Update 1-3-2012
Welcome back! I hope that you had a safe and happy holiday.
Homework for this week: The students are to study the different organelles found in cells. They should be able to define, locate, and describe each one's function within a plant or animal cell.
The students are going to be conducting research about the different types of cells. Below you will find the current objectives for this next unit of study.
Cells Unit
Cells objectives
The student will be able to:
state the three parts of the Cell Theory.
define: element, atom,compound, molecule.
explain function of cell parts: membrane & lysosome
compare/contrast the function of the cell membrane to various objects (screen door, coffee filter, etc.), demonstrating correct use of the term “semi-permeable.”.
chart the differences between animal cells and plant cells, including basic shapes, cell walls, and chloroplasts.
explain function of cell parts: DNA, chromatin, chromosomes, & ribosomes
explain function of cell parts: mitochondria, especially role in converting sugar to energy, and that plant cell mitochondria also do this.
explain function of cell parts: chloroplasts. Must show understanding of photosynthesis,that plant cells use sun energy to make the sugar glucose.
define: carbohydrate, protein, lipid, amino acid, nucleic acid.
explain function of cell parts: Golgi, endoplasmic reticulum, cytoplasm, nucleolus,vacuole/vesicle.
explain the relationship among: proteins, amino acids, DNA, ribosomes.
define microbes as including fungi, protists, viruses, and bacteria.
Spaghetti Bridge Project
| | 0 | 1-2 | 3-4 | 5-6 | 7-8 |
| Investigate | I have not reached level 1 | The relative strengths and weaknesses of bridge types was not well understood nor was the impact of compression and tension on Truss bridge design. | A basic understanding of the relative strengths and weaknesses of bridge types was demonstrated. The student obtained an acceptable grasp of the impact of compression and tension on Truss bridge design. | A good understanding of the relative strengths and weaknesses of bridge types was usually demonstrated. The student obtained a good grasp of the impact of compression and tension on Truss bridge design. | A deep understanding of the relative strengths and weaknesses of bridge types was consistently demonstrated. The student obtained a thorough grasp of the impact of compression and tension on Truss bridge design. |
| Plan | Design: I have not reached level 1 | The student s bridge design was inadequate, reflecting a lack of understanding of structure and forces. The design drawing did not meet any of the required specifications. | The student’s bridge was satisfactory, meeting most specifications, but suffered somewhat due to an incomplete understanding of structure and forces. Some evidence that simulation software was used to make design changes The design drawing met one of the required specifications. | The student applied good general knowledge of structure and forces in a competent design of a bridge that met all specifications. Simulation software was used to make appropriate design changes. The design drawing met most of the required specifications. | The student applied considerable knowledge of structure and forces in an excellent design of a bridge that met or exceeded all specifications. Simulation software was used effectively to make appropriate design changes. The design drawing met or exceeded the required specifications. |
| Plan: I have not reached level 1 | The construction plan was poorly organized and lacking in detail. | The construction plan could have been better organized and more detailed. | The construction plan was well organized but could have been more detailed. | The construction was methodically planned and recorded in detail. |
| Create | I have not reached level 1 | Construction significantly strayed from plan and the level of waste was high. Solutions were infrequently found to problems encountered. | Construction strayed from plan and the level of waste was fairly high. Satisfactory solutions were occasionally found to problems encountered. | Construction usually was according to plan and the level of waste was minimal. Good solutions were usually found to problems encountered. | Construction proceeded as planned with a bare minimum of waste. Thoughtful solutions were consistently found to problems encountered. |
| Evaluate | I have not reached level 1 | The effectiveness and quality of the bridge in relation to the original design were weakly described and not analyzed. Improvements were not suggested or did not take account of the performance test results. | The effectiveness and quality of the bridge in relation to the original design were described but not analyzed. Any improvements suggested did not suggested did not take account of the performance test results. | The effectiveness and quality of the bridge in relation to the original design were well described but not fully analyzed. A few good improvements were suggested, taking account of most of the performance test results. | An excellent analysis of the effectiveness and quality of the bridge in relation to the original design was provided. Several insightful improvements were suggested taking full account of the performance test results. |
Conversion: A 36-40(95-100%); B 26-35 (85-94%); C 16-25 (75-84%); D 5-15 (55-74%)
Unit of Study: Meteorology
In this unit, you will learn to do the following:
Essential Question: How does EartEarth mosphere form the basis of Earth’s weather and climate?
