vocab. Tabs.  Check the chapter 6, lesson 2 graphic organizer notes and seafloor model labels using the flipchart from today in "Today's Lesson Materials".

Monday, 12/15/2014
CP: Describe seafloor spreading and how it moves continents on Earth.
LP: Use the following sentence frames when describing seafloor spreading:
"Seafloor spreading is _________."
"Seafloor spreading causes continents to move because _____."
ATT: Work with tablemates to read, highlight and take notes on ch. 6, lesson 2 (p. 193-197).
In class today...The fossils quiz was handed back.  Reflections (optional) are due on Friday.  Mrs. M. also announced that the chapter 6, lesson 1&2 quiz will be on Thursday.  Students completed construction of their paper model of seafloor spreading.  Then, they read lesson 2 and highlighted as a table group.  Students then began their graphic organizer notes on lesson 2, in addition to labeling the parts on their seafloor spreading model.  Complete for HW.
If you missed today...Check HW and vocab. tabs.  Complete notes and labels for seafloor spreading, ch. 6, lesson 2.

Friday, 12/12/2014
CP: Explore how the seafloor is mapped by scientists and explain how it supports the Theory of Continental Drift.
LP: Use the following sentence frame when exploring seafloor mapping: "Mapping the seafloor supports the theory of continental drift because _____."
ATT: Work with tablemates to create a paper model of seafloor spreading.
Students took VQ 14, then completed their seafloor mapping assignment as a whole class, labeling the parts of the seafloor as they were represented in our graphs made in the classroom, using motion detectors as our sonar and classroom objects as seafloor terrain.  Then, students created a paper model of seafloor spreading, something we will use Monday to label and to help in understanding of seafloor spreading as it relates to continental drift.
If you missed today...You will need to create your seafloor model upon your return.


Thursday, 12/11/2014
CP: Explore how the seafloor is mapped by scientists and explain how it supports the Theory of Continental Drift.
LP: Use the following sentence frame when exploring seafloor mapping: "Mapping the seafloor supports the theory of continental drift because _____."
ATT: Work with tablemates to gather data and answer questions for the "Mapping of the Seafloor.
Today in class...Students corrected their outlines and worksheet, as we discussed Wegner's hypothesis about continental drift and the evidence he used to support it.  Then, students began a lab where they created their own seafloor and mapped it, using the motion sensor.  We discussed how difficult it is to map the seafloor without the use of modern equipment.  That is why Wegner was unable to give enough evidence to get support for his hypothesis during his time.
If you missed today...Check HW and vocab. tabs.  Check outline and worksheet using "Today's Lesson Materials" - last entry.

Wednesday, 12/10/2014 
CP: Explain what the continental drift theory is, the evidence used to support it and why scientists doubted it.
LP: Use scientific vocabulary when describing the continental drift theory (ex. continental drift, Pangaea, fossils, glaciers, climate, rocks, mountains, etc.)
ATT: Work with tablemates to complete the Pangaea Gizmo Exploration.
Today in class...
Students completed the inquiry activity using the Gizmo online simulation about Pangaea. They moved around the modern-day continents, trying to form them into one land mass, called Pangaea. Then they applied fossil, rock, glacier and climate evidence to their arrangements. Students pasted the digital pictures of their landmasses into their flipchart page. Students then read chapter 6, lesson 1 as a group, adding notes to their lesson outline.  We checked over the Gizmo and discussed results.
If you missed today...Check HW and Vocab. Tabs.


Tuesday, 12/9/2014
CP: Explain what the continental drift theory is, the evidence used to support it and why scientists doubted it.
LP: Use scientific vocabulary when describing the continental drift theory (ex. continental drift, Pangaea, fossils, glaciers, climate, rocks, mountains, etc.)
ATT: Work with tablemates to complete the Pangaea Gizmo Exploration.
Today in class...Students began an inquiry activity using the Gizmo online simulation about Pangaea.  They moved around the modern-day continents, trying to form them into one land mass, called Pangaea.  Then they applied fossil, rock, glacier and climate evidence to their arrangements.  Students pasted the digital pictures of their landmasses into their flipchart page.  To be continued Wednesday.
If you missed today...You will need to make up the Gizmo on your own time.  You can start at home by printing the Gizmo worksheets from "Today's Lesson Materials." Login to Explore Learning to access the Gizmo.  Login information is in my "Links" tab.

Monday, 12/8/2014
Shortened periods due to Writing Simulation during morning.
Today in class...Students followed directions to begin the process of making their tectonocycle that will demonstrate changes in the positions of landforms throughout Earth's geologic history.
If you missed today...No make-up for science class.

Friday, 12/8/2014
Today in class... Students took VQ 13 and the Fossils Assessment.  Also, the Common Assessment was handed back and discussed.
If you missed today...Plan to make up the Fossils Assessment no later than Wed. 12/10 before school or at lunch.

Thursday, 12/4/2014
CP: Identify and describe fossil charactgeristics and how and where they are formed.
LP: Use scientific vocabulary when describing fossils: fossilization, cast, mold, trace fossil, mineral replacement, preserved remains, carbon films, etc.
ATT: Work with tablemates to begin the Fossil Webquest.
Today in class...
Students completed the Fossils webquest, then created 3 questions of their own.  Students then exchanged questions and answered other group's questions.  We checked the answers to the Webquest as a class and students made corrections as needed.
If you missed today...Check HW and Vocab. tabs. Check webquest answers using the answer key provided in "Today's Lesson Materials". 

Wednesday, 12/3/2014
CP: Identify and describe fossil charactgeristics and how and where they are formed.
LP: Use scientific vocabulary when describing fossils: fossilization, cast, mold, trace fossil, mineral replacement, preserved remains, carbon films, etc.
ATT: Work with tablemates to begin the Fossil Webquest.
Today in class...Students checked their Fossils notes answers (chapter 9, lesson 1) and their practice worksheet, focusing on types of preservation, the factors that enable fossilization to occur, how fossils show us change over time, catastrophism and uniformitarianism, etc. We discussed the notes as a group and passed around fossil samples.  Students then started the Fossils webquest (to be continued tomorrow).
If you missed today...Check HW and Vocab. tabs.  Check notes and worksheet answers using the answer key provided in "Today's Lesson Materials". 

Tuesday, 12/2/2014
Continuation of Monday

Monday, 12/1/2014
CP: Identify fossils of Florida's prehistoric animals.
LP: Use the following sentence frame when describing fossils: "We think the fossil is from a ______, because____."
ATT: Work with tablemates to read about Florida fossils and identify fossil samples.
Today in class...STudents watched a video clip about Florida during the Ice Age.  Then, students read from the book Giants in the Storm, by Mark Renz (our paeleontologist guide for the Peace River trip).  Students used the fossil examples and descriptions to start identifying fossil pictures. We will continue this tomorow.
If you missed today...Check HW tab.  You will need to catch up on the reading at school.  Books are not available online.  Plan to come in early to borrow Mrs. M's book.  

