14 Sep: Classwork: Use Samsung Tab 4 tablets (1 st time ever) to run Poll Everywhere for safety quiz review. Use projector and sample binder to set up binders. Make sure students have all sheets filed in proper sections of binder. Due: Binder with 5 dividers Homework – Part 1: Make sure binder is ready for check tomorrow, finish studying for quiz as needed. Homework – Part 2: Get safety contract signed for tomorrow 15 Sep: Fire drills for 15 minutes in 1 st -3 rd hours. Classwork: Safety Quiz. Show students what a mL is (grad cyl, gram-cm cubes) Classwork/Homework: Read “Where is Water on Earth?” (Lesson 1 MEECS Water) and make your predictions in the proper column on the table that has been provided. Also, draw your own version of the water cycle in the space provided on the back of the lab. Vocab: Groundwater, Icecaps, Glaciers Due: Safety Contract 16 Sep: Log: Compare your answers to the predictions for “Where is Water on Earth?” with the other students in your group. Classwork – part 1: Complete “Where is Water on Earth?” lab in your groups Help: (http://water.usgs.gov/edu/earthwherewater.html ). Classwork – part 2: Look at “How Much of Earth’s Water is ‘Available’ for Human Use?” to check your work on the lab. Classwork/Homework: Complete “The Water Cycle” – MEECS Water page 10. – review/assessment of existing info. (it’s on the back of “How Much of Earth’s Water is ‘Available’ for Human Use?”) Vocab: Terms for water cycle – not listing them here to keep you from “cheating” on 15 Sep 17 Sep: Meet in lab computer 227 (around the corner from my room) Classwork: “Path of Michigan’s Water to the Ocean” – begin in class using the computer and lake elevations from Google Earth. Students need to determine the most logical way for both liquid and gas phases of water to reach the Atlantic Ocean from Livonia. (Comes with a worksheet/info)
Transcript
14 Sep: Classwork: Use Samsung Tab 4 tablets (1st time ever) to run Poll Everywhere for safety quiz review. Use projector and sample binder to set up binders. Make sure students have all sheets filed in proper sections of binder.
Due: Binder with 5 dividersHomework – Part 1: Make sure binder is ready for check tomorrow,
finish studying for quiz as needed.Homework – Part 2: Get safety contract signed for tomorrow
15 Sep: Fire drills for 15 minutes in 1st-3rd hours.Classwork: Safety Quiz. Show students what a mL is (grad cyl, gram-cm cubes)Classwork/Homework: Read “Where is Water on Earth?” (Lesson 1 MEECS Water) and make
your predictions in the proper column on the table that has been provided. Also, draw your own version of the water cycle in the space provided on the back of the lab.
16 Sep: Log: Compare your answers to the predictions for “Where is Water on Earth?” with the other students in your group.
Classwork – part 1: Complete “Where is Water on Earth?” lab in your groups Help: (http://water.usgs.gov/edu/earthwherewater.html ).
Classwork – part 2: Look at “How Much of Earth’s Water is ‘Available’ for Human Use?” to check your work on the lab.
Classwork/Homework: Complete “The Water Cycle” – MEECS Water page 10. – review/assessment of existing info. (it’s on the back of “How Much of Earth’s Water is ‘Available’ for Human Use?”)
Vocab: Terms for water cycle – not listing them here to keep you from “cheating” on 15 Sep
17 Sep: Meet in lab computer 227 (around the corner from my room)Classwork: “Path of Michigan’s Water to the Ocean” – begin in class using the computer and lake
elevations from Google Earth. Students need to determine the most logical way for both liquid and gas phases of water to reach the Atlantic Ocean from Livonia. (Comes with a worksheet/info)
18 Sep: 5TH - TORNADO DRILL, 6TH - LOCKDOWNFinish the “Path of Michigan’s Water to the Ocean”. Discuss the lab from Wed. Discuss the vocab
students need to know for the water cycle (all vocab on “The Water Cycle” – including infiltration, transpiration, and sublimation).
Due: “Path of Michigan’s Water to the Ocean”Misc: G+ acct, seating charts, safety contracts,
Classwork: 1. AV: Watch the Water Cycle (https://www.youtube.com/watch?v=T05djitkEFI ) You have to know
all of the terms, but you need to spell them correctly – what did he spell wrong?2. Go over “The Water Cycle” worksheet – pay attn to “E” - condensation and “C” – sublimation,
Deposition is not on the chart, but it’s the opposite of sublimation and an example is frost on your windshield or grass when it gets cold out.
3. Finish Lab: “Where is Water on Earth?”, discuss results and questions – give credit.4. Use tablets to finish “Path of Michigan’s Water to the Ocean” – this site helps:
http://www.glerl.noaa.gov/pr/ourlakes/lakes.html You can also search for “Great Lakes Water
Profile” and “St. Lawrence Seaway/River” and look at the images to find a site with good info for the sheet.
5. ANYTHING YOU DON’T GET DONE IS HOMEWORK, DUE MONDAY.
21 Sep: SPIRIT WEAR TO BE DELIVERED DAILY THIS WEEK Log: Which local watershed do we live in? When the water leaves our local river watershed, which river does it flow into? Which river empties most of the water that flows out of the Great Lakes watershed? Define sublimation and infiltration and give one weather-related example for each term.
Classwork – part 1: Give credit for “Path of Michigan’s Water to the Ocean” and discuss the results in groups of 4. Focus on question about alternative way to get to the ocean.
Classwork – part 2: Whoosh Bottle Demo worksheet – complete this sheet that encompasses what we talked about in relationship to the whoosh bottle demo and combustion. Relate this to condensation nuclei and wildfire possible impact on weather. (search Google for “isopropyl alcohol model” and show results when explaining the model – question #10 on the sheet)
Classwork/Homework: Anything that is not finished from class today.Vocab: Watershed, sublimation, infiltration, combustion, condensation nucleus
22 Sep: Classwork, Part 1: Computer lab - Sign up for Remind (go to my home page). Students will use the weather instrument ppt to begin research on weather instruments, complete data chart with inventor(s), origins, variations, and prepare to make their own weather instrument by next Monday.
This weather video is what was used in 2015-16: http://www.clickondetroit.com/weather/nice-final-full-day-of-summer/35407352
Homework: Make your own weather instrument by next Wednesday.
23 Sep: Continue the work in the computer lab – day 2 of weather instrument research. Finish ppt and choose your own instrument. Use rubric to determine what extra info you must include on the info sheet you will create for the weather instrument you choose.
24 Sep: Log: What percent of the earth is covered by water? Throw ball around room to 10 people and determine how our percentage of left thumbs touching the ball compares to what would be expected.
Classwork: Weather instruments, CoCoRaHS network. Classwork, Part 2: Hand out weather packets and begin to take measurements in the data chart on
page 7 of your weather packet. Move the chart to make it page 1 of the packet so it’s easily ready to use each day.
