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Page Last Updated Aug 16, 2011
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Parents: Please come to the office and get the forms for Parent Portal to sign up to keep a check on student assignments, grades, and attendance. Parents and Students: Please go to http://new.schoolnotes.com/xpages/view/4251/1 and sign up for the "notify me" list so that as the web site is updated you will get automatic notifications. Help is available Monday through Friday mornings at 8:00. Afternoon help is available Monday through Thursday at 3:45. Work that was assigned before an absence is due on your return. Make up work for an absence is to been done within three days. On the day of your return, please go to all classes and get the make up work and a schedule to turn the work in on time. No appointment is necessary to come in for help. Get your parent to write a note in the agenda and come through the lunchroom to the classroom. If you are help for help and the teacher is not, wait five minutes. After five minutes, go to the office and have the office personnel page Ms. Thomas to go back to the room. Materials Three-ring double pocket binder, six index dividers, wide-ruled paper, book cover, pencils, lab/material fee Science Fair Materials Standard backboard, 10 3x5 index cards, One paper double pocket folder with brads, one spiral bound notebook, blue or black ink pens These optional items are requested but not required Box of tissues, roll of paper towels, antibacterial wipes, and a ream of paper E-mail Address Homework Web Site http://new.schoolnotes.com/xpages/view/4251/1 Daily Procedure: A. On Time B. Materials and Seated C. Agenda Fill-In D. Bellwork/review of previous lesson's concepts E. Lesson F. Review of Lesson Essential Questions G. Homework
Scientific Investigation Schedule Use this schedule to help keep your investigation in such a manner that all completion dates are met. The bold type actions with dates are those on which something is due your instructor. The other actions are those you will need to take, but which will not be checked. Add your own completion dates to stay on target. Action Due Date Submit Science Project I (SPI) Brainstorming 8/30 Library night research Select investigative problem Develop a hypothesis Design a procedure Submit Science Project II (SPII) - Project Proposal 9/13 Hypothesis included Beginning Procedure included Collect background information on note cards Submit a minimum of 10 research note cards (use a minimum of five resources) 9/27 One may be an encyclopedia source. Wikipedia is not an approved source. Prepare bibliography according to proper format Continue library research Gather materials for investigation Maintain log diary Begin investigation (record data in log book) Organize note cards into a logical sequence Write rough draft of library research/background information
Submit data synopsis of background information 10/4
Submit log diary for review 10/4 Submit Science Project III (SPIII) 10/11 Submit Research Plan and Certification Forms 10/18 Continue to collect and record data from investigation (log diary) Submit log diary for teacher review 10/25 Submit data analysis and graphs for review 10/25 Revise rough draft of research report Have final draft proofed and make corrections Write abstract according to proper format Submit Research Report 11/1 Submit Bibliography Submit Abstract for review Prepare Investigation/Research folder Submit Investigation Folder for Review 11/8 Gather materials for project display Make charts and/or graphs for display Prepare project display Submit Project Display and begin Oral Presentation 11/12 Of Investigation to Class Make revisions as necessary in Display Submit Project Display, Entry Form, and Certification Forms 11/29 For School Science Fair School Science Fair 12/6-12/10 Revise project as needed before Regional Science Fair
Polk Regional Science Fair
Investigative/ Research Notebook Pocket One Middle Pocket Two SPI Research Paper Checklist (1) SPII Bibliography Page 1A SPIII 8 Printed articles Research Attachment Form SPIV Research Proposal Note cards Abstract Ethics Pages (3) 1B Entry Form *Other Forms as needed Log Book Done in Pen Each Page Signed Page -1 Title Page Page-2 Table of Contents with page numbers Page-3 Initial Observation/Wonder Statement Page-4 Problem in the form of a question Page-5 Data Synopsis of note card information Page-6 Hypothesis stated in If… then format Page-7 List of material Page-8 Procedure numbered sentence by sentence *Page-9 Observations Page-10 Graph of results Page -11 Conclusion Statement of support/nonsupport of Hypothesis statement Page-12 Supporting reasons for the conclusion statement using data from the observations Page-13 Factors that may have changed the results Page-14 What would you do differently if you re-did the experiment? *Page numbers for the observations will take more than one page. Make sure the observations are complete and included in the research paper.
