Monday, March 16th - Distance Learning Begins and continues until further notice
Make sure to follow google classroom, assignments and directions will be posted there
Make sure to follow google classroom, assignments and directions will be posted there
Thursday, March 12th
In class: Students participated in a Simulation Activity about the impact of random events on a species population size and genetic viability (probability that individuals will reproduce)
Homework: None
In class: Students participated in a Simulation Activity about the impact of random events on a species population size and genetic viability (probability that individuals will reproduce)
Homework: None
Wednesday, March 11th
In class: Students completed a worksheet activity that analyzed the predator-prey relationship between the wolves and the moose on the Isle of Royale - This was collected at end of period.
Homework: None
In class: Students completed a worksheet activity that analyzed the predator-prey relationship between the wolves and the moose on the Isle of Royale - This was collected at end of period.
Homework: None
Tuesday, March 10th
In class: Finished reading and discussing the article from Science World magazine titled,The Wolves of Isle Royale. Students watched short videos on the effect of the predator-prey relationship on populations and the impact that the environmental pressure of isolation/inbreeding vs. genetic diversity has on the sustainability of the population or species.
Homework: None
In class: Finished reading and discussing the article from Science World magazine titled,The Wolves of Isle Royale. Students watched short videos on the effect of the predator-prey relationship on populations and the impact that the environmental pressure of isolation/inbreeding vs. genetic diversity has on the sustainability of the population or species.
Homework: None
Monday, March 9th
In class: Watched the BrainPop video on Natural Selection again and then the students completed the BrainPop Quiz; started to read an article from Science World magazine titled, The Wolves of Isle Royale.
Homework: None
In class: Watched the BrainPop video on Natural Selection again and then the students completed the BrainPop Quiz; started to read an article from Science World magazine titled, The Wolves of Isle Royale.
Homework: None
Friday, March 6th
In class: Discussed examples of vestigial structures such as the appendix, wisdom teeth, and tail bone; Watched a BrainPop video on Natural Selection and previewed the BrainPop Quiz
Homework: None
In class: Discussed examples of vestigial structures such as the appendix, wisdom teeth, and tail bone; Watched a BrainPop video on Natural Selection and previewed the BrainPop Quiz
Homework: None
Thursday, March 5th
In class: Students discussed the difference between homologous and analogous structures and referenced examples of each; students took notes in graphic organizer tables on these concepts
Homework: None
In class: Students discussed the difference between homologous and analogous structures and referenced examples of each; students took notes in graphic organizer tables on these concepts
Homework: None
Wednesday, March 4th
In class: Students finished creating a visual model based on their fossil findings by making a poster with an image of what they believe the ancient organism would have looked like in their environment; then the students completed written responses to reflection questions based on the process they experienced
Homework: Finish the Great Fossil Find Questions if not completed during class
In class: Students finished creating a visual model based on their fossil findings by making a poster with an image of what they believe the ancient organism would have looked like in their environment; then the students completed written responses to reflection questions based on the process they experienced
Homework: Finish the Great Fossil Find Questions if not completed during class
Tuesday, March 3rd
In class: Students continued to create a visual model based on their fossil findings by making a poster with an image
of what they believe the ancient organism would have looked like in their environment
Homework: None
In class: Students continued to create a visual model based on their fossil findings by making a poster with an image
of what they believe the ancient organism would have looked like in their environment
Homework: None
Monday, March 2nd
In class: Students began to create a visual model based on their fossil findings by making a poster with an image of what they believe the ancient organism would have looked like in their environment
Homework: None
In class: Students began to create a visual model based on their fossil findings by making a poster with an image of what they believe the ancient organism would have looked like in their environment
Homework: None
Friday, February 28th
In class: Students continued to work the problem solving process by writing a Claim - Evidence - Reasoning document to explain the fossils found
Homework: None
In class: Students continued to work the problem solving process by writing a Claim - Evidence - Reasoning document to explain the fossils found
Homework: None
Thursday, February 27th
In class: Participated in a simulation of the work done by a paleontologist - using fossils and the scientific problem solving process to explore how paleontologists answer questions about the natural world
Homework: None
In class: Participated in a simulation of the work done by a paleontologist - using fossils and the scientific problem solving process to explore how paleontologists answer questions about the natural world
Homework: None
Wednesday, February 26th - IAB and Advisory Today; No period 6
In class: Compared and contrasted skeletal structure of various vertebrate animals as evidence of evolution
Homework: None
In class: Compared and contrasted skeletal structure of various vertebrate animals as evidence of evolution
Homework: None
Tuesday, February 25th
In class: Compared and contrasted the structure of the embryo of various animals
Homework: None
In class: Compared and contrasted the structure of the embryo of various animals
Homework: None
Monday, February 24th
In class: Finished viewing and discussing the BrainPop on Carbon Dating and made final edits on the BrainPop Quiz;
Introduced the concept of embryology as evidence of evolution
Homework: None
In class: Finished viewing and discussing the BrainPop on Carbon Dating and made final edits on the BrainPop Quiz;
Introduced the concept of embryology as evidence of evolution
Homework: None
Friday, February 21st
In class: Reviewed the answers for the Fossil Questions, Watched the BrainPop on Carbon Dating and completed the first attempt on the BrainPop Quiz - we will revisit this on Monday
Homework: None
In class: Reviewed the answers for the Fossil Questions, Watched the BrainPop on Carbon Dating and completed the first attempt on the BrainPop Quiz - we will revisit this on Monday
Homework: None
Thursday, February 20th