Tuesday, 11/25/2014
CP: Describe fossils, how they form and where they're found.
LP: Use the following sentence frames when describing fossils: "Fossils are ________, formed in ____, found ________."
ATT: Work with tablemates to read about fossils and complete the graphic organizers and review worksheet.
Today in class: Students read about fossils and completed graphic organizer notes (chapter 9, lesson 1).
If you missed today...Check HW and Vocab. tabs.  Complete the graphic organizers and worksheets upon your return.

Monday, 11/24/2014
CP: Explain how fossilized bones are used to determine the types of organisms that existed in perhistoric times.
LP: Use the following sentence frame when describing your interpretation of the articulated bones "We think the fossilized bones are from a ___________, because___."
Today in class: Students were given mystery bones in their groups and asked to group them in a logical way and make inferences about what the animal was, its characteristics, and other details about it.  
If you missed today... Check HW and Vocab. Tabs.

Friday, 11/21/2014
No Class - PGA Gold Field Day

Thursday, 11/20/2014
Earth Formation Common Assessment - Test Day
If you missed today, you will need to make an appointment with Mrs. Mocherman to make up the test.

Wednesday, 11/19/2014
CP: Review Earth formation for Common Assessment.
LP: Use scientific vocabulary when reviewing Earth Formation concepts.
ATT: Work with tablemates to complete "Send A Problem" review.
Today in class: Students worked in tablegroups to review common assessment topics, as they read questions, answered on their own, compared answers, then checked answers on the flipchart.  
If you missed today: Check HW tab.

Tuesday, 11/18/2014
CP: Analyze rock formation pictures to identify types of weathering and erosion.
LP: Use the following sentence frames when analyzing rock formation pictures:
"The type of weathering taking place is ___, because ___."
"The weathering agents involved are ____, because ___."
"The factors affecting weathering rate are ___."
"The agents of erosion are ____ because ____."
ATT: Work with tablemates to complete weathering picture analysis.
Today in class...Students looked at pictures and analyzed their weathering and erosion factors and rates based on their observations of the pictures.  Then, students rotated to other tables, analyzed those pictures and compared their analysis to the other students' ideas.  
If you missed today...Check HW tab.  

Monday, 11/17/2014
Today in class...Students checked notes and corrected.  We also checked over last week's review page.  Students were given 10 minutes at the end of class to help them get binders organized and review for common assessment.
If you missed today...Check HW and VOCAB. tabs.  You will need to check your notes and worksheet by looking at the bottom links on "Today's Lesson Materials".

Friday, 11/14/2014
CP: Describe the relationships among weathering, erosion and deposition.
LP: Use scientific vocabulary as you complete your graphic organizer (ex. weathering, erosion, deposition, agents, rate, sorting, landforms, mass wasting, glacier, etc.)
ATT: Work with tablemates to complete erosion and deposition review page.
Today in class... Mrs. Mocherman was absent.  Students completed Vocab. Quiz #12, took notes while watching a video about erosion and deposition, and completed a review page about erosion and deposition.
If you missed today...Check HW tab.  You will need to complete the review page upon your return and plan to make up VQ #12.

Thursday, 11/13/2014
CP: Describe the relationships among weathering, erosion and deposition.
LP: Use scientific vocabulary as you complete your graphic organizer (ex. weathering, erosion, deposition, agents, rate, sorting, landforms, mass wasting, glacier, etc.)
ATT: Work with shoulder partner to complete your weathering, erosion and deposition graphic organizer.
Today in class: Students continued working on the chapter 5 graphic organizer about weathering, erosion and deposition.  Students who finished early could go to the "Shape Up" website to explore types of landforms created by erosion and deposition and how long they take to form.
If you missed today: Check HW and VOCAB. tab. Follow directions for Graphic Organizer in "Today's Lesson Materials" - due Monday


Wednesday, 11/12/2014
CP: Describe the relationships among weathering, erosion and deposition.
LP: Use scientific vocabulary as you complete your graphic organizer (ex. weathering, erosion, deposition, agents, rate, sorting, landforms, mass wasting, glacier, etc.)
ATT: Work with shoulder partner to complete your weathering, erosion and deposition graphic organizer.
Today in class: Students began work on the chapter 5 graphic organizer about weathering, erosion and deposition.
If you missed today: Check HW and VOCAB. tab.  Catch up with graphic organizer upon your return.

Tuesday, 11/11/2014
CP: Investigate and describe factors that affect weathering rates.
LP: Use the following sentence frames when describing factors that affect weathering rates:
"When the surface area is ____, then the weathering rate is ___."
"When the pH is ____, then the weathering rate is ___."
"When the temperature is ____, then the weathering rate is ___."
ATT: Work with tablemates to complete the "Rates of Chemical Weathering lab procedures and analysis questions.
Today in class: Mrs. M. handed out the study guide for the Common Assessment that will take place on 11/20.  A copy has been placed on "Today's Lesson Materials".  Students completed work on the weathering rates lab stations, comparing weathering rates with differing surface area, pH and temperature. We checked weathering notes and made additions as necessary. (also on "Today's Lesson Materials").
If you missed today...Check HW tab.  You will need to check your notes and obtain a copy of the Common Assessment study guide.

Monday, 11/10/2014
CP:
Investigate and describe factors that affect weathering rates.
LP: Use the following sentence frames when describing factors that affect weathering rates:
"When the surface area is ____, then the weathering rate is ___."
"When the pH is ____, then the weathering rate is ___."
"When the temperature is ____, then the weathering rate is ___."
ATT: Work with tablemates to complete the "Rates of Chemical Weathering lab procedures and analysis questions.
Today in class: Students began work on the weathering rates lab stations, comparing weathering rates with differing surface area, pH and temperature.  Most students completed 2/3 stations.  We will have time in class to finish up tomorrow.
If you missed today: Check HW tab.  You will need to catch up on the lab tomorrow and continue with your group.  Be prepared to turn in the HW that is due from Friday.

Friday, 11/7/2014
CP: Describe physical and chemical weathering and the factors that affect the rate of weathering.
LP: Use the following sentence frames: 
"Mechanical weathering is _____ and is caused by _______."
"Chemical weathering is _____ and is caused by _______."
ATT: Work with tablemates to Read, Highlight, Write, about Weathering in your foldable.
Today in class...Students worked with their groups to read the text section on weathering, highlight important information, and write notes in their foldables.
If you missed today...Check HW and vocab. tabs.  See "Today's Lesson Materials" on instructions about how to set up your foldable and have it completed by Tuesday.

