6th Grade Science

  • UPCOMING DUE DATES:

      


    DAILY BLOG

    Friday  12/13

    We continued learning about organs and started in on their functions. 


    Thursday  12/12

    We started in on our new unit, Body Works.  Students made a big poster of their bodies and drew in as many organs as they could. 


    Wednesday  12/11

    Students had the entire period for the quiz.  When done, they had a chance to work on revisions, cleaning up their Notebook, and doing the Friday Notebook Review.


    Tuesday  12/10

    Students had the entire period to prepare for tomorrow's quiz.


    Monday  12/9

    We reviewed the Study Guide for this week's quiz.  Then, we talked about Activity 41 and anaerobic respiration.  We took notes on the differences between aerobic and anaerobic respiration.

    HANDOUT:  Study Guide, 5x8 card for cheat sheet


    Friday  12/6

    We talked about revisions of yeast lab in Period 1.  Then, students had time to complete their antibiotic evidence descriptions.  In Period 6 we had more time to wrap up and fix the graph before we did the antibiotic graph analysis and claim.


    Thursday  12/5

    Students got back their Act 39 Yeast Lab and we talked about the comments on their papers.  We'll continue our discussion of revisions tomorrow, especially with Period 1.  Then, kids did a warm up to show their understanding of the antibiotics graphs before they were given a task of showing their overall understanding of the importance of completing a full course of antibiotics using evidence.  They will have more time to work on that tomorrow.

    On a side note, Period 1 made a goal of raising $250 for the Families in Need Drive.  Anything helps, and it makes our community at Mt. Tabor stronger.

    HANDOUTS:  "Exit Ticket", Act 51 Analysis sheets (2 of them)


    Wednesday 12/4

    We discussed the data from yesterday's antibiotics game, and after learning and taking notes on the key elements of graphing, students graphed their bacteria data.  We will finish this tomorrow.

    HANDOUT:  Act 51 graph paper


    Tuesday  12/3

    Guest Teacher today.  Students worked a bit longer on their Eggsperiment analysis.  Then, after a brief intro and vocab about antibiotics, pairs played a game to simulate what happens when you don't take a full course of antibiotics.

    HANDOUT:  ACT 51 Data Table


    Monday  12/2

    Guest Teacher today.  We spent a few minutes remembering the rules of the classroom, and then reviewed the Eggsperiment processes. Students got a handout to summarize their findings.

    HANDOUT:  Act 40 Eggsperiment Analysis

    Friday  11/22

    We spoke about what happened with the egg, and students then completed an analysis handout.  Students turned that in before they left.  Period 6 also had time for a couple animations discussing diffusion and osmosis.  Period 1 also had time to write a note of appreciation to someone for whom they are thankful.


    Thursday  11/21

    Took a bit more notes today, then made observations on the egg one final time before popping it to see what transpired on the inside!  Period 1 got a handout to summarize the results.

    HANDOUT:  Act 40 Eggsperiment Analysis


    Wednesday 11/20

    We reviewed the observations from the corn syrup, and tried to come up with explanations for what happened.  Students wrote some notes about what's going on.  Then, we made observations of what happened in the colored liquid and then put the egg in water.


    Tuesday  11/19

    Today groups made observations on their shrunken egg in corn syrup, and moved it to a colored liquid. 


    Monday  11/18

    Groups made more observations of their eggs and moved them from vinegar into corn syrup. The focus is trying to figure out what can and cannot move through the cell membrane.


    Friday  11/15

    Students turned in the Yeast Lab analysis work after doing the self-assessment, and then we set up the Notebook for observations of our eggs.  We did the observations and then replaced the egg in the vinegar for the weekend.  Period 6 had some extra time to do a hypothesis of what they thought would happen.


    Thursday  11/14

    I answered any last minute questions about the Yeast Lab, and then we talked about photosynthesis and respiration in plants.  We took a bunch of notes so absentees need to get those.  Then, we started Act 40 and began the "Eggsperiment" to model how cell membranes work.  


    Wednesday  11/13

    Students had the whole day to work on their Yeast Lab write up.  


    Tuesday  11/12

    After a discussion about how to do the Error Analysis portion of the Yeast Lab, students had the remainder of the day to continue working on their write-up.  It's due on Friday, and they'll have one more day tomorrow to work during class time.


    Friday  11/8

    We looked ahead at the Yeast Lab packet and I reviewed the scoring guide.  Then I showed kids where the template is for a GoogleDoc.  Students had more than 1/2 the period to write/type more of the observations and some analysis questions and conclusion about the lab.


    Thursday  11/7

    We took a bunch of notes to further develop an understanding of cellular respiration, and then we went into detail about what was happening in the yeast lab.  Students needd to write down and explain their observations.