In class: Students continued to research background information on different types of fossils and the process of fossilization using an interactive website (link is on the science google classroom)
Homework: Finish the Fossil Questions if not finished in class
In class: Students continued to research background information on different types of fossils and the process of fossilization using an interactive website (link is on the science google classroom)
Homework: Finish the Fossil Questions if not finished in class
Wednesday, February, 19th
In class: Students researched background information on different types of fossils and the process of fossilization using an interactive website (link is on the science google classroom)
Homework: None
In class: Students researched background information on different types of fossils and the process of fossilization using an interactive website (link is on the science google classroom)
Homework: None
Friday, February 14th
In class: Continued the discussion on Law of Superposition with practice examples, added in the Cross-cutting Law and the Law of Inclusions in reference to relative age of fossils
Homework: None
In class: Continued the discussion on Law of Superposition with practice examples, added in the Cross-cutting Law and the Law of Inclusions in reference to relative age of fossils
Homework: None
Thursday, February 13th
In class: Discussed types of rocks and where fossils would most likely be found, students did some activities using the Law of Superposition which is used when determining age of fossils
Homework: None
In class: Discussed types of rocks and where fossils would most likely be found, students did some activities using the Law of Superposition which is used when determining age of fossils
Homework: None
Wednesday, February 12th
In class: Introductory discussion about the new unit, Evolution and Genetics - watched a PBS video clip on the possible theories for the evolution of wolves and dogs - discussed types of evidence such as fossils and DNA
Homework: None
In class: Introductory discussion about the new unit, Evolution and Genetics - watched a PBS video clip on the possible theories for the evolution of wolves and dogs - discussed types of evidence such as fossils and DNA
Homework: None
Tuesday, February 11th
In class: Quiz on Cell Processes
Homework: None
In class: Quiz on Cell Processes
Homework: None
Monday, February 10th
In class: Reviewed the study guide in preparation for the quiz tomorrow.
Homework: Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
In class: Reviewed the study guide in preparation for the quiz tomorrow.
Homework: Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
Friday, February 7th
In class: Notebooks were checked; Students worked on Study Guide for upcoming quiz
Homework: Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
In class: Notebooks were checked; Students worked on Study Guide for upcoming quiz
Homework: Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
Thursday, February 6th
In class: Finish creating cell cycle foldable and then prepare for a notebook check to be done tomorrow
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
In class: Finish creating cell cycle foldable and then prepare for a notebook check to be done tomorrow
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
Wednesday, February 5th
In class: Continued to create cell cycle foldable models - should be finished in class tomorrow
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
In class: Continued to create cell cycle foldable models - should be finished in class tomorrow
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
Tuesday, February 4th
In class: Students began creating a foldable model of the cell cycle
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
In class: Students began creating a foldable model of the cell cycle
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
Monday, February 3rd
In class: Described the details of the steps of mitosis, color coded what happens to the chromosomes during the process of mitosis
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
In class: Described the details of the steps of mitosis, color coded what happens to the chromosomes during the process of mitosis
Homework: Notebook Check on Friday, 2/7, Quiz on Tuesday, 2/11 on cell processes (transport across membrane, cycle of energy, and cell division)
Friday, January 31st
In class: Students discussed various types of asexual reproduction and introduced the cell cycle, the sequence of steps organisms use for cell division
Homework: None
In class: Students discussed various types of asexual reproduction and introduced the cell cycle, the sequence of steps organisms use for cell division
Homework: None
Thursday, January 30th
In class: Reviewed process of cellular respiration using a diagram; Discussed and took notes on process of fermentation; Introduced the topic of cell division by brainstorming why cells divide
Homework: None
In class: Reviewed process of cellular respiration using a diagram; Discussed and took notes on process of fermentation; Introduced the topic of cell division by brainstorming why cells divide
Homework: None
Wednesday, January 29th
In class: Reviewed process of photosynthesis using a diagram; Discussed cellular respiration in more detail and took class notes, watched the BrainPop, Cellular Respiration, and completed the BrainPop Quiz
Homework: None
In class: Reviewed process of photosynthesis using a diagram; Discussed cellular respiration in more detail and took class notes, watched the BrainPop, Cellular Respiration, and completed the BrainPop Quiz
Homework: None
Tuesday, January 28th
In class: Discussed the process of photosynthesis in more detail and took class notes, watched the BrainPop, Photosynthesis, and completed the BrainPop Quiz; completed a self-evaluation using the school-wide Social/Civic Rubric
Homework: None
In class: Discussed the process of photosynthesis in more detail and took class notes, watched the BrainPop, Photosynthesis, and completed the BrainPop Quiz; completed a self-evaluation using the school-wide Social/Civic Rubric
Homework: None
Monday, January 27th
In class: Students finished reading and answering questions for the Science World Magazine article titled, "Animal Survivors." Introduced and discussed an overview of the cycle of energy (photosynthesis and cellular respiration).
Homework: Finish the questions for the "Animal Survivors" article if not finished during class
In class: Students finished reading and answering questions for the Science World Magazine article titled, "Animal Survivors." Introduced and discussed an overview of the cycle of energy (photosynthesis and cellular respiration).
Homework: Finish the questions for the "Animal Survivors" article if not finished during class
Friday, January 24th
In class: Read the Science World article, "Animal Survivors" aloud and discussed key ideas. Students then continued to work on written responses to questions for the article.
Homework: None
In class: Read the Science World article, "Animal Survivors" aloud and discussed key ideas. Students then continued to work on written responses to questions for the article.
