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"8th Grade Science"  -  Next Generation Science Standards

 

 

 

 

 

 

 

 

 

Classwork / Homework For:                                                                                                         Mr. Lumio's CANVAS site

 

 

 

Friday 3/13/20 - Friday 3/27/20 All Classes - Light Waves Unit Learning Opportunity  The Light Waves unit helps students gain a deeper understanding of how light interacts with materials and how these interactions affect our world, from the colors we see to changes caused by light from the sun, such as warmth, growth, and damage.  All resources and videos are housed on my CANVAS page, while all of the responses will be recorded within the Amplify platform.  Good luck, stay safe, and have fun with your learning.

 

  

Review your notes for 10-15 minutes each night.  STUDY SMARTER, NOT HARDER!!!!!! 

 

 

Thursday 3/12/20 All Classes - Thermal Energy 2.5  Students use the concepts they have learned about the transfer of kinetic energy to address why relatively cool water can still warm a school during the winter. First, students answer the Investigation Question with the help of the Word Relationships routine. Then, students revisit the letter to the principal that launched the chapter, addressing the claim made in this letter by constructing a model that shows how warm water causes the air molecules inside the school to speed up. Finally, students use what they have learned so far in this unit to discuss which heater system they think will warm the school more. By the end of this lesson, students should be able to explain temperature change at the molecular level as a function of kinetic energy transfer. HW - Finish up all of the TE 2.5 activities.  Review the vocabulary terms we will use in this unit. Thermal Energy Quizlet. QUIZ TOMORROW!Wednesday 3/11/20 All Classes - Thermal Energy 2.4  By now, students know that energy transfers from the faster molecules of warmer things to the slower molecules of colder things. This lesson asks them to consider what causes the transfer of energy between two things to stop. Through an investigation in the Simulation, students learn that energy stops transferring between two samples when the samples reach a state of equilibrium. Students use what they have learned so far in this unit to create a physical model of energy transfer between two objects with different temperatures. Finally, students think about energy transfer in terms of the crosscutting concept of Stability and Change. HW - Finish up all of the TE 2.4 activities.  Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

Tuesday 3/10/20 All Classes - Thermal Energy 2.2/2.3  Students begin in section 2.2 by continuing to investigate why molecules change speed by reading “How Air Conditioners Make Cities Hotter,” an engaging text that builds on students’ emerging knowledge of kinetic energy to explain how air conditioners can actually make cities hotter during the summertime. The article provides an initial opportunity for students to consider how changes in the kinetic energy of molecules actually happen in the context of real-world phenomena. The purpose of this lesson is for students to become familiar with “How Air Conditioners Make Cities Hotter” so that they are prepared to use evidence from the text to support a claim when they revisit it during the next lesson. Students then begin section 2.3 by gathering evidence from the Sim and the article “How Air Conditioners Make Cities Hotter” in order to choose between two claims about why molecules change speed. Using the Sim, students observe that when two things at different temperatures are placed in contact, kinetic energy transfers from the faster molecules of the hotter thing to the slower molecules of the colder thing, which results in a corresponding change in the molecules’ speed. This happens through a series of collisions between the faster molecules and the slower molecules, which moves energy from one part of the system to the other. Students then reread a passage from “How Air Conditioners Make Cities Hotter” that reinforces the fact that energy is neither created nor destroyed. Finally, students revisit the two claims from the beginning of the lesson and choose between them again. The purpose of this lesson is for students to understand that molecules speed up or slow down because of the transfer of kinetic energy through collisions. HW - Finish up all of the TE 2.2/2.3 activities.  Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

Monday 3/9/20 All Classes - Thermal Energy 2.1  What causes molecules to change speed? Students use the Thermal Energy Simulation to discover that molecules have energy because they are in motion. They use core vocabulary terms to engage in the Word Relationships routine, composing sentences to help them understand what is happening when something warms up. By the end of the lesson, students should know that molecules have kinetic energy because they are in motion, and that faster-moving molecules have more kinetic energy. The purpose of this lesson is to introduce students to thinking about temperature in terms of energy.  HW - Finish up all of the TE 2.1 activities.  Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

 

Friday 3/6/20 All Classes - Thermal Energy 1.4  This lesson provides students with multiple opportunities to apply what they have learned about the relationship between temperature and molecular motion. First, students revisit a passage from the homework article “Absolute Zero,” using the text to formalize a new definition of the term temperature that includes the concept of the average speed of molecules. After a brief introduction to averages and how to calculate them, students create models that show how the air inside the school is different at the molecular level when it is warmer rather than cooler. Finally, students discuss the two heating systems, considering what they know and what they still need to learn in order to make an informed decision. The purpose of this lesson is for students to apply what they have learned during this chapter and demonstrate understanding of the relationship between temperature and molecular motion.  HW - Finish up all of the TE 1.4 activities.  Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

Thursday 3/5/20 All Classes - Thermal Energy 1.3  Students are introduced to the particulate nature of matter. Students begin by exploring the Thermal Energy Simulation during the Warm-Up, and continue to use the SIM to model the hot and cold water from the hands-on investigation in the previous lesson. This SIM activity is meant to help students see how hot and cold things are different at the molecular scale. Finally, students learn more about what temperature is and how it is related to kinetic energy and molecular motion by reading “Absolute Zero” for homework. The purpose of this lesson is for students to understand the difference between hot and cool things at the molecular scale.  HW - Finish up all of the TE 1.3 activities.  Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

Wednesday 3/4/20 All Classes - Thermal Energy 1.2  Students begin the unit with an introduction to their role as thermal scientists investigating how two types of heating systems will heat a school differently during the winter. To begin their research, students focus on the differences between the two heating systems. Students collect evidence by experimenting with food coloring in hot and cold water, and find that the food coloring disperses more quickly in warmer water. The purpose of this lesson is for students to begin to build an understanding that temperature is related to motion, a stepping stone to understanding temperature in terms of molecular motion.  HW - Finish up all of the TE 1.2 activities.  Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

Tuesday 3/3/20 All Classes - Thermal Energy 1.1 Students complete a Pre-Unit Assessment consisting of 16 multiple-choice questions and 2 written-response questions in which students analyze and interpret data and construct explanations. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content—including unit-specific science concepts and crosscutting concepts—prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build.   HW - Review the new vocabulary terms we will use in this unit. Thermal Energy Quizlet.

Monday 3/2/20 All Classes - In preparation for our PSSA Science testing we will complete a CDT test of your Physical Science and Nature of Science Knowledge.   HW - No Homework.

 

Friday 2/28/20 All Classes - Force and Motion Engineering Internship Proposal Turn in Day. Today is turn-in day for your Pod Proposal.  Before turning in you will have a classmate do a peer edit of your proposal.  You will make any edits you would like before submitting your proposal for review by the internship coordinator. We will take a look at the data from the "Science of Sliding" trip and calculate the speed and acceleration of the snow tubes.   HW - No Homework.

Thursday 2/27/20 All Classes - Force and Motion Engineering Internship Day #9 In this last day of the Proposal phase, interns work to complete their Final Proposals. Interns work with the internship coordinator to convert the Project Summary from Day 4 into the Proposal Introduction, and will convert the Trade-offs Reflection responses they submitted in Day 6 into the Proposal Conclusion. At the end of this workday, interns will make final edits and submit the Proposal. The purpose of these activities is to provide support to interns as they complete their Final Proposals which describe their optimal solutions to designing supply pods.  HW - Finish up your Day#9 "After-Hours" work.  Be sure your proposal is ready to be submitted.

Wednesday 2/26/20 All Classes - Force and Motion Engineering Internship Day #8 Interns receive and process feedback from the project director about the evidence they included in their outlines of the Design Decisions. After discussing the feedback with their colleagues, interns learn more about how scientists and engineers communicate information professionally. They then spend the rest of the day working on their Design Decisions paragraphs. Using their outlines, the Proposal Rubric, and the project director’s feedback as a guide, they write a convincing argument for why their design is optimal. Interns focus on how the decisions they made about the design features led to the final results of their optimal design. The purpose of these activities is for interns to complete the Design Decisions, the core of the Final Proposal.  HW - Finish up your Day#8 "After-Hours" work.

Tuesday 2/25/20 All Classes - Force and Motion Engineering Internship Day #7 Interns begin the Proposal phase of the internship. The proposal is designed as a specific kind of scientific argument that focuses on the principles and criteria that are important to the discipline of engineering. Interns begin by supporting the claim that their selected designs are optimal, and must then support their claims with evidence gathered from the Design Tool and information from the Dossier. Interns first focus on learning which sources of evidence—test results, data analysis, and background research—can be used to write a strong proposal. Next, they spend time gathering more evidence to support their claims. Finally, interns create and submit an outline for feedback from the project director. The purpose of these activities is for interns to create outlines with multiple pieces of evidence for their optimal designs, which will serve as scaffolds when they write their Final Proposal in the following days.  HW - Finish up your Day#7 "After-Hours" work.

Monday 2/24/20 The "Science of Sliding" Field trip to Blue Mtn.

 

Friday 2/21/20 All Classes - Force and Motion Engineering Internship Day #6 Interns work on final design iterations after receiving and processing feedback from the project director. The entire group shares and discusses feedback; then design pairs set goals for each criterion and reconsider priorities for the project criteria. They learn that trade-offs are part of the design process and they consider the trade-offs necessary to choose optimal designs. The purpose of these activities is for interns to think critically about quantitative data in order to identify the design they believe is optimal.  HW - Finish up your Day#6 "After-Hours" work.

