Weekly Events
May 2 - May 27th -
Students should be working on their Student Designed Experiments
Topics for project due April 29th
Problem, Hypothesis Materials & Procedures Report due May 6th
Written Report due May 19th
Presentations - Volunteers May 20- 24th
All students must complete presentation by the end of the period on the day of their scheduled semester test.
Also working on Genetics with a Smile - Students will study genetic traits and draw their results on paper. Then they will answer questions about their class results.
Completed Projects - Michael Passariello's Project https://www.youtube.com/watch?v=NRzdpnNKaFc
April 25 - April 29th -
Monday - Review for Ecosystem Test on Tuesday -
Tuesday - Receive Student Designed Experiment Forms ( Project Due May 17th - Presentations May 23-27th)
Wednesday - STAAR Review - Organisms and Environments
Thursday - STAAR Review - Organisms and Environments
Friday - STAAR ReviewTest & Project Planning Form Due for Approval -
April 17 - 22nd -
Student ExpectationThe student is expected to describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems.Key Concepts
April 4th - 8th -
Good sites for more explanations on Ocean Tides -
Understanding Tides Part 1 -
https://www.youtube.com/watch?v=G-MOZId0FNw
Moon Tides
https://youtu.be/rRPtNAA-9UE
Reading Passage -
http://oceanservice.noaa.gov/education/kits/tides/lessons/tides_tutorial.pdf
March 28 - April 1st
Student ExpectationThe student is expected to relate the position of the Moon and Sun to their effect on ocean tides.
Key Concepts
Tues & Wed - STAAR Testing -
Thursday & Friday - Finish Unit on Ocean Tides
March 21 - 24th
Student Expectations:
The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to demonstrate and predict the sequence of events in the lunar cycle.
The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to relate the position of the Moon and Sun to their effect on ocean tides.
Monday - Tuesday Review Phases of the Moon - Make a Poster of the Phases of the Moon
Wednesday - Review for Test on Moon Phases - Introduce Ocean Tides
Thursday - Moon Phases Test - Explore Ocean Tides Activity -
Phases of the Moon Study Videos -
https://youtu.be/AQ5vty8f9Xc
https://youtu.be/NCweccNOaqo
https://youtu.be/wz01pTvuMa0
March 7-11th
Student Expectations:
The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to identify the role of the oceans in the formation of weather systems such as hurricanes.
The student is expected to model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons.
The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to demonstrate and predict the sequence of events in the lunar cycle.
Feb 29 - March 4th -
Student Expectation:
The student is expected to identify the role of the oceans in the formation of weather systems such as hurricanes.
Key Concepts
Monday - 1/2 Day - Watch video and Mark up the Reference Chart - Perfect Score https://youtu.be/gJYsvx2EJcA
Tuesday - Mark it up and Introduce Hurricane Studies Background
Wednesday - Mark it up and continue Hurricane Studies Background
Thursday - Mark it up and Part 1 of Hurricane Studies
What Are Hurricanes Typhoons etc.
https://youtu.be/SSx_gisp24w
Anatomy of Hurricanes
https://youtu.be/HJydFJORWf4
Friday - Mark it up Test & Part 2 of Hurricane Studies
Feb 22 - 26th -
Continue studies on weather, see last week's assignments for details
Monday - Air Masses and Air Pressure
Tuesday - Four Types of Fronts
Wednesday - Review weather unit -
Thursday Test over weather
Great Review Videos -
https://youtu.be/PAubC4_Pd3w
Coriolis Effect -
https://youtu.be/i2mec3vgeaI_
Friday - Weather Video - Make Up Test and Corrections -
https://youtu.be/WXuGYSM2D8k_
Feb 14- 19th -
Test on Tuesday over Sun's Energy -
Review Convection Video found on last weeks lessons -
Study notes given out on Monday
Monday, Wednesday - Friday - Weather Maps
The student is expected to identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts.
Key Concepts
February 8-12th - Test Wednesday over Topographic Maps -
Tuesday Thursday and Friday - Sun's Energy -
Video over Convection Currents -
https://youtu.be/liKcJKjvFcY_
The student is expected to recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents.
Key Concepts
February 1 - 5
Monday Test over Earth's Structure and Plate Tectonics
Tuesday - Friday
The student is expected to interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
Key Concepts
January 25- 29
Continue our studies on structure and changes of earth's crust.
January 18 - 22
The student is expected to describe the historical development of evidence that supports plate tectonic theory AND relate plate tectonics to the formation of crustal features.