Homework: None
Thursday, January 23rd
In class: Students completed a quiz on cell structure; when finished with quiz the students started working on a Science World Magazine activity on the article, "Animal Survivors"
Homework: None
In class: Students completed a quiz on cell structure; when finished with quiz the students started working on a Science World Magazine activity on the article, "Animal Survivors"
Homework: None
Wednesday, January 22nd
In class: No classes today - Special Advisory Program
Homework: Quiz on Thursday, 1/23
- cell parts and functions, levels of organization, stereo-microscope vs compound microscope, and plant cell vs animal cell
In class: No classes today - Special Advisory Program
Homework: Quiz on Thursday, 1/23
- cell parts and functions, levels of organization, stereo-microscope vs compound microscope, and plant cell vs animal cell
Tuesday, January 21st
In class: Summarized Transport Across the Cell Membrane - Created a 3-way Venn diagram comparing and contrasting diffusion, osmosis, and active transport
Reviewed for Quiz scheduled for Thursday
Homework: Quiz on Thursday, 1/23
- cell parts and functions, levels of organization, stereo-microscope vs compound microscope, and plant cell vs animal cell
In class: Summarized Transport Across the Cell Membrane - Created a 3-way Venn diagram comparing and contrasting diffusion, osmosis, and active transport
Reviewed for Quiz scheduled for Thursday
Homework: Quiz on Thursday, 1/23
- cell parts and functions, levels of organization, stereo-microscope vs compound microscope, and plant cell vs animal cell
Friday, January 17th
In class: Students analyzed results of the Diffusion Activity and answered follow-up questions; watched a BrainPop video on Active Transport and completed the BrainPop quiz
Homework: None
Upcoming date - Thursday, 1/23 - Quiz on levels of organization, cell structure and function, plant vs animal cell, and
stereo-microscope vs compound microscope
In class: Students analyzed results of the Diffusion Activity and answered follow-up questions; watched a BrainPop video on Active Transport and completed the BrainPop quiz
Homework: None
Upcoming date - Thursday, 1/23 - Quiz on levels of organization, cell structure and function, plant vs animal cell, and
stereo-microscope vs compound microscope
Thursday, January 16th
In class: Discussed what a selectively permeable membrane is and how it would be a helpful feature for a cell to have; made predictions as to whether certain substances would diffuse through a membrane - substances included starch, glucose, iodine, and water
Homework: None
Upcoming date - Thursday, 1/23 - Quiz on levels of organization, cell structure and function, plant vs animal cell, and
stereo-microscope vs compound microscope
In class: Discussed what a selectively permeable membrane is and how it would be a helpful feature for a cell to have; made predictions as to whether certain substances would diffuse through a membrane - substances included starch, glucose, iodine, and water
Homework: None
Upcoming date - Thursday, 1/23 - Quiz on levels of organization, cell structure and function, plant vs animal cell, and
stereo-microscope vs compound microscope
Wednesday, January 15th
In class: Introduced the concept of diffusion; Watched a BrainPop on Diffusion and completed the BrainPop quiz
Homework: None
In class: Introduced the concept of diffusion; Watched a BrainPop on Diffusion and completed the BrainPop quiz
Homework: None
Tuesday, January 14th
In class: Students finished assembling final pages of Cell Book, made sure the character snapshots and plot line for story were complete, and tied the book pages together with string
Homework: Final Product of Cell Book due tomorrow, 1/15
In class: Students finished assembling final pages of Cell Book, made sure the character snapshots and plot line for story were complete, and tied the book pages together with string
Homework: Final Product of Cell Book due tomorrow, 1/15
Monday, January 13th
In class: Students began assembling final pages and making sure the character snapshots and plot line for story are complete; students will be stringing the book pages together tomorrow
Homework: Final Product of Cell Book Project is due on Wednesday, 2/15 (should include completed character snapshots and plot line)
In class: Students began assembling final pages and making sure the character snapshots and plot line for story are complete; students will be stringing the book pages together tomorrow
Homework: Final Product of Cell Book Project is due on Wednesday, 2/15 (should include completed character snapshots and plot line)
Friday, January 10th
In class: Students continued to work on Cell Book Project - students worked on cover page and back page summary, continued to organize page breaks, edit/revise text of story, and to work on final illustrations
(On Monday, the students will be assembling final pages and on Tuesday, students will be binding pages into a book using string/yarn)
Homework: Final Product of Cell Book Project is due on Wednesday, 2/15
In class: Students continued to work on Cell Book Project - students worked on cover page and back page summary, continued to organize page breaks, edit/revise text of story, and to work on final illustrations
(On Monday, the students will be assembling final pages and on Tuesday, students will be binding pages into a book using string/yarn)
Homework: Final Product of Cell Book Project is due on Wednesday, 2/15
Thursday, January 9th
In class: Students continued to work on Cell Book Project - finished creating page breaks, continued to edit/revise text of story and to work on final illustrations
Homework: None
In class: Students continued to work on Cell Book Project - finished creating page breaks, continued to edit/revise text of story and to work on final illustrations
Homework: None
Wednesday, January 8th
In class: Students continued to work on Cell Book Project - started creating page breaks, edit/revise text of story, continue to work on illustrations
Homework: None
In class: Students continued to work on Cell Book Project - started creating page breaks, edit/revise text of story, continue to work on illustrations
Homework: None
Tuesday, January 7th
In class: Students continued to work on Cell Book Project - continued writing text/dialogue of story and drafting illustrations
Homework: None
In class: Students continued to work on Cell Book Project - continued writing text/dialogue of story and drafting illustrations
Homework: None
Monday, January 6th
In class: Students continued to work on Cell Book Project - continued writing text/dialogue of story and drafting illustrations
Homework: None
In class: Students continued to work on Cell Book Project - continued writing text/dialogue of story and drafting illustrations
Homework: None
Friday, January 3rd - substitute
In class: Students continued to work on Cell Book Project - finished developing Plot Line of story (handout in group folder) and started writing text/dialogue of story and began drafting illustrations
Homework: None
In class: Students continued to work on Cell Book Project - finished developing Plot Line of story (handout in group folder) and started writing text/dialogue of story and began drafting illustrations
Homework: None
Thursday, January 2nd
In class: Students continued to work on Cell Book Project - continued to develop the remaining three characters; started drafting Plot Line of story (handout in group folder)
Homework: None
In class: Students continued to work on Cell Book Project - continued to develop the remaining three characters; started drafting Plot Line of story (handout in group folder)
Homework: None
Friday, December 20th
In class: Students organized into groups and began to plan for their Cell Book Project - decided on a setting for the story and started to develop two of the five required characters
Homework: None
In class: Students organized into groups and began to plan for their Cell Book Project - decided on a setting for the story and started to develop two of the five required characters
Homework: None
Thursday, December 19th
In class: Introduced the Cell Book Project - reviewed instructions and expectations and how it will be assessed; students were put into groups and chose which jobs they would each be responsible for during the Cell Book Project
Homework: None
In class: Introduced the Cell Book Project - reviewed instructions and expectations and how it will be assessed; students were put into groups and chose which jobs they would each be responsible for during the Cell Book Project
Homework: None
Wednesday, December 18th - Students cleaned and organized their locker
In class: Students organized pages 1-10 in their notebook for unit 2 on cells.