Thursday 2/20/20 All Classes - Force and Motion Engineering Internship Day #5 Interns continue the Design phase of the project as they learn about analyzing data. Interns first graph selected versions of their data from the previous day’s iterative testing. A short video on analyzing data shows them how to look critically at their test results. They then return to their own data, looking closely at how mass, velocity, and impact force affect each criteria. Interns have time for one more iterative test before they submit a design to the project director for feedback. The purpose of these activities is for interns to learn strategies for analyzing data by identifying patterns.  HW - Finish up your Day#5 "After-Hours" work.

Wednesday 2/19/20 All Classes - Force and Motion Engineering Internship Day #4 Interns begin the Design phase of the project by researching the materials and options available for their supply pod designs, and then watch a tutorial video on how to use the Design Tool. They perform iterative tests in the Futura SupplyDrop Design Tool, moving through The Design Cycle phases—they plan, build, test, and analyze each version of their supply pods designs. After hours, interns reflect on the project itself and complete a Project Summary. The purpose of these activities is to give interns structured practice with iterative testing as well as to review the project criteria.  HW - Finish up your Day#4 "After-Hours" work.

Tuesday 2/18/20 No School

Monday 2/17/20 No School

 

Friday 2/14/20 All Classes -Period 1 Force and Motion Engineering Internship Day #3 Interns are introduced to The Design Cycle and iterative testing through a brief video that explains the process: Plan, Build, Test, Analyze. Interns then continue their research on how to protect objects that fall by reading in the Dossier and carefully refining their designs of the Egg Drop Model. A group discussion helps interns make connections between previous science content and new science concepts. Each step prepares interns for the Design phase of the internship, when interns will use the Futura SupplyDrop Design Tool to digitally plan and test their supply pods. The purpose of these activities is to help interns articulate how impact force affects their designs, and how to minimize it.  HW - Finish up your Day#3 "After-Hours" work.  Bring in your Snow-Tubing Trip Form and Money. DUE BY WEDNESDAY FEB19th.

Thursday 2/13/20 All Classes -Periods 2,4,5,7 Force and Motion Engineering Internship Day #3 Interns are introduced to The Design Cycle and iterative testing through a brief video that explains the process: Plan, Build, Test, Analyze. Interns then continue their research on how to protect objects that fall by reading in the Dossier and carefully refining their designs of the Egg Drop Model. A group discussion helps interns make connections between previous science content and new science concepts. Each step prepares interns for the Design phase of the internship, when interns will use the Futura SupplyDrop Design Tool to digitally plan and test their supply pods. The purpose of these activities is to help interns articulate how impact force affects their designs, and how to minimize it.  HW - Finish up your Day#3 "After-Hours" work.  Bring in your Snow-Tubing Trip Form and Money. DUE BY WEDNESDAY FEB19th.

Wednesday 2/12/20 All Classes - Force and Motion Engineering Internship Day #2 Interns deepen their research of collisions and impact forces by modeling the supply pods with a hands-on activity, the Egg Drop Challenge. The Egg Drop Challenge spans two days, allowing time for student reflection and iteration. Interns are introduced to the practice of reading the Daily Message and creating a to-do list that identifies the deliverables and any other important points. The purpose of these activities is to provide interns with a physical experience to support their understanding of the science content needed to make successful supply pod designs.  HW - Finish up your Day#2 "After-Hours" work.  Bring in your Snow-Tubing Trip Form and Money.

Tuesday 2/11/20 All Classes - Force and Motion Engineering Internship Day #1 Interns begin the Research Phase of their internship by revisiting and applying content from the Force and Motion unit in preparation for proposing solutions to an engineering problem: to design pods that will be dropped from helicopters to deliver disaster aid supplies. Interns read the Welcome to Futura! message and watch a video that introduces them to the project director and the Request for Proposals (RFP). Interns explore the SupplyDrop Design Tool, and then use Active Reading strategies to begin background research on impact forces in the Dossier. The purpose of these activities is to introduce interns to the mechanical engineering problem they will work to solve and for them to become familiar with the tools and resources they have to design solutions.  HW - Finish up your Day#1 "After-Hours" work.  Bring in your Snow-Tubing Trip Form and Money.

Monday 2/10/20 All Classes - Finish up our Force and Motion unit.   Students prepare for tomorrows force and motion notebook check, and take a look at the forces that brought our worlds together in a portion of a COSMOS episode.  HW - Bring in your Snow-Tubing Trip Form and Money.

 

Friday 2/7/20 All Classes - Force and Motion 4.4  Students complete an End-of-Unit Assessment consisting of 14 multiple-choice questions and 2 written-response questions in which they analyze and interpret data, evaluate evidence, and construct explanations. The End-of-Unit Assessment indicates where students fall along the levels of the Progress Build after instruction by measuring their mastery of the specific ideas, both unit-specific science concepts and crosscutting concepts, that comprise each level of the Progress Build.  HW - Bring in your Snow-Tubing Trip Form and Money.

Thursday 2/6/20 All Classes - Force and Motion 4.3  Students who chose not to participate in the Seminar yesterday will conclude the Science Seminar and the unit by writing a scientific argument about whether a difference in the friction of the surface or the masses of the model vehicles might have affected the results of the collision scene in Claire's movie. Students first consider the role of reasoning in building a convincing argument, then use the Reasoning Tool to make explicit how pieces of supporting evidence are connected to their chosen claim. Having organized their thinking using this tool, students write a scientific argument. HW - End of Unit Assessment TOMORROW.  Bring in your Snow-Tubing Trip Form and Money.

Wednesday 2/5/20 All Classes - Force and Motion 4.2  Students participate in a Science Seminar to apply their knowledge of force, velocity, and mass as they discuss why a collision scene in a movie differed from a film student’s attempt to replicate that scene. Students prepare for the seminar by making an argument about the claim they think is better supported by evidence and present it to a partner. They then participate in the Science Seminar, a group discussion in which students make sense of evidence and debate the claims. For homework, students reflect on how the Science Seminar affected their thinking about the claims, which will help them prepare to write their scientific arguments in the final lesson. The purpose of this lesson is to provide structured practice with oral scientific argumentation, as well as a final opportunity for students to apply the science concepts of the unit to a specific question, before composing a written argument in the following lesson. HW - End of Unit Assessment FRIDAY.  Bring in your Snow-Tubing Trip Form and Money.

Tuesday 2/4/20 All Classes - Force and Motion 4.1   In the Science Seminar sequence that makes up this chapter, students are introduced to a new problem: A film student needs advice on the physics involved in successfully filming a collision scene on a miniature movie set. Students apply their knowledge of force, mass, and velocity change to make an argument about the difference between the film student’s unsuccessful attempt to recreate the collision and the movie version that inspired her. Students analyze evidence to draw conclusions about how either the friction of the surface or the mass of the model cars might have made the difference between success and failure. Students sort the evidence they are given according to the claim it best supports. The purpose of this lesson is to introduce students to the context of the Science Seminar and acquaint them with the evidence they will use to support one of two possible claims. HW - Finish up all of the activities in the Force and Motion section 4.1.  Bring in your Snow-Tubing Trip Form and Money.

Monday 2/3/20 All Classes - Force and Motion 3.4   Students apply their understanding of forces and their effects on the velocity of colliding objects. Students receive new evidence about the mass of the pod and space station and share their ideas about how this information would affect the pod's velocity after the collision. To prepare for writing a final report to Dr. Gonzales and USA, students use the Reasoning Tool to organize their thinking about evidence that supports the claim that the pod collided with the space station. They also use the Reasoning Tool to review the evidence and evaluate the claims about the pod’s motion after the collision. Next, they visually model their understanding of the post-collision speed of the less massive pod and the more massive space station. Students begin writing a convincing scientific argument to Dr. Gonzales that explains why the pod is traveling faster than the station. The purpose of this lesson is for students to synthesize and apply what they have learned about equal and opposite forces and mass in collisions. HW - Finish up all of the activities in the Force and Motion section 3.4.  Bring in your Snow-Tubing Trip Form and Money.

 

Friday 1/31/20 All Classes - Force and Motion 3.3   Review the Calculating Motion handout with the ANSWERS sheet.  Students spend more time investigating the effects of collision forces. They begin by using the Sim to look at the changes in velocity that objects experience as a result of a collision. Students then revisit “Crash!" to gather evidence about why the same strength force could cause different velocity changes for the objects in a collision. The purpose of this lesson is to support students’ reasoning about the characteristics of forces in a collision and the effects of these forces on the velocity of each object involved in a collision. HW - Finish up all of the activities in the Force and Motion section 3.3.  Bring in your Snow-Tubing Trip Form and Money.