Use: www.societyforscience .org to go to the sites for the document rules and the document forms: A. www.societyforscience.org/isef/document B. www.societyforscience.org/isef/rules C. http://floridassef.net (Abstract form)
* List these three sites on the bibliography page along with the five sources of research that you have found for your science fair project. 8/23-8/24 Objective: Introduce class procedures 1. Introduce safety rules and science tools. 2. Read science fair rule handbook. Method: 1. Have students fill out the information sheet. 2. Have students brainstorm and tell the most common classroom policies found in all classrooms. 3. Use the comments to go over the classroom policies in the science room. Go over procedures for: A. Beginning of class B. Assignments C. Safety Procedures D. Respect, Responsibility, and Organizational Procedures E. Intervention Steps for class and for tardiness 4. Review the agenda letter and lab fee sheet. 5. Go to the lab area and do a round-robin read of the science fair rule handbook. Homework: 1. Have expectation, agenda/lab fee sheet, and form on what to do if one has been absent, signed by parents. 2. Pass out science fair sheets and assign SPI (due 8/30) to start getting ideas for the science fair
8/25 Objective: How do we create a bully-free school environment? Period-1 Lessons One and Two What is bullying and How can we use a “hot spot” map to make our school safer? Period-3 Lessons Three and Four What types of behaviors characterize a target and a bully and What should I do if I am being bullied? Period-5 Lessons Five and Six How can bystanders respond in a bullying situation and to aid a target/victim and What can we do to decrease bullying school-wide? Period-7 Code of Conduct and Lessons on Bullying Review
8/26-8/27 Objective: Continue work on class procedures. LEQ: What are the essential components of laboratory safety? 1. Continue safety rules and science tools. 2. Introduce safety rules, procedures, and lab equipment. 3. Describe safety practices and their importance in the science laboratory using rules, symbols, and emergency equipment. Method: 1. Have students watch film on accepted safety practices in the classroom. 2. Go to the lab area and review the safety rules, symbols, safety features of the room, fire evacuation procedure and route, location of the wash room, chemical and flammable room, and shower room. 3. Have students use the reference sheets of the science rules, symbols, and tools and see what lab equipment is in the room. 4. Have students practice naming the tools and give a use and/or purpose of the tool. 5. Have students read the lab rules in the lab area. Homework: 1. Work on SPI sheet of the science fair packet. 2. Study the safety rules, expectations, and lab equipment for the upcoming test. 3. Get rule sheet signed by parents.
8/30-8/31 Objective: Continue work on class procedures LEQ: What are the essential components of laboratory safety? 1. Continue safety rules and science tools. 2. Continue safety rules, procedures, and lab equipment. 3. Describe safety practices and their importance in the science laboratory using rules, symbols, and emergency equipment. Method: 1. Collect SPI. 2. Watch film on safety behaviors in the lab. 3. Continue to practice lab safety, lab and class procedures, lab and class expectations, and lab equipment (name and usage). 4. Show a film on lab safety and equipment. 5. Go to the lab area and practice naming equipment and safety procedures and features of the room using the lab practical format. 6. Students will review class expectations, lab equipment and usage, science rules, symbols, and features of the room. 7. Come to the class and view power point on symbols, safety rules, tools, and safety equipment. Homework: Study expectations, safety rules, safety/lab tools, symbols, and features of room.
9/1-9/2 Objective: Continue work on class procedures LEQ: What are the essential components of laboratory safety? 1. Continue safety rules and science tools. 2. Continue safety rules, procedures, and lab equipment. 3. Describe safety practices and their importance in the science laboratory using rules, symbols, and emergency equipment. 4. Begin work on the nature of science with scientific inquiry and scientific methods. Method: 1. Go to the computer lab and take the first baseline test in periods 3, 5, and 7. 2. Go to the media center and check out the textbook. 3. Continue to practice lab safety, lab and class procedures, lab and class expectations, and lab equipment (name and usage). Students will go station-to-station and name each tool and use the flash cards to practice safety symbols and tools. 4. Go to the classroom and view a power point on lab procedures, tools, and safety. 5. Review SPI sheet from the science fair project. 6. Have students read sheet on “Exploring the Scientific Method”. View the film and fill in the blanks as the film progresses. Homework: Assign reading and vocabulary from section 1/1. Tell students that we are to go to the computer lab on Monday for the first baseline test. We will come back to the room and start the safety and tool test on 9/3. If we do not have time, we will need to do the tool test on our return to class.