· Describe the composition of the atmosphere.Differentiate the five layers of the atmosphere.
Identify three ways energy is transferred.
Identify and relate three properties of the atmosphere.
Clouds and Precipitation
Calculate relative humidity.
Explain the difference between stable and unstable air.
Differentiate low, middle, high and clouds.
Explain how precipitation forms.
Essential Question: How can weather patterns be observed, analyzed and predicted?
Differentiate weather and climate.
Describe how imbalances in heating the surface create weather.
Analyze how air masses form.
Identify five types of air masses.
Weather Systems
Differentiate the three major wind systems.
Identify the four types of fronts.
Distinguish between high and low-pressure
systems.
Gathering Weather Data
State the importance of accurate weather data.
Evaluate the strengths and weaknesses of weather radar and satellites.
Essential Question:How can weather patterns be observed, analyzed and predicted?
Analyze a basic surface weather chart.
Differentiate digital and analog forecasting.
Express problems with long-term forecasts.
Essential Questions: Why does the exchange of thermal energy in the atmosphere create storms?
· Identify dangerous severe weather components, such as lightning, hail and damaging winds.
· Identify the processes that form thunderstorms.
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Tropical Storms Identify the conditions required form tropical cyclones to form. Recognize the dangers of hurricanes and identify hurricane
preparedness measures.
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| Recurrent Weather
Describe recurring weather patterns and the problems they create. Identify the atmospheric conditions that cause recurring weather. Differentiate between cold and heat waves. |
Unit of Study: Nature of Science
In this unit, you will learn to do the following:
Metric SystemUnderstand the relationships between units within the metric system
Represent quantities using different units
Estimate and measure quantities of length, mass, and capacity, and solve measurement problems
Understand the basic measurement ideas that lead to accurate measurement
Scientific Method
list and define the steps of the Scientific Method;
understand that science is based on what can be observed;
judge whether the scientific method is being used correctly in different situations;
describe examples of the benefits of the Scientific Method;
explain differences between scientific hypotheses, theories, and laws and identify examples of each;
identify common situations where the method is misused;
recognize how scientists communicate with each other and come to a consensus; and
identify pseudoscience and bad science.
My policy concerning ipod/mp3 players in the classroom:
Students may use mp3 devices during quiet work time in the classroom. The student must keep the device in their pocket and not disrupt other student's learning with its use. The student will be solely responsible for its care and operation.
WELCOME TO MRS. BRADLEY'S CLASS!!
I wish to welcome you to my class. I am looking forward to working with you and your child this school year. Below you will find a wealth of information concerning classroom expectations, general procedures and an outline of our curriculum for this school year. Please read through the information with your child. I hope it answers any questions that you may have!
Students can expect homework nightly in the areas of Language and Math. I will try to keep homework to a minimum, but it can be expected at least two/three nights a week in my Science class . In addition, students should study current vocabulary every night. Two ways you can help to ensure that your student is doing his/her work are: THE HOMEWORK HOTLINE 704-633-9561 ext.7100, also HOMEWORK Agendas are given to each student at the beginning of the school year. Teachers post assignments and homework assignments on the board each day. Students need to record these assignments and any other important information in their planners as a reminder of the day's events. Parents need to check agendas nightly in order to assure that your child is completing assignments and also for notes that may be added concerning your child's work.
Please check the Home Work Hot line daily:704-633-9561....Dolphin Ext:7100
My home work will be given under the Dolphin code.
Units of Study
1. The learner will design and conduct investigations to demonstrate an
understanding of scientific inquiry.
2. The learner will demonstrate an understanding of technological design.
3. The learner will build an understanding of the atmosphere.
4. The learner will build an understanding of the complementary nature of the
human body system.