Thursday 1/30/20 All Classes - Force and Motion 3.2   Review the Calculating Motion handout with the ANSWERS sheet.  A series of activities helps students deepen their understanding of the forces exerted on objects during a collision. To begin, students show their initial ideas about collision forces by using the Modeling Tool to create visual models. Then they use physical materials to observe collisions between objects of equal and unequal mass, paying close attention to the resulting velocity change for each object. Students then use the Simulation to determine whether the forces exerted on objects in a collision are the same strength or different strengths. Students use their observations from these activities to make an inference about the direction and force strength exerted on each object in a collision.  The purpose of this lesson is to provide students with evidence that the forces exerted in a collision push each object in opposite directions with the same strength. HW - For homework, students revise their earlier visual models to show how their thinking about forces in a collision has changed.  Finish up all of the activities in the Force and Motion section 3.2.  Bring in your Snow-Tubing Trip Form and Money.Wednesday 1/29/20 All Classes - Force and Motion 3.1   In the last chapter, students concluded that the more-massive-than-usual pod only slowed down after its thrusters fired, rather than stopping, so it collided with the space station. Now students are faced with a new task: determine the speed of the pod after the collision. To begin learning about how forces in a collision affect the velocity of objects, they read an article about collisions in everyday life. The purpose of this lesson is for students to continue to develop their Active Reading skills while beginning to construct the idea that forces in a collision are of equal strength but in opposite directions. HW - Finish up all of the activities in the Force and Motion section 3.1.  Bring in your Snow-Tubing Trip Form and Money.

Tuesday 1/28/20 All Classes - Force and Motion 2.5   Students deepen and demonstrate their understanding of the relationship between mass, force, and velocity. To begin, students use the Sim to test how equal forces exerted on objects of different mass affect their motion. Inspired by the need to apply their ideas to a new task—designing a wheelchair that would perform well for basketball players—students return to “Designing Wheelchairs for All Shapes and Sizes” to see how forces exerted on wheelchairs of different mass affect their velocities. A Modeling Tool activity helps students segue from wheelchairs to space pods, specifically to ideas about this pod's mass and the two unit claims. They create visual models for each claim that offer tentative answers to the Chapter 2 Question. The purpose of this lesson is for students to deepen their understanding of the relationship between mass, force exerted, and velocity change so they can apply this understanding and explain what could have happened to the pod. HW - Finish up all of the activities in the Force and Motion section 2.5.

Monday 1/27/20 All Classes - Force and Motion 2.4   Period 1- Force and Motion Vocabulary Quiz.  Students complete a Critical Juncture Assessment consisting of 12 multiple-choice questions and 2 written-response questions. The Critical Juncture Assessment is designed to reveal students’ current levels of understanding about the core content from the unit, and the results are used to place each student at a particular level of the Progress Build. The assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson. As with the Pre-Unit Assessment, the Critical Juncture includes content beyond what a student is expected to have mastered. Periods 2,4,5,7 Cosmos.  HW - No homework.

 

Friday 1/23/20 -All Classes - Force and Motion 2.4   Force and Motion Vocabulary Quiz.  Students complete a Critical Juncture Assessment consisting of 12 multiple-choice questions and 2 written-response questions. The Critical Juncture Assessment is designed to reveal students’ current levels of understanding about the core content from the unit, and the results are used to place each student at a particular level of the Progress Build (PB). The assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson. As with the Pre-Unit Assessment, the Critical Juncture includes content beyond what a student is expected to have mastered.  HW - No homework.

Thursday 1/23/20 -All Classes - Force and Motion 2.3   Students deepen and demonstrate their understanding of the relationship between mass, force, and velocity. To begin, students use the Sim to test how equal forces exerted on objects of different mass affect their motion. Inspired by the need to apply their ideas to a new task—designing a wheelchair that would perform well for basketball players—students return to “Designing Wheelchairs for All Shapes and Sizes” to see how forces exerted on wheelchairs of different mass affect their velocities. A Modeling Tool activity helps students segue from wheelchairs to space pods, specifically to ideas about this pod's mass and the two unit claims. They create visual models for each claim that offer tentative answers to the Chapter 2 Question. The purpose of this lesson is for students to deepen their understanding of the relationship between mass, force exerted, and velocity change so they can apply this understanding and explain what could have happened to the pod.  HW - For homework, students write scientific explanations for both claims: how a change in mass (the number of asteroid samples) could have caused the pod to move away from the space station, either before it got there or after a collision.  Finish up all of the activities in the Force and Motion section 2.3.  Review the vocabulary terms we will use in this unit. Vocabulary Test Friday. Force and Motion Quizlet.

Wednesday 1/22/20 -All Classes - Force and Motion 2.2   Students explore the relationship between force, mass, and velocity change by reading about an engineer who designs wheelchairs for different types of athletic competitions. Students learn that wheelchairs built for stability, not speed, have greater mass while wheelchairs designed for speed have less mass. The teacher models the Active Reading approach, which involves annotation strategies for students to practice as they read the article. The purpose of this lesson is to engage students in Active Reading as they gather more information about the relationship between force, mass, and changes in an object’s velocity.  HW - Finish up all of the activities in the Force and Motion section 2.2.  Review the vocabulary terms we will use in this unit. Vocabulary Test Friday. Force and Motion Quizlet.

Tuesday 1/21/20 -All Classes - Force and Motion 2.1   Students begin to investigate mass. An official message from USA lets students know that this pod’s thrusters exerted the same force as other ACM pods, so a new explanation is proposed: Could the failure to dock have been a result of this pod collecting a different number of asteroid samples than pods on other missions? To investigate this idea, students first work with physical materials to plan and conduct an investigation about how exerting the same force affects objects of different mass. This investigation also serves as an assessment that is designed to reveal students’ facility with the practices of Planning and Conducting Investigations and Analyzing and Interpreting Data, and with their understanding of unit-specific science concepts and the crosscutting concept of Cause and Effect. Students build on their observations by conducting tests on stationary and moving objects in the Simulation. By the end of the lesson, students begin thinking that if the pod’s mass was different in this mission, then the thruster force would have caused a different-than-expected velocity change. The purpose of this lesson is to introduce students to the relationship between force, mass, and change in velocity.   HW - Finish up all of the activities in the Force and Motion section 2.1.  Review the vocabulary terms we will use in this unit. Force and Motion Quizlet.

Monday 1/20/20 -No School. MLK Day of Service.

 

 

Friday 1/17/20 -All Classes - Force and Motion 1.6   Students revisit the claims from Lesson 1.2 and explain how stronger or weaker forces exerted by the ACM pod’s thrusters could have resulted in the pod changing directions in those seconds when the space agency lost communication. In the Warm-Up activity and discussion, students evaluate the claims to explain how different-strength thruster forces could have caused the pod to reverse direction or to slow down (but not stop) and collide with the space station, or to reverse direction and move away from the space station. Then, they create visual representations of these claims using the Modeling Tool and write an explanation of their findings to Dr. Gonzales. The purpose of this lesson is for students to use what they have learned about velocity and force strength to help them explain what could have happened to the pod during the missing seconds.   HW - Finish up all of the activities in the Force and Motion section 1.6.  Review the vocabulary terms we will use in this unit. Force and Motion Quizlet.

Thursday 1/16/20 -All Classes - Force and Motion 1.5   Students continue to construct their understanding of the relationship between force and changes in velocity with the Force and Motion Simulation and Modeling Tool. To begin, students reflect on the article they read for homework as they consider how friction forces affect the motion of objects. Next, they complete a series of missions in the Sim that reinforce the different ways an object’s velocity can change when forces are exerted in different directions. They have the additional challenge of determining the force strength required to cause specific changes. Students are then introduced to the Modeling Tool. They use evidence about velocity to infer the direction and force strength applied to each object. Students make their thinking about this concept visible as they create their models. The purpose of this lesson is to provide students the opportunity to build explanations from evidence about the relationship between force and velocity and to help them make sense of what they are learning about these concepts.   HW - Finish up all of the activities in the Force and Motion section 1.5.  Review the vocabulary terms we will use in this unit. Force and Motion Quizlet.

Wednesday 1/15/20 -All Classes - Force and Motion 1.4   As a way to reflect on what they have learned so far, students kick off the lesson by setting a comic character straight on the difference between force and velocity. Next, they engage in a discourse routine where they use scientific vocabulary to explain why a baseball changes direction after it is hit by a bat. A hands-on exploration helps students understand how varying the force strength on an object affects its change in velocity. The purpose of this lesson is for students to deepen their understanding of the relationship between force and velocity and to begin to construct the idea that the strength of a force affects how the object’s velocity changes.   HW - Finish up all of the activities in the Force and Motion section 1.4.  Review the vocabulary terms we will use in this unit. Force and Motion Quizlet.

Tuesday 1/14/20 -All Classes - Force and Motion 1.3   This lesson begins with students generating ideas about what various arrows and lines might mean in scientific diagrams that represent how objects move. This prepares them for encountering the visual representations in the Force and Motion Simulation (Sim). After becoming familiar with the Sim, students explore how they can use this digital tool to make an object’s velocity change in different ways. Then, students use the Sim to gather evidence about how forces cause specific velocity changes. In this activity, they determine the direction in which a force must be exerted to achieve specific velocity changes.  The purpose of this lesson is for students to learn how an object’s velocity can be affected by forces in different directions relative to the initial motion of the object.   HW -  For homework, students focus on the crosscutting concept of Cause and Effect as they sort different effects according to the force that caused them.  Finish up all of the activities in the Force and Motion section 1.3.  Review the vocabulary terms we will use in this unit. Force and Motion Quizlet. Monday 1/13/20 -All Classes - Force and Motion 1.2   Students are introduced to their role as student physicists working with the Universal Space Agency (USA) to determine what happened to an asteroid sample-collecting pod that went awry. The space agency lost contact with the pod for a few seconds, and rather than stopping and docking at the space station as planned, the pod moved in the opposite direction. To prepare for the investigation, students share initial ideas about two claims that might explain what happened to the pod. After that, they conduct a hands-on investigation about changing an object's motion, both from a stationary starting position and as an already-moving object. Students determine the five ways that the motion of an object can change and begin to develop an understanding that forces cause changes in motion. The purpose of this lesson is to engage students in activating their prior knowledge about objects in motion and to prepare them to learn about the relationship between force and changes in velocity.   HW -  Finish up all of the activities in the Force and Motion section 1.2.  Review the vocabulary terms we will use in this unit. Force and Motion Quizlet.