Thursday, 11/6/2014
CP: Investigate the forms of mechanical and chemical weathering and describe their effects on rocks.
LP: Use the following sentence frames:
"Mechanical weathering is ________. The effects of mechanical weathering are _______."
"Chemical weathering is ________. The effects of chemical weathering are _______."
ATT: Work with shoulder partner to complete the "Weathering of Rocks" lab.
Today in class: Students took the County Earth/Space Science Benchmark test.  The test does not count as a grade.  It serves as a teaching tool for classroom and county use.  Students then completed their work on the M&M weathering lab, investigating the effects of mechanical and chemical weathering on our "rocks".  We wrapped up class with the "Weathering" BrainPop video.
If you missed today...Check HW and vocab. tabs. You will need to catch up on today's lab upon your return. Also, you will need to make up the Benchmark test upon your return.


Wednesday, 11/5/2014
CP:
Investigate the forms of mechanical and chemical weathering and describe their effects on rocks.
LP: Use the following sentence frames:
"Mechanical weathering is ________.  The effects of mechanical weathering are _______."
"Chemical weathering is ________.  The effects of chemical weathering are _______."
ATT: Work with shoulder partner to complete the "Weathering of Rocks" lab.
Today in class: Mrs. M. passed back last the minerals open-note quiz from a couple of weeks ago.  Also, students received the packet of permission forms to fill out for the fossil dig field trip coming up on Dec. 4.  All forms are due on Thursday, Nov. 20.  Students then began working on the M&M weathering lab, investigating the effects of mechanical and chemical weathering on our "rocks".
If you missed today...Check HW and vocab. tabs.  See Mrs. M. when you return to get your permission forms and quiz returned to you.  Also, you will need to catch up on today's lab upon your return.

Tuesday, 11/4/2014
CP: Demonstrate knowledge of rock types and the rock cycle.
LP: Use scientific vocabulary when describing the processes of the rock cycle (ex. cementation, uplifting, desposition, subduction, etc.)
ATT: No ATT - Quiz Day
Today in class...After checking HW and doing some last minute Q & A, students participated in Quiz, Quiz Trade to review rock cycle.  Then students took the Rocks and Rock Cycle Quiz.
If you missed today...Check HW and Vocab. tabs.  Come in early to make up the quiz. 8:45 at the latest.

Monday, 11/3/2014
CP: Describe te surface and subsurface events that relate to patterns within the rock cycle.
LP: Use scientific vocabulary when describing the processes of the rock cycle (ex. cementation, uplifting, desposition, subduction, etc.)
ATT: Work with shoulder partner to complete Rock Cycle Comic Strip Peer reviews.
Today in class...STudents completed the Comic Strip Peer Reviews and turned in Comic Strips for a grade.  Students also participated in Quiz, Quiz, Trade to review rock type and rock cycle concepts for tomorrow's quiz.
If you missed today...Check HW tab.  Be prepared for the Rock Types and Rock Cycle Quiz tomorrow.

Friday, 10/31/2014
CP: Describe te surface and subsurface events that relate to patterns within the rock cycle.
LP: Use scientific vocabulary when describing the processes of the rock cycle (ex. cementation, uplifting, desposition, subduction, etc.)
ATT: Work with shoulder partner to complete Rock Cycle Travel Journal and start the Rock Cycle Comic Strip then peer review your classmate's comic strip.
Today in class...Students completed their comic strips and started on their HW (due Tues.).  Then students participated in a peer review of the comic strips, using a rubric to evaluate.
If you missed today...Check HW Tab.  You will need to complete your comic on your own.  Get a copy of HW upon your return.

Thursday,  October 30, 2014
CP: Describe te surface and subsurface events that relate to patterns within the rock cycle.
LP: Use scientific vocabulary when describing the processes of the rock cycle (ex. cementation, uplifting, desposition, subduction, etc.)
ATT: Work with shoulder partner to complete Rock Cycle Travel Journal and start the Rock Cycle Comic Strip.
Today in class...Students continued working on the Rock Cycle Comic Strip.
If you missed today...Check HW and Vocab. tabs.  You will need to catch up on the comic strip upon your return. 

Wednesday, 10/29/2014
CP: Describe te surface and subsurface events that relate to patterns within the rock cycle.
LP: Use scientific vocabulary when describing the processes of the rock cycle (ex. cementation, uplifting, desposition, subduction, etc.)
ATT: Work with shoulder partner to complete Rock Cycle Travel Journal and start the Rock Cycle Comic Strip.
Today in class...
1. Complete Rock Cycle Travel Journal
2. Start Rock Cycle Comic Strip based on travel journal (each student will be responsible for half of the comic for his shoulder partner pair)
If you missed today...Check HW and Vocab. tabs.  You will need to catch up on the Travel Journal and Comic when you return.

Tuesday, 10/28/2014
CP: Describe te surface and subsurface events that relate to patterns within the rock cycle.
LP: Use scientific vocabulary when describing the processes of the rock cycle (ex. cementation, uplifting, desposition, subduction, etc.)
ATT: Work with shoulder partner to complete Rock Cycle Word Sort and Travel Journal.
Today in class...
1. Students worked together to complete a Rock Cycle Word Sort
2. Completed rock cycle notes (back of "rock type" notes) & checked in class.
3. Started making the Rock Cycle Journey Travel Journal, using the rock cycle game cubes.
If you missed today...Check HW and Vocab. tabs.  Complete #2 above on your own. (See Today's Lesson Materials)

Monday, 10/27/2014
CP Describe the characteristics of the three major rock types based on how they form.
LP: Use the following sentence frames when describing the rock types:
"An igneous rock ___."
"A sedimentary rock ____."
"A metamorphic rock ____."
ATT: Work with tablemates to complete the Rock Type notes.
Today in class...Students started out by answering an "entrance slip" (ungraded) asking them to differentiate between rocks and minerals. We watched the "Types of Rocks" BrainPop, then completed our notes from Thursday (Rock Types) from p. 79-83 in the textbook.  We then revisited our agree/disagree statements from last week when we first started our discussion about rocks.
If you missed today...Check HW and Vocab. tabs.  You will need to complete your notes from Thursday (copies available in class or in "Today's Lesson Materials") and check them.  Watch the BrainPop "Types of Rocks".  See my "Links" page for login directions.

Thursday, 10/23/2014
CP Describe the characteristics of the three major rock types based on how they form.
LP: Use the following sentence frames when describing the rock types:
"An igneous rock ___."
"A sedimentary rock ____."
"A metamorphic rock ____."
ATT: Work with tablemates and then shoulder partners to complete the pre-reading rock activities, then Gizmo.
Today in class...Students completed the Gizmo Lab "Rock Classification" and began working on collecting notes for the three major types of rocks: igneous, sedimentary, and metamorphic.  
If You Missed Today...Check HW and Vocab. Tabs.  You will need to do the Gizmo lab on your own.  See "Today's Lesson Materials" for the worksheet and go to the "Links" page to see how to log on to the website.  Also, you will need to catch up with today's notes when you return.  I do not have a digital copy to post at this time.