9/3-9/7 Objective: What are the essential components of lab safety? Method: 1. Go to the computer lab and take the first baseline test. 2. Test the safety rules, tools, equipment, symbols, and class procedures/expectations. Homework: Read and do the vocabulary from section 1-2.
9/8-9/9 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Have students in each period do the tool test. Students in 8th period will also take the safety portion of the test. 2. Students will read pages 93-95 to begin study of author’s purpose. 3. Students will take the pretest on physical science. 4. Start notes from section 1/1-1/3. 5. Homework: Assign vocabulary 1/3. Students are to work on SPII from the science fair project.
9/10-9/13 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Collect the vocabulary from 1/3 and the SPII sheet on 9/13 and 9/14 for silver and gold day students. 2. Work on the reading assignment pages 93-96. 2. Review the safety and tool test. 3. Show film on the metric system. 4. Give notes on sections 1/1-1/3 and practice SI measurement. 5. Homework: Assign metric worksheet-1.
9/14-9/15 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Set up two-column notes to review sections 1/1-1/3. 2. Review metric measurement with practice for units, symbols, tools, and prefixes. 3. Students will practice converting metric prefixes and job of lab tools. 4. Students will do the burning candle lab to apply skills from 1/1-1/3. 5. Call up each student to discuss the SPII ideas. 6. Class/Homework: Assign metric worksheet-2.
9/16-9/17 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Do reading assignment to continue work on author’s purpose. 2. Review 1/1-1/3 with emphasis on metric measure. Practice converting prefixes, naming metric words, symbols, fractions, whole number, decimal, and base-10 values. 3. Practice how to read the pan balance. 4. Go to the lab area and do part one of the M and M lab. 5. Come into the classroom and have students continue to work on metric worksheet one and metric worksheet two for homework.
9/20 No School
9/21-9/22 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Do reading assignment to continue work on author’s purpose. 2. Review safety and tool test for each class. 3. Go to the lab and review what was done in the M and M lab. 4. Go to the classroom and have students construct a data chart of the information from each lab table. 5. Use the data and prompt the students to tell which graph type should be used in this lab and then name the: a. Problem b. Hypothesis c. Procedure steps d. Control e. Variable f. Dependent Variable g. Independent Variable h. Conclusion(s) 6. Have students graph the information 7. Go to the lab area and have students peer edit the information from metric worksheet one and metric worksheet II. 8. Teacher will review SPII sheets with students as groups work at the lab tables. 9. Instruct students on how to do the note cards that are due on 9/27.
9/23-9/24 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Do reading assignment to continue work on author’s purpose. 2. Set up stations so that students go from area to area in class to review chapter one: Nature of Science a. power point b. tools c. microscope d. metric worksheet I e. metric worksheet II 3. While students review, teacher will continue SPII conferences to work out science fair ideas. 4. Remind students that note card assignment is due 9/27 and that the test for the nature of science will be done on 9/27-9/28.
9/27-9/28 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Collect SPII sheets and review what students are to do on the note cards that are due. Tell students that the note cards will be collected on 10/1 for the gold day students and Monday for the silver day students. 2. Do pre-test activities to pass out materials for the test on the Nature of science. 3. Explain what students are to do in each section of the test. 4. Allow questions. 5. Give time to take the test. 6. Homework: Have students read section 4/1 on energy.
9/29-9/30 Objective: 1. Introduce ethics in research. 2. Have students see a connection between ethics in human and animal research; as well as plagiarism as a violation in research ethics. 3. Have students practice use of a pie chart as a way to show data in percentages. Method: 1. Have students come and get the Open House letter, the science fair calendar, syllabus, and business letter. Review the letter with the students and show how they are to have their parent sign and return to class. 2. Have students correct and review the language arts skill on author’s purpose. 3. Introduce that they are to write a paper for the science fair project on ethics when research involves humans, animals, and when writing. 4. Have students watch a short film to show people and animals are tested upon daily by the food that they eat. 5. Have students read the article on animal research and peruse the animal research timeline to see how this issue has evolved over time. 6. Have students answer the comprehension questions from the Animal House worksheet. 7. Students will use math skills and show how they got the answer to problems 2 and 3 on the math portion of the worksheet. 8. While students work, call students up to confer on SPII of the science fair project. 9. Remind students to have their note cards the next class period, bring the Animal House paper, the sheet that their parent signed about Open House, and have read section 4/2 on energy from their text.