 

Friday 1/10/20 -All Classes - Force and Motion 1.1 Pre Unit Assessment   Science folder check.  Students complete a Pre-Unit Assessment consisting of 14 multiple-choice questions and 2 written-response questions in which students analyze and interpret data and construct explanations. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content—including unit-specific science concepts and crosscutting concepts—prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build. We will also finish up the video confirming the result of our evolutionary investigation into the mystery fossil, Whales, and Wolves.   HW - No Homework.

Thursday 1/9/20 -All Classes - Evolutionary History 4.4   Students complete an end-of-unit assessment consisting of 16 multiple-choice questions and 2 written-response questions in which they analyze and interpret data, evaluate evidence, and construct explanations. The end-of-unit assessment indicates where students fall along the levels of the Progress Build after instruction by measuring their mastery of the specific ideas, both unit-specific science concepts and crosscutting concepts, that comprise each level of the Progress Build.   HW - No Homework.

Wednesday 1/8/20 -All Classes - Evolutionary History 3.3   Students examine a variety of structures—from whales, wolves, and the Mystery Fossil—in order to determine whether the Mystery Fossil is more closely related to whales or wolves. A message from the museum director informs students that today they will finally determine where the Mystery Fossil should be placed. Students examine information about body structures for whales and wolves, determining that there are many structures shared by both types of organisms, but that a few diagnostic shared structures can be used to distinguish them. In the next activity, students examine whales, wolves, and the Mystery Fossil, focusing on diagnostic shared structures that will help them to place the Mystery Fossil on an evolutionary tree (and in the museum). Students then make a final determination about which type of organism—whales or wolves—the Mystery Fossil is more closely related to, complete an evolutionary tree diagram to show their thinking, and write an argument for homework explaining where in the museum they decided to place the Mystery Fossil.  HW - Finish all of the EH 3.3 activities.  End of unit assessment TOMORROW.

Tuesday 1/7/20 -All Classes - Evolutionary History 3.2   Students continue to consider how certain structures that are shared by two species but not shared by a third species can be used to determine relative relatedness. They start with a Warm-Up that asks them to choose where to place a specific type of species on an evolutionary tree, based on the structures it shares with other species on the tree. Next, they watch a video that describes how paleontologists use diagnostic structures to determine relatedness between species. Students investigate shared structures in whales, using the Sim, and use differences in shared structures to decide how to place a variety of ancient whales on the Cetaceans branch of the Sim. Students participate in the Word Relationships discourse routine to synthesize thinking about shared structures and relatedness. This lesson helps students to practice thinking about how paleontologists use shared structures to determine relatedness, in particular diagnostic shared structures.  HW - Finish all of the EH 3.2 activities.  End of unit assessment THURSDAY.

Monday 1/6/20 -All Classes - Evolutionary History 3.1   At the start of this new chapter, students begin to consider how populations can get repeatedly separated into different environments, which leads to multiple new branches on the evolutionary tree. Each branch represents a new species that can have some similarities to and some differences from the common ancestor population. Students use K'NEX® building pieces to create physical models of different possible species on a model evolutionary tree branch, representing how both similarities and differences in structures arise over time. Students then create a model showing inferences they have made about uniquely shared structures, based on knowledge of structures of a given common ancestor.  HW - Finish all of the EH 3.1 activities.

 

Friday 1/3/20 -All Classes - Evolutionary History 3.1   At the start of this new chapter, students begin to consider how populations can get repeatedly separated into different environments, which leads to multiple new branches on the evolutionary tree. Each branch represents a new species that can have some similarities to and some differences from the common ancestor population. Students use K'NEX® building pieces to create physical models of different possible species on a model evolutionary tree branch, representing how both similarities and differences in structures arise over time. Students then create a model showing inferences they have made about uniquely shared structures, based on knowledge of structures of a given common ancestor.  HW - Finish all of the EH 3.1 activities.

Thursday 1/2/20 -All Classes - Evolutionary History 2.7   This differentiated lesson is designed to provide students with a targeted review and exploration of key concepts and ideas; it is also an opportunity to explore new content for students who have developed full understanding of the ideas from Chapters 1 and 2. Based on results from formative assessments in the Critical Juncture, students are placed in one of three groups. Although all students are engaged in similar activities throughout the lesson, each group’s activity is designed to help students focus on concepts best suited to their level of progress in the unit thus far. All three groups will begin with activities in the Natural Selection Simulation and then continue to activities in the Evolutionary History Simulation. At the end of the lesson, the class will reconvene to discuss results. The purpose of this differentiated lesson is for students to review key ideas about shared structures as evidence of common ancestors, as well as to reflect on differences in structures between related species that occur as a result of speciation and natural selection in different environments. For some students, the lesson provides an opportunity to consider causes of extinction more closely.  HW - Finish all of the EH 2.7 activities.

Monday 12/23/19 - Wednesday 1/1/20 -No School

 

Friday 12/20/19 -All Classes - Holiday celebrations.    HW - No Homework.

Thursday 12/19/19 -All Classes - Evolutionary History 2.6   Evolutionary History vocabulary QUIZ. Students complete a Critical Juncture Assessment consisting of 12 multiple-choice questions and 2 written-response questions. The Critical Juncture is designed to reveal students’ current levels of understanding about the unit’s core content, and the results are used to place each student at a particular level of the Progress Build. These assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson.    HW - No Homework.

Wednesday 12/18/19 -All Classes - Evolutionary History 2.5   Students reflect on evolutionary time and what differences in body structure mean. They complete a Modeling Tool activity that asks them to explain how species that share a common ancestor can become very different from one another. Next, they use a vocabulary routine, Word Relationships, in which they use key terms to create sentences that answer the Chapter 2 Question. Finally, students reflect on how their new understanding of differences in bone structure and speciation might help them to think about differences in modern whales and wolves. The purpose of this lesson is to provide time for students to reflect on and consolidate their learning in this chapter.   HW - Finish all of the EH 2.5 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet. Quiz TOMORROW.

Tuesday 12/17/19 -All Classes - Evolutionary History 2.4   Students begin to construct a foundational understanding of how long life on Earth has been evolving. This allows them to understand how descendant species from a common ancestor can be so different from one another. They work with a calendar analogy in which the history of Earth is condensed onto a single calendar year, allowing them to grasp the scale of time. Students also engage in a card sort in which they sort six examples of significant structural changes based on their estimate of how long those changes might have taken to occur. The intent with this second activity is to highlight the idea that small changes accumulate into large changes over very long periods of time. The Evolutionary History Sim activity underscores this learning by helping students see how a living species looks more and more different when compared to older and older fossil relatives. The purpose of this lesson is to orient students to evolutionary time and introduce a broad overview of the history of life on Earth.   HW - Finish all of the EH 2.4 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet. Quiz Thursday.

Monday 12/16/19 -All Classes - Evolutionary History 2.3   In this lesson, students return to the article set Where Do Species Come From? in order to carefully explain the examples of speciation they read about in the last lesson and how environmental changes influenced changes to body structures. Students apply principles of natural selection and evolution to consider how two species that descended from a common ancestor population came to have differences in their shared body structures. They then use the Natural Selection Simulation to investigate how environmental changes might influence how a common ancestor population could evolve into two new descendant species. The purpose of this lesson is for students to understand that populations that separate into different environments can evolve into different species, with differences in their shared structures.   HW - Finish all of the EH 2.3 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet. Quiz Thursday.

 

Friday 12/13/19 -All Classes - Evolutionary History 2.2   Students learn about the process of speciation by reading one of three articles from the Where Do Species Come From? article set. Each student becomes an expert on one of three speciation stories: “Galápagos Tortoises,” “Polar Bears,” and “Flightless Ducks.” Students learn more about how each of these groups became a new species over time. Each speciation story emphasizes the role different environments play in creating unique selection pressures that favor changes in body structures. Students read actively, focusing on summarizing, and then share their annotations with a peer. The purpose of this lesson is for students to read like scientists in order to understand how a common ancestor population that is divided into separate environments can evolve into distinctly different descendant species.   HW - Finish all of the EH 2.2 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet. Quiz Thursday.

Thursday 12/12/19 -All Classes - Evolutionary History 2.1   Students begin to focus on understanding why the bone structures that are shared between different species can look very different. They are reminded that paleontologists make careful observations, and they practice this skill during today’s lesson. Students work with a partner to closely observe the front limbs of three different species: the dire wolf, the fruit bat, and Titanotylopus. They then revisit the Species Cards that they used in Lesson 1.2 in order to find more evidence about the environments and behaviors of these species. This new evidence enables students to draw links between differences in body structures and the environments in which these species live. The purpose of this lesson is to give students more practice observing like a paleontologist and to help them begin to connect differences in structures to differences in environment, an idea that will continue to be developed throughout the chapter.   HW - Finish all of the EH 2.1 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.Wednesday 12/11/19 -All Classes - Dow Chemical presents "You Be the Chemist".  We will take a challenge to see who possesses an affinity for chemistry.   HW - Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.  Vocabulary Test Thursday Dec. 19th.