Homework: Complete the first 2 questions on page 41. Study the weather and water cycle Quizlet.Weather Readings for 13 Days:
LPS weather grid; http://weather.livonia.k12.mi.us/weather/downld02.txtInches to Millibars Conversion: http://www.csgnetwork.com/pressinmbcvt.htmlinHg to mmHg converter: http://www.convertunits.com/from/in+Hg/to/mm+HgLPS Weather in general: http://weather.livonia.k12.mi.us/cgi-bin/lpsweather.plHi and Low Pressure records: http://findanswers.noaa.gov/noaa.answers/ext/kb544-lowest-highest-
25 Sep: Classwork, part 1: Measure the weather, enter data.Classwork, Part 2: Ice blocks lab/temp of melting water labHomework: Finish any lab questions that you have not finished – due tomorrow, also study for the
quiz!!!!! Read the info sheet for the lab as homework, write down what really happened!
Coming Sunday: Supermoon Eclipse!You won't want to miss this rare lunar event
Hold on to your telescopes: the upcoming lunar eclipse on September 27 will coincide with a supermoon, which is when the moon reaches its full phase at its closest approach to earth! This rare event is known as a "supermoon blood moon," as the moon will appear larger than usual and reddish in color due to the eclipse.If you or your students are planning to watch, the total eclipse will take place between 10:11 p.m. and 11:23 p.m. It's worth staying up for - the next supermoon blood moon won't happen until 2033! Read more on Space.com. You can also download this infographic about lunar eclipses!
Weather Readings for 13 Days: LPS weather grid; http://weather.livonia.k12.mi.us/weather/downld02.txtInches to Millibars Conversion:
http://www.csgnetwork.com/pressinmbcvt.htmlinHg to mmHg converter:
http://www.convertunits.com/from/in+Hg/to/mm+HgLPS Weather in general: http://weather.livonia.k12.mi.us/cgi-bin/lpsweather.plHi and Low Pressure records: http://findanswers.noaa.gov/noaa.answers/ext/kb544-lowest-highest-
EC: MIND TREKKERS IS COMING TO SCHOOLCRAFT COLLEGE!1. www.mindtrekkers.mtu.edu 2. Oct 10th, no registration required, open to the public3. “Can you walk on water? Make ice cream in 60 seconds? Suspend a magnet in mid-air, no strings
attached? Let Mind Trekkers be your guide as you explore the excitement of STEM—Science, Technology, Engineering & Math!”
4. Look at my website for explanation of how to do EC for this type of event!
28 Sep: Get a Samsung tablet out of the cabinet when you come into class Log – Part 1: Finish/go over lab questions from yesterday in your groups of 4. Log – part 2: You had 2 black blocks at the start of the lab the other day. One was metal, the other
plastic. Why did the metal one feel a lot colder? How should you have known that it was probably the same temp? Check the temp of the blocks using the electronic thermometer. Reach under your seat and touch the metal pole that holds up the chair, then touch the plastic that is on the rolling chair legs. Are they at the same temp? Do they feel like they are at the same temp? Why or why not?
Classwork, Part 1: Finish discussing the “Ice Cube lab”. Take notes on heat energy, temp of freezing and melting ice. Weather readings.
Classwork, Part 2: www.Kahoot.it (479911) for review for Friday’s water cycle and weather quiz. Homework: Don’t forget to make your own weather instrument for Wednesday! Quiz tomorrow.
Due: Labs from yesterday.
29 Sep: Log: Weather readings. Reminder: Make sure that your name and class period will be visible when your project is
completely set up (don’t put it on the bottom!)Classwork: Review for Quiz, Take Quiz.Classwork/Homework: Use Key to go over Whoosh Bottle Demo Sheet (we can’t keep putting it off)
30 Sep: Log: Weather readings. Weather Instrument Projects due!Classwork: Turn in project and work on USGS groundwater assignment during class. Those of you
who need time to set up your projects will have to do the classwork as homework tonight.Homework: Complete today’s classwork if you didn’t get it done in class. (due 6 Oct)
1 Oct: Log: Weather readings – compare LPS and Weather Channel Data to Homemade Instruments. Classwork: Weather Instrument Gallery Walk. PART A - FRONT OF PAPER:
Label a piece of paper “Weather Instrument Gallery Walk” and put it in your labs section. On the ENTIRE front of the paper, make a list with all 6 of the instruments in the same order
they were in for the PowerPoint and the weather data chart we have been using (Thermometer, Rain Gauge, Barometer, Hygrometer, Weather Vane, Anemometer)
Number them! Look at all of the projects of each type and explain what you observe for variations within
each category. PART B - BACK OF PAPER: You only do this part for the type of instrument you made.
Title: Thermometer (WHATEVER YOUR INSTRUMENT WAS for the project)a. Thermometer variations
1)2)
b. Favorite thermometer (indicate why it’s your favorite)1) Name, Hour2) Why it’s my favorite – BE SPECIFIC
c. Changes or additions I could make to my thermometer to make it more useful/effective, based on the thermometers on display
Homework: Read Water Vapor Lab for Monday.
2 Oct: Classwork: Go to the LMC lab to complete the first lesson on hurricanes, based on Hurricane Joaquin, which is currently a Category 3 hurricane threatening our east coast. Questions 1-18 (first 4 pages) are due on Tuesday.
5 Oct. Log: Weather readings. Classwork: Water Vapor lab – absolute and relative humidity. Finish gallery walk, time permitting.Due: Gallery Walk paper (if done, otherwise on Thurs for sure)
6 Oct: Class will go to the lab in room 227Log: Weather readings.Classwork: Day 2 of Hurricane Joaquin worksheet – Pages 5-7.
Due: Classzone groundwater/aquifer assignment. Pages 1-4 of Hurricane Joaquin worksheet should be done as well.
7 Oct: Class will go to the lab in room 227Log: 10-15 Min – Complete the Gallup Poll for the School DistrictClasswork, part 1: Finish Hurricane Joaquin worksheet – Page 8
8 Oct: Classwork: “Salt in Ocean and Other Bodies of Water” lab/evaporation lab – student led labs.
9 Oct: Log: Use the class set of answer keys to the Classzone exercises to check your answers as a groupVocab: Porosity, permeability, impermeable, pore space, till.
Classwork, part 1: Continue the Salt lab from yesterday – 1. Get your procedure written so that everybody in your group has the same procedure.2. Fill out your data chart with info from today’s masses (not weights!)3. Determine the surface area of the water in your saltwater dish, compare it with the other
group that has the same dish and reconcile any differencesNote: the 1st group to get done needs to pass out all of the papers in the outbox
Classwork, part 2: Discuss and resolve any lab issues, go over testHomework: Finish through page 8 on the hurricane sheets by Monday
12 Oct: Classwork, Part 1: Continue to collect Salt lab data. Compare surface areas and evaporation rates.
Classwork, Part 2: Return and go over the test. Small groups go over Hurricane Sheets while I begin to check them in.
Due: Hurricane sheets – pages 1-8.
13 Oct: No School – conferences from 12-3 and 4:30-7:30pm.
14 Oct: Log: Weather readings – look for patterns and not them in your data section. Classwork, Part 1: Continue to collect Salt lab data. Compare surface areas and evaporation rates. Classwork, Part 2: Finish gallery walkClasswork, Part 3: Check accuracy of home-made rain gauges, barometersDue: Gallery Walk paper (if not done on Mon)Classwork/Homework: Also answer questions about the hurricane picture shown in the previous
lesson plans (put this into your notes section):1. What are convection currents?2. Which way does the wind in the eye travel in circles? Does that match how the entire storm
spins? Is that different in the southern hemisphere?3. Which other way does the wind in the outer edge of the eye travel (up or down)4. Mr. C will HELP IN CLASS: How is each of the 4 spheres of the earth impacted by hurricanes?5. Of what importance is the warmth and moisture to the hurricane?6. When is hurricane season? What was it before it was recently lengthened? 7. What speed of winds do you need for it to be called a hurricane?