Key Concepts
Journey to the Center Of the Earth Full Documentary
https://youtu.be/bg0tsqQfTxY
Continental Drift
https://www.youtube.com/watch?v=_5q8hzF9VVE
Plate Tectonics
https://www.youtube.com/watch?v=ZTRu620bIsE
Structure of the Earth -
http://ed.ted.com/lessons/the-pangaea-pop-up-michael-molina
https://www.youtube.com/watch?v=NAHY6965o08
January 11 - 15
Students make study cards about
Potential/ Kinetic Energy
Newton's Laws of Motion
Motion Graphs
Force and Acceleration
Semester Test over topics listed above -
January 4 - 8th - Finish and Review Newton's Laws
Review Newton's Laws of Motion - Test on Thursday -
Review all Physical Science lessons for semester test next week.
Dec 14 - 18th - Newton's Laws of Motion
Students investigate and describe applications of Newton's first law of motion; discover the relationship between force, mass, and acceleration; explore applications of Newton's second law; investigate and describe applications of Newton's third law of motion.
Learning Goals
By the end of the lesson, students will be able to...
Dec 7 - 11th -
Lesson - Students make graphs and use them to analyze the motion and calculate acceleration.
Learning Goals
By the end of the lesson, students will be able to...
• Analyze motion using a velocity vs. time graph
• Make predictions using a graph
• Use a graph to analyze acceleration
• Differentiate between speed, velocity, and acceleration
Nov. 30 - Dec 4th
Lesson - Speed, Velocity and Accelleration -
Learning Goals
By the end of the lesson, students will be able to...
• Define and calculate speed by relating distance and time.
• Contrast average speed and constant speed.
Analyze motion using a velocity vs. time graph• Make predictions using a graph
• Use a graph to analyze acceleration
• Differentiate between speed, velocity, and acceleration
Nov. 2-6 - New Unit - Force Motion and Energy
Student Expectation
This unit bundles student expectations addressing force and motion, including an understanding of the differences between speed, velocity, and acceleration as well as the demonstration and calculation of the effects of unbalanced forces on an object.
Key Concepts
Monday - Finish up projects - The remainder of work must be completed and glued into the folder by Friday.
Make Test Corrections -
October 26 - 30
Monday - Review for Test on Tuesday
Tuesday - Chemistry Unit Test
Wednesday - Friday - Marvelous Matter - Paper Bag Projects
October 12 - 16
Monday -
Discuss test questions and testing strategies.
Student wet given an opportunity to make corrections to improve grades.
Tuesday - Friday - Formulas, Equations and Conservation of Mass
What are Compounds? What are Molecules?
https://www.youtube.com/watch?v=0gsrW0Vb5sw
Decoding Chemical Formulas
Identifying parts of Chemical Equations.
https://www.youtube.com/watch?v=KuNr4Rn17kk
Balancing Chemical Equations
https://www.youtube.com/watch?v=k6iQ8sd4whM
This video will help you identify number of elements in a compound. It starts out with a while screen then will show some notes.
http://www.teachertube.com/video/determining-elements-and-atoms-in-compounds-274224
October 5-9
Monday Early Release
Variables
Tuesday - Wednesday
Variables and Measurments of Liquids
Thursday - Test
What to study -
Parts of an Atom including protons neutrons electrons, electron cloud, electrical charges, and locations.
Parts of the periodic table including groups periods valence electrons, alkali metals, alkaline earth metals, halogens, nobel gases, metalloids, transition metals, metals nonmetals. Make sure you can complete the Atomic Structure # 2 correctly.
Identifying variables and reading graduated cylinders. What is a variable, meniscus control, independent variable, dependent variable.
Friday -
Finish Test & Make corrections -
September 28 - Oct. 2nd - Wow ! Last week was full of new material and lots to progress.
Monday
Classes are at various stages of studying the different sections of the periodic table. Today we will finish color coding and labeling sections of the table. Apply what we have learned about the table by completing Atomic Structure spreadsheet and comprehension questions.
Tuesday
Students will use notes to independently identify the different sections of the periodic table.
Wednesday -
Atom projects are due. Students need to turn in project and "My Element" Sign.
Review all content for the six weeks.
Thursday & Friday -
Walk a bouts to view projects -
Finish up missing assignments
Review Variables -
http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml
Students should be working on their Student Designed Experiments
Topics for project due April 29th
Problem, Hypothesis Materials & Procedures Report due May 6th
Written Report due May 19th
Presentations - Volunteers May 20- 24th
All students must complete presentation by the end of the period on the day of their scheduled semester test.
