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.
- See Mrs. Mocherman before school or during class to discuss any questions you may have about missed work.
MONDAY: No School
Continued from Friday...
Today in class...Students made slides of animal cells using their own cheek cells. Students then captured a picture and added it, along with labels, to their flipchart. We shared everyone's flipchart pictures and answers with the class. Students then had time to complete their plant/animal cell venn diagram notes.
Today in class...Students participated in Quiz, Quiz Trade for some last-minute review before today's formative assessment over cell structure and function. Students then completed the formative assessment. Students then spent the rest of the period reading about cell transport on pages 208-213 in the textbook and completing Cornell Notes on the section - complete for HW.
CP: Describe methods a cell uses to transport materials across a cell membrane.
LP: Use appropriate scientific vocabulary: active transport, passive transport, osmosis, diffusion, exocytosis, endocytosis, etc.
ATT: Work with tablemates to complete the "Cells in Different Environments" virtual lab.
Today in class...Students completed two new vocabulary words (diffusion & passive transport). Then, we watched the video clip from Amoeba Sisters about cell transport. We then discussed cell transport as we checked their Cornell notes for accuracy. Students spent the rest of the class period working on "Cells in Different Environments" virtual lab.
Continued from yesterday...
Today in class...Students completed two new vocabulary words and VQ #9. Students then started the Egg-Speriment where they will see the effects of osmosis first hand over the next week. Students spent the rest of the class period working on the PhET virtual lab: Membrane Channels and the Content Practice Worksheet.
CP: Identify and describe organelles and their functions in the cell
LP: Use scientific vocabulary when describing cells (ex. prokaryote, eukaryote, nucleus, cytoplasm, DNA, cell wall, cell membrane, mitochondrion, endocytosis, etc.
ATT: Work with tablemates to gather and interpret information to be included in the cell organelle content frame.
Today in class...Students Worked on the cell organelles content frame, including the description, location, function, as well as what part of a factory it resembles. Students will complete for HW.
Today in class...Students checked their cell organelle notes (content frame) for accuracy. Students spent the rest of class working on the cell organelle analogy project. This is a tablegroup activity where students are being asked to compare a cell to a location (grocery store, amusement park, etc.) They are making analogy statements about the cell organelles compared to the different parts of the location they are assigned, making a flipchart page for each cell organelle. Students will continue the project tomorrow.
CP: Describe cell organelle functions, using analogies.
LP: Use scientific vocabulary: prokaryotic, eukaryotic, nucleus, cytpolasm, DNA, cell wall, etc.
ATT: Work with tablemates to create an analogous comparison between cell organelles and a particular location.
Today in class...Students continued their cell analogy flipchart project. Students will complete and share their flipchart projects tomorrow.
CP: Differentiate between plant and animal cells and their organelles.
LP: Use scientific vocabulary when describing cells (nucleus, cytoplasm, cell wall, cell membrane, chloroplast, mitochondria, etc.)
ATT: Work with tablemates to complete Plant and Animal Cell Organelle Sort and Venn Diagram.
Today in class...Students shared their organelle analogy projects on their flipcharts by rotating to other tables and evaluating their projects. Students then completed a sort on their screens where they placed the names and descriptions of organelles in the correct location on plant and animal cells. Students used the information to complete a plant and animal cell venn diagram.
CP: Compare and contrast plant and animal cells.
LP: Use the following sentence frames: "Plant and animal cells are alike because _____." "Plant and animal cells are different because ___."
ATT: Work with tablemates to prepare slides and collect images of plant and animal cells.
Today in class...Students checked the Key Concept Builder answers for accuracy. Then students made slides of elodea plant cells to view under the microscope. Students posted pictures of their plant cells with labels on their flipchart to save for Tuesday when we add animal cells to their flipchart.
CP: IDescribe the differences between a scientific theory and a scientific law.
LP: "___________ is a scientific law, because ________."
"___________ is a scientific law, because ___________."
ATT: Work with your table group to complete the theory and law notes.
Today in class...STudents completed an inquiry sort about which of the ideas were theories or laws in science. THen students watched a tutorial about scientific theories and laws. Students completed notes and returned to their sort to revise. We checked the notes in class.
CP: Identify and describe the parts of a compound microscope and explain how to correctly use it to view samples. Identify the people involved in developing the cell theory and their contributions.
LP: Use scientific vocabulary (magnification, objective, stage, coarse adjustment knob, etc.) to label and describe the objects viewed under the microscope.
