The Lessons webpage provides a detailed outline of everything that was accomplished in class each day. This is where you should go to find out what work you need to make-up when you have been absent. It is also a good place to go to remember which textbook pages/materials were used in class.
*Extra copies of all assignments will be available in the "While You Were Out" file crate in our classroom. You can also print a copy of the assignment from the "Today's Lesson Materials" tab on this website.
I WAS ABSENT...what do I do?
- Check to see what you missed below.
- Look at "Vocabulary" tab, and add vocabulary that you missed to your binder.
- Look at "Homework" tab.
- Print available worksheets from "Today's Lesson Materials" tab, or plan to pick them up when you return to class.
- Do ANYTHING that we did in class that you are able to do at home. The more you do on your own, the more prepared you'll be when you return. :-)
CP: Explain Archimedes' principle and use it to predict whether or not an object will float.
LP: Use scientific vocabulary when applying Archimedes' principle (ex. mass, weight, Nwtons, displaced water, buoyant force, etc.)
ATT: Work with tablemates to complete the texbook virtual lab: "Fluids and Forces"
Today in class...We reviewed last week's penny boat lab, then watched the BrainPop: "Buoyancy". Then we worked on the textbook virtual lab, Fluids and Forces. All directions are in today's flipchart on Today's Lesson Materials. This lab can be accessed at home.
SPARCC presentation - no science class
Today in class...Students worked to use their knowledge about buoyancy to design then create a boat made of aluminum foil. The cargo for the boat was pennies. How much mass can the boat hold before sinking? The team record was 89 pennies! Students applied the scientific method sentence frames to their lab.
Today in class...Students turned in their weight vs. mass lab in to be checked for completion. Students were also given an additional 10 minutes to complete/revise their open-note exit slips from yesterday. We checked the answers of the weight vs. mass lab and revised answers. Then we started the buoyancy penny boat lab by deciding on the independent variable, dependent variable, controlled variables and hypothesis. Students began drawing up designs for their aluminum foil boats.
Today in class...Students turned in the Spongebob Scientific Method practice, which was checked and returned. Then, we looked at the answer key and discussed/corrected the pages. Students then completed an open-note exit slip where they were given a description of an experiment with data. Students then completed the hypothesis, data analysis, conclusion, etc. and turned it in for a grade. Students were given any extra time to work on the questions and graph for the Weight vs. Mass lab that we started yesterday. Finish the lab for HW.
CP: Explain the relationship between mass and weight.
LP: Use scientific vocabulary (mass, weight, force, Newton, etc.) when analyzing lab results.
ATT: Work with tablemates to complete the mass vs. weight lab, collect and analyze data , then use the information to formulate a conclusion.
Today in class...Students were given back the assessment from last Monday as well as their vocab. quiz papers for the last 4 quizzes. Mrs. M. explained the Reflection Guidelines for earning back points on assessments (see guidelines in "Today's Lesson Materials"). Students were also given a form to get signed concerning this Friday's presentation to all 7th graders. Students then began the mass vs. weight lab, comparing mass and weight of 4 different objects, utilizing the scientific method.
CP: Explain the steps of the scientific method within the context of a variety of experimental scenarios.
LP: Use appropriate sentence frames for completing the steps of the scientific method.
ATT: Work with tablemates to complete the germination GIZMO simulation and then accurately apply the scientific method to practice scenarios.
Today in class...Students took VQ#4. We discussed the lunar eclipse that will take place on Sunday around 10 p.m. We completed the scientific method practice GIZMO about seed germination, discussed and checked it together. Students then worked on more scientific method practice, using Spongebob scenarios. :)
Continued from Wednesday.
Today in class...Students completed the scientific method flipchart and it's application to the cube lab from last week. We checked answers and discussed common mistakes, including using sentence frames for hypotheses and conclusions correctly. Students then worked on a practice of the scientific method using an online Gizmo. We will check over the Gizmo tomorrow.
Continued from Tuesday.
Today in class...Students worked on the scientific method flipchart and it's application to the cube lab from last week. We had a brief discussion about the Autunmal (Vernal) Equinox, which is today. Happy FALL! Mrs. M. also explained the guidelines for this year's team t-shirt design contest. Design submissions are due Wednesday, Sept. 30.
CP: Analyze the density cube lab and incorporate the steps of the scientific method into the lab activity.
LP: Use appropriate scientific method sentence frames for hypothesis, conclusion, etc.
ATT: Work with tablemates to complete the scientific method activities on the flipchart, then convert the density cube lab into a scientific method lab on the flipchart and your worksheet.
Today in class...STudents began the scientific method flipchart. They read and completed practice problems about each step of the scientific method, then completed the steps for our cube lab that we did last week. Students were asked to get teacher approval for each step before writing it on their sci method paper. To be continued tomorrow.
Today in class...Students reviewed properties of matter and measurement for the first 10 minutes of class. Then students took the assessment on these skills.
CP: Demonstrate an understanding of properties of matter and measurement.