Also working on Genetics with a Smile - Students will study genetic traits and draw their results on paper. Then they will answer questions about their class results.
Completed Projects - Michael Passariello's Project https://www.youtube.com/watch?v=NRzdpnNKaFc
April 25 - April 29th -
Monday - Review for Ecosystem Test on Tuesday -
Tuesday - Receive Student Designed Experiment Forms ( Project Due May 17th - Presentations May 23-27th)
Wednesday - STAAR Review - Organisms and Environments
Thursday - STAAR Review - Organisms and Environments
Friday - STAAR ReviewTest & Project Planning Form Due for Approval -
April 17 - 22nd -
Student ExpectationThe student is expected to describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems.Key Concepts
- The three largest and most inclusive of categories of Earth’s ecosystems are marine, freshwater, and terrestrial. Complex interactions and interdependencies exist in these ecosystems among living systems and the environment. Evidence of such interdependencies can be found in the food web and in the environment where organisms compete for resources.
- Aquatic ecosystems include freshwater and marine biomes and constitute the largest part of the biosphere. One of the primary relationships in an ecosystem is the energy flow through the food web as described in the producer/consumer trophic levels. In marine and freshwater ecosystems, phytoplankton are autotrophic producers and are consumed by zooplankton and small invertebrates, which are consumed secondarily by fish and larger aquatic life.
- Relationships among living organisms in an aquatic ecosystem can be classified in several categories including predator/prey relationships and parasite/host relationships.
- Terrestrial ecosystems include the wide variety of environments found on land. One of the primary relationships in an ecosystem is the energy flow through the food web as described in the producer/consumer trophic levels. In the terrestrial ecosystem producers are the photosynthesizing plants. These are consumed by herbivores of varying sizes from tiny insects to large herding animals like cattle. Herbivores are consumed by secondary and tertiary carnivores.
- Relationships among living organisms in a terrestrial ecosystem can be classified in several categories including predator/prey relationships and parasite/host relationships.
- What are the major categories of ecosystems on Earth?
- Why are phytoplankton classified as autotrophic producers? What role do they play in the aquatic ecosystem?
How are the food webs in marine and freshwater ecosystems similar and different? - What are the similarities and differences in an aquatic environment between a predator/prey relationship and a parasite/host relationship?
- What characterizes a terrestrial ecosystem?
How does energy flow through the trophic levels in a terrestrial ecosystem? - What are the similarities and differences in a terrestrial environment between a predator/prey relationship and a parasite/host relationship?
April 4th - 8th -
Good sites for more explanations on Ocean Tides -
Understanding Tides Part 1 -
https://www.youtube.com/watch?v=G-MOZId0FNw
Moon Tides
https://youtu.be/rRPtNAA-9UE
Reading Passage -
http://oceanservice.noaa.gov/education/kits/tides/lessons/tides_tutorial.pdf
March 28 - April 1st
Student ExpectationThe student is expected to relate the position of the Moon and Sun to their effect on ocean tides.
Key Concepts
- The Sun, Earth and Moon work as a system with fixed rotation and revolution motions that result in observable and measurable patterns such as the pattern of tides in Earth’s oceans.
- As the Earth rotates on its axis, the Moon exerts a gravitational pull on Earth. Inertia acts as a counterbalance to the gravitational forces. Gravity and inertia are responsible for the creation of two ocean tidal bulges on opposite sides of Earth. This creates a predictable schedule of high tides and low tides that coincide with the lunar cycle.
- High tide is the greatest length inland a body of water reaches. Low tide is the lowest point on land to which a body of water recedes. When Earth turns on its axis, continental coastlines rotate in and out of tidal bulges causing daily high and low tides.
- When the Sun and Moon are in alignment, as during a new or full Moon, the tidal range is greatest. This is called a spring tide and is characterized by higher and lower tides. When the Sun and Moon are at right angles, as during a first quarter or last quarter moon, the tidal range is lower. This is called a neap tide and is characterized by high and low tides that are different by only a few inches.
Tues & Wed - STAAR Testing -
Thursday & Friday - Finish Unit on Ocean Tides
March 21 - 24th
Student Expectations:
The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to demonstrate and predict the sequence of events in the lunar cycle.
The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to relate the position of the Moon and Sun to their effect on ocean tides.