15 Oct: Log: Weather readings, Salt lab data.Classwork, Part 1: Discuss last night’s homework, obtain weather readingsClasswork, Part 2: “Anemometer” lab – start (test 2 anemometers + one from your group and
determine the best one, then use that one at a distance and double that distance to determine the linear speed of the outside of one of the cups – as discussed and demonstrated in class).
Homework: Finish materials list and hypothesis(es) for the anemometer lab as needed, errors can be entered, too.
16 Oct: Log: Salt lab data Classwork, Part 1: Discuss last night’s homework, obtain weather readingsClasswork, Part 2: “Anemometer” Lab – continue – today you should be filling out the data chart
you made and writing the procedure as you go along, knowing another group should be able to follow your procedure and get the same results.
Homework: Finish Anemometer Lab as needed – begin to write a conclusion
19 Oct: Log: Weather readings, Salt lab data.Classwork, Part 1: Obtain weather readings Classwork, Part 2: Discuss air pressure in relationship to the anemometer moving,
how items are inflated, how straws work, how syringes work, how we inhale, direction air moves in relation to high and low pressure, etc. Average sea level air pressure is 14.7 psi
Classwork, Part 3: Obtain Salt Lab data, finish the Anemometer Lab.
20 Oct: I’M STARTING A NEW THING TODAY – VOCAB IN BOLD PRINTLog: I'm assuming you know what to do to write the lab procedures for the salt and anemometer
labs. The order we went in for everything else is shown below:1. Background info2. Procedure3. Materials4. Hypothesis5. Data6. Errors7. Conclusion
Classwork, Part 1: Discuss log, then the independent and dependent variables from Anemometer Lab. Students must make sure that they are clearly defined and labeled in the lab procedure. Also discuss which items were controlled during the experiment.
Classwork, Part 2: Conclusion – must use the lab data to state whether or not the hypothesis was supported or refuted during the lab. Procedure – be ready to swap Anemometer Lab procedures tomorrow in class.
Classwork, Part 3: Collect Salt Lab data, also use the Quizlet to study for the upcoming quiz. “Mr. C's MACAT Approved Weather Instruments and Hurricanes”
Classwork/Homework (quiz/test review – due Thurs): Answer the following questions, which are based on our discussions in class over the past few days and may not be in any particular order: 1. What is the independent variable in the Salt lab?2. What is the dependent variable in the Salt lab?3. Why is the fresh water container considered the control item in your lab?4. If you were careful in the lab, will the mass of the salt in your container at the end of your lab
be less than, equal to, or more than it was at the start of the lab? EXPLAIN YOUR ANSWER using data and observations from the lab up to this point.
5. What does PSI stand for?6. What is standard (normal) air pressure at sea level using PSI, mb, and inHg?7. Roughly how many PSI can you increase or decrease air pressure when breathing in and out?8. Gases and liquids are the two types of _____________.9. When we discuss hi and low air pressure, or any other fluid pressure for that matter, which
way does the fluid move, from the high pressure area to the low pressure area, or low to high?
LOG: Explain why the hypothesis wound up being the 4th item in this lab, when it is often the 1st thing you do in a lab at school and elsewhere.
10. How does air get into your lungs? Explain this in terms of air pressure.11. Draw a northern hemisphere low pressure system spinning in the proper direction and state
what sort of weather it will usually have.12. Draw the previous question for a high pressure system in our hemisphere.13. Draw wind going in the proper direction between the two systems in the prior 2 questions.14. Why was it darned cold overnight when we didn’t have clouds?15. When it was cold in the morning, how could it warm up quickly? 16. We had an additional night (19 Sep 2015) where it was clear all night, but still managed to
stay warm. In fact, it got warmer in some areas around us overnight. How is that possible?
21 Oct: Log: Salt lab, weather (both items should be about done)Classwork, Part1: Exchange lab procedures with students in the other group in your row. Peer edit
the labs using the rubric.Classwork, part 3: Vocab and concept review for hurricanes and weather instruments – Quizlet.
Maybe Socrative or Kahoot? Practice Quiz? Classwork/Homework: Study for the quiz and upgrade your Salt lab procedure as needed. You
should only need a last few bits of data and your conclusion at this point.
22 Oct: Log 1: What are variables? Can more than one variable be tested at the same time in a typical experiment? Explain your answers in terms of our Salt lab and Anemometer Lab!!!!
Log 2: Salt lab, weather (both items should be about done)Classwork, part 1: Discuss today’s log and 16 Questions from the 20 Oct homework – small groupsClasswork, part 2: Set up sugar labs – one size per class. Classwork, part 3 (brief): Discuss ionic bonds and reduction in evaporation rate. (interesting, but
high-level resources I can discuss with you if needed: http://www.chemprofessor.com/phase.htm , http://everythingmaths.co.za/science/grade-11/04-intermolecular-forces )
Info: Sugar is covalently bonded (electrons are shared), and it doesn’t dissolve into charged particles like the salt did. Since the sugar is not affected by water in any way similar to the ionically bonded salt used in the salt lab, we may see some different results.
23 Oct: Log: Salt Data as needed (only take data on days that your dish dries up, or Thurs from now on)Classwork, Part 1: Quiz review using the tablets and Socrative.Classwork, Part 2: Demos – heated up pop cans and 2L bottles w/ and w/o holes
26 Oct: Log: Salt Data as neededClasswork, Part 1: Quiz review using the tablets and Socrative. Also discuss hurricane Olaf (made the farthest south since records started in 1971) and the remains of hurricane Patricia (strongest ever in eastern Hemisphere – 205mph sustained, 245 peak gusts – topography issue with Manzanillo)Classwork, Part 2: Demos – egg in bottle, 2L bottle w/ 3 holes
27 Oct: Classwork: Air pressure, Hurricane and Water quiz.Homework: Graph – 2 Y axes – Outdoor temp vs. outdoor humidity for the daily weather observations chart (due Wed)
28 Oct: Log: Graph the data for the salt lab – evaporation amount each dayClasswork, part 1: Discuss the graph from yesterday – is there a relationship between temp and humidity in this graph? Also discuss salt lab evaporation graph – compare to weather dataDiscuss trends in chart – use p. 21 in packet to record data
Classwork, Part 2: p. 7 of the blue weather packet – atmosphere cards (begin)Classwork/homework: read p. 8-9 of the packet, answer questions on p. 10 (for Friday)Vocab: Saturated, interpolate, extrapolate
29 Oct: Log: Sugar and salt lab data – all groups measure both items. Classwork, part 1: Discuss Sugar and Salt lab data. Grade Salt lab procedures in class.Classwork, part 2: Finish/discuss atmosphere cards as needed** Help with humidity vs. evap of control in Salt Lab graph: http://www.wunderground.com/history/airport/KDET/2015/10/7/MonthlyHistory.html?&reqdb.zip=&reqdb.magic=&reqdb.wmo= Classwork/homework: Read the labs on pages 14-15 and 29-30
30 Oct: Log: If you increase the heat energy of some molecules, what do they do? If you take those same molecules, and instead of increasing the heat energy you push them closer together, what will happen?