Wednesday, 10/22/2014
CP Describe the characteristics of the three major rock types based on how they form.
LP: Use the following sentence frames when describing the rock types:
"An igneous rock ___."
"A sedimentary rock ____."
"A metamorphic rock ____."
ATT: Work with tablemates and then shoulder partners to complete the pre-reading rock activities, then Gizmo.
Today in class...Students completed some pre-reading activities about rocks, including a list of agree/disagree statements and some observations using sample rocks.  Then students began the Gizmo Lab "Rock Classification" where they started practicing identifying and classifying rocks.
If you missed today...Check HW and Vocab. tabs.  Catch up on Gizmo when you return.

Tuesday, 10/21/2014
CP: Review the properties and characteristics of minerals.
LP: Use scientific vocabulary related to the physical properties of minerals.
ATT: Work with tablemates to share "minerals" active studies and share with the class.
Today in class...Students worked as a table group to choose one student's active study to share with the class.  We heard many good and some not so good examples of Active Studies.  Students need to continue working on making their studying "worth their time".  Students took an open-note quiz on minerals.  
If you missed today... Check HW and Vocab. tabs.  You will need to make up the quiz before school or during lunch.

Monday, 10/20/2014
CP: Explain what the physical properties of minerals are and how they are used to identify unknown minerals.
LP: Use scientific vocabulary related to the physical properties of minerals accurately (ie streak, hardness, crystal shape, density, etc.)
ATT: Work with tablemates to complete mineral observation and physical property notes and apply notes to identifying a mineral.

Today in class...Students completed the Gizmo lab (Mineral Identification) and discussed the results as a class.  Some students had time to start their active study homework in class.
If you missed today...Check HW and Vocab. tabs.  You will need to follow the GIZMO link on the "Links" tab to complete the Gizmo on your own.  

Friday, 10/17/2014
CP: Explain what the physical properties of minerals are and how they are used to identify unknown minerals.
LP: Use scientific vocabulary related to the physical properties of minerals accurately (ie streak, hardness, crystal shape, density, etc.)
ATT: Work with tablemates to complete mineral observation and physical property notes and apply notes to identifying a mineral.
Today in class...Students completed notes from yesterday and collected data on their unknown mineral.  Students then used a key to figure out which mineral they had, based on their observed properties.  Students then began a "Gizmo" lab on mineral identification that we will finish on Monday.  Earth's Formation/Layers Quiz was returned today.  Quiz reflections are due on Thurs. 10/23
If you missed today...You will need to complete the notes on your own and check them with Mrs. Mocherman's notes or a friend's on Monday.

Thursday, 10/16/2014
CP: Explain what the physical properties of minerals are and how they are used to identify unknown minerals.
LP: Use scientific vocabulary related to the physical properties of minerals accurately (ie streak, hardness, crystal shape, density, etc.)
ATT: Work with tablemates to complete mineral observation and physical property notes and apply notes to identifying a mineral.
Today in class...Students completed the notes from yesterday.  Then we watched the BrainPop entitled "Mineral Identification".  Students then read, highlighted and wrote about properties of minerals while simultaneously testing an unknown mineral of their own. To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to complete the notes on your own, using pages 45-51, 63-66. Show Mrs. Mocherman your Minerals song upon your return.

Wednesday, 10/15/2014
CP: Explain what minerals are and describe how they form.
LP: Use the following sentence frame when describing minerals: "An object is a mineral if it _____."
ATT: Work with tablemates to complete jigsaw notes about minerals.
Today in class...Students were mixed up into groups and rotated to other "expert group's" flipcharts to gather notes about Minerals.  Experts in each group helped to facilitate the notes and explain their portion of the text to their classmates.  Students will have about 10 more minutes to finish up the notes tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to catch up on notes on your own.  Get as far as you can in class tomorrow, then complete them on your own, using my answer key as a "check".  My note answers will be posted tomorrow after school.

Tuesday, 10/14/2014
CP: Explain what minerals are and describe how they form.
LP: Use the following sentence frame when describing minerals: "An object is a mineral if it _____."
ATT: Work with tablemates to complete jigsaw notes about minerals.
Today in class...Students were informed about the team t-shirt design contest. Then, students worked in "expert teams" to gather information about minerals, take notes and make a flipchart page.  
If you missed today...Check HW tab.  You will need to make up the notes upon your return.

Monday, 10/13/2014
CP: Demonstrate knowledge of Earth's layers and formation of solar system.
LP: Accurately use scientific vocabulary when describing Earth's layers and formation of solar system.
ATT: Work with classmates to review Earth's layers and formation during Quiz, Quiz, Trade.
Today in class... We discussed Friday's lab and students corrected answers if necessary.  Students then participated in a Quiz, Quiz, Trade review of Earth's layers, formation and magnetism.  Then, students took the Earth's Layers Quiz.
If you missed today...You will need to check your answers for the magnetism lab against the flicphart for today.  Look at Today's Lesson Materials for that flipchart.  Also, you will need to arrange a time to make up today's quiz.  Any day this week will work.  Come in at 8:45.

Friday, 10/10/2014
CP: Explain what a magnetic field is and describe how Earth's structure plays a role in protecting Earth from cosmic rays and charged particles from the sun.
LP: Use the following sentence frame when describing Earth's magnetic field: "Earth is like a giant bar magnet because..."
ATT: Work with tablemates to complete Magnetism and Magnetic Field Investigations and answer analysis questions.
Today in Class...Students continued working on the Magnetism labs and most got done.  Students who completed the lab early were able to work on an extension activity involving magnetizing paper clips.
If you missed today...Check HW Tab. You will also need to make up VQ#7.  You can complete the Gizmo portion of the lab at home.  Go to explorelearning.com and use the Login: Table1141, Password: toy243.  Follow the directions on the Gizmo portion of your lab.

Thursday, 10/9/2014
CP: Explain what a magnetic field is and describe how Earth's structure plays a role in protecting Earth from cosmic rays and charged particles from the sun.
LP: Use the following sentence frame when describing Earth's magnetic field: "Earth is like a giant bar magnet because..."
ATT: Work with tablemates to complete Magnetism and Magnetic Field Investigations and answer analysis questions.
Today in class...Students began work on the Magnetic Field Investigation, using our brand new magnetic field detectors!  Students measured the magnetic field of a bar magnet at different locations around the magnet, then collected data on the magnetic field measurements and graphed.  Students began answering analysis questions.  To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to get the lab from Mrs. M tomorrow and collect data from your tablemates.  You may have until Monday to complete the lab questions, if necessary.

Wednesday, 10/8/2014
CP: Describe the magnetosphere and review the properties of the layers of Earth.
LP: Use scientific vocabulary when reviewing (ex. crust, mantly, core, density, magnetosphere)
ATT: Participate with teammates in Quiz, Quiz, Trade in order to review properties of Earth's layers and the magnetosphere.
Today in class...Students worked together on the chapter 1, lesson 2 Lesson Outline, which we checked in class and discussed.  Then students participated in a Quiz, Quiz, Trade review activity.  It was fun and informative!
If you missed today...check HW and Vocab. tabs.  Turn in your layers of the Earth foldable upon your return, complete the lesson outline for chapter 1, lesson 2 (Today's Lesson Materials).