Tuesday 12/10/19 -All Classes - Evolutionary History 1.5   At the start of this lesson, students learn that the Mystery Fossil was carrying a fetus. This new information allows students to conclude that the Mystery Fossil shares the ability to have live birth with the whale and the wolf but not with the egg-laying crocodile. Next, students look for body structures that are shared among the the Mystery Fossil, whales, and wolves. They learn that the Mystery Fossil, whales, and wolves have many body structures in common, implying that they all share a common ancestor. By creating a visual model to predict the body structures of a common ancestor, students show their understanding of how body structures are inherited. The purpose of this lesson is to allow students to use observations of body structures to make inferences and draw conclusions about common ancestor populations.   HW - Finish all of the EH 1.5 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.

Monday 12/9/19 -All Classes - Evolutionary History 1.4   In this lesson, students continue to refine their understanding of similarities among different species. They begin by examining the shared body structures in two imaginary species. Next, students explore a common visual representation used by paleontologists: the evolutionary tree. They reread a section of the article “How You Are Like a Blue Whale” containing a simple tree diagram, which prepares them to use a much more elaborate tree in the Evolutionary History Simulation. Students are then able to identify particular body structures that arose during evolutionary history and were inherited by descendant species. The purpose of this lesson is to investigate the concept of a common ancestor population and offer students an opportunity to explore structures that are similar in two descendant species.   HW - Finish all of the EH 1.4 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.

 

Friday 12/6/19 -All Classes - Earth and Space Science - Classroom Diagnostic Tool Test Challenge.   HW - Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.

Thursday 12/5/19 -All Classes - Evolutionary History 1.3   Students continue to learn about similarities between species. After looking at shared structures in the forelimbs of two species, students read about how body structures reveal a shared common ancestor between whales and humans. The teacher models a new Active Reading strategy: summarizing. Students discuss the text by reflecting on their annotations. For homework, students explore the Evolutionary History Simulation. The purpose of this lesson is to show that species inherit body structures from their ancestor populations and to get students thinking about common ancestor populations.   HW - Finish all of the EH 1.3 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.

Wednesday 12/4/19 -All Classes - Evolutionary History 1.2    This lesson introduces students to the question that they will investigate over the course of the unit: Why do species, both living and extinct, share similarities and also have differences? Through their investigations, students will learn about the evolutionary history of life on Earth. In this lesson, students will work toward understanding the Unit Question by learning how paleontologists determine relatedness between different species on Earth, past and present. They do this by comparing museum fossil exhibits, which are often organized so that more closely related organisms are near one another. Students begin by examining a sketch of the Mystery Fossil during the Warm-Up. Then, they watch a short video that introduces the work of paleontology as well as the fictitious museum for which they will do their work in the unit. Next, students complete a card sort to consider how they might group different species, both living and extinct, according to similar body structures. Through these activities, students learn that making careful observations is an important practice in paleontology. The purpose of this lesson is to introduce students to the phenomena that they will investigate in the unit, to establish that paleontologists use body structures to group species together, and to help students learn to make their own careful observations.   HW - Finish all of the EH 1.2 activities.  Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.

Tuesday 12/3/19 -All Classes - Evolutionary History 1.1    Students complete a pre-unit assessment consisting of 16 multiple-choice questions and 2 written-response questions in which students analyze and interpret data and construct explanations. The pre-unit assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content—including unit-specific science concepts and crosscutting concepts—prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build. The pre-unit assessment also measures students’ understanding of important supporting content not explicitly included in the Progress Build.  CDT Biological Sciences testing.   HW - Review the new vocabulary terms we will use in this unit. Evolutionary History Quizlet.

Monday 12/2/19 -Snow Day

 

Wednesday- Friday 11/27-29/19 -Thanksgiving Break.  HW - Enjoy the Thanksgiving Holiday break.

Tuesday 11/26/19 -All Classes - Movie Trip to see "Harriet".  HW - Enjoy the Thanksgiving Holiday break.

Monday 11/25/19 -All Classes - Students will explore the Science behind Natural Selection in the COSMOS video Series.  HW - No Homework.

 

 

Friday 11/22/19 -All Classes - Natural Selection Engineering Internship Day 10   Peer review of Final Proposals, and turn in. HW - After-hours: Enjoy your weekend.

Thursday 11/21/19 -All Classes - Natural Selection Engineering Internship Day 9   Interns spend half of the class working on the Introduction, Design Decisions, and Conclusion paragraphs. Using their outlines, the Proposal Rubric, and the project director’s feedback as a guide, they write a convincing argument for why their design is optimal. Interns focus on how the decisions they made about the design features led to the final results of their optimal design. The purpose of these activities is for interns to complete the Design Decisions, the core of the Final Proposal. HW - After-hours: prepare the Final Proposal Google doc for submission.

Wednesday 11/20/19 -All Classes - Natural Selection Engineering Internship Day 8   Interns receive and process feedback from the project director about the evidence they included in their outlines of the design decisions. After discussing the feedback with their colleagues, interns learn more about how scientists and engineers communicate information professionally. They then spend the rest of the day working on the Design Decisions paragraphs. Using their outlines, the Proposal Rubric, and the project director’s feedback as a guide, they write a convincing argument for why their design is optimal. Interns focus on how the decisions they made about the design features led to the final results of their optimal design. The purpose of these activities is for interns to complete the Design Decisions, the core of the Final Proposal. HW - After-hours: Continue the Design Decision paragraphs of the Final Proposal.

Tuesday 11/19/19 -All Classes - Natural Selection Engineering Internship Day 7    Interns begin the Proposal phase of the internship. The proposal is designed as a specific kind of scientific argument that focuses on the principles and criteria that are important to the discipline of engineering. Interns begin by supporting the claim that their selected designs are optimal, and must then support their claims with evidence gathered from the Design Tool and information from the Dossier. Interns first focus on learning which sources of evidence—test results, data analysis, and background research—can be used to write a strong proposal. Next, they spend time gathering more evidence to support their claims. Finally, interns create and submit an outline for feedback from the project director. The purpose of these activities is for interns to create outlines with multiple pieces of evidence for their optimal designs, which will serve as scaffolds when they write their Final Proposal in the following days. HW - After-hours: Finish your Proposal Outline.

Monday 11/18/19 -All Classes - Natural Selection Engineering Internship Day 6     Interns work on final design iterations after receiving and processing feedback from the project director. The entire group shares and discusses feedback; then each team sets goals for each criterion and reconsiders priorities for the project criteria. They learn that trade-offs are part of the design process and they consider the trade-offs necessary to choose optimal designs. The purpose of these activities is for interns to think critically about quantitative data in order to identify the design they believe is optimal. HW - After-hours: Trade-Offs Reflection.

 

Friday 11/15/19 -All Classes - Natural Selection Engineering Internship Day 5     Interns are introduced to The Design Cycle and iterative testing through a brief video that explains the process: Plan, Build, Test, Analyze. After reviewing the layout of their MalariaMed Data sheets, interns begin to apply the practices of iterative testing to their designs, using MalariaMed to test different sequences and doses of antimalarial drugs. Finally, the internship coordinator guides the team through a data evaluation activity by color-coding a data set. The purpose of these activities is to give interns structured practice with iterative testing. HW - After Hours: Read and annotate the “Meet an Engineer Who 3-D Prints with Living Material” article.

Thursday 11/14/19 -All Classes - Conclude Natural Selection Engineering Internship Day 4     Interns conclude their background research by reading about the different antimalarial drugs available for their treatments in this MalariaMed model. Interns then run additional isolated tests to better understand the effects of different antimalarial drugs, doses, and days of treatment on the project criteria. To close the Research phase, interns complete the Project Summary for after-hours work, summarizing what they understand about the project so far and which will be used as the introduction to their proposals at the end of the internship. The purpose of these activities is for interns to better understand the characteristics of each of the antimalarial drugs in order to prepare them for the malaria treatment choices they will make during the Design phase of the internship. HW - After-Hours: Project Summary.

Wednesday 11/13/19 -All Classes - Begin Natural Selection Engineering Internship Day 4     Interns conclude their background research by reading about the different antimalarial drugs available for their treatments in this MalariaMed model. Interns then run additional isolated tests to better understand the effects of different antimalarial drugs, doses, and days of treatment on the project criteria. To close the Research phase, interns complete the Project Summary for after-hours work, summarizing what they understand about the project so far and which will be used as the introduction to their proposals at the end of the internship. The purpose of these activities is for interns to better understand the characteristics of each of the antimalarial drugs in order to prepare them for the malaria treatment choices they will make during the Design phase of the internship. HW - After-Hours: Project Summary.

Tuesday 11/12/19 -All Classes - Natural Selection Engineering Internship Day 3    As interns continue in the Research phase, they focus more on how drug resistance occurs in parasite populations and how the choices biomedical engineers make for drugs used in malaria treatments affect the overall distribution of traits for drug resistance in these populations. Interns re-watch the Natural Selection in Malaria animation segment and read more about drug resistance. They return to the MalariaMed Design Tool in order to investigate the effect of using one drug on long-term drug resistance, and then discuss the pros and cons of each drug type. The purpose of these activities is for interns to synthesize their knowledge of natural selection and malaria in order to understand how malaria treatments can shift the distribution of traits for drug resistance in a population of malaria parasites. HW - After-Hours: Reread and revise annotations in Chapter 4: “Antimalarial Drug Resistance”

Monday 11/11/19 -Veteran's Day

 

Friday 11/8/19 -All Classes - Students will explore the Science behind Natural selection in the COSMOS video Series.  Veteran's Day Ceremony periods 5-7.  HW - No Homework.