Classwork: Lab – p. 14-15 of packet – temp vs. pressure and pp. 29-30 – making clouds. End the Sugar Lab in class due to mold growth.
Due: Page 10 of the blue packet (from Wed)Homework: Halloween!
2 Nov: Log 1: We had to end the sugar lab very early – relate the sugar and salt labs to why we use salts as preservatives. Also, explain why a gumdrop or a mint doesn’t get moldy like the sugar-water did.Log 2: Read p. 24-25 of packet, answer question #2 on p. 26.Classwork, part 1: Page 25-26 of packet – discuss isobars, isotherms, discuss diagram 2 on p. 26Classwork, Part 2: Lab on pp. 27-28 of packet – begin density lessons
3 Nov: No School – Professional Development day for LPS staff
4 Nov: FA#1 – Climate data for Michigan comparing 1950 to 2010Ocean currents – thermohaline circulation (http://earth.nullschool.net/ )Due: Graph of the Salt lab with dates on the X-axis and mass of container on the Y-axis.
5 Nov: Log: Sugar and salt lab data
6 Nov: Log: OK Go – Last Leaf: https://www.youtube.com/watch?v=IkYfB1C0Zgc US Forest Service: http://www.fs.fed.us/fallcolors/2015/index.shtml
12 Nov: Log: Sugar and salt lab data
Water use lab – also pages 26-27 in the “Wonders of Water” Booklet (also 14-15 – where cities get water)DensityChemistry
Classwork: Discuss/go over groundwater assignment as needed (answer key used a couple of weeks ago for log). Relate it to the spheres of the earth and pollution questions on the “Path of Michigan’s Water” assignment.
Livonia Warriors ECNature Trail EC (Also Points for Scouts)
Complete lab on Infiltration in various types of earth materials Fronts – with cards from storeroom?Another MEECS? Open and closed systems.
Vocab: Variable (dependent and independent), hypothesis, control, notable, stepwise.Log: 8th graders help 7th graders come up to speed on the Starburst jelly bean lab that we will start
in class on Monday or Tuesday.Small groups - work on “Scientific Method” (labs) sheet, learn the meaning of “generalization,” complete
back of sheet if time permits (will be homework on Monday).
Begin metric system review – Starburst jelly bean lab – 8th graders read and discuss while 7th graders have their pictures taken. Small groups work together to answer the questions on the back of the sheet (on separate paper).
9 Sep: Hand out Box Tops Fundraiser Sheet to 1 st Hour Due: Binder and 5 dividers (10 points!). Log: How do you use a fire extinguisher on a burning wall? How long can
you get spray to come out of a small (10 pound) fire extinguisher? Classwork: Create these 5 binder sections in class (8th graders help 7th
graders): Notes, Logs, Labs, Tests/Quizzes, Everything Else (E.E.). Don’t empty your binder until we do it as a class!!! Go over last items for “Safety Cartoon” sheet. Complete discussion of “Scientific Method” (labs) classwork from Friday. Watch Flinn lab safety video at: http://bit.ly/19gxe1o
10 Sep: Meet in computer lab. If you have not done so, you must sign up for my general info and class emails today!
Fire and tornado drill day (1st – Tornado 8-8:25, 3rd – Fire 10:32, 5th - Fire 1pm, 6th – Fire 2pm)Use time to go outside and review food chains/webs, producers, consumers, herbivores and
carnivores (those are our VOCAB words for the day). Discuss differences between forest edge and deep forest for food. Look at simple and compound leaves, eat grapes and grape leaves (student choice), avoid pokeberries and buckthorn berries, discuss Sumac, Virginia Creeper and Poison Ivy.
Classwork/Homework: Discuss “Performing an Experiment.” Complete ecology review sheet associated with today’s lesson (due Thurs).
Homework: Make hypothesis for Starburst Jelly Bean Lab, if you have not already done so.
11 Sep: 1st hour: 7th Grade Magazine Fundraiser Kickoff2nd Hour: 8th Grade Magazine Fundraiser KickoffLog: “Read and Record/Metric Measurement” (labs)Classwork: Learn how to properly use the major and minor scale on a ruler and 3 beam balance.
Learn to estimate one decimal place beyond the minor scale on any piece of equipment. Take 17 question lab safety quiz + 7 question metric system pre-test.
Time permitting: Begin Starburst Jelly Bean Lab by discussing log worksheet and hypotheses students made for lab (help with proper format of a hypothesis). In addition to what is in the directions, your group needs to use a laptop to type a procedure that can be followed by another group – do this as you go along!!! (also sign up for my website emails at this time if you did not do so yesterday in the computer lab).
Homework: Get Safety “Contract” signed for tomorrow (1st and 3rd hours will do this on 12 Sep)Vocab: Kilo, milli, centi, major scale, minor scale
12 Sep: Open House is Tonight at 7pm.Due: Safety Contract (hours 5-6). Nature Trail Ecology Review Sheet from Tues.Classwork: Discuss and collect ecology sheet from Tuesday. Continue Jelly Bean Lab. Create
graphs, charts, procedure, collect data.Vocab: Grams, milliliters, degrees Celsius. Classwork/Homework: Answer as many lab questions as is now possible, given what you got done
today.Homework: Get Safety “Contract” signed for tomorrow (1st and 3rd hours) – or your parents can
bring it to open house tonight!Additional Work: complete both sides of “Metric Capacity” (e.e.) in any free time that you have
13 Sep: Due: Safety Contract (hours 1, 3)Classwork: Continue Jelly Bean Lab.Classwork/Homework: Each student ensures that they have answers to as many of the questions on
the back of the lab as possible for next Monday.Additional Work: complete both sides of “Metric Capacity” (e.e.) in any free time that you have
16 Sep: Classwork: Complete Jelly Bean Lab. Be sure procedure is typed and graphs/charts accurately represent data LABEL EVERYTHING WITH YOUR NAMES AND THE PROPER UNITS!
NOTES ABOUT WHAT MUST BE DONE TODAY:1. The lab PROCEDURE 2. DATA CHARTS3. YOUR CONCLUSION (how did the lab either support or not support your hypothesis?) 4. You must answer all of the questions on the back of the lab by tomorrow – EACH
STUDENT MUST HAVE THEIR OWN SET OF ANSWERS TO THE QUESTIONS ON THE BACK OF THE JELLY BEAN LAB!
17 Sep: Log: Why use the Metric System? Why not use the Metric System? (give 4 reasons for each question).
DUE BY THE END OF THE HOUR1. EACH STUDENT turns in their answers to the lab questions by the end of the hour. 2. All GROUPS turn in their hypothesis that they tested3. All GROUPS turn in the procedure that would be used by others to test the same hypothesis
turned in today (hypothesis for #2, above).4. All GROUPS turn in graphs/charts, even the ones that didn’t help to test their procedure.5. All GROUPS turn in their conclusion (how did the lab either support or not support your
hypothesis?)
Classwork: Discuss Log. If your team is behind and needs to use the class period for the lab, the following classwork becomes homework: Area Worksheet #1 and Volume Worksheet #1 (due on 24 Sep).