ATT: Work with your table group to complete the "Use and Care of a Microscope" and "Cell Theory" foldable.
Today in class...Students took notes on their microscope page, as Mrs. Mocherman demonstrated and explained the parts and use of a compound light microscope. Students then viewed a piece of cork under the microscope for practice in using it. Then, students read pgs. 190-192 about microscopes and the development of the cell theory. Students started their Cell Theory foldable.
Today in class...Students completed the cell theory and microscope information in their notes. We then checked the notes for accuracy and watched a TedEd video clip (The Wacky History of the Cell Theory). Students then began reading pgs. 193-205 about cells, with the purpose of identifying differences and similarities between eukaryotic and prokaryotic cells and complete a venn diagram. To be continued tomorrow.
CP: Compare and contrast prokaryotic and eukaryotic cells.
LP: Use scientific vocabulary when describing cells (ex. prokaryote, eukaryote, nucleus, membrane, cytoplasm, DNA, etc.)
ATT: Work with tablemates to complete Prokaryotic and Eukaryotic Cells Venn diagram
Today in class...Students completed the Venn diagram for prokaryotic and eukaryotic cells that was started late in class yesterday. We checked the answers as a whole class. Students spent the rest of the period working on a review page for tomorrow's FA.
Today in class...We reviewed our practice pages from yesterday, then students completed the formative assessment on cell types, microscopes, cell theory and scientific theory vs. scientific law. Students spent the rest of the class period reading pages 196-207 about cell organelles and starting to fill in their content frame notes. Students will complete the notes in class on Monday.
CP: Describe the effectiveness of enzymes at different temperatures.
LP: Use scientific vocabulary when completing the lab: catalyst, enzymes, activation energy, reactant, product, etc.
ATT: Work with shoulder partner to complete the Enzymes and Temp. lab.
Today in class...Students checked their answers to Friday's Key Concept Builder assignment. Then, we completed the Enzymes and Temperature lab, where students compared how the effectiveness of enzymes was impacted by different temperature conditions.
CP: Describe the effectiveness of enzymes at different temperatures.
LP: Use scientific vocabulary when completing the lab: catalyst, enzymes, activation energy, reactant, product, etc.
ATT: Work with shoulder partner to complete the Enzymes and pH lab.
Today in class...Students completed the questions to yesterday's Enzymes and Temp. lab. We then checked the answers and discussed the results. Students then completed the Enzymes and pH lab procedures and questions. Students finished up class completing some enzyme practice questions.
CP: Review Chemistry of Life concepts.
LP: Use appropriate scientific vocabulary.
ATT: Work with tablemates to use "Send a Problem" to review for tomorrow's Common Assessment.
Today in class...Students checked their answers to the pH and Enzymes lab, as well as the Enzymes review questions. Students spent the rest of the class period reviewing information for tomorrow's common assessment, using send a problem (answer problem first on white board individually, share with table, discuss, reveal answer on screen).
If you missed today...CA review questions are under "Today's Lesson Materials". Be prepared to take the CA upon your return to class.
Today in class...Students completed Common Assessment #1 over atoms, water, & carbon compounds.
CP: Identify unknown samples of macromolecules and explain how they are used by living things.
LP: Use scientific vocabulary (ex. monomer, polymer, carbohydrate, sugar, starch, lipid, protein, etc.)
ATT: Work with shoulder partner to perform the Creepy Creatures Lab procedures.
Today in class...Students corrected their carbon compound content frame. Then students were presented with a mystery. The way to solve the mystery is to test different mystery substances for presence of particular macromolecules. Students collected data. To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs. Gather data from classmates and complete lab with class tomorrow.
Today in class...Students completed the carbon compound tests for the Creepy Creature Lab. They will complete the analysis statements for HW.
CP: Review macromolecule identification and properties.
LP: Use scientific vocabulary: monomer, polymer, carbohydrate, lipid, protein nucleic acid, etc.
ATT: Work with tablemates to play the Snakes and Ladders review game, taking note of problem topics.
Today in class...Students completed the Creepy Creatures Lab and checked analysis statements as a class. Students then watched a 5 minute video about biological molecules. Students then completed the review game about macromolecules in preparation for tomorrow's formative assessment.
If you missed today...Check HW and Vocab. tabs. Check Creepy Creatures lab analysis statements with the answer key in "Today's Lesson Materials". Be prepared to take tomorrow's FA.
Today in class...Students completed a formative assessment about carbon compounds. Then, students worked on reading chapter 2, lesson 4 about chemical reactions in the body and how enzymes affect them. They then started the Cornell notes on the reading.