Thursday 11/7/19 -All Classes - Natural Selection Engineering Internship Day 2    Interns continue the Research phase and are introduced to the practice of taking Daily Message Notes to identify the key tasks and any important concepts. Interns are formally introduced to the term selection pressure in multiple ways: they actively read and discuss background information and engage in a hands-on activity that simulates mutations in a malaria parasite population when an antimalarial drug is introduced to the environment. The purpose of these activities is to support interns' understanding of environmental selection pressures on microscopic organisms. HW - After-Hours: Reread and revise annotations in Chapter 2: “Basic Facts About Malaria” and Chapter 3: “Antimalarial Drugs as Selection Pressure”

Wednesday 11/6/19 -All Classes - Natural Selection Engineering Internship Day 1    Interns begin the Research phase of their internship by revisiting and applying content from the Natural Selection unit in preparation for designing solutions to an engineering problem. They read the Welcome to Futura! message and watch a video that introduces them to the project director and the Request for Proposals (RFP). Interns are introduced to the Dossier and use Active Reading strategies to begin background research on malaria, and then explore the MalariaMed Design Tool. The purpose of these activities is to introduce interns to the biomedical engineering problem they will work to solve and for them to become familiar with the tools and resources they have to design solutions. HW - After-Hours: Read and annotate Chapter 1: “Request for Proposals”.

Tuesday 11/5/19 -All Classes - No School    HW - No homework

Monday 11/4/19 -All Classes - Students will explore the Science behind Natural selection in the COSMOS video Series.  Wednesday we will begin our Natural Selection engineering Internship.    HW - No homework

 

 

Friday 11/1/19 -All Classes - Natural Selection 4.4    Students complete an End-of-Unit Assessment consisting of 18 multiple-choice questions and 2 written-response questions in which they analyze and interpret data, evaluate evidence, and construct explanations. The End-of-Unit Assessment indicates where students fall along the levels of the Progress Build after instruction by measuring their mastery of the specific ideas, both unit-specific science concepts and crosscutting concepts, that comprise each level of the Progress Build.    HW - No homework

Thursday 10/31/19 -All Classes - Natural Selection 4.3    Students apply their understanding of how natural selection changes the trait distributions in populations. They develop their skills with written argumentation as they explain why the sticklebacks became more armored and faster. To prepare for this task, students begin by considering what makes an argument convincing. They then use the Reasoning Tool to help them articulate how their evidence supports their claims. Once they have organized their thinking, students complete the Science Seminar sequence by writing a scientific argument that explains the change in trait distribution among the sticklebacks. Students’ final written arguments also serve as three-dimensional performance assessments, with rubrics provided to indicate students’ progress with unit-specific science concepts, crosscutting concepts, and the science practices of Constructing Explanations; Engaging in Argument from Evidence; and Obtaining, Evaluating, and Communicating Information. The purpose of this lesson is for students to practice their written argumentation skills while reflecting on the content of the unit.   HW - Finish up section 4.3 Scientific Argument and hand it in in section 4.3.4.  End of Unit Assessment Tomorrow.

Wednesday 10/30/19 -All Classes - Natural Selection 4.2    Students engage in a Science Seminar, discussing two claims that may explain why the stickleback population changed over time. Students prepare for this discussion by reviewing evidence from Lesson 4.1 and practicing their arguments with a partner. The Science Seminar begins with a prompt that asks students to consider a specific piece of evidence and how it connects to the claims. Students then continue the discussion by taking turns analyzing the other pieces of evidence and how they relate to the claims. For homework, students reflect on the Science Seminar and whether or not it changed their thinking about the claims. This will help prepare students to write scientific arguments in the next lesson. The purpose of this lesson is to provide practice in scientific argumentation while allowing students to further their understanding of the Science Seminar problem through collective reasoning.   HW - Finish up all of the activities in the Natural Selection section 4.2.  End of Unit Assessment Friday.

Tuesday 10/29/19 -All Classes - Natural Selection 4.1    Students apply their knowledge about natural selection to a new phenomenon: a population of stickleback fish has less armor today than in past generations. Students learn that the decreased armor in sticklebacks allows them to swim faster. They consider two claims about what caused the sticklebacks to have less armor: evasion of predators or ability to catch prey. Students then receive evidence cards about the sticklebacks and their prey and predators. They read and consider each evidence card independently, annotating all cards to support deeper thinking. Students then work in pairs to consider each evidence card as it relates to the two claims they are considering in the Science Seminar sequence.    HW - Finish up all of the activities in the Natural Selection section 4.1.  End of Unit Assessment Friday.

Monday 10/28/19 -All Classes - Natural Selection 3.3    This final lesson of the chapter concludes students’ investigation of why the distribution of poison traits in the rough-skinned newt population changed over time. Students begin this lesson by participating in the Write and Share routine. The purpose of this routine is for students to support one another’s understanding of how mutations influence changes in trait distribution within populations. Building on what students have learned about why some traits become more common, they learn that a new trait that is created from a mutation only becomes the most common in a population if it is adaptive. To resolve the central mystery, students engage in scientific argumentation as they consider all the evidence they have gathered about the newts. Based on their evaluation of the evidence, students revise their claim about how the population changed to be so much more poisonous. Students then use the Modeling Tool to create a visual model that explains their thinking. For homework, students read a short article about another natural-selection mystery: changes in the stickleback population. The purpose of this lesson is for students to apply what they have learned in order to make sense of why the rough-skinned newt population changed so much over time as well as to engage in oral and written argumentation.   HW - Finish up all of the activities in the Natural Selection section 3.3.

 

Friday 10/25/19 -All Classes - Natural Selection 3.2    Students broaden their understanding of mutations by revisiting and discussing the article they read in the last lesson. Students then set up and perform tests in the Simulation to see which traits are introduced into the population as a result of mutations and which of those mutant traits become more common. The purpose of this lesson is to show that while mutations can result in adaptive and non-adaptive traits, only the traits that are adaptive will become more common in a population over time.   HW - Finish up all of the activities in the Natural Selection section 3.2.

Thursday 10/24/19 -All Classes - Natural Selection 3.1    Student biologists get new and surprising information about the rough-skinned newts: A histogram of the newt population from over 200 generations ago shows that the trait for the highest level of poison did not exist in the population then. Alex Young asks students to research how new traits are introduced into a population, and students do this by reading a new article from an article set that explains more about mutations.  The purpose of this lesson is for students to begin to understand how mutations can introduce new traits into the population.   HW - For homework, students run a test in the Simulation to observe how a mutation for more fur spreads through a population of ostrilopes living in a cold environment.  Finish up all of the activities in the Natural Selection section 3.1.

Wednesday 10/23/19 -All Classes - Natural Selection 2.6    This differentiated lesson is designed to provide students with a targeted review and exploration of key concepts and ideas. Based on results of the Critical Juncture Assessment, students will be placed into one of three groups to provide them with differentiated experiences tailored to their particular learning needs. This tailored lesson begins with a differentiated Warm-Up and progresses through work in the Simulation, Sorting Tool, and the Amplify Library. The purpose of this lesson is to provide opportunities to review key ideas in preparation for deeper learning about natural selection.   HW - Finish up all of the activities in the Natural Selection section 2.6.

Tuesday 10/22/19 -All Classes - Natural Selection 2.5 - Critical Juncture Check   Students complete a Critical Juncture Assessment consisting of 12 multiple-choice questions and 2 written-response questions. The Critical Juncture is designed to reveal students’ current levels of understanding of the unit’s core content, and the results are used to place each student at a particular level on the Progress Build. These assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson. As with the Pre-Unit Assessment, the Critical Juncture includes content beyond what a student is expected to have mastered.   HW - Finish your scientific argument letter to Dr Young for homework (DUE Tomorrow).

Monday 10/21/19 -All Classes - Natural Selection 2.4   Finish up the CDT Testing Challenge from Friday.  Students revisit “The Deadly Dare,” the article they read in the previous lesson, to find evidence that will help them answer the Chapter 2 Question. Armed with this evidence, students are introduced to the Reasoning Tool, a graphic organizer which they will use to make explicit connections between the evidence and a claim about why and how the newt population changed. The purpose of this lesson is to provide an opportunity for students to reflect on what they have learned about how traits become more common in a population, as they prepare to write a scientific argument for homework (DUE WED).  HW - Continue to craft your scientific argument letter to Dr Young for homework (DUE WED).

 

Friday 10/18/19 -All Classes -Natural Selection Vocabulary Quiz.  Students will the team up to complete the "Nature of Science" CDT test.  HW - No Homework

Thursday 10/17/19 -All Classes - Natural Selection 2.3   Students continue to learn about how adaptive and non-adaptive traits lead to natural selection in populations. Students read an article about how poison protects rough-skinned newts from predators. The article gives information on the type of poison found in rough-skinned newts, how it paralyzes and kills predators, and how being poisonous is helpful for survival. The teacher models the Active Reading strategy: making deeper connections. Students read and annotate the article independently, and then discuss their questions and connections with a partner. In the reflection, students consider the importance of having enough data to draw accurate conclusions when conducting investigations. The purpose of this lesson is to show how reproduction causes adaptive traits to become more common in a population over time.  HW - Finish up all of the activities in the Natural Selection section 2.3.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet. Natural Selection Vocabulary Quiz Tomorrow.