LP: Accurately use the scientific vocabulary from the word wall as you complete today's review activity.
ATT: Work with tablemates to complete the Properties of Matter and Measurement review activity using Group Response Cards.
Today in class...STudents completed Vocabulary Quiz #3. Students also checked their answers and discussed yesterday's clay density lab. Then, we played a review game to help in preparing for Monday's test.
CP: Explain why density is a size-independent property.
LP: Use the following sentence frame when describing density: "Density is a size-independent property because __________. The data that supports this includes _________."
ATT: Work with shoulder partner to complete the clay density lab and analysis questions.
Today in class...Students practiced density, mass and volume calculations. Then, they started work on the density clay lab, where students took different amounts of the same piece of clay. They measured the mass and volume of each piece and calculated density to compare and prove that density is a size-independent property.
Continued from Tuesday.
Today in class...STudents completed the density cube lab and questions. We discussed and checked these as a class. Students were instructed to correct their answers. Students then performed some practice in finding density of objects when mass is the same but volume is different, using clay. This was an intro. to tomorrow's clay density lab.
CP: Determine the identity (composition) of an unknown material by calculating the density and comparing it to densities of known materials.
LP: Use the following sentence frame when identifying the unknown materials: "Based on density data, sample _____ appears to be ________."
ATT: With your soulder partners, complete the density cube lab by taking mass and volume measurements, calculating the density, and determining the idetities of unknown samples.
Today in class...Students completed the density Gizmo and we checked and revised in class. Students then began the density cube lab...measuring the mass, volume and calculating density of cubes made of different materials, then using that information to determine what material it was. Students will complete Wednesday.
CP: Calculate the densities of objects and determine if they will float in water.
LP: Use the following sentence frame: "Water has a density of 1 g/cm3, and _____ has a density of _____. _______ will/will not float in water."
ATT: Work with tablemates to complete the Gizmo online simulation, calculating density and answering questions.
Today in class...We checked Friday's density practice and measurement practice. Then, students worked on a virtual lab where they measured mass and volume of various objects and tested whether or not they float. Then they used their measurements and observations to draw conclusions about density and the tendency of objects to float. We will check this lab tomorrow.
Continued from Thursday.
Today in class...Students completed vocabulary quiz #2. Then we completed the salt density lab from Thursday by completing the lab page. We used the flipchart to use the mass and volume of our solutions to find their densities. Then the students drew and described their density columns as well as described how they turned out the way they did. Lab papers are available under "Today's Lesson Materials" for students who were absent to do on their own.
CP: Explain the relationship between density of liquids and their locations in a density column.
LP: Use scientfic vocabulary (mass, volume, density) to explain the relationship between the density of liquids and their locations in the density column.
ATT: Work with shoulder partner to create saltwater solutions and explain their location in the density column using the concepts of density.
Today in class...Students worked on the saltwater density lab, where they created solutions of salt water at different densities, colored the water, then layered the different densities of water to make a density column in a test tube. It was a great practice in precise measurement and following directions to get the desired result.
CP: Measure physical properties.
LP: Use accurate scientific vocabulary when measuring and describing physical properties of matter.
ATT: Work with tablemates to brainstorm physical properties that we observed in the hydrogen gas lab.
Today in class...Students discussed and checked the physical properties measurement lab and post-lab questions. They then stapled and turned in their lab. Then partners worked together to answer some paired response review questions. Then answered some questions on their own. Lastly, students turned over their questions paper and compiled a list of the physical properties that were observed in the hydrogen gas lab (from two weeks ago), and how they applied to the lab. This was also turned in.
If you missed today...Check HW and Vocab. tabs, look at today's flipchart to correct your lab. Turn it in upon your return. Also, in the flipchart, answer the questions as described on a sheet of notebook paper. Be ready to turn in these assignments.
Continued from Friday.
Today in class...Students completed physical property measurement lab stations and began work on post-lab questions - to be completed for homework.
CP: Describe and measure physical properties of matter
LP: Use accurate scientific vocabulary when measuring and describing physical properties of matter.
ATT: Work with shoulder partner to complete "Physical Property Olympics" lab stations.
Today in class...Students completed VQ #1. Then we began physical property olympic stations, where students identified and measured physical properties. Will continue Tuesday.
Today in class...Students shared their properties poems from yesterday. We even had a mini concert from Logan H! We also checked homework answers and answered questions. We then had an introduction of tomorrow's lab - Physical Property Olympics. As part of the introduction we had a review of how to use graduated cylinders and overflow cans to measure volume, as well as how to use a triple beam balance.
If you missed today...Show me your completed HW upon your return.
CP: Use teacher-directed and student-directed active studying techniques to review Physical and Chemical properties.
LP: Use scientific vocabulary when describing physical and chemical properties of matter (ex. mass, volume, size-independent, size-dependent, flammability, milliliter, gram, etc.)
ATT: Work with table mates to chemical and physical properties poem.