CP: Explain what chemical reactions are and describe therole that enzymes play in the chemical reactions that take place within living things.
LP: Use scientific vocabulary: reactant, product, activation energy, enzyme, catalyst
ATT: Work with tablemates to complete the chemical reactions and enzymes Key Concept Builder.
Today in class...Students completed VQ #5. Students then checked their notes against my notes. We discussed the concepts of chemical reactions and how enzymes work in living things. Students then worked on an application assignment - Key Concept Builder.
CP: Describe the properties of carbon that give it the ability to form the large molecules of life and identify the major elements that carbond bonds with to make these molecules of life.
LP: Use scientific vocabulary when describing carbon compounds (monomer, polymer, macromolecules, carbohydrate, protein, lipid, nucleic acid, monosaccharaide, polysaccharide, etc.)
ATT: Work with tablemeates to gather and interpret information to be included in the Carbon Compounds foldable notes. Build models of carbon compounds.
Today in class... Students did an inquiry activity about the meaning of organic. Students then created digital models of carbon compounds. They made a foldable that will incorporate all 4 of the major types of carbon compounds. Mrs. M. presented information about carbon compounds in general and we completed the back of the foldable.
Tuesday: Today in class...Students completed a short entrance ticket about carbon compounds and carbohydrates. Then, students checked answers to teh review questions 1-9. We added the picture of glucose to number 10 Students then completed the notes on lipids from the text and from information given in class.
Wednesday: Today in class...Students completed an entrance ticket analyzing data about lipids. Students then checked the lipid notes. We moved on to nucleic acids where students identified the key parts of a nucleic acid molecule. Students then read the text and completed the nucleic acid notes.
Today in class...Students completed an entrance slip about nucleic acids, which we checked in class. Students then checked their notes and review answers for nucleic acids. Mrs. M. presented some new information about proteins from the flipchart. Students then, re-read the proteins section of the textbook and completed the protein notes.
Today in class...Students completed VQ4 and an entrance slip about proteins. Students then checked their answers to the review questions and the protein notes. Students then began work on the Carbon Compounds Content Frame. Answer key is posted online for students to check their work.
Today in class...Students checked their "properties of water" notes from Friday. They then used their notes to analyze their observations from last week's water station lab. Students applied properties of water to each of the lab stations and explained how the station was an example of that property. We then checked the answers to the lab stations and students added any missing information to their papers.
Today in class...Students completed a formative assessment on atoms and bonding. Students also checked their water graphic organizer for accuracy. Students were then given a choice of two active studies to complete in class/home. Students had 30 minutes in class to work on the active study.
CP: Describe the relationship among acids, bases and buffers and how they relate to the pH scale.
LP: Use scientific vocabulary (ex. pH, pH scale, hydronium ion, hydroxide ion, hydrogen ion, buffer, etc.
ATT: Collect info. from your textbook to be included in a foldable graphic organizer
Today in class...Students shared their active studies from yesterday. There were some really great examples! As a whole class, we checked and enhanced our water review questions. Lastly, students read pg. 43-44 in the textbook and created foldable notes about acids, bases and buffer. They then recreated a pH scale with examples on the back.
CP: Explain how the presence of a weak acid or a weak base affects how easily the pH of a solution can be changed.
LP: Use scientific vocabulary: pH, pH scale, hydrogen ion, hydroxide ion, buffer, acid, base, etc.
ATT: Work with shoulder partner to complete Buffer Lab.
Today in class...Students checked the Acids, Bases, Buffer notes and added missing information. Then students completed the buffer lab, testing the affect of a weak acid and weak base in a solution to see how much it impacts the effects of HCl. Students will complete the analysis and conclusion for HW.
If you missed today...Check HW and Vocab. tabs. Check your notes using the answer key in "Today's Lesson Materials".
Today in class...We checked the answers to the water review questions and buffer lab. Students took the water properties and pH FA. Students began readying pgs. 45-49. Read for HW if not finished in class.
Monday: No School
CP: Identify and describe the 3 types of subatomic particles and how a neutral atom changes.
LP: Use scientific vocabulary when describing subatomic particles (neutron, electron, proton, nucleus, etc.)
ATT: Work with tablemates to complete the Atom and Bonding Review Gizmo, part 1: Element Builder
Today in class...Students completed an entrance slip. Then, students began work on the Element Builder Gizmo. This will serve as a review of atoms and bonding as we begin discussing the chemistry of life. Students checked the Gizmo after they were finished and asked questions as needed.