10/1-10/4 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Collect note cards and extra credit sheets. 2. Reading assignment. 3. Have students practice metric measurement by using scientific tools that will be used throughout the school year and in the science fair projects. 4. Use science fair booklets and calendar to see how to set up the log book and investigation note book 5. Assign vocabulary from 4/1.
10/5-10/8 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Reading assignment with guided practice to find the main idea. Practice tips: Stay focused Tell yourself what the passage is about Find the answer choice that matches your statement of the main idea Pick the choice that sums up the whole passage Recognize main idea questions in morals, other lessons, in titles and headings, and in supporting ideas. 2. Go to the lab area and review what has been done in the Epsom salt lab. 3. Have students walk the class through the steps of what should be done next: a. initial observation b. problem c. data d. hypothesis e. Test the hypothesis f. material list g. step-by-step procedure 4. Have students find the initial observation of tap water and prompt students on the next steps of the scientific method to test the hypothesis. 4. Assign each lab table a trial to do to test the hypothesis. 5. Come to the classroom and practice how to find solid volume, density, and change temperature scales from Celsius, to Kelvin, to Fahrenheit scales. 6. Assign the conclusions to the measurement lab and have students write a summary of how to measure: The mass of the paperclip Length, width, and height of the wood block Calculate the solid volume of the woodblock Measure liquid volume of the medicine cup Calculate Temperature in Celsius, Kelvin, and Fahrenheit temperature scales Tell how to measure force using a spring scale Tell how to measure density of a marble.
10/11-10/12 Objective: What is the relationship between scientific practice and explanation? LEQ-1. What strategies can I use to answer scientific questions? LEQ-2. What similarities and differences exist between scientific inquiry and the scientific method? LEQ-3. What similarities and differences exist between an investigation and an experiment? LEQ-4. How can you describe the role of a variable in an experiment? LEQ-5. How can we demonstrate repetition and replication in the science lab? LEQ-6. How can we use varied methods to answer the same scientific question? LEQ-7. What can we learn from each other’s investigations? LEQ-8. What is the relationship between investigations and variables? LEQ-9. How do models, theories, and laws reveal scientific evidence? LEQ-10. How can I use apparatus and SI units to accurately measure in the lab? LEQ-11. How do precise measurements reflect accuracy in data collection? Method: 1. Reading assignment with guided practice to find the main idea. Practice tips: · Stay focused · Tell yourself what the passage is about · Find the answer choice that matches your statement of the main idea · Pick the choice that sums up the whole passage · Recognize main idea questions in morals, other lessons, in titles and headings, and in supporting ideas. · Have students do independent practice on main idea skills. 2. Go to the lab area and review what has been done in the Epsom salt lab. 3. Have students walk the class through the steps of what should be done next: a. initial observation b. problem c. data d. hypothesis e. Test the hypothesis f. material list g. step-by-step procedure 3. Prompt student to see that they have been doing the scientific method from start to finish in the Epsom salt lab. 4. Have students construct a data chart from each trial. 5. Prompt students to figure out the control, the control group, the variable, the experimental group, the dependent variable, and the independent variable. 6. Students will practice naming the graph, telling the type of graph to use, setting up the axes with the variable and its unit, and graphing the data. 7. Students will talk within their group and answer conclusion questions about the lab.
10/13-10/14 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Reading Assignment: Practice tips on how to answer essay questions. 2. Review essay questions on the nature of science, problems 1-17. 3. Students will take a minimum if twelve facts on potential and kinetic energy. 4. Use the facts to introduce energy types. 5. Homework: Have students answer side one of the film sheet on potential and kinetic energy. Students will also do problems 8-11 from section 4/1.