Tuesday, 10/7/2014
CP: Describe the layers of the solid Earth .
LP: Use scientific vocabulary to complete a model of Earth's layers (crust, mantle, lithosphere, asthenosphere, outer core, inner core).
ATT: Work with shoudler partner to complete the Earth's layers model by using the "Read, Retell, Write" structure to collect and record info. on your foldable model.
Today in class...Students worked on completing their notes, note questions and summary on the layers of the Earth.  To be completed for HW.
If you missed today...Check HW and Vocab. tabs.  You will need to complete the Earth's layers model, notes, note questions and summary.  For directions and to check your notes, go to "Today's Lesson Materials" and click on today's date at the bottom.  If you need to still get info. from the Sciencesaurus book, you may come in after 8:30 to work in the classroom.

Monday, 10/6/2014
CP: Describe the layers of the solid Earth.
LP: Use scientific vocabulary to complete a model of Earth's layers (crust, mantle, lithosphere, asthenosphere, outer core, inner core).
ATT: Work with shoudler partner to complete the Earth's layers model by using the "Read, Retell, Write" structure to collect and record info. on your foldable model.
Today in class...Students continued work on their Earth Layers model and started on the notetaking, following the directions provided.  
If you missed today...Check HW tab.  You will need to catch up on notetaking.  You can look at "Today's Lesson Materials" to see the directions flipchart.

Friday, 10/3/2014
CP: Describe the layers of the solid Earth.
LP: Use scientific vocabulary to complete a model of Earth's layers (crust, mantle, lithosphere, asthenosphere, outer core, inner core).
ATT: Work with shoudler partner to complete the Earth's layers model by using the "Read, Retell, Write" structure to collect and record info. on your foldable model.
Today in class...Vocab. Quiz #6, then Students began work on creating their drawing of Earth's layers.  They measured and created concentric circles that representing the layers to scale then went on to color and label. To be continued on Monday...
If you missed today...You will need to start your drawing on Monday.  Also, plan to make up VQ#6

Thursday, 10/2/2014
CP: Explain the role that gravity played in the formation of the solar system.
LP: Use scientific vocabulary to complete "Read-Retell-Write" foldable notes (gravity, force, dust, gas, nebula)
ATT: Work with your tablegroup to complete "Read-Retell-Write" foldable notes summarizing the role that gravity played in the formation of the solar system.

Today in class...We wrapped up the notes and density activity from Wednesday.  Students completed and checked their notes, and many had the opportunity to start their hw in class.  We discussed the solar system notes and how density relates to how the Earth's layers ended up.
If you missed today...Check HW tab.  You will need to check "Today's Lesson Materials".  There you will find my notes (for you to use in order to correct yours) and your homework assignment for tonight. 

Wednesday, 10/1/2014
CP: Explain the role that gravity played in the formation of the solar system.
LP: Use scientific vocabulary to complete "Read-Retell-Write" foldable notes (gravity, force, dust, gas, nebula)
ATT: Work with your tablegroup to complete "Read-Retell-Write" foldable notes summarizing the role that gravity played in the formation of the solar system.
Today in class...Students completed the foldable notes and checked them with Mrs. M's.  Then students explored the concept of density by listing all they already think they know.  Then, students calculated the density of water, cork, and sand and predicted which would sink and float.  They then used those materials in a graduated cylinder to see what formation they would take.  Students then related their new knowledge about density to the way the Earth's layers formed.
If you missed today...Check HW and Vocab. Tabs. You will need to complete your notes on your own (pages 11-12 in text - see "Today's Lesson Materials for the flipchart that shows how to set up the foldable.

Tuesday, 9/30/2014
CP: Explain the role that gravity played in the formation of the solar system.
LP: Use scientific vocabulary to complete "Read-Retell-Write" foldable notes (gravity, force, dust, gas, nebula)
ATT: Work with your tablegroup to complete "Read-Retell-Write" foldable notes summarizing the role that gravity played in the formation of the solar system.
Today in class...Students completed the Earth's Spheres Quiz.  Then we had a "snowball toss" in the form of paper balls to initiate our discussion about Earth's formation.  Then, students started their foldable notes about the Formation of Earth.  We will continue tomorrow.
If you missed today...Check HW and Vocab. Tabs.  Turn in your Sphere Interactions paper that we completed in class Monday.  Set up a time to make up today's Spheres Quiz.  Catch up on Foldable notes in class tomorrow.

Monday, 9/29/2014
CP, LP, ATT: same as Friday
Today in class...Students continued using their assigned picture to list interactions among the hydrosphere, cryosphere, geosphere, biosphere, and atmosphere.  Afterwards, students rotated around the classroom to share their interactions with other classmates, get feedback, and make revisions.  Then, good examples were shared in class.  Afterward, students completed a sorting activity at their tables, sorting pictures of interactions into the categories of their interactions
If you missed today...Check HW tab.Complete your interaction descriptions from Friday.  Also, be ready to take the Spheres quiz tomorrow.

Friday, 9/26/2014
CP: Identify interactions among Earth's spheres and explain why they are interactions.
LP: Use the following sentence frame to identify and explain the interactions among Earth's Spheres: "The ___ in the ___-sphere is interacting with the ____ in the ____-sphere when _____."
ATT: Work with your shoulder partner to identify interactions in the picture.
In class today...Students completed Vocab. Quiz #5.  Students were then handed back some papers, and were given 10 minutes to update their Table of Contents in their binder and reorganize if needed.  Many students still need to work on this at home.  Then, students identified which spheres were being described in interactions.  Lastly, students were given a nature picture on their computers and asked to identify items that are in each sphere, as well as interactions among them.  
If you missed today... Check HW and Vocab. tabs.  Plan to make up VQ5 on Monday at the beginning of your class period.  You will start up with today's assignment upon your return, then complete it on your own.

Thursday, 9/25/2014
CP, LP, ATT - Same as Wednesday
Today in class...Students completed their data collection for the Spheres and Atmospheric Temp. lab.  Students shared their data with the rest of the class, so that we could use the class averages for the temperature changes.  Students analyzed the data, describing which of Earth's spheres had the greatest impact on the temperature of the atmosphere and theorizing why.
If you missed today...Check HW and Vocab. Tabs.  Check "Today's Lesson Materials" and copy the data for your class.  Also answer the questions on the back.

Wednesday, 9/24/2014
CP: Describe how ohter spheres interact with the atmosphere to affect temperature change.
LP: Use the following sentence frame when analyzing sphere interactions with the atmosphere: "When the ___-sphere interacted with the atmosphere, the change in air temperature was ____degrees Celsius."
ATT: Work with tablemates to complete the "Spheres and Atmospheric Temperature" lab.
Today in class...Students use the temperature probes to test the temperature of 5 different beakers, each representing a different sphere of earth.  Students created a graph on the computer that showed the change in temperature as caused by the heat lamp.  Students will complete the lab tomorrow and analyze the data.
If you missed today...Check HW and Vocab. tabs.  You will need to gather data from your tablemates upon your return.