Classwork/Homework: Obtain and begin “Measurement Notes” – due sometime in October, this is a spot to consolidate your understanding of the metric and U.S. systems. Put this information on your “Measurement Notes/Study Guide:
1. 1st two columns on worksheet - define and list the basic units of length, volume, mass, temperature and time (add a space to the worksheet for time) in the Metric System (SI) and our “normal” (English) system? Be Sure to Explain your answers to #2 and #3 (in rectangles for “English Measurement System” and “Metric Measurement System”)2. What number (if any) is the metric system based on? 3. What number (if any) is the English system based on?
18 Sep: Log: Look up front and draw what you see in the most scientific way possible.Classwork: Discuss log and my expectations for how students will make drawings on future lab
procedures. Share procedures for Jelly Bean Lab to determine if other groups could follow your procedure as it was written. Return and go over the quiz from last week.
Homework: finish both sides of “Metric Capacity” for tomorrow.
19 Sep: “Catch-Up Day”Log: I give you credit for “Metric Capacity, then you discuss
it in your groups of 4, after which you work together to complete the back of the sheet.
Classwork: Discuss Log as needed. Go over additional items from Nature Trail Fall Visit as needed. Finish discussing 13 lab questions from Jellybean lab (see vocab) – include
relationship of mL to cm3, and info about density of water at 40C. Return Quiz and go over specific sections. Discuss issues with lab procedures as written by students.
Homework: Graphs and Charts Practice 1 (for tomorrow – to discuss during “Log”)Vocab: Capacity, Memorize temps in ques #7 on back of Jellybean lab, Calories, calories, basic
metric units are grams, meters, liters. Also: 1 cal/g/0C, for all matter 1cm3= 1 mL, and for water only 1cm3= 1 mL = 1g @ 40C.
20 Sep: Note: Protists came in today, so we will change objectives for a few days while they are available.
Interim Objectives/Big Ideas: a. Cells are the basic units of living thingsb. The levels of complexity of cellular organization in multicellular organisms.c. Specialized cells exist for specific jobs within multicellular organismsd. Unicellular organisms have cells that are capable of all jobs needed for life.e. What differentiates between living and nonliving things?
Log: In groups of 4, discuss Graphs and Charts Practice 1, then complete Graphs and Charts Practice 2 if you get done early.
Classwork: Obtain “Note Taking Guide: Characteristics of Living Things” packet (labs). Discuss use/parts of microscopes and begin observations of amoeba, euglena, and paramecium on page 14 of the packet.
Classwork/Homework: Graphs and Charts Practice 2 (for Monday – to discuss during “Log”)
23 Sep: Log: In groups of 4, discuss Graphs and Charts Practice 2 Classwork: Continue Microorganism work – complete pages 14-15 of packet, use the laminated
sheets to help with your drawings. Begin pages 8-9 (animal slides). Classwork: Show Videos:
AMOEBA: Amoeba eats two paramecia (amoeba’s lunch): http://www.youtube.com/watch?v=pvOz4V699gk&safe=activePARAMECIUM: Paramecium eating pigmented yeast: http://www.youtube.com/watch?v=l9ymaSzcsdY&safe=activeEUGLENA: Euglenoid party: http://www.youtube.com/watch?v=0rNI8Bos_BQ&safe=active EUGLENA: Euglena - Flagellum movement in phase contrast: http://www.youtube.com/watch?v=jl0TzaWUQWk&safe=active
Classwork/Homework: Answer the questions on page 16 of the packet!!! Complete microscope parts worksheet (labs, due tomorrow)
NOTE: Good site to study the parts of a microscope: http://www.biologycorner.com/microquiz/Vocab: Unicellular, multicellular, amoeba, euglena, paramecium,
24 Sep: Log: Groups of 4 discuss the questions on page 16 of packet. Classwork, Part 1: Area Worksheet #1 and Volume Worksheet #1 are due – complete part “C” on
back of Dry Volume lab as a demo. I will check in your worksheets while you complete part 2 of the classwork.
Classwork, Part 2: Discuss microscope worksheet. Finish pages 8-9 of packet. Answer questions on page 10 in your group.
Due: Area Worksheet #1 and Volume Worksheet #1, Microscope worksheet.Homework: Read page 12 of the packet, answer the questions on page 13. STUDY FOR THE
25 Sep: Log: 1. Monerans (eubacteria and archaebacteria) and protists are two kingdoms of microorganisms. Why are they divided into two kingdoms, and what are some members of those kingdoms? 2. Why are the amoeba, paramecium, and euglena used are representative members of the protist kingdom?
Classwork: Obtain a textbook and complete your study of the characteristics of living things with the questions on page 3-5 of the packet. Show me the work when it is complete.
Classwork/Homework: Complete “Lights on Activity” on page 6 of the packet in the back room or at home, with a family member. (due tomorrow). ALSO START TO ANSWER THE QUESTIONS FOR THE 27 SEP CLASSWORK/HOMEWORK.
Vocab: moneran, protist, stimulus, response. archae (old), eu (true), karyote (kernel), prokaryote, eukaryote, bacteria (eubacteria and archaebacteria)
26 Sep: Log: Discuss pages 12-13 of the packet and your results on the “Lights on Activity.”Classwork: Use the text and your notes to complete pages 21-22 of the packet. Classwork/Homework: “Specialized Cells” on page 24 of the packet (due tomorrow).Homework: Page 25 of the packet (page not numbered) and page 26 of packet.Vocab: Cell, tissue, organ, organ system, organism
27 Sep: Log: Discuss page 25 of the packet (page not numbered) and page 26 of packet.Classwork: Learn “The Cell Theory” on page 10 and “Cell Similarities” on page 12 – take notes,
quiz one-another. Take notes and complete activities on pages 12-13 of text – Surface to volume ratio and the benefits of being multicellular/many kinds of cells.
Vocab: Cell theory, cell membrane, DNA, organelles, cytoplasm, surface to volume ratio.Classwork/homework: answer the following questions (due Monday):
1. What are the 3 parts of the cell theory?2. What are 4-5 things all cells have in common?3. What are 2 advantages of being multicellular?4. Why are the amoeba, paramecium, and euglena used are representative members of the
protist kingdom?5. To which levels of organization in your body do the organelles in a unicellular organism
most closely relate? Be specific, and explain your answer with at least 3 examples from the protists that we studied.
30 Sep: Log: Work on “Measurement Notes” – see chalkboard and lesson plans from 17 Sep.Classwork: Finish microorganism work, prep for metric system quiz. Classwork/Homework: Metric Capacity 2 – Crossword.
1 Oct: Log: Obtain and complete Graphs and Charts Practice 3Classwork: Discuss Log as needed. Classwork, Part 2: Remind 101. Quiz on milli, centi, kilo, mass, area, dry volume, volume by
displacement, temperatures in both systemsHomework: Graphs and Charts Practice 4 (for Thurs – to discuss during “Log”). Venn Diagram
from Characteristics of Living Things” (COLT) packet – due Friday).
2 Oct: Classwork: Go to lab 15 and complete the “Characteristics of Living Things” (COLT) packet and related assignments out of the textbook (as needed, for those who were absent). Use quizlet or another method of your choosing to make materials to use to study the vocab for this unit (see prior
lesson plans for lists of vocab we used). Use this link to begin online MEAP review if all other work is completed.