10/14-10/15 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Reading assignment: Use tips to practice answering essay questions. 2. Use flow chart method to give notes on: a. Energy b. Work c. Force d. Types of energy e. Forms of energy and examples f. Calculation of potential and kinetic energy g. From gravitational potential energy, transform formulas and calculate mass and height with the units. h. From kinetic energy, transform the formula and calculate mass and speed. 3. Teacher will prompt students and practice math problems on energy types, mass, height, and speed. 4. Summarize by having the students tell/write the formulas for GPE, KE, mass, speed, and height. 4. Homework: Do the practice problems on page 102. Students will give a formula, a set-up, and a final answer. Answer the two reading check questions from section 4/2. Write the formulas and units for mechanical energy and tell what energy In a system equals.
10/19-10/20 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Reading assignment. 2. Instructions on how to set up and do the research paper for the science fair project and backboard. 3. Give out qualified scientist and human subject forms for students who are doing a physical activity. 4. Set up two-column notes and review notes from 4/1 and 4/2. 5. Have students tell examples of when energy is saved, stored, raised off the ground, or in motion to show potential and kinetic energy types. 6. Review the forms of energy with definitions and examples. 7. Review transforming the formula for gravitational and kinetic energy and practice how to solve for mass, speed, height, potential energy, and kinetic energy. 8. Reassign problems from 102 to correct. On a new sheet, have students redo the problems from 102 to get another practice to solve for mass, speed, and kinetic energy. Assign problems from 102, 104, 105, and page 115.
10/21-10/25 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Have students answer main idea-comprehension check questions from section 4/2 from the life science text. 2. Have students watch and take a minimum of twelve facts on energy transformations. 3. Use the facts to launch into the problems from kinetic and potential energy. 4. Have each row prepare one of the problems from the homework. 5. Each row will send a representative to the teacher to check the work before going to the board. 6. Students will tell the formula, the set-up, and the final answer for each homework problem. 7. Teacher will show that problems on page 105 were reading comprehension problems, how to set them up, and how to solve them. 8. Assign self check questions 104 from pages 105 and 115. 9. Students should be working on the science fair project.
10/26-10/27 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Reading assignment. Students will draw and identify the job of plant and animal cell organelles. 2. Students will do a lab to calculate their kinetic energy to apply the notes that they have learned in class. 3. While in the lab, students will draw cheek, nerve, cork, and onion cells. They will name, draw, tell magnification, and then label the nucleus, cytoplasm, and cell membrane. 4. Students will be times to run 7.5 meters for data to calculate their kinetic energy.
10/28-10/29 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Reading assignment. 2. Review cell organelles and their function. 3. Draw an actual onion skin and label the cytoplasm, nucleus, and the cell wall. 4. Review notes and practice solving potential energy, mass, and height. 5. Practice solving kinetic energy, mass, and speed. 6. Practice solving mechanical energy problems. 7. Go to the lab area and do 16 labs to identify the forms of energy involved in each scenario. HW: Finish the film sheet on energy changes. Do the review –skill sheet, and pages 31-32 of the note-taking papers.
11/1-11/2 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: 1. Reading assignment on text elements. Read pages 27-30 to describe the characters and setting. 2. Prompt students so that they see the factors that influence GPE and KE. 3. See how to increase GPE and KE. 4. See what happens to KE if the speed of the object is doubled. 5. Show that a rollercoaster ride is nothing more than PE changing into KE during the ride. 6. Explain why useful ME is changed into HE during the rollercoaster ride and the influence of friction. 7. Practice conservation of energy scenarios: Larson/McIntosh power plant (fossil fuel) to home for the forms of energy used. a. Cook steak b. Play sound system c. Turn on lights 8. Crystal River power plant (nuclear) energy produced for fusion and fission 9. Go to the lab area and do a candy lab to practice nature of science skills of recording, observing, use of lab tools, and graphing results. 10. Students will graph their results for the candy lab and turn in the paper. HW: Students will correct the film sheet, review-skill sheets, and do problems 38, 39, 40, 41, 42, 45, and 46 from pages 834-835 in the science text.