Tuesday, 9/23/2014
CP: Describe the spheres of Earth and differentiate among them.
LP: Use the following sentence frame when describing sphere interactions: "The ____ in the ____-sphere interacts with the _____ in the _____-sphere when _______________."
ATT: Work with tablemates to complete sphere flipchart, then collect notes from other tables.
In class today...Students completed their sphere flipchart, then completed a "Walking Gallery".  In the walking gallery, students rotated from table to table gathering notes from other teams' flipcharts about the different spheres of Earth (geosphere, biosphere, atmosphere, hydrosphere, and cryosphere).
If you missed today...Check HW and Vocab. tabs.  You will need to come in early and gather notes from the flipcharts in class or get notes from a friend that you can copy.

Monday, 9/22/2014
CP, LP, ATT: Same as Friday
Today in class...students worked with their tablemates to complete their flipchart presentation of their assigned Earth Sphere.  
If you missed today...Check HW and Vocab. Tabs

Friday, 9/19/2014
CP: Describe the spheres of the Earth and differentiate among them.
LP: Use the following sentence frame when describing the Earth's spheres: "The __- sphere is made up of all the ___ in the world."
ATT: Work with tablemates to observe jar models of the Earth and use your observations to identify Earth's spheres and their characteristics.
Today in class... Students took VQ#4.  Mrs. Mocherman handed back last week's Scientific Method Quiz and explained the procedure for Quiz Reflections.  Students were informed if they were eligible to complete a lesson reflection (having all HW turned in).  Quiz reflections are optional and due next Friday.  Then students began their exploration of Earth's "Spheres" by examining a jar with various natural items in it and categorizing the items according to what they know about Earth.  Students were then introduced to the actual names of the "Spheres" of Earth (geosphere, biosphere, hydrosphere, atmosphere, cryosphere).  Each table was assigned a "sphere" that they will research in order to make a "digital poster".
If you missed today...See Mrs. M. to get your Scientific Method Quiz returned.  Also, plan to make up VQ#4 next week.

Thursday, 9/18/2014
CP, LP, ATT same as Wednesday
Today in class...We wrapped up scientific method by completing the alien lab and measurement lab.
If you missed today... No one was absent today. :)

Wednesday, 9/17/2014
CP: Compare the characteristics of a controlled experiment to a comparison experiment.
LP: Use the sentence frames for Hypothesis and Conclusion, as provided in notes.
ATT: Work with tablemates to create a controlled and a comparison experiment using the Gizmo labs "See Germination" and "Effect of Environment on New Life Form."
In class today...Students were given a Seed Germinating Gizmo and asked to use it to create an experiment with a control group.  Then students were asked to use the Effect of Environment on New Life Form Gizmo to reinforce the rules about variables in an experiment.  Students will complete these assignments in class tomorrow.
If you missed today...Check HW and Vocab. Tabs.  You will need to make up the Seed Germinating Gizmo.  You can follow the directions on the "Links" tab to log in to Gizmo.  You can also print a copy of the pages from the "Today's Lesson Materials" tab.

Tuesday, 9/16/2014
CP, LP, ATT: same as Monday
In class today...Students completed the "Controlled Experiment: Insulating Materials" Lab in class and turned it in.  Then, students worked together to answer questions related to controlled and comparison experiments as a group.  Mrs. M. checked answers and discussed misunderstandings.  Students then worked on completing the measurement lab from Friday.
If you missed today...Check HW and Vocab. tab.  You will need to complete the Controlled variable lab on your own and turn in when complete.  See today's flipchart in "Today's Lesson Materials" to check your work and to complete the Exit slip that you will need to write on the back of your lab before you turn it in.

Monday, 9/15/2014
CP: Explain the difference between a controlled experiment and a compareison experiment.
LP: Use scientific vocabulary (control group, experimental group, controlled experiment, comparison experiment)when comparing and contrasting.
ATT: Work with tablemates to complete the "Controlled Experiment: Insulating Materials" activity by following procedures and providing appropriate responses to questions.
Today in class...Students began the "Controlled Experiment: Insulating Materials" activity.  Students learned some background information about the difference about controlled and comparison experiments, then conducted a controlled experiment using an insulated cup and non-insulated cup.  After completely identifying the variables and creating a hypothesis, Students used the temperature probes and software to graph the change in temperature of hot water as is sat in both types of cups.  Students completed a data table. To be continued tomorrow.
If you missed today...Check HW and Vocab. Tabs.  You will need to catch up using data from your group or sample data from Mrs. Mocherman upon your return.

Friday, 9/12/2014
CP: Apply tools of measurement to science lab situations.
LP: Use measurement vocabulary when measuring objects (ex. milliliter, centimeter, meter, cubic centimeter, etc.)
ATT: Work with your shoulder partner to predict the length, mass, volume, or area of provided objects and use measurement tools to determine the actual measurements.  Then compare the predictions to the actual measurements.
In class today: We completed the "Growing Plants" simulation/scientific method application as a group.  Then, students were given a list of items in the classroom, as well as measurement tools to use.  They were asked to estimate the length, mass, volume, or area of the objects, then measure to find the actual answer.  We will complete this on Monday.
If you missed today...You will need to complete the analysis and conclusion of the Plant Growth lab on your own.  

Thursday, 9/11/2014
CP, LP, ATT - same as Wednesday
In class today...Students worked on yesterday's Gizmo lab for the first 15 minutes of class.  Many still have about 10 minutes left to do tomorrow.  Students took the Scientific Method Quiz, covering the steps of the scientific method and how to implement them.
If you missed today...Check HW tab.  You will need to set an appointment with Mrs. Mocherman to make up the Scientific Method Quiz.  Tomorrow morning at 8:30 would be perfect. :)

Wednesday, 9/10/2014
CP: Apply the steps of the Scientific Method to design an experiment and analyze data.
LP: Use the following sentence frames while designing your experiment and analyzing data: "If...then...because..."
"The data do/do not support my hypothesis, which states '________'.  The data that support my conclusion includes ________."
ATT:Work with your tablemates to desing an investigation, from beginning to end, using the Gizmo simulation "Growing Plants."
Today in class... Students designed their own experiment, using the Gizmo online simulation: Growing Plants.  Students worked in their groups to choose a variable to test, then identify the dependent variable, write a hypothesis, procedure, collect data and write a conclusion.  Most classes will complete this at the beginning of class tomorrow.
If you missed today...Check HW and Vocab. tabs.  Show Mrs. M. your "SCI METHOD" acrostic upon your return.  Work with your tablemates on the simulation in class tomorrow, then make up the parts you missed on your own.  Be prepared to take the Scientific Method Quiz tomorrow.