Wednesday 10/16/19 -All Classes - Finish Natural Selection 2.2   Students consider a population of spiders and observe their traits from one generation to the next. Using the Traits and Reproduction Sim to model reproduction, the teacher provides a cellular level view of how genes are instructions for making protein molecules and protein molecules determine traits. Once students know that individuals get their traits from the genes they inherit from their parents, they are ready to investigate how reproduction leads to a trait becoming more or less common in a population over time. In this lesson, students use the Natural Selection Simulation to see that individuals with adaptive traits survive longer and reproduce more, passing their adaptive traits on to more individuals in the next generation. Then, they will model their ideas in a response to a new Sherman’s Story about reproduction. The purpose of this lesson is for students to gather further information about how individuals get their traits and to understand how certain traits can lead to more or less reproduction.  HW - Finish up all of the activities in the Natural Selection section 2.2.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet. Natural Selection Vocabulary Quiz Friday.

Tuesday 10/15/19 -All Classes - Finish Natural Selection 2.1 and begin Natural Selection 2.2.   Students consider a population of spiders and observe their traits from one generation to the next. Using the Traits and Reproduction Sim to model reproduction, the teacher provides a cellular level view of how genes are instructions for making protein molecules and protein molecules determine traits. Once students know that individuals get their traits from the genes they inherit from their parents, they are ready to investigate how reproduction leads to a trait becoming more or less common in a population over time. In this lesson, students use the Natural Selection Simulation to see that individuals with adaptive traits survive longer and reproduce more, passing their adaptive traits on to more individuals in the next generation. Then, they will model their ideas in a response to a new Sherman’s Story about reproduction. The purpose of this lesson is for students to gather further information about how individuals get their traits and to understand how certain traits can lead to more or less reproduction.  HW - Finish up all of the activities in the Natural Selection section 2.2.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet. Natural Selection Vocabulary Quiz Friday.

Monday 10/14/19 -All Classes - Natural Selection 2.1   Students investigate how individuals get their traits. First, they follow ostrilopes in the Sim in order to see that parents do not always produce offspring with adaptive traits. Then, they engage in a hands-on activity where they see how reproduction and inheritance result in traits that are passed down from generation to generation. Students also gain experience with how different likelihoods of survival and reproduction cause populations to change over time. They also read an article about glowing jellies that provides an example of how organisms get their traits at the molecular level. The purpose of this lesson is for students to apply their knowledge of inheritance to organisms in a population in order to answer the Investigation Question: How do individuals in a population get their traits? as well as to address the common misconception that organisms always produce offspring with adaptive traits.   HW - Finish up all of the activities in the Natural Selection section 2.1.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet. Natural Selection Vocabulary Quiz Friday.

 

Friday 10/11/19 -All Classes - Natural Selection 1.6   Students synthesize everything they have learned in this chapter in order to respond to the park visitors’ claims about why the newt population became more poisonous over time. They begin by responding to the first in a series of Sherman’s Stories, a comic strip intended to engage students in critiquing nonscientific ideas about natural selection. Students look at evidence collected in previous lessons and discuss it with their peers in order to understand what causes populations to change over time. They then apply this understanding to the newt population in Oregon State Park to begin explaining what caused that particular population to change and become more poisonous over time. The purpose of this lesson is for students to use evidence they have collected and science concepts they have learned to support one or more claims about why the newts have become more poisonous over time.   HW - Finish up all of the activities in the Natural Selection section 1.6.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet. Natural Selection Vocabulary Quiz Next Friday.

Thursday 10/10/19 -All Classes - Natural Selection 1.5   Students begin to investigate how different traits can affect an organism’s ability to survive by investigating the claim: Yellow color is always an adaptive trait in a yellow environment. Students run tests in the Sim, record their observations, and weigh the evidence for and against the claim. They gain more evidence supporting the idea that adaptive traits become more common in a population over time and non-adaptive traits become less common. They also learn that an environment can affect whether a trait is adaptive or not. The purpose of this lesson is to help students understand that a particular trait may be adaptive in some environments but not in others, and that factors in the environment determine if traits are adaptive or non-adaptive.   HW - Finish up all of the activities in the Natural Selection section 1.5.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet.

Wednesday 10/9/19 -No school

Tuesday 10/8/19 -All Classes - Natural Selection 1.4   In the Warm-Up, students observe that the distribution of fur-level traits in a population of ostrilopes changed over time. This leads them to investigate a population in the Natural Selection Simulation with high variation in fur-level traits. They observe that individuals with low fur levels died in the cold environment. They learn that low fur levels are non-adaptive traits and high fur levels are adaptive traits in a cold environment. Students are then introduced to the printed Natural Selection Modeling Tool and use it to make a prediction about a population of ostrilopes without high fur levels in a cold environment. They test their predictions in the SIM and see that the population dies out. The purpose of this lesson is for students to understand how the distribution of adaptive and non-adaptive traits changes in a population, depending on the traits that already exist in the population as well as the environment.    HW - Finish up all of the activities in the Natural Selection section 1.4.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet.

Monday 10/7/19 -All Classes - Natural Selection 1.3   Students build on what they learned in the previous lesson about traits in a population. They learn that the terms variation and distribution can be used to describe the number of traits in a population and the number of individuals with each trait, and they begin to consider how populations change over time, as measured by generations. Students are introduced to the Natural Selection Simulation and explore how to change the variation and distribution of traits in a population. Using what they observe in the Simulation, students learn about histograms as tools to show how traits vary in a population. After watching a short video that introduces histograms, students use cubes to build histograms that describe the variation and distribution of traits in different populations. The purpose of this lesson is to give students multiple opportunities to explore trait variation and distribution in a population and to introduce students to an important visual representation used throughout this unit: histograms.    HW - Finish up all of the activities in the Natural Selection section 1.3.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet.

 

Friday 10/4/19 -All Classes - Natural Selection 1.2   Science Folder Check.  Students begin the unit with an introduction to their new role as student biologists tasked with helping to solve a mystery about poisonous newts at the fictional Oregon State Park. A short video introduces students to a present-day newt population, located in a park, that is so poisonous that the poison from a single newt is strong enough to kill dozens of humans. Students learn that the newts in this population haven’t always been so poisonous. They begin considering the question they’ll investigate throughout the chapter, What caused this newt population to become more poisonous? Students observe different populations and explore variation in their traits. The purpose of this lesson is for students to understand their new role, activate prior knowledge about traits and reproduction, and build on their understanding of variation in individuals to describe the traits of populations.    HW - Finish up all of the activities in the Natural Selection section 1.2.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet.

Thursday 10/3/19 -All Classes - Natural Selection 1.2    Students begin the unit with an introduction to their new role as student biologists tasked with helping to solve a mystery about poisonous newts at the fictional Oregon State Park. A short video introduces students to a present-day newt population, located in a park, that is so poisonous that the poison from a single newt is strong enough to kill dozens of humans. Students learn that the newts in this population haven’t always been so poisonous. They begin considering the question they’ll investigate throughout the chapter, What caused this newt population to become more poisonous? Students observe different populations and explore variation in their traits. The purpose of this lesson is for students to understand their new role, activate prior knowledge about traits and reproduction, and build on their understanding of variation in individuals to describe the traits of populations.    HW - Finish up all of the activities in the Natural Selection section 1.2.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet.

Wednesday 10/2/19 -All Classes - Natural Selection 1.1 Students complete a pre-unit assessment consisting of 18 multiple-choice questions and two written-response questions in which students analyze and interpret data and construct explanations. The pre-unit assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content—including unit-specific science concepts and crosscutting concepts—prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build.    HW - Get your science folder ready for a check.  Review the vocabulary terms we will use in this unit. Natural Selection Quizlet.

Monday, Tuesday 9/30-10/1/19 -No School

 

Friday 9/27/19 -All Classes - Students take a look at the first episode in the Cosmos series.  Cosmos, integrates each of the scientific disciplines like we do in our Amplify Next Generation Science standards program.    HW - No homework.

Thursday 9/26/19 -All Classes - Geology on Mars 3.5 End of Unit Assessment.  Students complete an End-of-Unit Assessment consisting of a written-response question with four parts.    HW - Complete your scientific argument, it is due tomorrow.

Wednesday 9/25/19 -All Classes - Geology on Mars 3.4  In this lesson, students write an argument to answer the question: What geologic process could have formed the channel on Mars? Students are prompted to be convincing in their writing as they address a well-informed audience: The planetary geologists at the Universal Space Agency. To help students get started, the teacher models writing a scientific argument, including demonstrating how to use sentence starters and the Reasoning Tool. Then, students write their scientific arguments.   HW - Complete your scientific argument. END OF UNIT ASSESSMENT THURSDAY.