11/3-11/4 Objective: UEQ: How does energy impact the world around us? LEQ-1: How does kinetic energy illustrate motion? LEQ-2: What is the relationship between potential and kinetic energy? LEQ-3: How can forms of energy be classified? LEQ-4: How does the transfer of energy impact a system? LEQ-5: How does a thermometer show a transfer of heat? LEQ-6: What can be learned from the conservation of energy? Method: Review 1. What is energy? 2. How does energy differ from work? 3. How is force a part of work? 4. Show how change requires energy. 5. Review types and forms of energy with examples. 6. Review energy analogies. 7. Review how to increase GPE and KE. 8. Review the Law of Conservation of Energy and energy transformations 9. Review energy from fossil fuels (nonrenewable) vs. renewable energy forms. 10. Have students calculate their mass from their weight and their kinetic energy. 11. Tell how energy impacts a system. 12. Talk about heat energy in terms of heat calories in the food we eat. 13. Review problems from pages 834-835. 14. Do energy BINGO with definitions and formulas on GPE, KE, ME, and Energy In = Energy Out
11/5 Objective Redistep test day Study for test on energy. Teach/answer questions on science fair project.
11/8-11/9 Objective: 1. Test Day on energy 2. Reading assignment on text elements.
11/10-11/11 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Work with students on the reading tips on how to find, understand, and use text elements to understand a passage. 2. Students will answer questions with teacher instruction. 3. Students will work independently on practice questions. 4. Have students practice changing weight in pounds to mass in kilograms. 5. Have students practice calculating speed in m/s. 6. Have students practice calculating kinetic energy using mass and speed. 7. Go to the lab area and get weight and time to run a 7.5 m distance. 8. Come to the class area and have students calculate their kinetic energy. 9. Read sections 2/1-2/2. 10. Define vocabulary on moving bodies.
11/12-11/15 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Students will present their science fair projects to the class. 2. Students will review the reading assignment on text elements. 3. Show short visual on moving bodies. Students will take facts from the film. 4. Using visuals, notes, and prompts, have students work through section 2/1-2/2. 5. Assign problems on speed, acceleration, and deceleration.
11/16-11/17 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Students will present their science fair projects to the class. 2. Reading assignment. 3. Student s will practice how to calculate speed, acceleration, and deceleration problems. 4. Practice using the charts to read speed versus time and distance versus time. 5. Practice reading speed versus time, distance versus time, and speed over distance.
11/18-11/19 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Students will present their science fair projects to the class. 2. Reading assignment. 3. Set up two-column notes, with formulas, and examples to solve for displacement, distance, speed, time, acceleration, deceleration, and velocity problems. 4. Set up distance versus speed, distance versus time, and speed versus time graphs to interpret the motion of an object. 5. Do a lab to have students calculate their speed, velocity, and acceleration.
11/29-11/30 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Have students read pages 131-133 skill sheet on how to follow directions. 2. With teacher-guided practice, have students practice tips 1-3. 3. Have students work on problems 1-4. 4. Review choices with the students. 5. Have students work alone on questions 5-8. 6. As a class, review choices 5-8 and answer questions. 7. Go to the smart board and review notes on 2/1 motion: Distance, displacement, speed (average, constant, and instantaneous), speed vs. distance graph, distance vs. time graph, and velocity. 8. Introduce acceleration, deceleration, and speed vs. time graphs. Have students interpret acceleration, deceleration, and constant speed on speed vs. time graphs. 9. Practice solving acceleration problems. 10. Catch up any students doing speed labs. 11. Go to the lab and do arm thrust and leg thrust labs. 12. Come back in the class and practice solving application problems on speed and acceleration. 13. Assign 6 problems on speed, deceleration, acceleration, worksheet, and lab.
12/1 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Have students use the tips to follow directions and do pages 135 and 136, questions 1-8. 2. Trade and grade papers. Review skills on how to follow directions. 3. Have students watch and take ten facts on moving bodies. 4. Remind students that if a body is in motion, a force is being applied, the body is moving, work is being done, and mechanical energy of the body is being used. 5. Review: distance, displacement, constant speed, average speed, instantaneous speed, acceleration, deceleration, speed vs. distance graph, distance vs. time graph, and speed vs. time graph. * Change in speed = V2-V1, or ∆V Use formulas: v = d/t d = v*t t = d/v A = v2 – v1/t v2-v1 (∆V) = a*t t = ∆V/a 6. Go to the lab area and do strength labs: hand thrust, leg thrust, forearm pull, arm pull and then check to see how much force the students can exert. 7. Come back to the class and work on math problems: Page 40 1-2 Page 46 6-7 Page 51 6-7 Page 834 problems 11, 12, 16, and 18.