Tuesday, 9/9/2014
CP, LP, ATT (same as Monday)
Today in class...Students continued the Huff, Puff, & Slide lab by completing the graph, analysis statement, and conclusion.  Every step was to be checked by Mrs. M and the computer answer key, so all should have been corrected and turned in for a completion grade during class today.  Students also worked with their tablemates to make an acrostic using the word "VARIABLE". 
If you missed today...Check HW and Vocab. Tabs.  You will need to complete the Huff, Puff & Slide lab and turn in upon your return.

Monday, 9/8/2014
CP: Apply the scientific method to an experiment
LP: Use the sentence frames for hypothesis, analysis statement and conclusion.
ATT: Work with your shoulder partner to apply your notes about the scientific method to the "Huff, Puff, & Slide Lab".
Today in class... Mrs. Mocherman returned last week's vocab. quiz and entrance slip.  We discussed entrance slip answers.  Students were invited to come to Mrs. M's room Wed. or Thurs for help if needed before Thursday's quiz.  Then, students began the Huff, Puff, and Slide lab, following the steps of the scientific method and performing the experiment with their shoulder partners.  We will finish the lab tomorrow in class.
If you missed today...Check HW and Vocab. tabs.  You will need to get a copy of the Huff and Puff Lab and complete the scientific method portions of the lab.  If you can do that at home tonight, it would be most beneficial.


Friday, 9/5/2014
CP: Use student directed active study technique to review scientific method steps,
LP: Use scientific vocabulary when using the scientific method (ex. hypothesis, data table, conclusion, etc.)
ATT: Work with tablemates to complete a "CD Case" using created song titles and artist names that utilize the scientific method terminology and concepts.
Today in class...Students took VQ #2.  We checked the HW, which included more scientific method practice.  Then students completed an entrance slip independently where they completed a hypothesis and data table for a described experiment.  This entrance slip counts as a grade.  Then, students worked together to get creative, making up names of songs and artist names that utilized scientific method steps.  It was a fun way to end the week!
If you missed today...Check HW and Vocab. Tab.  You will need to make up VQ #2 and the entrance slip.  See Mrs. Mocherman.


Thursday, 9/4/2014
CP: Use the scientific method to identify variable, write a testable question, hypothesis, conclusion and construct a graph and data table.
LP: Use the following sentence frames:
"If_(I.V.)___, then _(D.V.)____, because _(background info)_____." - hypothesis
"The data/results do/do not support the hypothesis that stated, 'If ___, then ___, because ___.' The data that support this conclusion show ___." - conclusion
ATT: Work with tablemates to apply the steps of the scientific method to an experiment.
Today in class: Students checked their HW with the answers provided in class, correcting their hypothesis statements as needed.  Students then completed the scientific method notes by filling in information about analysis statements and conclusions.  Students then started an activity that described a different experiment and were asked to apply the steps of the scientific method to the description.  Students rotated and worked with different partners throughout the class time.  
If you missed today...Check HW and Vocabulary tabs.  Complete your scientific method notes by coming in early to school or catching up at the beginning of class (because you will need to use the Sciencesaurus book).  Download and print or get a copy in class of the practice assignment from today and complete on your own.

Wednesday, 9/3/2014
CP: Use the scientific method to describe how to analyze data from an experiment by creating a graph and writing a conclusion statement.
LP: Use the following sentence frame when writing a conclusion:
"The data/results do/do not support the hypothesis that stated, 'If ___, then ___, because ___.' The data that support this conclusion show ___."
ATT: Work with tablemates to analyze the data of the Bounce Height Challenge Lab by creating a graph then write a conclusion statement.
Today in class...Students did an entrance slip where they demonstrated their ability to identify an independent and dependent variable, then write a hypothesis.  Students turned in their work.  Mrs. M. used the assignment to help students individually who have not yet mastered the concept.  Students then used their note page to fill in notes about analyzing data using graphs.  They then used the new information to create a graph, using data from the Bounce Height Lab.  Many students had time to start their homework in class.  
If you missed today...Check HW and Vocab. tabs.  Catch up on notes when you return to class, or look at the flipchart from today in "Today's Lesson Materials."

Tuesday, 9/2/2014
CP: Organize data into a data table.
LP: Use scientific method vocab. while organizing data and analyzing (ex. centimeters, measurement, greather than, etc.).
ATT: Work with shoulder partner to create a data table for the Bounce Height Lab.
Today in class... We reviewed writing a hypothesis and writing a procedure, using our Scientific Method notes that we started in class last week.  Then, students worked on the "data collection" portion of the notes, followed by creating a data table that reflected their data from the Bounce Height Challenge Lab.  We reviewed the data tables and made corrections.
If you missed today...Check HW and Vocab. Tabs.  Update your notes using the flipchart from today online or from a friend.  See Mrs. M. with any questions. 

Monday, 9/1/2014
NO SCHOOL - Labor Day

Friday, 8/29/2014
CP, LP, ATT - Same as 8/28
In class today...Students completed vocab. quiz #1.  Most did an excellent job on this first grade of the school year!  Continuing with our study on the scientific method, students then used their reference page (in class) to fill in notes about writing a procedure.  Students were then tasked to write the procedure for the Bounce Height Lab that we did in class earlier this week.  The challenge was to make the procedure detailed enough that even someone unfamiliar with the experiment would be able to perform it successfully.  Through a few edits, most students were successful at producing excellent procedures.  Then, we spent a few minutes reviewing hypothesis by reading some scenarios and writing the hypothesis for the experiment described.  We will follow up on that Tuesday.
If you missed today...Check HW tab, plan to make up VQ1 next Friday when you take VQ2.  Use the reference sheet (Today's Lesson Materials) to complete your notes on procedures.  Also write your procedure for the Bounce Height Lab in the space provided in your notes.  You do not need to go beyond that point in your notes.

Thursday, 8/28/2014
CP: Explain how to write a scientific procedure and apply what you've learned to the "Bounce Height Lab"
LP: Use sequence vocabulary to write a scientific procedure.
ATT: Work with shoulder partner to gather info. about writing scientific procedures and then apply what you've learned as you write a procedure for the Bounce Height Lab.
Today in class... We reviewed HW and clarified independent and dependent variables, took notes on hypothesis, completed a table entrance slip where we identified variables and corrected a hypothesis.  Then we worked on explaining and following directions where students made a pattern with shapes, then verbally directed their shoulder partner to make the same design without seeing the original. Students then did the same activity but with written direction.  It was beneficial to practice giving and following step-by-step directions.  This will be a beneficial skill in our lab work this year.
If you missed today... Check HW and Vocab. Tabs, show Mrs. M. your HW upon your return.  Plan to make up your vocab. quiz upon your return.  Also, look at today's flipchart in "Today's Lesson Materials" to update your notes for hypothesis.