If you missed today...Check HW and Vocab. tabs. You will need to come in early tomorrow to take your entrance slip. You will need to use the link provided in the "Links" tab to complete the Gizmo on your own. You may print the Gizmo page from "Today's Lesson Materials".
Today in class...Students checked the Elements Gizmo from yesterday and completed the Bonding Gizmo in class today. All students checked their answers and asked questions as needed. Be preparing for a Formative Assessment coming up this Monday or Tuesday.
CP: Investigate, define and describe the properties of water.
LP: Use appropriate scientific vocabulary (adhesion, surface tension, etc.) when defining and describing the properties of water in notes and data analysis.
ATT: Work with tablemates to complete water properties investigations, complete water properties notes and analyze water properties lab investigations.
Today in class...Students checked their answers to last night's HW and were returned their entrance slip from Tuesday. We discussed answers and any questions. Then, students began an inquiry investigation into the properties of water, utilizing many different activity stations. Students will complete the stations tomorrow.
If you missed today...Check HW and Vocab. tabs. Ask Mrs. M for your entrance slip tomorrow. Check answers to your HW questions in class tomorrow on the flipchart. Get a copy of the lab and catch up with your tablemates, using their observations to fill in any gaps.
Today in class...Students completed VQ #2, then I returned last week's formative assessment to them. Then, they worked on the water properties lab stations. We watched a TedEd video clip about the properties of water. Students then read pgs. 40-42 and began working on a notes page about water properties. Students should complete the notes for HW.
If you missed today...Check HW and Vocab. tabs. Plan to make up VQ2 next Friday. Ask me for your FA when you return. Complete the reading and obtain a copy of the notes ("Today's Lesson Materials) by Monday, if possible.
Aug. 29-Sept. 2
CP: Identify and describe the characteristics of a comparison experiment and a controlled experiment.
LP: Use applicable scientific vocabulary: control group, experimental group, independent variable, dependent variable
ATT: Work with shoulder partner to complete the controlled/comparison experiment, using the Gizmo simulation.
Today in class...We discussed the difference between a controlled experiment and a comparison experiment. Students then used the Gizmo simulation: Growing Plants to develop their own experiment, utilizing the scientific method.
If you missed today...Check HW and Vocab. tabs. Obtain a copy of the Growing Plants Gizmo scientific method practice and use the logins on the "Links" page to complete the assignment.
Today in class...We checked yesterday's Gizmo, reinforcing the differences between comparison and controlled experiments. Students then completed a practice page about comparison and controlled experiments, which we checked in class. Students were given a few minutes at the end of class to start the Scientific Method active study: graphic organizer. Last Friday's scientific method quiz was returned and discussed. Quiz reflections are due Tuesday, 9/6.
If you missed today...Check HW and Vocab. tabs. Use today's flipchart to check your answers to the Gizmo. Obtain a copy of the practice page to complete. Complete your sci method active study assignment. See Mrs. M. for your graded quiz from Friday.
CP: Review scientific method components.
LP: Use scientific method vocabulary: hypothesis, conclusion, analysis, independent variable, dependent variable, controlled variables, etc.
ATT: Work with tablemates to complete the scientific method practice and revisit the pretest.
Today in class...Students turned in their active study for HW credit. Students then were given an explanation about how to complete an assessment reflection for formative assessments (to earn back 1/2 points missed on formative assessments) and were given a directions page to keep in their "permanent forms" in their binder. Students then completed a scientific method practice page with a scenario about blowing bubbles. The first 10 minutes was done independently, then students worked with group members. Answers were checked in class. Students were then given back their pretest from the 2nd day of school and asked to revisit it and make corrections. Lastly, students shared their active study assignments with their tablemates and made additions or corrections.
If you missed today...Check HW and Vocab. tabs. Turn in your active study upon your return. Obtain and complete the scientific method practice page. Also obtain a copy of the reflection guidelines. (Both available under "Today's Lesson Materials" or in the "While you were out" crate in the classroom) Ask Mrs. M. for your pretest upon your return.
CP: Differentiate between scientific and non-scientific statements.
LP: Use the words "science" and "pseudoscience" accurately as you classify examples.
ATT: Work with shoulder parter to use the six criteria to identify scientific statements.
Today in class...Students were introduced to six criteria that can be used to identify whether something is science or not and were given examples and non-examples for each. Then, students were given a statement that they put to the test, using the criteria, in order to defend whether the statement was science or not. Interesting conversations and reasoning was wide-spread!