12/2-12/3 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Go to the 6th grade computer lab for second Discovery test. 2. Come to the class and review formulas, vocabulary, and notes. 3. Continue strength lab: arm thrust, leg thrust, leg thrust, and arm pull. 4. Students will use data to see how much force that they exert.
12/6-12/7 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Do pre-test activities for test on moving bodies. 2. Pass out materials and explain directions. 3. Allow questions. 4. Take test and collect. 5. Have students finish reading assignment on following directions. 6. Read section 2/3. 7. Do vocabulary from section 2/3. 12/7-12/8 Objective: UEQ: How does energy impact the world around us? LEQ: How is distance verses time illustrated on a graph? A. Define motion. B. Show how to interpret motion with relative motion. C. What is the frame of reference? D. What is displacement? E. What is speed? F. How is speed and displacement different? G. How to calculate speed? H. Interpret a speed versus time graph. I. How does average, constant, and instantaneous speed differ? J. How to read a distance versus time graph. K. What is velocity and how is it calculated? M. How is the motion of the earth calculated? N. What is acceleration and deceleration? O. Interpret a speed versus time graph. Method: 1. Reading assignment. 2. Review how to calculate acceleration. 3. Go to the lab and have students time themselves walking fast, normal, and backward to show how their acceleration will change when they have a change in velocity. 4. Finish taking measurements for the strength lab. 5. Have students tell how to calculate speed, velocity, and acceleration. 6. Have students tell that an object is put into motion by a force. If the object is in motion, the object has mechanical energy and is doing work.
12/9-12/10 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: 1. Have students do a review assignment on cells: cell theory, cell organelles, semi permeable and permeable membranes, active and passive transport. 2. Review the life science lesson with the students. 3. Have students watch and take ten facts on forces. 4. Collect the ten facts and review the notes with the students. 5. Have students go to the lab area and finish the strength labs. Remind students that the muscles pull on bones, where they exert unbalanced force, and the object moves. 6. Tie in the fact we will measure force in newtons. But how much does a newton feel like? 7. Have students start the lab to tell how much does a newton feel like. 8. Assign reading of 3/1. 9. Assign the vocabulary from 3/1.
12/13-12/14 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: 1. Students will do a review life science lesson. 2. Bring students into the lesson by having them write ten facts on the film on friction. 3. Have students review and practice notes and problems on 2/3-3/1. 4. Go to the lab and finish lab on how much a newton feels like. 5. Have students go back and review what was learned today orally by a series of question prompts by the teacher. 6. Start lab to identify different types of forces. 6. Assign section questions from 2/3.
12/15-12/16 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: 1. Students will do a review assignment on life science. 2. Have students review what has been learned. 3. Have students go to the lab area and finish the lab on force types. 4. Have students go back and tell the forces that they have learned. Remind them that if the object was put into motion, a force put the object into motion. 5. Have students practice classifying forces as balanced or unbalanced. 6. Tell students that balanced forces cause no motion. Unbalanced forces cause motion. 7. Assign section questions from 3/1.
12/17 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: Safety lessons from the district today.
1/1-1/11 Objective: Nurse lessons through science class
1/12-1/13 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: 1. Teacher directed reading assignment to begin lessons on Cause and Effect. 2. Go to the board and review force, force types, calculation of force. 3. Set up two-column notes for notes, vocabulary, force types, and formulas. 4. Watch and record ten facts on friction (silver) and gravity (gold). 5. Go to the lab area and do and finish the seven labs on force types. 6. Use the film facts and notes to name the type force that was encountered at the lab tables. 7. Reassign the section questions from 2/3 and 3/1 and the vocabulary for review next class. 8. Let students know that the test for the 2/3 and 3/1 will be on 1/18 and 1/19.
1/14-1/18 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: 1. Guided practice and reading on cause and effect. 2. Students will watch a film and get facts on gravity and then: A. Go to the lab area and do a lab to show how mass and distance affect gravity. B. Demonstrate buoyant, magnetic, electric, gravitational, elastic, frictional, speed, balanced and unbalanced force types. C. Take the vocabulary and write the word, give and example, and draw a picture of the word. D. Practice calculating force, mass, and acceleration with the formula, set up, and final answer using the section questions from 2/3 and 3/1.