Homework: None
In class: Students organized pages 1-10 in their notebook for unit 2 on cells.
Homework: None
Tuesday, December 17th - Snow Day
Monday, December 16th
In class: Students recorded the functions and locations of cell parts on a chart that will be used for the upcoming
Cell Book Project; remaining time students worked on Cell Lab Questions
Homework: Cell Lab Packet - Due tomorrow, Tuesday, 12/17
In class: Students recorded the functions and locations of cell parts on a chart that will be used for the upcoming
Cell Book Project; remaining time students worked on Cell Lab Questions
Homework: Cell Lab Packet - Due tomorrow, Tuesday, 12/17
Friday, December 13th
In class: Students finished viewing, drawing and labeling examples of protozoans and/or prepared slides of other human tissues; in addition, the class discussed characteristics of protozoans and completed a compare/contrast of the
stereo-microscope with the compound microscope
Homework: Cell Lab Packet Due on Tuesday, 12/17
In class: Students finished viewing, drawing and labeling examples of protozoans and/or prepared slides of other human tissues; in addition, the class discussed characteristics of protozoans and completed a compare/contrast of the
stereo-microscope with the compound microscope
Homework: Cell Lab Packet Due on Tuesday, 12/17
Thursday, December 12th
In class: Students finished viewing, drawing, and labeling the animal cells (cheek) and began viewing protozoans and/or prepared slides of other human tissues.
Homework: None
In class: Students finished viewing, drawing, and labeling the animal cells (cheek) and began viewing protozoans and/or prepared slides of other human tissues.
Homework: None
Wednesday, December 11th - 2 Hour Delay
In class: Students worked on microscope questions from the Cell Lab Packet.
Homework: None
In class: Students worked on microscope questions from the Cell Lab Packet.
Homework: None
Tuesday, December 10th
In class: Students finished viewing, drawing, and labeling Elodea plant cells and began to view animal cells (cheek).
Homework: None
In class: Students finished viewing, drawing, and labeling Elodea plant cells and began to view animal cells (cheek).
Homework: None
Monday, December 9th
In class: Students viewed Elodea plant cells under a microscope. Sketched and labeled diagrams of plant cells.
Homework: None
In class: Students viewed Elodea plant cells under a microscope. Sketched and labeled diagrams of plant cells.
Homework: None
Friday, December 6th
In class: Students prepared for the Cell Lab which will begin on Monday; learned how to focus a compound microscope
Homework: None
In class: Students prepared for the Cell Lab which will begin on Monday; learned how to focus a compound microscope
Homework: None
Thursday, December 5th
In class: Students finished creating models of the Levels of Organization and handed them in
Homework: None
In class: Students finished creating models of the Levels of Organization and handed them in
Homework: None
Wednesday, December 4th
In class: Continued to create models of the Levels of Organization of Life - these should be completed tomorrow by the end of class
Homework: None
In class: Continued to create models of the Levels of Organization of Life - these should be completed tomorrow by the end of class
Homework: None
Tuesday, December 3rd - Snow Day
Monday, December 2nd - Late Opening
In class: Reviewed the Levels of Organization of Life; students started creating a model of the Levels of Organization
Homework: None
In class: Reviewed the Levels of Organization of Life; students started creating a model of the Levels of Organization
Homework: None
Tuesday, November 26th - Early Dismissal
In class: Read an article and discussed the Levels of Organization of Life (cell, tissue, organ, system, organism)
Homework: None - Happy Thanksgiving
In class: Read an article and discussed the Levels of Organization of Life (cell, tissue, organ, system, organism)
Homework: None - Happy Thanksgiving
Monday, November 25th - Early Dismissal
In class: Students finished discussion and notes on the Features of Life
Homework: None
In class: Students finished discussion and notes on the Features of Life
Homework: None
Friday, November 22nd
In class: Discussed and took notes on the Cell Theory; some classes started to discuss the Features of Life
Homework: None
In class: Discussed and took notes on the Cell Theory; some classes started to discuss the Features of Life
Homework: None
Thursday, November 21st
In class: Watched a BrainPop on Cells and completed the BrainPop Quiz. In addition, students completed a BrainPop Worksheet on Cells (true/false). Afterwards, students completed the Venn Diagram comparing/contrasting plant and animal cells
Homework: None, unless the student still owes the Science World Magazine packet on the article, "Why Zebras Have Stripes" or the coloring diagrams of plant and animal cells
In class: Watched a BrainPop on Cells and completed the BrainPop Quiz. In addition, students completed a BrainPop Worksheet on Cells (true/false). Afterwards, students completed the Venn Diagram comparing/contrasting plant and animal cells
Homework: None, unless the student still owes the Science World Magazine packet on the article, "Why Zebras Have Stripes" or the coloring diagrams of plant and animal cells
Wednesday, November 20th - IAB today
In class: Students continued work from yesterday. When finished students created a Venn Diagram comparing and contrasting the plant and animal cells - used their diagrams and the text book pages 60-66, 98-99
We will do a Think-Pair-Share with the Venn Diagram tomorrow. Venn Diagram will be due by Friday.