Due: Venn diagram, if you are already done (due Fri)
3 Oct: Conferences – No School for StudentsScale Worm – scary!
4 Oct: Log: Go over Graphs and Charts 3-4 (G & C 3-4) in your groupsClasswork: Complete discussion of G & C 3-4 (with KE and PE review, ACT test-taking strategies,
pollination discussion). Pass out sound project rubric to those who didn’t get it at conferences and begin to discuss the parameters of the project.
Homework: Get your thoughts in order regarding the project and get started, if at all possible.Due: Venn diagram of similarities and differences between single and multicellular organisms.
7 Oct: Log: Use the “Cells” book to begin test review – go over questions 1-3 on page 8 in our groups of 4. Classwork – part 1: Discuss question 3 of the log, which should be a review of populations and
communities from elementary school.Classwork – part 2: Show videos (in MS Word doc that is also on my site in project resources) to
illustrate aspects of loudness and making different notes, importance of practicing presentation before you show up for class when project is due. Note: The instrument has 2 basic requirements - get louder, play 2 notes. Note: Mouthpieces from other instruments are OK to use on your instrument.
Classwork – part 3: Small groups go over sec rev in “Cells” book – page 15, questions 1-5.Homework: If you have a partner, you need to discuss what will be completed on the project each
day/week over the next 3 weeks, and who will ultimately be responsible for each section of the items on the rubric. We will be working on the project for 1st-3rd hours on Thurs the 10th due to MEAP disruption that day. 4th – 6th hours will do the same during class on Tues the 15th.
8 Oct: MEAP – 30-33 Minute Classes Classwork: Review for the quiz on COLT packet and related vocab. Quiz content - We will do just
the basics on the differences between the unicellular/ multicellular organisms, since the unit is supposed to focus on the cell theory and the characteristics of living things, as well as the similarities and differences between unicellular and multicellular organisms and the levels of cellular organization (cell, tissue, organ, etc). I will also give you the words prokaryote and eukaryote and ask about which creatures that we studied fit into each group, plus ask why they were classified that way. To me it's important that you know that classification has changed over time, and when I was a kid, we pretty much only had the plant and animal kingdoms, not like now with at least 6-7 kingdoms being recognized.
Vocab: All Cell and Microorganism vocab in the lesson plans up to this date.
Homework: Study for quiz, work on your project’s work plan, especiallyif you have a partner in a different class!
9 Oct: MEAP – 33-40 Minute ClassesHand out Field Trip Forms for 7 Nov DIA/Yes! Expo visit– forms due by next Monday –
signed by parent/guardianLog: Draw a diagram of a typical atom. Label the protons, neutrons, electrons, and nucleus.
Classwork: Discuss log. Review the structure of the atom. Elaborate on objectives for the new unit on Waves. Hand out packets and textbooks. Complete initial activity “What we think about how the sun produces light and heat”
Classwork/Homework: Read “atoms and molecules” on pages 1-2 of the packet, answer the 2 questions on page 2. (due tomorrow).
Vocab: Atom, element, molecule, compound, protons, neutrons, electrons, and nucleus
10 Oct: MEAP – Only 1st-3rd hours meet todayClasswork: Complete work plan (who does what parts of project, when those parts are to be
completed) for your project today – it is due today.Homework: Study for the quiz!
11 Oct: Log: “Graphs and Charts #6Classwork: Discuss log. Take Quiz on Cells and MicroorganismsHomework: Read pages 8-9 in your packet. Define/explain/draw wave, wavelength, frequency,
mechanical waves, electromagnetic waves. Add crest and trough to the diagram on page 8, be sure that you can explain amplitude and wavelength (you may need to look them up).
Vocab: wavelength, frequency, mechanical waves, electromagnetic waves, amplitude and wavelength.
14 Oct: Log: “Physical Changes” ReviewClasswork: Discuss log. Continue on with exercises 1-2 in the Waves Packet.Homework: TBDVocab:
10 Oct: MEAP – Only 4th – 6th hours meet todayClasswork: Complete work plan (who does what parts of project, when those parts are to be
completed) for your project today – it is due today.
Classwork: Finish discussing Doppler radar, barometric pressure, millibars (mb) while helping with “Air Pressure” sheet from Friday (E.E. Due tomorrow). Begin taking barometric pressure in each class and entering data on Google Document Spreadsheet that has been shared with the class using emails entered on my site on Friday (take pressures every day, every class for 20 class days). Finish discussing “Photosynthesis” sheet, as needed (chemical formulas/chemical changes and how to analyze graphs/data)
Binder check.
Classwork/Homework: Inferences sheet – “Science Process Skills – Observations versus Inferences/Making Inferences” – due 16 Sep
Vocab: Inference, Observation, Quantitative, Qualitative (define each and use in an example sentence in your notes section of your binder).
Pencil in the eye vs. chemical in the eye lesson.Classwork: Weather Webquest – due next Wed.
16 Sep: 1st hour, Phantom Time: CoCoRaHS weather instrument training, GLOBE IOP starts for MACAT.Log – Obtain and begin “Measurement Notes” – due sometime in October, this is a spot to
consolidate your understanding of the metric and U.S. systems. Classwork: Check in “Making Inferences” sheet and collect Safety Contracts. Discuss contrails,
origins of jet fuel (oil and nat gas), relationship to photosynthesis sheet and carbon cycle. Belt lab: 3 Inferences and 3 observations, plus drawings.
Due: Safety contract, also 10 points for Inferences sheet – “Science Process Skills – Observations versus Inferences/Making Inferences”
Vocab: Contrail
19 Sep 2011: Phantom Time: Begin CoCoRaHS data collection and entry.Log: Make both a qualitative observation and a quantitative observation about the room. Make an
inference based on each of your observations.Classwork: Go over log question. Quiz and debrief/discuss notes from last Friday’s jet
fuel/contrails discussion and finish Belt Lab. Classwork/Homework: “Inferences” – due Friday (e.e.). Complete questions 1-3 For Figure 1,
questions 1-3 for Figure 2, and multiple choice questions 1 and 2 on the back for figures 5a and 5b.
20 Sep: Entrance Questions (answers go in T/Q section): Complete pages 1-6 of class set “Strategies for Test Preparation: Strategies – Data Tables” (e.e.), then share your answers/discuss w/ a partner. Log Question #2: Why are we discussing test preparation so early in the year?
Classwork: CoCoRaHS (as needed) and GLOBE (for all) weather instrument training,. Volumizer demo – as needed. Discuss test preparation skills (make list to share) at least one 7th grader and one 8th grader per group (Use “General Strategies for Taking Tests” sheet – goes in T/Q section of binder). Continue Science Process Skills Review: Discuss log ques from today.
21 Sep: Meet in LMC or lab 15 (depends on which computers are working – look for note on my door as needed)
Classwork: Hurricane portion of webquest started last week should be completed upon entry to class (except #3 about forecast accuracy - discuss Friday).
22 Sep: Classwork: Discuss/help with “Inferences” homework from Tuesday. Students finish “Test-Taking Strategies: Analyzing Graphs,” and “Strategies – Maps.” Go over: “Test-Taking Strategies: Analyzing Graphs,” students make their own “sample” graph, then explain my rules for making an accurately labeled “10 Point” graph (overhead). Discuss Hurricane Webquest as needed.