Monday - Tuesday Review Phases of the Moon - Make a Poster of the Phases of the Moon
Wednesday - Review for Test on Moon Phases - Introduce Ocean Tides
Thursday - Moon Phases Test - Explore Ocean Tides Activity -
Phases of the Moon Study Videos -
https://youtu.be/AQ5vty8f9Xc
https://youtu.be/NCweccNOaqo
https://youtu.be/wz01pTvuMa0
March 7-11th
Student Expectations:
The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to identify the role of the oceans in the formation of weather systems such as hurricanes.
The student is expected to model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons.
The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to demonstrate and predict the sequence of events in the lunar cycle.
Feb 29 - March 4th -
Student Expectation:
The student is expected to identify the role of the oceans in the formation of weather systems such as hurricanes.
Key Concepts
- Driven by solar radiation the evaporation of seawater transfers thermal energy to the atmosphere. This energy drives weather systems. Global ocean currents affect ocean and atmospheric temperatures and therefore influence the rate of evaporation in different regions of the world.
- As water molecules evaporate from ocean surfaces they transfer thermal energy to the atmosphere. Rising water molecules cool and condense to form clouds. When this process is rapid and wide-spread due to very warm ocean water large storms like hurricanes can form.
- Hurricanes use warm, moist, tropical air as their fuel; they form when rapid evaporation of seawater molecules lowers the atmospheric pressure of the local air mass. Low pressure air rises and cools resulting in water vapor condensation and cloud formation. Thus, a storm system is formed.
- The warmer the ocean and the greater amount of evaporation, the bigger the storm will be. As the clouds build and rotate around the low pressure area, the system develops the characteristics of a hurricane. The ocean currents and atmospheric winds steer the hurricane across the ocean and onto land.
- Ocean currents are important in regulating weather patterns around the globe. As warm water moves into an area, it raises the humidity and temperature because more evaporation takes place. As cold water moves into an area, it can lower the temperature by absorbing more heat from the surrounding area, leading to colder and drier conditions on land.
Monday - 1/2 Day - Watch video and Mark up the Reference Chart - Perfect Score https://youtu.be/gJYsvx2EJcA
Tuesday - Mark it up and Introduce Hurricane Studies Background
Wednesday - Mark it up and continue Hurricane Studies Background
Thursday - Mark it up and Part 1 of Hurricane Studies
What Are Hurricanes Typhoons etc.
https://youtu.be/SSx_gisp24w
Anatomy of Hurricanes
https://youtu.be/HJydFJORWf4
Friday - Mark it up Test & Part 2 of Hurricane Studies
Feb 22 - 26th -
Continue studies on weather, see last week's assignments for details
Monday - Air Masses and Air Pressure
Tuesday - Four Types of Fronts
Wednesday - Review weather unit -
Thursday Test over weather
Great Review Videos -
https://youtu.be/PAubC4_Pd3w
Coriolis Effect -
https://youtu.be/i2mec3vgeaI_
Friday - Weather Video - Make Up Test and Corrections -
https://youtu.be/WXuGYSM2D8k_
Feb 14- 19th -
Test on Tuesday over Sun's Energy -
Review Convection Video found on last weeks lessons -
Study notes given out on Monday
Monday, Wednesday - Friday - Weather Maps
The student is expected to identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts.
Key Concepts
- Predictable weather characteristics such as air pressure masses and fronts as well as weather patterns are shown on a weather map. These weather patterns result from the convective transfer of thermal energy and the resulting phase changes of water in the atmosphere. Global patterns of atmospheric movement influence local interaction of air pressures, temperatures and moisture content resulting in local weather conditions.
- Air pressure is a measure of the weight of the air over a given area, as indicated by a barometer.
- Air masses, which develop characteristic temperatures (warm or cold), pressures (high or low), and moisture content (humid or dry) move across the land retaining their basic characteristics. They are labeled on weather maps by their relative pressures (high or low). High pressure air masses contain winds that flows outward from the center in a clockwise direction. Low pressure air masses contain winds that flow counter-clockwise toward the center where they lift away from Earth’s surface.
- High pressures bring clear skies and sunny weather conditions. Low pressures are associated with stormy weather events.
- Fronts occur in association with the air circulation around low pressure air masses where portions of air with different temperatures and pressures are drawn toward the low. The interaction between air masses with different properties forms a front. The front is the line of contact at ground level marking the boundary between the two air masses.
- A warm front is the leading edge of a warm, humid air mass, which pushes into an area occupied by denser colder air. Such conditions often result in periods of overcast skies and gentle rains. Warm fronts are represented by lines of red half circles on a weather map.