Homework: Finish Science World Magazine packet on the article, "Why Zebras Have Stripes" and the coloring diagrams of plant and animal cells if not finished in class
In class: Students continued work from yesterday. When finished students created a Venn Diagram comparing and contrasting the plant and animal cells - used their diagrams and the text book pages 60-66, 98-99
We will do a Think-Pair-Share with the Venn Diagram tomorrow. Venn Diagram will be due by Friday.
Homework: Finish Science World Magazine packet on the article, "Why Zebras Have Stripes" and the coloring diagrams of plant and animal cells if not finished in class
Tuesday, November 19th
In class: Students continued to work on the Science World Magazine packet on the article, "Why Zebras have Stripes." When finished with article, students worked on finishing the coloring diagrams of the plant and animal cells in preparation for a compare and contrast activity.
Homework: None
In class: Students continued to work on the Science World Magazine packet on the article, "Why Zebras have Stripes." When finished with article, students worked on finishing the coloring diagrams of the plant and animal cells in preparation for a compare and contrast activity.
Homework: None
Monday, November 18th - PMS Play Today
In class: Continued to work on a compare and contrast activity using diagrams of plant and animal cells
Homework: None
In class: Continued to work on a compare and contrast activity using diagrams of plant and animal cells
Homework: None
Friday, November 15th
In class: Students worked on a compare and contrast activity using diagrams of plant and animal cells
Homework: None
In class: Students worked on a compare and contrast activity using diagrams of plant and animal cells
Homework: None
Thursday, November 14th
In class: Work Day to make up any missing or incomplete work; students who do not owe any assignments can work on the Science World Magazine packet on the article, "Why Zebras have Stripes."
Homework: None
Note: Late Notebooks and late Tool/Measurement Labs should be handed in by Friday, 11/15
In class: Work Day to make up any missing or incomplete work; students who do not owe any assignments can work on the Science World Magazine packet on the article, "Why Zebras have Stripes."
Homework: None
Note: Late Notebooks and late Tool/Measurement Labs should be handed in by Friday, 11/15
Wednesday, November 13th
In class: Quiz today on experimentation
Homework: None
Note: Late Notebooks and late Tool/Measurement Labs should be handed in by Friday, 11/15
In class: Quiz today on experimentation
Homework: None
Note: Late Notebooks and late Tool/Measurement Labs should be handed in by Friday, 11/15
Tuesday, November 12th
In class: Reviewed and answered questions from study guide. Students then worked on Science World Magazine activities. Notebook Checks continue to be done.
Homework: Complete the Study Guide for Wednesday, 11/13
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Note: Late Notebooks and late Tool/Measurement Labs should be handed in by Friday, 11/15
In class: Reviewed and answered questions from study guide. Students then worked on Science World Magazine activities. Notebook Checks continue to be done.
Homework: Complete the Study Guide for Wednesday, 11/13
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Note: Late Notebooks and late Tool/Measurement Labs should be handed in by Friday, 11/15
Friday, November 8th
In class: Students wrote a brief reflection of their experience in Boston yesterday. Students then worked on a study guide for the quiz that is scheduled for next Wednesday. While working on these, notebook checks were done.
Homework: Students who were not ready with their notebook today should be prepared for Tuesday, 11/12.
Complete the Study Guide for Wednesday, 11/13
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
In class: Students wrote a brief reflection of their experience in Boston yesterday. Students then worked on a study guide for the quiz that is scheduled for next Wednesday. While working on these, notebook checks were done.
Homework: Students who were not ready with their notebook today should be prepared for Tuesday, 11/12.
Complete the Study Guide for Wednesday, 11/13
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Thursday, November 7th
Boston Field Trip
Boston Field Trip
Wednesday, November 6th
In class: Reviewed field trip guidelines; worked on preparing Notebook Check
Homework: Notebook Check - Friday, 11/8
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
In class: Reviewed field trip guidelines; worked on preparing Notebook Check
Homework: Notebook Check - Friday, 11/8
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Tuesday, November 5th - No School, Professional Development Day
Monday, November 4th
In class: Practiced reading scales on graduated cylinders, worked on organizing binders for the notebook check
Homework: Notebook Check - Friday, 11/8
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Note: Any work owed for term 1 must be in by Wednesday, 11/6
In class: Practiced reading scales on graduated cylinders, worked on organizing binders for the notebook check
Homework: Notebook Check - Friday, 11/8
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Note: Any work owed for term 1 must be in by Wednesday, 11/6
Friday, November 1st - 2 hour delay
In class: Students finished the Tools and Metric Measurement Stations Lab Activity and handed in lab packets
Any additional time was spent working on organizing their binders for the notebook check
Homework: Notebook Check - Friday, 11/8
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
In class: Students finished the Tools and Metric Measurement Stations Lab Activity and handed in lab packets
Any additional time was spent working on organizing their binders for the notebook check
Homework: Notebook Check - Friday, 11/8
Final Quiz - Unit 1 - scheduled for Wednesday, 11/13
Thursday, October 31st
In class: Students continued exploring the use of lab tools and making metric measurements.