1/19-1/20 Objective: UEQ: How does energy impact the world around us? LEQ-1. How do balanced vs. unbalanced forces impact motion? LEQ-2. What influence does mass and distance have on gravity? LEQ-3. How can forces be classified? Method: 1. Do pre-test activities for test on forces. 2. Pass out materials and explain directions. 3. Allow questions. 4. Take test and collect. 5. Have students read 3/2. 6. Do the vocabulary for 3/2.
1/21-1/25 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Teacher will review tips and practice done using Cause and Effect. 2. Students will practice cause and effect using a worksheet. 3. Students will take facts on the laws of motion. 4. Use the film to introduce and teach what the laws of motion: inertia, force, and action-reaction mean. 5. Students will go to the lab area and do a lab on gravity and finish the labs on forces.
1/26 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Students will take ten facts on the laws of motion part two. 2. Students will get notes on sections 3/1-3/3. 3. Students will do labs A-C to apply notes and concepts on the laws of motion so that they can see first hand how the component parts of the law act. 4. Assign: reading check on page 78, the vocabulary from 3/3, the reading check on 84, and the figure question on page 88.
1/27-1/28 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Pass out anticipation guides for genetics review. 2. Have students read the worksheet to anticipate the questions as the film on The Power of Genes play. Students will answer true/false on the worksheet. 3. Have students do the worksheet Twenty of Thirty to review terms associated with genetics. 4. Have students turn in the worksheet on their return to class.
1/31 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Students will take ten facts on the laws of motion part two. 2. Students will get notes on sections 3/1-3/3. 3. Students will do labs A-C to apply notes and concepts on the laws of motion so that they can see first hand how the component parts of the law act. 4. Assign: reading check on page 78, the vocabulary from 3/3, the reading check on 84, and the figure question on page 88.
2/1-2/2 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Reading assignment with guided practice on cause and effect. 2. Read section 15/1 to review genetics terms with the students. 3. Review the test on forces and the lab on force types. 4. Review the laws of motion with labs A-C. 5. Have students do the second set of labs on the laws of motion: eggsactely, spring scale vs. spring scale, spring scale3, The domino effect, Newton’s cradle, ambulance man, and how fast can you go? 6. Have students answer conclusion questions about the labs.
2/3-2/4 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Have students get an example of the genetics terms from 15/1. 2. Watch film on law of motion: motion controlled. 3. Use the film to review laws one through three. 4. Practice naming which law is demonstrated in examples from the labs. 5. Practice solving momentum problems and answering law of momentum questions. 6. Practice problems on page 82. 7. Assign self help problems on page 88.
2/7-2/8 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Define terms associated with genetics. 2. Practice labs A-C and 1-7 to tell what law of motion was demonstrated. 3. Review 3/1-3/3. 4. Practice problems on force, weight, gravity, momentum, and acceleration.
2/9-2/10 Objective: UEQ: How does energy impact the world around us? LEQ-1 How do we use Newton's Laws to describe the motion of an object? LEQ-2 What similarities and differences exist between Newton's Laws of motion? Method: 1. Do pre-test activities for test on forces. 2. Pass out materials and explain directions. 3. Allow questions. 4. Take test and collect. 5. Have students define terms associated with genetics from 15/1.
2/11-2/14 Objective: UEQ- What is the relationship between atoms, the periodic table, and the states of matter? LEQ-1 What are the most effective ways to organize the periodic table? LEQ-2 What is the relationship between an electron and a valence electron? LEQ-3 How does the arrangement of electrons influence an element’s placement on the periodic table? Method: 1. Teacher guided reading practice on inference and conclusion. 2. Lab on genetics to test if students display certain taste genes. 3. Introduce the periodic table with skills/concepts on how the table was set up and how it is read. 4. Students will practice with worksheets to start looking for the elements to become familiar with the symbols, rows, columns, and information that is gleaned from the individual boxes on the table.
2/15-2/16 Objective: UEQ- What is the relationship between atoms, the periodic table, and the states of matter? LEQ-1 What are the most effective ways to organize the periodic table? LEQ-2 What is the relationship between an electron and a valence electron? LEQ-3 How does the arrangement of electrons influence an element’s placement on the periodic table? Method:
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