- A cold front is the leading edge of a cool, dry air mass moving into an area, displacing the warmer air, and contributing to thunderstorm formation. On a weather map, lines of blue triangles represent cold fronts.
February 8-12th - Test Wednesday over Topographic Maps -
Tuesday Thursday and Friday - Sun's Energy -
Video over Convection Currents -
https://youtu.be/liKcJKjvFcY_
The student is expected to recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents.
Key Concepts
- Driven by solar radiation, Earth, ocean, and weather systems work together, transferring energy and matter by convection across Earth’s surface. Convection transfers thermal energy through circular motions caused by heating and cooling in fluids (liquids and gases).
- Radiant energy from the Sun heats Earth’s surface. Some of that thermal energy is then transferred to gases in the atmosphere by conduction. The heated air molecules that absorb thermal energy tend to spread out and rise away from Earth’s surface, distributing the heat energy through convection currents.
- Wind is caused in part by differential heating (thermal energy absorption) in the atmosphere both locally and at more extremes at Earth’s poles and equator. Warmer, less dense air has less air pressure than cooler, denser air. Differences in air pressure result in movement of air, which is wind. High pressure air masses push low pressure air masses.
- Ocean currents are convection cells in the seawater. They are driven by wind (atmospheric convection) at the surface, but deeper currents are influenced by the differential heating of seawater from solar energy, resulting in temperature and salinity differences. Warm water is less dense than cold water, and water with more salt is denser than water with less salt.
February 1 - 5
Monday Test over Earth's Structure and Plate Tectonics
Tuesday - Friday
The student is expected to interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
Key Concepts
- Since Earth solidified into a solid planet natural events have been shaping and reshaping it. Evidence of these Earth system changes over time can be found in the the weathering and erosion of landforms.
- Topographic maps contain contour lines representing different elevations. Contour line patterns reveal various land features such as hills, stream valleys and basins. Contour line patterns provide evidence of erosional changes that have affected the land such as U-shaped glaciated mountain valleys, V-shaped river valleys, and hills formed from windblown dunes.
- Satellite technology allows scientists to view Earth’s features from sufficient distance to see large scale land feature patterns. Because satellites pass over Earth’s surface in regular orbits they can repeatedly photograph the same land feature and document erosional changes over time.
- Weathering and erosional agents of gravity, wind, running water, and ice change land features in predictable patterns, making it possible to use topographic maps to predict how the land features represented on the map will change over time.
January 25- 29
Continue our studies on structure and changes of earth's crust.
January 18 - 22
The student is expected to describe the historical development of evidence that supports plate tectonic theory AND relate plate tectonics to the formation of crustal features.
Key Concepts
- Earth system changes over time can be found in the movement of lithospheric plates, resulting landforms and geologic events.
- Alfred Wegener developed his theory of continental drift
- In the 1960s, scientific discoveries about seafloor spreading, combined with the theory of continental drift, led to the theory of plate tectonics.
- Earth’s lithosphere is made of plates that move and cause changes to crustal features at plate boundaries.
- Features on Earth’s crust form A convergent boundaries, divergent boundaries, and transform boundaries.
- Mountain ranges, volcanoes, rift valleys and other land features can be observed from space.
Journey to the Center Of the Earth Full Documentary
https://youtu.be/bg0tsqQfTxY
Continental Drift
https://www.youtube.com/watch?v=_5q8hzF9VVE
Plate Tectonics
https://www.youtube.com/watch?v=ZTRu620bIsE
Structure of the Earth -
http://ed.ted.com/lessons/the-pangaea-pop-up-michael-molina
https://www.youtube.com/watch?v=NAHY6965o08
January 11 - 15
Students make study cards about
Potential/ Kinetic Energy
Newton's Laws of Motion
Motion Graphs
Force and Acceleration
Semester Test over topics listed above -
January 4 - 8th - Finish and Review Newton's Laws
Review Newton's Laws of Motion - Test on Thursday -
Review all Physical Science lessons for semester test next week.
Dec 14 - 18th - Newton's Laws of Motion
Students investigate and describe applications of Newton's first law of motion; discover the relationship between force, mass, and acceleration; explore applications of Newton's second law; investigate and describe applications of Newton's third law of motion.
Learning Goals
By the end of the lesson, students will be able to...
- Describe how mass, force, and inertia are related.
- Calculate the net force on an object given all of the forces acting upon it.
- Explain the relationship between force, mass, and acceleration.