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
In class: Students continued exploring the use of lab tools and making metric measurements.
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
Wednesday, October 30th
In class: Students continued exploring the use of lab tools and making metric measurements.
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
In class: Students continued exploring the use of lab tools and making metric measurements.
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
Tuesday, October 29th
In class: Demonstrated the process of volume displacement to obtain volume of solid objects, students then began working on Tools and Metric Measurement Stations Lab activity
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
In class: Demonstrated the process of volume displacement to obtain volume of solid objects, students then began working on Tools and Metric Measurement Stations Lab activity
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
Monday, October 28th
In class: Demonstrated the concept of the smaller the unit of measure of a tool the more precise the tool will measure
Matched images of lab tools with their names, descriptions and units of measure
Demonstrated how to use the Triple Beam Balance and the Stereo-microscope
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
In class: Demonstrated the concept of the smaller the unit of measure of a tool the more precise the tool will measure
Matched images of lab tools with their names, descriptions and units of measure
Demonstrated how to use the Triple Beam Balance and the Stereo-microscope
Homework: Revisions to Penny Lab if needed and then resubmit it
Complete the Rocket Lab if not handed in yet (was due last Thursday)
Friday, October 25th
In class: Students reviewed metric units of measure, practiced converting from one unit to another
Homework: Revisions to Penny lab if needed and then resubmit it
In class: Students reviewed metric units of measure, practiced converting from one unit to another
Homework: Revisions to Penny lab if needed and then resubmit it
Thursday, October 24th
In class: Students compiled the components of the Rocket Lab.
Homework: None
REMINDER: Last day to hand in field trip permission slip and money is tomorrow!!
In class: Students compiled the components of the Rocket Lab.
Homework: None
REMINDER: Last day to hand in field trip permission slip and money is tomorrow!!
Wednesday, October 23rd - Advisory day - no periods 1 and 2
In class: Students wrote definitions in their own words for precision and accuracy and discussed the importance of precision and accuracy including examples of professions and jobs that require precision and accuracy
Homework: Rocket Lab packet with printed procedure, bar graph of data, and a printed conclusion paragraph
Due Thursday, 10/24 (use Rocket Lab Check List to help organize materials)
In class: Students wrote definitions in their own words for precision and accuracy and discussed the importance of precision and accuracy including examples of professions and jobs that require precision and accuracy
Homework: Rocket Lab packet with printed procedure, bar graph of data, and a printed conclusion paragraph
Due Thursday, 10/24 (use Rocket Lab Check List to help organize materials)
Tuesday, October 22nd
In class: Students were introduced to the terms precision and accuracy - Watched a BrainPop video on Precision and Accuracy and then completed the BrainPop Quiz
Homework: Rocket Lab packet with printed procedure, bar graph of data, and a printed conclusion paragraph
Due Thursday, 10/24 (use Rocket Lab Check List to help organize materials)
In class: Students were introduced to the terms precision and accuracy - Watched a BrainPop video on Precision and Accuracy and then completed the BrainPop Quiz
Homework: Rocket Lab packet with printed procedure, bar graph of data, and a printed conclusion paragraph
Due Thursday, 10/24 (use Rocket Lab Check List to help organize materials)
Monday, October 21st - Last day to work in class on Rocket Lab
In class: Students continued to graph data and draft their conclusion paragraph (google doc) for the rocket lab
Homework: Rocket Lab packet with printed procedure, bar graph of data, and a printed conclusion paragraph
Due Thursday, 10/24 (use Rocket Lab Check List to help organize materials)
In class: Students continued to graph data and draft their conclusion paragraph (google doc) for the rocket lab
Homework: Rocket Lab packet with printed procedure, bar graph of data, and a printed conclusion paragraph
Due Thursday, 10/24 (use Rocket Lab Check List to help organize materials)
Friday, October 18th
In class: Students continued to design a data table, test their rockets, collect and graph data
Homework: None
In class: Students continued to design a data table, test their rockets, collect and graph data
Homework: None
Thursday, October 17th
In class: Groups of students finished building the rockets to be tested, designed a data table, and began to collect data for their experiment.
Homework: None
In class: Groups of students finished building the rockets to be tested, designed a data table, and began to collect data for their experiment.
Homework: None
Wednesday, October 16th
In class: Students continued to work on procedure and material list for Rocket Lab experiment. As the groups finished the procedure, they started building the rockets that will be used in their experiment.
Homework: None
In class: Students continued to work on procedure and material list for Rocket Lab experiment. As the groups finished the procedure, they started building the rockets that will be used in their experiment.
Homework: None
Tuesday, October 15th
In class: Boston Field Trip details were discussed; permission slips were distributed
Homework: Return field trip permission slip and money
In class: Boston Field Trip details were discussed; permission slips were distributed
Homework: Return field trip permission slip and money
Friday, October 11th
In class: Students continued to work on procedure and material list for Rocket Lab experiment.
Homework: None
In class: Students continued to work on procedure and material list for Rocket Lab experiment.
Homework: None
Thursday, October 10th
In class: Reviewed the correct answers on the original experimentation quiz and provided time to complete a retake quiz if needed. Students who did not need to do a retake on quiz worked on organizing their science binders.
Homework: Finish completing quiz retakes if more time is needed. Retakes due tomorrow, 10/11.