Wednesday, 8/27/2014
CP: Explain what independent, dependent and controlled variables (constants) are and describe the relationship among the three.
LP: Use the following sentence frame when writing a hypothesis (predicting the variable relationships): "If...(independent variable), then ... (dependent variable), because ... (reasoning behind cause/effect relationship).
ATT: Work with shoulder partner to gather and interpret information to be included in the Scientific Method Notes.  Use that information to write a testable question, identify the variables and write a hypothesis for the Bonce height Challenge activity.
Today in class...We completed the Bounce Height Challenge.  Groups predicted how high they would have to drop the ball in order to get a teacher-assigned bounce height.  Many groups got really close.  One group was exactly right!  Then, we began our reading about the scientific method, taking notes on the paper given out in class.  IN the students' notes they were asked to apply the scientific method to the lab we completed yesterday.  We completed the part about variables today and will start with hypothesis in class tomorrow.
If you missed today...Check HW and Vocab. tabs.  You will need to get a copy of the note pages from today (print at home, using "Today's Lesson Materials" - or get a copy from the "While You Were Out" crate in class).  You will need to catch up on the notes from the first page.  Stop at hypothesis.  We used the Sciencesaurus book in class, but the same information can be found in the iScience textbook on Angel LEARN.

Tuesday, 8/26/2014
CP: Gather and interpret data to determine the relationship between the drop and bounce heights of a ball.
LP: Use the following sentence frame when predicting the necessary drop height to attain an assigned bounce height.
"When a ball is dropped from __ cm, it will bounce to __ cm, because... (support prediction with data/results from experiment)"
ATT: Work with tablemates to interpret data and comoplete the Bounce Height Challenge.
Today in class: Students were given the open-ended task of determining the relationship between how high a ball will bounce compared to how high it is dropped.  Students were asked to collect data and show it as well as the relationship statement in a flipchart that they saved in class. At the beginning of class tomorrow, students will predict how high they need to drop a ball in order to reach the teacher-designated height.  Are you up for the challenge?!
If you missed today...Check HW and Vocab. Tabs, no make-up work from today's activity.


Monday, 8/25/2014
CP: Use observations and inferences to formulate a definition for scientific theory.
LP: Support your ideas by using the following sentence frame: "I think _____ because____."
ATT: Work with shoulder partner, then tablemates to make observations and inferences about the dino track evidence, then use them to support as you write a possible explanation of how the footprints were created.  Share your explanation and then form a working definition for scientific theory.
Today in class...Students were given a picture that represented dinosaur tracks.  Their job was to act like a scientist, making observations and inferences, then brainstorming possible explanations for the footprints.  Then, students shared their ideas with the table to develop an explanation that everyone could agree on.  Students shared their explanations with the rest of the class.  Then, shoulder partners came back together, used all the evidence and ideas they had gathered, and formulated a paragraph describing the scene.  They turned in the paragraph, then worked with their tablegroup to develop a definition for "scientific theory".
If you missed today...You will need to view the dino footprints and write a paragraph summarizing your explanation of the events that occurred to create the footprints (think outside the box!).  You can print the page from "Today's Lesson Materials" or you can pick up a copy from the "While You Were Out" crate in Mrs. M's room.  Check HW and Vocab. tabs.

Friday, 8/23/2014
CP: Identify and describe appropriate behaviors and actions to be taken in a science lab to ensure safety and success.
LP: Use the following sentence frame when identifying appropriate lab behaviors/actions: "_____ is an inappropriate behavior because ____. The student should ______ instead."
ATT: Work with tablemates to identify lab rules being violated in the scenario assigned to your table group.  Create and present a secnario that demonstrates the lab safety rule.
In class today...Students were given a lab safety non-example scenario.  They planned out a skit to demonstrate the non-example to the class.  Then the class filled in the sentence frame on their computers telling what the inappropriate lab behavior was, why it was inappropriate, and which lab safety rule the students should have been following.  It was a fun, active way to reiterate some important safety rules for the lab environment.
If you missed today...No make-up work from the activity, check vocab. and HW tabs. Turn in your lab safety contract Monday.


Thursday, 8/21/2014
CP: Identify and describe appropriate behaviors and actions to be taken in a science lab to ensure safety and success.

LP: Use the following sentence frame when identifying appropriate lab behaviors/actions: "_____ is an inappropriate behavior because ____.  The student should ______ instead."
ATT: Work with tablemates to remember the lab safety information and use it to demonstrate learning during a quiz game, using group response card.
In class today...Students were given a Lab Safety Contract to read over and sign. Periods 1-2 due Monday.  Periods 3-6 due tomorrow.  Students then worked in teams to learn as much about lab safety as possible in 15 minutes, using provided materials.  Then teams competed in a game of "Snakes and Ladders" to see who remembered the most.  It was a great time of learning and working together!
Check HW tab.
ALL Gold Science students were present today!  WOW!

Wednesday, 8/20/2014
CP: Become familiar with the Earth/Space textbook, while using the "helping curriculum".
LP: Use respectful language when offering help, helping and declining help.
ATT: Work with classmates to answer questions about the online textbook, using the helping curriculum to offer help, help and decline help.
Today in class: We signed up on Blackboard LEARN under Mrs. Mocherman's class.  We did a textbook scavenger hunt.  (Please note that the students were unable to sign up for online textbooks today. We will sign them up as soon as the computer system is working properly.)  We set up our science binders and were introduced to our method for completing vocabulary in science class.  There will be vocabulary pages available in the classroom, but you can also print them from home.  All parts of the vocabulary page are required to be complete for each new word given.
Check HW tab.
All Gold Science students were present today!

Tuesday, 8/18/2014
Content Purpose:
Use the silent interview technique to get to know your tablemates.
Language Purpose: Use respectful discourse when interviewing shoulder partner and answering questions.
Accountable Team Task: Work with shoulder partner and then tablemates to analyze the interview answers and summarize team similarities on the virtual t-shirt.
In class today...Mrs. Mocherman introduced herself and some of the class procedures.  Students were then given the "Classroom Expectations/Welcome Letter", and the parent and student surveys (all due Thurs.).  Students interviewed their shoulder partners, then introduced them to the rest of the table.  Students began working on a virtual t-shirt design with their tablemates, using pictures and words to represent their similarities.  It will be continued tomorrow.  It was a terrific first day!!
If you missed today...See Mrs. Mocherman to get copies of the Classroom Expectations, Welcome Letter, Parent Survey, and Student Survey.  Or, download and print your own copy, using "Today's Lesson Materials" link.
Check HW tab.

Monday, 8/19/2014
CP:
Identify important parts of Mrs. Mocherman's website.
LP: Use respectful discourse when assisting classmates.
ATT: Assist classmates while searching Mrs. Mocherman's website and completing the scavenger hunt.
In class today...We completed the virtual t-shirts from Monday.  Mrs. Mocherman discussed Classroom Expectations.  Mrs. Mocherman introduced her website.  Students were then went into the computer lab to login to the computers and start working on the website scavenger hunt, to be completed for homework.
Check HW tab.