- Describe applications of Newton's second law.
- Explain how forces occur in pairs.
- Describe applications of Newton's third law.
Dec 7 - 11th -
Lesson - Students make graphs and use them to analyze the motion and calculate acceleration.
Learning Goals
By the end of the lesson, students will be able to...
• Analyze motion using a velocity vs. time graph
• Make predictions using a graph
• Use a graph to analyze acceleration
• Differentiate between speed, velocity, and acceleration
Nov. 30 - Dec 4th
Lesson - Speed, Velocity and Accelleration -
Learning Goals
By the end of the lesson, students will be able to...
• Define and calculate speed by relating distance and time.
• Contrast average speed and constant speed.
Analyze motion using a velocity vs. time graph• Make predictions using a graph
• Use a graph to analyze acceleration
• Differentiate between speed, velocity, and acceleration
Nov. 2-6 - New Unit - Force Motion and Energy
Student Expectation
This unit bundles student expectations addressing force and motion, including an understanding of the differences between speed, velocity, and acceleration as well as the demonstration and calculation of the effects of unbalanced forces on an object.
Key Concepts
- Forces can be balanced or unbalanced and can be used to demonstrate and calculate relationships between force, motion and energy.
- There are always forces acting on objects, whether the objects are moving or are at rest. The total force on an object is called the net force and is calculated by adding the forces acting in the same direction and subtracting forces acting in the opposite direction.
- Speed is the distance an object travels divided by the time it takes the object to travel that distance (s=d/t).
- If the net force on an object is zero, the forces are balanced and the object stays still or in constant motion. If the net force is not zero the forces are unbalanced and the object’s motion will change. The change can be in speed or direction.
- When two forces act upon an object in opposite directions, the net force is determined by calculating the difference of the forces. The object will move in the direction of the stronger force. Friction often is a force acting opposite to the direction of motion.
- When two or more forces act on an object in the same direction, the net force is determined by calculating the sum of the forces. The object will increase in speed as it moves in the direction of the net force.
Monday - Finish up projects - The remainder of work must be completed and glued into the folder by Friday.
Make Test Corrections -
October 26 - 30
Monday - Review for Test on Tuesday
Tuesday - Chemistry Unit Test
Wednesday - Friday - Marvelous Matter - Paper Bag Projects
October 12 - 16
Monday -
Discuss test questions and testing strategies.
Student wet given an opportunity to make corrections to improve grades.
Tuesday - Friday - Formulas, Equations and Conservation of Mass
What are Compounds? What are Molecules?
https://www.youtube.com/watch?v=0gsrW0Vb5sw
Decoding Chemical Formulas
Identifying parts of Chemical Equations.
https://www.youtube.com/watch?v=KuNr4Rn17kk
Balancing Chemical Equations
https://www.youtube.com/watch?v=k6iQ8sd4whM
This video will help you identify number of elements in a compound. It starts out with a while screen then will show some notes.
http://www.teachertube.com/video/determining-elements-and-atoms-in-compounds-274224
October 5-9
Monday Early Release
Variables
Tuesday - Wednesday
Variables and Measurments of Liquids
Thursday - Test
What to study -
Parts of an Atom including protons neutrons electrons, electron cloud, electrical charges, and locations.
Parts of the periodic table including groups periods valence electrons, alkali metals, alkaline earth metals, halogens, nobel gases, metalloids, transition metals, metals nonmetals. Make sure you can complete the Atomic Structure # 2 correctly.
Identifying variables and reading graduated cylinders. What is a variable, meniscus control, independent variable, dependent variable.
Friday -
Finish Test & Make corrections -
September 28 - Oct. 2nd - Wow ! Last week was full of new material and lots to progress.
Monday
Classes are at various stages of studying the different sections of the periodic table. Today we will finish color coding and labeling sections of the table. Apply what we have learned about the table by completing Atomic Structure spreadsheet and comprehension questions.
Tuesday
Students will use notes to independently identify the different sections of the periodic table.
Wednesday -
Atom projects are due. Students need to turn in project and "My Element" Sign.
Review all content for the six weeks.
Thursday & Friday -
Walk a bouts to view projects -
Finish up missing assignments
Review Variables -
http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml
Extra Credit - 1st Six Weeks - Due Sept. 25, 2015
1. Safety Cartoon - Draw and color a cartoon showing correct and incorrect safety practices in the lab.
2. Safety Poster - Choose a safety rule/practice to illustrate, color and explain.
3. Safety Precaution Sign using word art. Needs to be in color.
All three must be no smaller than a standard size piece of copy paper and no bigger than 1/2 sheet of poster board.