In class: Reviewed the correct answers on the original experimentation quiz and provided time to complete a retake quiz if needed. Students who did not need to do a retake on quiz worked on organizing their science binders.
Homework: Finish completing quiz retakes if more time is needed. Retakes due tomorrow, 10/11.
Wednesday, October 9th
In class: Students continued to work on Rocket Lab - they completed the hypothesis for their experiment and began to write out a material list and procedure - some groups built prototypes of the rocket to help them determine steps needed in the procedure; this process will continue on Friday
Homework: None; announcement made that any old work owed should be turned in by Friday, 10/11
In class: Students continued to work on Rocket Lab - they completed the hypothesis for their experiment and began to write out a material list and procedure - some groups built prototypes of the rocket to help them determine steps needed in the procedure; this process will continue on Friday
Homework: None; announcement made that any old work owed should be turned in by Friday, 10/11
Tuesday, October 8th
In class: Reviewed the forces involved in flight and introduced the performance task. Students brainstormed scientific questions that could be investigated about paper rockets. With a partner, one question was chosen to design an experiment and a discussion was had about independent, dependent, and controlled variables for this experiment.
Homework: None; announcement made that any old work owed should be turned in by Friday, 10/11
In class: Reviewed the forces involved in flight and introduced the performance task. Students brainstormed scientific questions that could be investigated about paper rockets. With a partner, one question was chosen to design an experiment and a discussion was had about independent, dependent, and controlled variables for this experiment.
Homework: None; announcement made that any old work owed should be turned in by Friday, 10/11
Monday, October 7th
In class: In preparation for the performance task on experimentation, students learned about the forces involved in flight which include, thrust, drag, lift, and weight. The performance task will involve paper rockets. Watched a BrainPop on Flight and completed the BrainPop Quiz.
Homework: None; announcement made that any old work owed should be turned in by Friday, 10/11
In class: In preparation for the performance task on experimentation, students learned about the forces involved in flight which include, thrust, drag, lift, and weight. The performance task will involve paper rockets. Watched a BrainPop on Flight and completed the BrainPop Quiz.
Homework: None; announcement made that any old work owed should be turned in by Friday, 10/11
Friday, October 4th
In class: Students revised and edited the Penny Lab conclusion
Homework: None
In class: Students revised and edited the Penny Lab conclusion
Homework: None
Thursday, October 3rd
In class: Quiz on Experimentation
Homework: None
In class: Quiz on Experimentation
Homework: None
Wednesday, October 2nd
In class: Students reflected on the experience of writing a procedure. They discussed within their small groups the struggles they had as well as the things that went well. As a class we discussed the key qualities of a well written procedure. To prepare for editing and revising of the Penny lab conclusion, the class also discussed what should be included in a well written conclusion (claim-evidence-reasoning with evaluation of data)
Homework: Quiz on Experimentation scheduled for Thursday, 10/3
In class: Students reflected on the experience of writing a procedure. They discussed within their small groups the struggles they had as well as the things that went well. As a class we discussed the key qualities of a well written procedure. To prepare for editing and revising of the Penny lab conclusion, the class also discussed what should be included in a well written conclusion (claim-evidence-reasoning with evaluation of data)
Homework: Quiz on Experimentation scheduled for Thursday, 10/3
Tuesday, October 1st
In class: Students practiced writing a scientific question and identifying the variables for a given experiment. (review for the quiz) Students learned the importance of specific details needed in a well written experimental procedure. (Lego activity)
Homework: Quiz on Experimentation scheduled for Thursday, 10/3
In class: Students practiced writing a scientific question and identifying the variables for a given experiment. (review for the quiz) Students learned the importance of specific details needed in a well written experimental procedure. (Lego activity)
Homework: Quiz on Experimentation scheduled for Thursday, 10/3
Monday, September 30th
In class: Students completed the work on the Science World Magazine article, Bitten. Students who did not finish will need to complete the work on their own time.
Homework: Quiz on Experimentation scheduled for Thursday, 10/3
In class: Students completed the work on the Science World Magazine article, Bitten. Students who did not finish will need to complete the work on their own time.
Homework: Quiz on Experimentation scheduled for Thursday, 10/3
Friday, September 27th
In class: Students read the article in the Science World Magazine titled, Bitten, and completed some follow-up questions. If not finished, students will have more time on Monday to complete the work.
Homework: None
In class: Students read the article in the Science World Magazine titled, Bitten, and completed some follow-up questions. If not finished, students will have more time on Monday to complete the work.
Homework: None
Thursday, September 26th
In class: Discussed and practiced writing scientific questions and practiced identifying variables in an experiment. Period 4 was given time to work on the Drops on a Penny graph, follow-up questions, and the conclusion paragraph (shared google doc).
Homework: All classes should have the Drops on a Penny graph, follow-up questions, and conclusion paragraph (shared google doc) completed by tomorrow
In class: Discussed and practiced writing scientific questions and practiced identifying variables in an experiment. Period 4 was given time to work on the Drops on a Penny graph, follow-up questions, and the conclusion paragraph (shared google doc).
Homework: All classes should have the Drops on a Penny graph, follow-up questions, and conclusion paragraph (shared google doc) completed by tomorrow
Wednesday, September 25th - Advisory Today - No period 3 or 4
In class: Students finished the graph and follow-up questions on the Drops on a Penny Lab. If finished, students began to draft the conclusion paragraph for the Drops on a Penny lab on a google doc and shared to teacher.