IF you missed today...Check HW and Vocab. tabs. Read through today's flipchart to familiarize yourself with what was taught in class today.
Today in class...Students completed vocabulary quiz #1 and the scientific method formative assessment.
If you missed today...Check HW and Vocab. tabs. Arrange a time to make up the missed formative assessment within the number of days you were absent. If you were at school Thursday, but not Friday, I will expect you to make up the assessment Tuesday before school, during lunch or in class. The vocabulary quiz can be made up during next Friday's VQ, unless you would like to do it sooner.
Today in class...We corrected the scientific method practice pertaining to the science article about artificial sweeteners. Then, students took a scientific method quiz about all that we have been practicing this week. This week's topics were all review from the past two years of scientific method materials. Lastly, students viewed a video clip of a TEDTalk about "Procrastination" ;-)
If you missed today...Check HW and Vocab. tabs. You will need to check your answers for the scientific method article from yesterday. You will also need to arrange a time to make up today's quiz as soon as possible.
CP: Identify and describe the scientific method component in a scientific news article.
LP: Use scientific method sentence frames.
ATT: Work with shoulder partner to read the article and complete the scientific method activity.
Today in class...Students shared their data from yesterday's experiment with other groups and answered the last question. Then, we checked the whole assignment as a class, emphasizing the use of required sentence frames, and the purpose of repetition and replication. Students were then given a science news article and were asked to highlight anything in the article that described the scientific method. Then, students were asked to answer questions requiring them to identify the steps of the scientific method in the described experiment. Students will complete questions for HW.
If you missed today...Check HW and Vocab. tabs. You need to check your answers from yesterday's lab, using today's flipchart. Get a copy of today's article and activity sheet on "Today's Lesson Materials" or tomorrow in class.
CP: Identify and describe repetition and replication in a science inquiry activity and explain why they are important.
LP: Replication occurs when ______ and is used by investigators to ___________. Repetition occurs when __________ and is used by investigators to ____________.
ATT: Work with shoulder partner and then tablemates to complete Sci Method lab #2: Ruler lab.
Today in class...Students shared their answers from the clothespin lab with the rest of the table, made corrections and enhancements, then we discussed as a class. Then, students completed another lab to practice scientific method in which the students partnered up. One student dropped a ruler between the fingers of another. The catching student then had to catch the falling ruler as soon as possible and measure the distance. Students were determining whether or not the length of their arm impacted the results. The focus of this activity was using the scientific method sentence frames and identifying repetition and replication in today's and yesterday's labs. Finish questions for HW.
If you missed today...Check HW and Vocab. tabs. Check last yesterday's lab answers against the answers in today's flipchart (found in "Today's Lesson Materials"). Be prepared to acquire data from a tablemate and complete the lab upon your return.
Content Purpose: Use the steps of the scientific method and the appropriate sentence frames to complete an inquiry investigation.
Language Purpose: Use the provided sentence frames when identifying and describing parts of the scientific method
Accountable Team Task: Work with tablemates to complete Sci Method Lab #1: Clothespin Lab
Today in class...Students took a scientific method pretest that will be used to plan instruction and for revision after scientific method unit. Students were then given the procedures for a simple experiment. They used the procedures to identify scientific method components. Then, students completed the experiment, collecting data (how many times can you pinch a clothespin in one minute...). Analysis and Conclusion are to be completed for HW.
If you missed today...Check HW and Vocab. tabs. Plan to come in early or during lunch to complete the pretest. You can catch up on the lab upon your return to class.
Content Purpose: Identify and describe appropriate behaviors in the science lab for safety and success.
Language Purpose: "_________ is an inappropriate lab behavior because _____. The student should have _______ instead."
Accountable Team Task: Work with tablemates to use the provided picture to identify examples and non-examples of appropriate lab behavior. Then match the pictures with one or more of the lab safety rules from the Lab Safety Contract.
Today in class...Students were given the class expectations and guidelines, parent/student survey, and lab safety contract. We also reviewed how to use Mrs. Mocherman's website, as well as classroom routines. Students were then given a picture of examples and non-examples of appropriate lab behaviors. Students worked together at their tables to match the pictures to one of the rules on the Lab Safety Contract. We quickly reviewed the rules. If students had enough time, they participated in an interactive lab safety activity.
If you missed today...You will need to get copies of the expectations, lab safety rules and parent/student survey upon your return. Also, see HW tab.