September 21-25, 2015
Monday
Retest
Atoms and Matter Paper Bag projects
Tuesday - Wednesday
Review Atomic structure with card sorts
Explore and explain the Arrangement of the Periodic Table
Color code the groups or families.
Key Parts of the table - Metals, Nonmetals, Transition Metals, Metalloids, Alkali Metals, Alkaline-Earth Metals,
Halogens and Nobel Gases.
Due Wednesday - Essay and My Element Worksheet
Need more information about parts of an atom and how they work visit Tyler Dewitt at
https://www.youtube.com/watch?v=h6LPAwAmnCQ
Information about Valence Electrons and the periodic table can be found at
https://www.youtube.com/watch?v=yADrWdNTWEc
Information about Periodic Table - Really Interesting video.
https://www.teachingchannel.org/videos/periodic-table
Thursday & Friday
Answer questions about information found on a periodic table.
Study drawing of elements and answer questions about the atoms.
Review vocabulary with card sorts.
1. Safety Cartoon - Draw and color a cartoon showing correct and incorrect safety practices in the lab.
2. Safety Poster - Choose a safety rule/practice to illustrate, color and explain.
3. Safety Precaution Sign using word art. Needs to be in color.
All three must be no smaller than a standard size piece of copy paper and no bigger than 1/2 sheet of poster board.
September 21-25, 2015
Monday
Retest
Atoms and Matter Paper Bag projects
Tuesday - Wednesday
Review Atomic structure with card sorts
Explore and explain the Arrangement of the Periodic Table
Color code the groups or families.
Key Parts of the table - Metals, Nonmetals, Transition Metals, Metalloids, Alkali Metals, Alkaline-Earth Metals,
Halogens and Nobel Gases.
Due Wednesday - Essay and My Element Worksheet
Need more information about parts of an atom and how they work visit Tyler Dewitt at
https://www.youtube.com/watch?v=h6LPAwAmnCQ
Information about Valence Electrons and the periodic table can be found at
https://www.youtube.com/watch?v=yADrWdNTWEc
Information about Periodic Table - Really Interesting video.
https://www.teachingchannel.org/videos/periodic-table
Thursday & Friday
Answer questions about information found on a periodic table.
Study drawing of elements and answer questions about the atoms.
Review vocabulary with card sorts.
Sept. 14-18, 2015
Monday - Early Release
Apply Graphing Skills - using information in the chart students will make a line graph.
Tuesday -
Continue study of philosophers that impacted the study of atoms
Draw and build a timeline showing the 5 main models of atoms
Review for test over states of matter and basic structure of atoms.
properties_of_matter.docx | |
File Size: | 129 kb |
File Type: | docx |
Wednesday -
Test over states of matter and basic structure of atoms.
Thursday -Friday -
Build an atom of the selected elements
Test Analysis
Test over states of matter and basic structure of atoms.
Thursday -Friday -
Build an atom of the selected elements
Test Analysis
Sept. 7 - 11, 2015
Monday - Holiday - No School
Tuesday -
Graphic Organizer about Matter
Draw and Label Parts of an Atom
Need more info? Watch Bill Nye -
https://www.youtube.com/watch?v=GpR51zBAdFI
Wednesday –
Warm up – List three examples of physical changes and 3 examples of 3 chemical changes.
Finish reading and answering questions pg 6 & 7 - An Atom reading passage and complete the drawing.
Discuss An Atom pg 6-7 from The Atom Building Block of Nature Activity Book and draw parts of an atom with labels to show parts.
Thursday –
Warm-up
What are the three different tiny particles that make up an atom?
Which of these is in the center of the atom?
What zooms around the nucleus of an atom?
Which one has a positive charge, a negative charge, and no charge?
Glue graphic organizers into journals while watching review clip about atoms.
Clear up misconnect of Mass is not same as volume -
Watch video on Atoms from makemegenius.com
https://www.youtube.com/watch?v=vlSOESXQI7o
Students will be able to explain, in terms of electrons and protons, why a charged object is
attracted or repelled by another charged object. They will also be able to explain why a charged
object can even be attracted to an uncharged object. Students will also be able to explain that the
attraction between positive protons and negative electrons holds an atom together.
Explore how electrically charged particles attract and repel each other – Make a connection of how electrically charged particles help organize the elements on the periodic table.
Trash bag activity
Read The Atom - "What's the Charge?" and answer the questions
Review by doing a physical chemical card sort.