Homework: Finish graph and follow-up questions for Drops on a Penny lab - due by Thursday; Conclusion paragraph on a google doc should be completed by Friday (period 4 will have some time to work tomorrow to make up for missing class today)
In class: Students finished the graph and follow-up questions on the Drops on a Penny Lab. If finished, students began to draft the conclusion paragraph for the Drops on a Penny lab on a google doc and shared to teacher.
Homework: Finish graph and follow-up questions for Drops on a Penny lab - due by Thursday; Conclusion paragraph on a google doc should be completed by Friday (period 4 will have some time to work tomorrow to make up for missing class today)
Tuesday, September 24th
In class: Students graphed the data from the Drops on a Penny Lab.
Homework: None
In class: Students graphed the data from the Drops on a Penny Lab.
Homework: None
Monday, September 23rd
In class: Practiced writing hypothesis statements. Discussed and took notes on Parts of a Graph.
Homework: None
In class: Practiced writing hypothesis statements. Discussed and took notes on Parts of a Graph.
Homework: None
Friday, September 20th
In class: Students continued to collect data for the "Drops on a Penny" lab. They were to control variables for each trial of each liquid.
Homework: None
In class: Students continued to collect data for the "Drops on a Penny" lab. They were to control variables for each trial of each liquid.
Homework: None
Thursday, September 19th
In class: Students wrote a hypothesis statement for the "Drops on a Penny" lab. Students then did one trial for the plain tap water and compared results. Class then discussed what controlled variables are and why they are needed.
Homework: None
In class: Students wrote a hypothesis statement for the "Drops on a Penny" lab. Students then did one trial for the plain tap water and compared results. Class then discussed what controlled variables are and why they are needed.
Homework: None
Wednesday, September 18th
In class: Students compared and contrasted observations with inferences and inferences with predictions. Students then discussed and took notes on how to write a hypothesis statement (If . . . then . . . because . . . )
Homework: None
In class: Students compared and contrasted observations with inferences and inferences with predictions. Students then discussed and took notes on how to write a hypothesis statement (If . . . then . . . because . . . )
Homework: None
Tuesday, September 17th
In class: Students compared and contrasted quantitative observations with qualitative observations. Completed two conclusion questions on the "Learning to See" observation activity and handed it in. (except for period 2 which was interrupted by school pictures - will complete this tomorrow)
Homework: Any student who did not complete the "Learning to See" conclusion questions should finish them for homework except for those in period 2
In class: Students compared and contrasted quantitative observations with qualitative observations. Completed two conclusion questions on the "Learning to See" observation activity and handed it in. (except for period 2 which was interrupted by school pictures - will complete this tomorrow)
Homework: Any student who did not complete the "Learning to See" conclusion questions should finish them for homework except for those in period 2
Monday, September 16th
In class: Students participated in "Learning to See" - an observation lab activity.
Homework: None
In class: Students participated in "Learning to See" - an observation lab activity.
Homework: None
Friday, September 13th
In class: Initial Science Binder check was done. Students completed a pre-test on analyzing and interpreting data.
Homework: None
In class: Initial Science Binder check was done. Students completed a pre-test on analyzing and interpreting data.
Homework: None
Thursday, September 12th
In class: Finished Lab Safety Posters and presented them to the class
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
In class: Finished Lab Safety Posters and presented them to the class
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
Wednesday, September 11th
In class: Students continued to work on Lab Safety Posters.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
In class: Students continued to work on Lab Safety Posters.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
Tuesday, September 10th
In class: Classes set up google classroom for science and were introduced to the class website. Students then continued to work on Lab Safety Posters.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
In class: Classes set up google classroom for science and were introduced to the class website. Students then continued to work on Lab Safety Posters.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
Monday, September 9th
In class: Some classes completed the tour of the science lab. Summarized Lab Safety Rules (class notes) and started brainstorming ideas for Lab Safety Posters.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
In class: Some classes completed the tour of the science lab. Summarized Lab Safety Rules (class notes) and started brainstorming ideas for Lab Safety Posters.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science by Friday.
Friday, September 6th
In class: Discussed the importance of having Lab Safety Rules. Watched a BrainPop video on Lab Safety. As time allowed, students toured the lab where locations of safety equipment were identified. Classes that did not tour the lab today will be able to on Monday.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science.
In class: Discussed the importance of having Lab Safety Rules. Watched a BrainPop video on Lab Safety. As time allowed, students toured the lab where locations of safety equipment were identified. Classes that did not tour the lab today will be able to on Monday.
Homework: Please make sure to have a 1 inch three-ring binder that can be used for science.
Thursday, September 5th
In class: Discussed connections between Lab Safety Scenarios and Safety Symbols that would be used to indicate good lab safety practices
Homework: None
In class: Discussed connections between Lab Safety Scenarios and Safety Symbols that would be used to indicate good lab safety practices
Homework: None
Wednesday, September 4th
In class: Lab Safety Scenarios were used to introduce the topic of lab safety
Homework: None
In class: Lab Safety Scenarios were used to introduce the topic of lab safety
Homework: None
Tuesday, September 3rd
In class: Discussed outcome of Learning Style Inventory
Reviewed class policies and expectations
Homework: Review class policies with parent or guardian then sign and return to Mrs. Stolting
In class: Discussed outcome of Learning Style Inventory
Reviewed class policies and expectations
Homework: Review class policies with parent or guardian then sign and return to Mrs. Stolting
Friday, August 30th
In class: Learning Style Inventory
Homework: None
In class: Learning Style Inventory
Homework: None
Thursday, August 29th
In class: Get to Know You Survey
Homework: Have parent fill out Student Information Sheet and return to teacher - Due Friday, August 30th
In class: Get to Know You Survey
Homework: Have parent fill out Student Information Sheet and return to teacher - Due Friday, August 30th