23 Sep: Log: Do hurricanes have high air pressure or low air pressure? Compare your answer to the prior question to the relationship we have talked about in class with barometric pressures falling or rising and the weather that is associated with falling or rising barometric pressures. In which way does a hurricane’s wind circulate (clockwise or
counterclockwise) in the northern hemisphere? How about the southern hemisphere?
Due: “Inferences” from MondayClasswork: Discuss Hurricane Webquest as needed (esp. #3) – short content quiz
tomorrow.Discuss log and relate it to low pressure systems. Go over “Strategies for Test Preparation: Strategies – Maps.” (T/Q) – introduce selves in new groups of my choosing, each person completes one map and explains it to others in group. Give 10 points for “Inferences” paper, go over “Inferences.”
Classwork/Homework: “Water’s Path from Michigan to the Atlantic Ocean/Pollution in the Hydrosphere.” (e.e.) – Due on Monday the 26th.
Reminder: You need to keep all of your science papers in the 5 sections of your science binder, and are only supposed to empty it when I let you know that it is safe to do so (usually at the end of each unit).
26 Sep: Log: List the lakes and rivers that water goes through on its way from Michigan to the ocean, and state which ocean we are talking about in this question.
Classwork: Hurricane Webquest Quiz. After quiz, each student is to write an illustrated summary detailing the similarities and differences between observations and inferences. Give credit/go over “Water’s Path.” Finish “Strategies for Test Preparation: Strategies – Maps” as needed.
Due: “Water’s Path from Michigan to the Atlantic Ocean/Pollution in the Hydrosphere.”Classwork/Homework: “Changes in Matter/Measurements and More!” (e.e.) review sheet in class,
finish for homework for tomorrow.
27 Sep: Classwork: Begin Metric System - discuss Metric System log question w/ table partners/class.
Work on “Metric Terms” (labs) matching worksheet in class, use class set of keys to go over it (labs). Go over 7 day forecast accuracy from last week’s work on the hurricane webquest. Students partner and go over “Changes in Matter/Measurements and More!” (e.e.) – check against answer key.
Due: “Changes in Matter/Measurements and More!” (e.e.)Homework: – Due 29 Sep.
28 Sep: Meet in LMC to use computersClasswork: MEAP review – use PowerPoint Games at own pace – Physical Science and Life
Science today
Vocab: Cell, tissue, organ, organ system, organism.Homework: “Changes in State” diagram (e.e.) – due 30 Sep
29 Sep: Log: Describe yourself in metric terms (have scale and rulers available in class – at least 10 measurements per person). Calibrate a part of your hand to represent 1cm for later use in class. Measure your “wingspan” and height – compare them with others in class.Classwork – Part 1: Go over log. Discuss why it is that so many students can’t remember the answers to the log questions and have inadequate metric descriptions of themselves (especially 8th graders, who learned this in my class last year! Classwork – part 2: finish tomorrow as needed: Focus on warm fronts and cold fronts – use animated loop of jet stream position for next 144 hours - http://www.weatherimages.org/data/imag192.html explain how that low finally moved off of us. Also has nice isobars on it, will relate the whole thing to topo maps in class next week, national radar from Ch. 4, WDIV -http://detroit.justweather.com/#lightbox=p27&tab=w10lb to look at local weather, and http://www.classzone.com/books/earth_science/terc/content/visualizations/es2002/es2002page01.cfm - for a warm and cold fronts animation – hand out “Cold and Warm Fronts” (e.e.) sheet so that students know where we are headed, we will finish the sheet tomorrow.Due: “Measurement Notes/Study Guide” homework from 27 Sep – give creditHomework: Be sure to make illustrations, with pictures and words, for each of the items on your “Changes of State” sheet (e.e.) - read direction #4.Vocab/concepts: 1mL = 1cm3, 1 foot = 30.4cm, 1 mile = 1.6 km (1.609344), 2.54cm = 1 inch, 5280 feet = 1 mile, phase of matter means the same thing as state of matter, diffusion, heat energy, composition of the atmosphere is 78%N + 21%O + 1% other gases
30 Sep: Classwork: In Groups - Classify items in the drawings on “Types of Matter” (e.e.) sheet – we will finish cutting the sheet out on Monday. Also complete both sides of “Cold and Warm Fronts” sheet, based on what you learned yesterday – we will go over this sheet next Monday as well.
More Classwork: I go over multiple choice from “Changes of State” (e.e.) and then give credit for your drawings and labels on the sheet. Students obtain and staple their 7th or 8th
grade packet for the next 2 weeks. Review/finish lesson from yesterday, ensuring that all classes have explanation of vocab terms and measurements.
Homework: Metric Review sheet – familiarize yourself with it and be sure to start learning what is on this sheet – everybody needs to know all of it in 2 weeks.
3 Oct 11: Log: Explain the difference between a warm front’s shape and a cold front’s shape. Classwork: Go over “Warm Fronts and Cold Fronts” sheet (e.e.). Clarify Deposition/Sublimation,
with examples. Discuss the difference between steam and fog. Finish “Types of Matter” sheet.Classwork/Homework: “Vocabulary – Motion of Objects and Geosphere” (T/Q) a review sheet –
both sides due 4 Oct.
4 Oct: Log: Citizenship Self Evaluation. Check “Vocabulary – Motion of Objects and Geosphere” (T/Q)Classwork – Part 1: Discuss citizenship. Hand out conference organization sheet, explain timing
and organization of conferences. Many parents to not need to meet with me, but I am happy to see all of them.
Classwork – Part 2: conduct ICCARS pre-assessment. Complete “What is a Testable Question?”Classwork/Homework: MEAP Review worksheet/Scientific Method worksheet: “Vocab –
Heredity, Evolution & Cells/Plant Experiment” (e.e. – get help tomorrow, due Friday)
5 Oct 11: Meet in LAB 15 to use computersClasswork: Part 1. See “Barometric Pressure Assignment” (lab) in my outbox and/or on my
website! Homework: Hydrosphere vocabulary (T/Q) – due Friday.
6 Oct: Conferences – No School
7 Oct 11: MEAP Rooms/seating – Practice Run Log: “Life Processes” (e.e.) complete sheet and check your work. Classwork: Discuss log. Go over “Hydrosphere Vocabulary” and “Vocab – Heredity, Evolution &
Cells/Plant Experiment” (use answer keys). Use http://www.stormpulse.com/ to look at radar and tracking for hurricanes in Atlantic and Pacific, explain spaghetti models.
NOTE: AT SOME POINT IN THE NEXT TWO WEEKS, AT LEAST ONE DAY WILL BE “INSERTED” INTO THE PLANS TO FLY THE KITES/WEATHER INSTRUMENTS.
10 Oct 11: MEAP Rooms/seating – Practice Run #2 1st hour – meet in my room. 2nd-6th hours, meet in lab 7. Log: Quiz each other using Metric System log question w/ table partners, then
work on “Weather Vocabulary” review sheet while your computers boot up and later for homework.