Friday –
Quiz over Physical/Chemical Changes -
Who Discovered What about atoms -
Create a timeline and show how the model of an atom changed over time with the help of better technology advancements.
Students will read about given scientist and report to class about what they learned.
Build a timeline.
Tuesday -
Graphic Organizer about Matter
Draw and Label Parts of an Atom
Need more info? Watch Bill Nye -
https://www.youtube.com/watch?v=GpR51zBAdFI
Wednesday –
Warm up – List three examples of physical changes and 3 examples of 3 chemical changes.
Finish reading and answering questions pg 6 & 7 - An Atom reading passage and complete the drawing.
Discuss An Atom pg 6-7 from The Atom Building Block of Nature Activity Book and draw parts of an atom with labels to show parts.
Thursday –
Warm-up
What are the three different tiny particles that make up an atom?
Which of these is in the center of the atom?
What zooms around the nucleus of an atom?
Which one has a positive charge, a negative charge, and no charge?
Glue graphic organizers into journals while watching review clip about atoms.
Clear up misconnect of Mass is not same as volume -
Watch video on Atoms from makemegenius.com
https://www.youtube.com/watch?v=vlSOESXQI7o
Students will be able to explain, in terms of electrons and protons, why a charged object is
attracted or repelled by another charged object. They will also be able to explain why a charged
object can even be attracted to an uncharged object. Students will also be able to explain that the
attraction between positive protons and negative electrons holds an atom together.
Explore how electrically charged particles attract and repel each other – Make a connection of how electrically charged particles help organize the elements on the periodic table.
Trash bag activity
Read The Atom - "What's the Charge?" and answer the questions
Review by doing a physical chemical card sort.
Friday –
Quiz over Physical/Chemical Changes -
Who Discovered What about atoms -
Create a timeline and show how the model of an atom changed over time with the help of better technology advancements.
Students will read about given scientist and report to class about what they learned.
Build a timeline.
Aug. 31 - Sept. 4, 2015
Monday - Review for Test over Safety and Scientific Method.
Safety Rap - to review -
http://www.teachertube.com/video/science-lab-safety-video-rap-194405
Read over Pendulum Lab -
Brain Pop - https://www.brainpop.com/science/scientificinquiry/scientificmethod/
Tuesday -
Quick review and then take
Test over Safety and Scientific Method.
Wednesday -
Make-up Tests
Set up Journals
Reading All About Matter
Take Notes in Journals
Thursday -
Test Analysis - What Did I Miss and Why -
Work On Paper Bags cover Page -
Friday -
Discuss Campus Safety Procedures -
Fire Drill, Evacuations, Lockdowns & Tornado Drills
Share Journal Entries about Matter
More Reading and Journal Entries - About Matter and Atoms
Safety Rap - to review -
http://www.teachertube.com/video/science-lab-safety-video-rap-194405
Read over Pendulum Lab -
Brain Pop - https://www.brainpop.com/science/scientificinquiry/scientificmethod/
Tuesday -
Quick review and then take
Test over Safety and Scientific Method.
Wednesday -
Make-up Tests
Set up Journals
Reading All About Matter
Take Notes in Journals
Thursday -
Test Analysis - What Did I Miss and Why -
Work On Paper Bags cover Page -
Friday -
Discuss Campus Safety Procedures -
Fire Drill, Evacuations, Lockdowns & Tornado Drills
Share Journal Entries about Matter
More Reading and Journal Entries - About Matter and Atoms
August 24 - 28, 2015
Monday -
Welcome - Discuss Rules and Expectations
Homework: - Get Classroom Procedures and Safety Contract Signed
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Tuesday -
Continue to get to know expectations and procedures
Homework: - Get Classroom Procedures and Safety Contract Signed
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Wednesday -
Pendulum Lab - Reviewing Scientific Method
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Thursday-
Finish Pendulum Lab - make graphs and conclusions
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Friday -
Review Scientific Method Process
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Welcome - Discuss Rules and Expectations
Homework: - Get Classroom Procedures and Safety Contract Signed
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Tuesday -
Continue to get to know expectations and procedures
Homework: - Get Classroom Procedures and Safety Contract Signed
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Wednesday -
Pendulum Lab - Reviewing Scientific Method
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Thursday-
Finish Pendulum Lab - make graphs and conclusions
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015
Friday -
Review Scientific Method Process
In the Future - Bring 2 Large Paper Bags for project no later than Sept. 1st, 2015