Tuesday 9/24/19 -All Classes - Finish Geology on Mars 3.2 and begin Geology on Mars 3.3 Students receive their final piece of information about the channel on Mars: An image of rock found in the channel area. Early in its visit to Mars, the Curiosity rover sent back images of a rock formation composed of sedimentary rock, called conglomerate, near the channel in Gale Crater. Students evaluate one of these images with the assistance of rock samples and reference materials. They then work in pairs to connect this evidence to the two claims about the channel on Mars using the Evidence Gradient.  In the second part of class, students review the evidence to construct final arguments about what formed the channel on Mars. In preparation for writing their arguments, students discuss an example of a strong argument and a counterexample. While discussing, they focus on how each argument’s author used the process of reasoning to develop an argument. Students are then introduced to the Reasoning Tool, which they use to develop their own well-constructed arguments. Teacher modeling helps students to reason about evidence and make sure the evidence is clearly connected to a claim. Partners work with the Reasoning Tool and then share their thinking with different partners. Students learn that reasoning is an integral part of creating sound, logical, and convincing arguments in science.   HW - Complete section 3.2, and 3.3. END OF UNIT ASSESSMENT THURSDAY.
 

Monday 9/23/19 -All Classes - Geology on Mars 3.1 and begin Geology on Mars 3.2  In this lesson, students are introduced to the Chapter 3 Question: How can we decide which geologic process formed the channel on Mars? They use the Evidence Gradient to review and evaluate the evidence they have gathered so far. Then, they are introduced to new evidence: A triangle-shaped landform discovered at the base of the channel on Mars. Students use the Evidence Gradient to consider how convincing this piece of evidence is in relation to the other pieces of evidence and consider which claim this piece of evidence supports. The purpose of this lesson is to introduce students to the process of evaluating evidence, an important component of scientific argumentation.  In the second part of today's lesson, students receive their final piece of information about the channel on Mars: An image of rock found in the channel area. Early in its visit to Mars, the Curiosity rover sent back images of a rock formation composed of sedimentary rock, called conglomerate, near the channel in Gale Crater. Students evaluate one of these images with the assistance of rock samples and reference materials. They then work in pairs to connect this evidence to the two claims about the channel on Mars using the Evidence Gradient.   HW - Complete 3.1.3 New Information About the Channel on Mars, and section 3.2.2. END OF UNIT ASSESSMENT THURSDAY.

 

Friday 9/20/19 -All Classes - Geology on Mars 2.3 GOM Vocabulary Quiz.  Today, students continue to use models to investigate the question: What geologic process could have formed the channel on Mars? First, students revisit the Flowing Water Model to get evidence for Claim 1 (flowing water formed the channel on Mars). They generate ideas to test in the Flowing Water Model and select one idea to test. They make observations and share these observations in a class discussion. Next, students are introduced to a Flowing Lava Model via an engaging video. The Flowing Lava Model allows students to gather evidence for Claim 2 (flowing lava formed the channel on Mars). Then students consider what they have learned about models and how what they’ve learned helps answer the Chapter 2 Question.  HW - Complete 2.3 Homework.

Thursday 9/19/19 -All Classes - Geology on Mars 2.2 Students reflect on how models provide evidence to answer scientific questions. First, they return to the “Investigating Landforms on Venus” article to deepen their understanding of how Researcher Taras Gerya’s model provided evidence for how novae on Venus were formed. Then, the class uses a Flowing Water Model to gather evidence about what formed the channel on Mars. Students make observations of a stream table during the Flowing Water Model demonstration and share these observations in a class discussion. This pairing of text-based and hands-on activities helps students learn how scientists use models to test ideas and gather evidence.  HW - Complete 2.2 Homework. Review the vocabulary terms we will use in this unit. Geology on Mars Quizlet. Geology on Mars Vocabulary Quiz Friday!

Wednesday 9/18/19 -All Classes - Geology on Mars 2.1 Finish your One- Page Summary of the reading "Investigating Landforms on Mars".  In this lesson, students are introduced to Active Reading—a method of reading carefully and attentively, as a scientist does. Teacher modeling of this approach helps students see how asking meaningful questions while reading can help one understand and remember what one reads. After this introduction, students read an article called “Investigating Landforms on Venus” about how scientists use computer models to explore landforms on Venus. Students record their annotations in the Amplify Library as they read. They build an authentic, shared understanding of the article by sharing their annotations with a partner and returning to the article in search of answers.  HW - Complete 2.1 Homework. Review the vocabulary terms we will use in this unit. Geology on Mars Quizlet.  Geology on Mars Vocabulary Quiz Friday!

Tuesday 9/17/19 -All Classes - Geology on Mars 2.1 In this lesson, students are introduced to Active Reading—a method of reading carefully and attentively, as a scientist does. Teacher modeling of this approach helps students see how asking meaningful questions while reading can help one understand and remember what one reads. After this introduction, students read an article called “Investigating Landforms on Venus” about how scientists use computer models to explore landforms on Venus. Students record their annotations in the Amplify Library as they read. They build an authentic, shared understanding of the article by sharing their annotations with a partner and returning to the article in search of answers. Begin to create a One- Page Summary of the reading "Investigating Landforms on Mars".  HW - Complete 2.1 Homework. Review the vocabulary terms we will use in this unit. Geology on Mars Quizlet.

Monday 9/16/19 -All Classes - Geology on Mars 1.3 Students are introduced to the process of scientific argumentation. In the Warm-Up, students think about an everyday example of argumentation that prepares them for an introduction to the components of a scientific argument. Students then engage in argumentation about a real mystery that scientists faced for a few weeks: A jelly-donut-like object appeared in the path of the Opportunity rover on the surface of Mars in 2014. Students examine evidence and practice connecting the evidence to claims. They then apply these argumentation practices to the channel on Mars investigation as they return to the Chapter 1 Question: What geologic process could have formed the channel on Mars?  HW - Complete 1.3 Homework. Review the vocabulary terms we will use in this unit. Geology on Mars Quizlet.

 

Friday 9/13/19 -All Classes - Geology on Mars 1.2 In this lesson, students review the parts of the Earth system by watching a short video. Then, students use an interactive digital tool, Google Mars™, to explore the surface of Mars and look for landforms that could be evidence that water once flowed on the planet. After their Google Mars exploration, students are introduced to a channel on the surface of Mars that could have been formed by flowing water or flowing lava. The question of how this channel was formed is the focus for the remainder of the unit. Students begin to gather evidence for what formed the channel by observing aerial images of landforms on Earth that were formed by flowing water or flowing lava. Students learn that investigating geologic processes and landforms on Earth can help them understand what geologic processes may have formed landforms on Mars.  HW - Complete 1.2 Homework. Start to review the vocabulary terms we will use in this unit. Geology on Mars Quizlet.

Thursday 9/12/19 -All Classes - Geology on Mars 1.1 Students consider the Unit Question: How can we search for evidence that other planets were once habitable? To begin to answer this question, students learn that Earth is one of four rocky planets in our solar system. Students compare Earth’s hydrosphere, atmosphere, biosphere, and geosphere to those of other rocky planets. Through this activity, students identify Mars as a compelling place to search for evidence of habitability. After this focus on Mars is established, students watch a short video interview of a real planetary geologist. The planetary geologist describes how she uses her understanding of Earth to inform the search for signs of past habitability on Mars.  HW - Complete 1.1.5 Homework. Start to review the vocabulary terms we will use in this unit. Geology on Mars Quizlet.

Wednesday 9/11/19 -All Classes - Geology on Mars 1.1 Students consider the Unit Question: How can we search for evidence that other planets were once habitable? To begin to answer this question, students learn that Earth is one of four rocky planets in our solar system. Students compare Earth’s hydrosphere, atmosphere, biosphere, and geosphere to those of other rocky planets. Through this activity, students identify Mars as a compelling place to search for evidence of habitability. After this focus on Mars is established, students watch a short video interview of a real planetary geologist. The planetary geologist describes how she uses her understanding of Earth to inform the search for signs of past habitability on Mars.  HW - Start to review the vocabulary terms we will use in this unit. Geology on Mars Quizlet.

Tuesday 9/10/19 -All Classes - Begin to explore our first unit of the year, "Geology on Mars".  Set up your Chromebook for ease of use throughout the year.  Lastly, take a look at the effects of a massive hurricane in "Earth's Deadliest Typhoon Superstorms".  HW - No Homework

Monday 9/9/19 -All Classes - Hurricane Tracking quiz.  Begin to explore the Vocab in our new unit "Geology on Mars".  Use Quizlet to learn the new terms.  HW - Charge your Chomebook, we will need them in class tomorrow.

 

Friday 9/6/19 -All Classes - Continue our look at Hurricanes.  Complete Hurricane plot points #2, on Tracking Map #2   HW - Finish today's hurricane plotting.  Hurricane Tracking Quiz Monday.

Thursday 9/5/19 -All Classes - Continue our look at Hurricanes.  Plot the movement of some of the most historic hurricanes.   HW - Finish today's hurricane plotting.

Wednesday 9/4/19 -All Classes - Continue our look at Hurricanes.  How do hurricanes form?  How do we plot them?  Can we predict their movement?   HW - Finish today's hurricane plotting.

Tuesday 9/3/19 -All Classes - Science Folder Set-up. Begin to take a look at Hurricanes.  How do hurricanes form?  How do we plot them?  Can we predict their movement.  HW - Get you Science folder set up.

Monday 9/2/19 -No School

 

Friday 8/30/19 -All Classes - CW- Challenge activity.  Building a spaghetti tower.  Complete the Spaghetti Tower lab Sheet HW - Get your class supplies by Tuesday.

Thursday 8/29/19 -All Classes - CW- 8th Grade Science introduction.  Class rules and expectations.  HW - Get your class supplies by Tuesday.