Today in class: We discussed homework expectations - students should complete homework when it is assigned. If an issue arises that prohibits the student from completing homework, they need a note from home. We also discussed Lunch Detentions - students who do not follow rules after being reminded will be assigned a lunch detention. More than one lunch detention will lead to a call home.
After discussing vocab. and notes, students began work on practicing Active Study by completing two poems with their tables. We will share the poems tomorrow.
Continued from Monday...
Today in class...Students continued with physical properties and chemical properties Cornell notes. Then, students checked their notes against the answer key. STudents highlighted information they had that was on the answer key. They wrote information in pen that was on the answer key, but not already in the notes. Students then added note questions and a summary to their notes.
If you missed today... (See above in red)
CP: Define, describe and give examples of physical and chemical properties of matter.
LP: Use the following sentence frame when describing physical and chemical properties of matter "A physical (chemical) property is __________. An example of a physical (chemical) property from the hydrogen gas lab is __________."
ATT: Work with tablemates to use the Read, Discuss, Highlight, Write method to read about physical and chemical properties and complete Cornell Notes.
Today in class...Students received the Lab Safety Quiz from last Wednesday. We discussed how grades are displayed in Crosspointe and how to earn 1/2 points back on quizzes by completing Quiz Reflections. Students then began working at their tables to read about physical and chemical properties, starting Cornell Notes. To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs. Read p. 204-205 and use model in today's flipchart to start the notes. Most students got done through page 205.
CP: Formulate a definition for physical property and chemical property.
LP: Use the following sentence frame when explaining why your group thinks a given property is physical or chemical.
"We think that ______ is a _________ property, because _____________."
ATT: Work with tablemates to complete a words sort, and use what you learn to formulate your own definitions of physical property and chemical property.
Today in class...Students completed the post-lab questions from yesterday's Hydrogen Gas Lab. Then we discussed the lab as a class. Groups were then asked to take a list of properties of matter and classify them into physical and chemical properties. This is an inquiry activity, so students were making educated guesses. Students discussed the properties and tried to come up with their own definitions of chemical property and physical property. We discussed the definitions. Then, students were provided with the actual definitions. We will continue our study of chemical and physical properties on Monday, using the textbook.
If you missed today...Check HW and Vocab. tabs. Complete lab answers and check with group members upon your return.
CP: Replicate a scientific experiment.
LP: Use courteous discourse when working with shoulder partner.
ATT: Work with shoulder partner to complete the "Start the Year with a Band...Hydrogen Gas Lab" procedures and post-lab questions.
Today in class...Students combined water, aluminum and sodium chloride to create a chemical reaction and produce hydrogen gas. Students capture the hydrogen gas in a balloon. At the end of class, we applied a flame to the balloons and made the EXPLODE! During the lab, students were identifying proper safety precautions writing and drawing their observations of the reaction and practicing working in a table group.
If you missed today...Check HW and Vocab. tabs.
Content Purpose, Language Purpose, & Accountable Team Task - same as Tuesday
Today in class...Students completed the lab safety foldable and added it to the "Classwork" portion of their binder. We reviewed lab safety by doing a matching activity around the room. Students were given a lab safety rule or a lab safety violation and were asked to find their matching information. We then reviewed as a class by reading off the rules. Students then took the lab safety quiz. Lastly, we previewed Thursday's lab, reading through the materials and directions in order to get ready to "Start the Year With a BANG!"
NO Absent Students today!
CP: Indentify and describe appropriate behaviors and actions to be taken in a science lab to ensure safety and success.
LP: Use the following sentence frames when describing inappropriate lab behaviors/actions:
"______ is an inappropriate behavior because ______. The student should _____ instead."
ATT: Work wit tablemates to gather information to be included in a lab safety foldable that identifies inappropriate lab actions, possible hazards and appropriate lab actions.
Today in class...We set up our science binders and learned the procedures for writing vocabulary definitions in class and vocabulary quizzes. Then, we used a picture to work in groups and circle inappropriate lab behaviors. The information we gathered was then used to make foldable notes about inappropriate lab behaviors, their hazards and the appropriate behavior. This assignment was the first entry into the classwork portion of the science binder.
If you missed today...Check the HW and the Vocab. tabs. Set up your binder at home, using today's flipchart in "Today's Lesson Materials" tab as a reference. See Mrs. M for other makeup work upon your return.
Content Purpose: Introduce and describe a tablemate.
Language Purpose: Use courteous conversation and active listening skills as you interview, introduce and then listen to the results of your table's "Silent Interview".
Accountable Team Task: Become familiar with your group members as you recall lab safety rules and participate in a "Silent Interview."
Today in class...Students were introduced to Mrs. Mocherman. Students were asked to interview their shoulder partner by writing questions and passing the questions, then back again. Students then introduced their shoulder partner to the rest of the table. Students were also asked to recall a lab safety rule. We discussed the lab safety rules that were recalled and added in any that were not.
If you missed today...Please take a look at today's flipchart under the tab "Today's Lesson Materials". Ask Mrs. Mocherman for the forms that were handed out in class upon your return.