Due: Barometric Pressure Assignment from last Wed – for a grade. Three metric system related questions/answers
Classwork Part 1: Go to http://techalive.mtu.edu/meec/module08/GreatLakesFlow.htm and explain/summarize what you see – be sure to list the average surface levels of each of the Great Lakes as well as the total distance from Duluth to the Atlantic. Next, go to this site http://www.lre.usace.army.mil/hh/GreatLakesWaterLevels/GLWL-CurrentMonth-Feet.pdf and explain why a person looking at the beach along Lake Michigan would think that it was shrinking if they saw it in 1964 and then again in 1985. This site: http://www.lre.usace.army.mil/greatlakes/hh/greatlakeswaterlevels/currentconditions/greatlakeswaterlevels/ is another way that you can get to the same historical Great Lakes info.
Classwork Part 2: Final MEAP Review – PowerPoint Games from my outbox at own pace – Earth Science and Diagrams.
Homework: Finish “Weather Vocabulary” review sheet as needed.
11 Oct: MEAP in AM, then 1st-3rd hours meet. My 1st hour has “A” lunch after MEAP, then comes to class.
1st hour is from 11:10-12:10, 2nd hour is from 12:15-1:15, 3rd hour 1:20-2:20, study hall 2:25-2:48.12 Oct: MEAP in AM, then 4th-6th hours meet. 4th hour is from 10:20-11:20, 5th
hour has “A” lunch after 4th hour, then comes to class from 11:55-12:55, 6th hour is from 1:00-2:00, study hall 2:05-2:48.
PLANS 11-12 Oct: 8th – Classwork: Metric Games – ALL PEOPLE – alone or in groups make a “Work Plan” detailing who will do what work in the game creation – the plan is due 1st thing tomorrow (or earlier).7th – Classwork – part 1: Begin length exercises: Intro questions – (log): 1. Draw a straight line that is 5cm long. 2. Draw a straight line that is 5 thumb-widths long. 3. Explain why it is that we need an international system of measurement! 7th – Classwork – part 2: 1. Complete “Read and Record” (labs) alone, then compare answers with a partner. 2. Complete “Metric Measurement” (labs) alone, then check as a group – be sure to measure to the “halfway between the most accurate markings on the ruler.” 3. “Complete “Let’s Measure Length” (labs). 4. Do homework.Homework: All classes - work on “Vocabulary Terms” worksheet in packet – be sure to use these vocabulary terms – theory, law, hypothesis (look them up if you need to).
13 Oct 1st and 2nd Hour Plans:17 Oct 5th and 6th Hour Plans:
1st hour and read-in from 8-8:30. MEAP in AM until 11:20. 1st hour has “A” lunch after MEAP, then comes to class. 1st hour is from 11:55-12:50, 2nd hour is from 12:55-1:50, 3rd hour 1:55 to 2:48.8th – Classwork: Metric Games8th – Due: Work Plans (10 points)7th – Log Question: What are 3 major errors that people make when measuring objects?7th – Classwork: I introduce “3 Step Method,” which students must use for all future calculations in MACAT science. 1. Complete “Measuring Area” (lab) – you must do the “bonus” question for the leaf in mm, but you need to skip the portion about your hand and shoe. 2. Complete “Area Worksheet #1,” EC for the back of Area Worksheet #1 (labs) (practical problems about paint, wallpaper, carpet, etc).
14 Oct: Flew Kites to collect ICCARS data.
14 & 17 Oct: No MEAP17 Oct:1st and 2nd Hour Plans18 Oct:5th and 6th Hour Plans
8th – Classwork: Metric Games7th – Classwork: Finish Length Lab and any remaining area lab/area worksheet/conversions
problems (go over as needed). Complete graph paper exercise where students create shapes for as many different examples as they can create for 1 cm2, 2cm2, 3cm2, 4cm2, and 5cm2 shapes. (help start this with 1, 2, 3 cm3 shapes) Begin Volume. “Measuring Liquids” (labs) – Both Sides. Complete in class so that students can use colored pencils or markers to label 1 drawing on the back of this sheet (post answer key on projector before end of class).
19 Oct: 1st hour from 8-8:30am, 2nd hour from 8:35-9:05, MEAP from 9:10-11:40, then lunch 3rd hour and 4th
hour are from 11:45-1:45, 5th hour is from 1:50-2:20, 6th hour is from 2:25-2:48.Classwork - all: Go over “Vocabulary Terms” worksheet in packet, also review “Metric Terms”
answers and “Measurement Notes” sheet.
20 Oct: 8th – Classwork: Metric Games - Rough draft of directions due (should be final, but there may be a few corrections later).7th – Classwork: Check in and go over “Measuring Liquids” (labs) – use answer key on Elmo.
Conduct “Finding Dry Volume” lab (due tomorrow) and “Volume Lab #1.” Discuss the back of “Finding Dry Volume” lab.
7th Classwork/Homework: Read “Using a Balance” (labs) and answer 3 questions at bottom of sheet, which summarize how to find mass (we will skip the 4th question and do a lab instead). There is no back on “Using a Balance” sheet (handed out separately in 2011-12)7th - Homework: Read “A Variety of Volumes” lab, prepare to do lab when you arrive on 24 Oct.Vocab: Caliper(s), volume of a cylinder is pi x r2 x h.
21 Oct: Inserted day here due to windfall of 20 pounds of dry ice.Log: Can air be “poured” like water? Explain your answer. Does air have mass? Explain how you know.Classwork: Dry ice demos and video. All students – go over “Types of Matter” grid sheet (drawings, labels)
from last week – key on Elmo projector. Discuss “What is a testable question?”Due: “What is a testable question?” from packet.7th – due – “Finding Dry Volume” labClasswork/Homework: “Lab Skills Checkup #4/Performing an Experiment” (packet).- complete front as a group in class, complete back for 31 Oct.Vocab: Fluid
24 Oct: 8th – Classwork: Metric Games - At least 40 accurate and complete questions (also answer key) must be shown to Mr. C today (for a grade)
7th – Classwork: “A Variety of Volumes” lab – start, finish and discuss today. Time permitting – make shapes with gram-cm3 cubes (4 and 26 cm3)
25 Oct: 8th – Classwork: Metric Games - continue to work on projects, you need to be done tomorrow for grading tomorrow or the next day.
26 Oct: 8th – Classwork: Finish Projects, get them graded today or tomorrow.7th – Classwork: Complete “Thermometer/Measuring Temperature” lab. Create and complete data charts for
boiling and freezing portions of lab. (See if laptops will run graphing website for this).
27 Oct: Log Question: What are the boiling and freezing temperatures of water in both systems? 8th grade: projects due, grade structure and appearance of games.
7th - Classwork: Today we will catch up – finishing any labs and homework that you didn’t already complete, or playing metric system games if you are all done.
28 Oct: 5th and 6th hour have assemblies, so we will work on the nature trail and play metric system games with students in remaining classes.
31 Oct: Log Question: If I have 150mL of water, how many grams of water is that? Explain your answer!!!!!Scientific method. Complete the back of “Lab Skills Checkup #4/Performing an Experiment” (white mice lab – in packet). Complete Simpsons Controls and Variables.Vocab: Independent Variable, Dependent Variable
1 Nov: Log Question: Why is it better to use a 10mL graduated cylinder to find the volume of a paper clip than it is to use a 2000 mL one to do the same job?