5. The learner will build an understanding of heredity and genetics.
6. The learner will build an understanding of motion and forces.
Supplies:
In an effort to assist families in preparing for the next school year, each grade level has developed a general supply list. It may be necessary for individual teachers to make additional requests as needs arise during the school year; however, the lists below should ensure that your child has all supplies needed for the beginning of the year.
Notebook with dividers
Plenty of loose-leaf paper (at least three packs)
scissors
glue
Odd color pen (Green)
2 packs of pencils
Colored pencils/markers
2 boxes of Kleenex
2 composition books (String bound not wire for note taking)
For families that would like to make other donations, the following items are always needed.
rolls of paper towels
tape
Play dough
white copy paper
craft Paper
colored copy paper
paints
liquid soap
snacks
card stock/construction paper
magazines
Grading Scale: Grade Determination:
93 - 100 A Classwork/Labs/Quizzes - 65%
85 - 92 B Tests/Projects - 25%
77 - 84 C Homework - 10%
70 - 76 D
0 - 69 E
Contact Information:
You may contact me through this site, voice-mail (704) 633-9496 ext. 222 , written notes, and using the planner. Assignments for each school day are on the homework hot-line: (704) 633-9561 ext.7100. Also conferences with students' teachers can be scheduled on Tuesdays and Thursdays during our planning time from 10:05-11:35. Other times are available by appointment only.
Tests/Projects:
Throughout the year, we will have several assessments - most will be in a traditional format (pencil and paper).
There will be one major project per quarter:
Other smaller projects will be assigned throughout the year.
Classwork/Labs:
Also worth 65%, but more of these grades will be given.
Examples - Station work, lab experiments, notebook checks (random and scheduled)
Homework/Quizzes:
Two kinds of homework:
1. Graded in class - will not be accepted late
2. Graded for detail - will not be accepted late
Do you accept late work?
As a general rule, No. I try very hard to allow sufficient time for assignments to be completed. I strongly believe that learning to be responsible for ones own choices is an one rtant character trait, which has to be nurtured through our own personal experiences.
Quizzes: given often - may not be announced
Agenda Books: "Your Lifeline!!"
Required to be with you at all times! (Except lunch)
A place to keep important info.
Hall Pass
Communication line with your parents - should be checked and signed once a week.
Absent from Class: Your responsibility - Not mine!!
Talk to me before/after class - not during!
Check website.
Call classmate/teammate.
Check missed class box.
Get any notes you may have missed.
Assignments not turned in DO COUNT! You are required to turn in any missing work due to an illness.
Daily Work: easy grade - easy extra credit - if you pay attention and try!!
On TV, overhead, or board when you come in.
Quote - DO NOT write the quote - Respond to it.
Brainteaser YES, write the ? - solve for extra credit.
Keep on a continuous sheet of paper with your name on it.
ALWAYS write the date.
If you are absent - write the dates that you are absent when you return.
Class Rules: These apply to you, your classmates, your teacher, the animals in the classroom, and the things in the classroom.
Be Prepared!
Be Punctual!
Be Respectful!
Turn your work in on time!
Class Procedures:
1. Beginning of Class
Be in your seat on time - Not running down the hallway or in the doorway
Begin daily work!
2. Trash Can
To be used at the end of class! (never during a lecture)
The floor is not the trash can, which is not a basketball goal.
3. Sinks
Little sink - great for hand washing!
Turn on slowly or you will get a shower.
NOTHING SOLID EVER GOES IN THE SINK!!
4. Chairs (already not good)
Keep all four legs on the floor at all times.
Push chair in any time you leave your seat.
AA - put chairs up 6th period - put chairs down
5. Food & Stuff
Absolutely no gum allowed.
Follow school and safety rules concerning food and drink
6. Pencil Sharpener
May be used at the beginning of class.
NEVER during lecture - very annoying.
Keep it to a minimum.
7. Assignments
Late work is not accepted
Please turn in class work when collected
Make sure your work is neat
Assignments are to be turned in on whole sheets of lined notebook paper.
7. Dismissal
The bell does not dismiss you - I do!!
Discipline: (dependent on action)
1. Warning/ Silent Lunch
2. Bounce/parent notification
3. Sent to office
***Severe Disruption - free ticket to office***