    Wednesday  11/6

    We debriefed the lab and data from yesterday, and I demonstrated another yeast and balloon experiment to review vocabulary.  Then, students befan refining their observations of the lab for an eventual lab write-up.  

    HANDOUT:  Act 39 Yeast Lab Analysis


    Tuesday  11/5 

    After a bit of vocab review, we went straight to the lab to provide evidence that yeast cells are alive.  Students had a multi-step procedure and were taking observations in their Notebooks throughout the experiment.  Tomorrow begins the write-up process, which will be a graded academic assignment.


    Monday   11/4

    Happy 2nd Quarter.  Today students got new hall passes for the quarter, got back any revisions they did last week, and then we started in on Activity 39 about cellular respiration. 

    HANDOUTS:  2nd Quarter Hall Passes (get from me if you were absent), Act 39 Background Information.


    Thursday  10/31

    We reviewed the Cell Bio Quiz, the Notebook Quiz, and then highlighted 1st Quarter grade reports.  Busy but important day.  Be safe tonight, and don't forget to do the TOAD trick!


    Wednesday  10/30

    Students turned in Revisions on the Act 38 work, and then we took the Notebook Quiz.  Took longer than expected so only passed back the cheat sheets from last week's quiz.  Tomorrow we'll review the Cells Quiz.  Absentees need to make up the Notebook Quiz.


    Tuesday  10/29

    Kids had time to either work on their Act 38 Revisions or watch a Blue Planet video.  I discussed the procedure on how to do revisions and showed them the template to use.  Links to both of those are below.


    Monday  10/28

    Passed back the Act 38 work and spent a long time reviewing expectations and grading comments.  Many students will need to revise to get to Proficient so I gave more examples of what work should look like.  The rest of the period was work time for students to start their revisions.  Here is a handout students can use to do their revisions on.  Period 6 did not have time in class to work on revisions due to lockdown and fire drills.  And here is a page that explains how to do the revisions.  

    HANDOUTS:  Act 38 Grading Comments, Revision sheet


    Friday  10/25

    Quiz Day - students had the entire period to work on the quiz.  Those that finished early were supposed to write a poem related to the topic and then clean up their Notebook.


    Thursday  10/24

    Sorry it's been a while - I was out for a couple days and I'm still paying catch-up.  This last week students have been working on Act 42 learning about the parts of the cell and what they do  They had a reading outline, learned a couple great songs, and learned some dance moves to help them remember.  Today we reviewed some key elements of the Cell Theory, and then students had time to work on their 'cheat sheet' for tomorrow's quiz.

     


    Thursday  10/17

    Today was the Great ShakeOut International Earthquake Drill.  We spent the day talking about the need to be prepared, and I showed them my earthquake supplies to give an idea of what could be useful in the case of emergencies.  Students were asked to make a Mini Go-Bag to put under the bed with shoes, gloves, and a flashlight.  Here's a link to the Oregon ShakeOut website.  Tons of resources!


    Wednesday  10/16

    We continued the skits today and debriefed them.  I also 'quizzed' them over the content from yesterday.  Look for an upcoming link of videos of the skits.


    Tuesday  10/15

    After a brief warm-up time and quick check-in with the groups, we started out skits to learn about the development of the Cell Theory and the Germ Theory of Disease.  We got through 4 skits and debriefed them all.  Students recorded info about each person on the Timeline handout from last week.


    Monday  10/14

    Students turned in their Act 38 work after doing their self-assessments.  Because of how few got turned in we discussed about needing to use the planners wisely.  After that, students had the remainder of the day to final preparations for the skits that start first thing tomrrow.


    Thursday  10/10

    After some basic Acting 101 skills to prepare for the skits next week, students had a whole bunch of time to rehearse and get their props together.


    Wednesday  10/9

    We checked in about the Act 38 stuff that's due and reviewed the Scoring Guide for the analysis questions.  Then, we jumped into Act 37 about the history of the cell and germ theories.  With the new seating arrangements, students worked in groups to learn about their person, and then they'll present a short play about that person next week.

    HANDOUTS:  Role Play Info, and script


    Tuesday  10/8

    After a review of how to do labeling (many kids are still doing it incorrectly), students had the remainder of the day (the last day) to work on the microscopes.  Those that didn't draw all the cells will have to get the images from my website (Life Science Links and Info to the left) or from other sources.


    Monday  10/7

    We reviewed the scoring rubric for the Act 38 cell drawings and AQ.  Then, I showed students had to make the Elodea slide and what they should look for.  Finally, they had a majority of the class left to continue their drawings of the different types of cells.

    HANDOUT:  Act 38 Scoring Rubric, Act 38 AQ sheet


    Friday  10/4

    I showed kids how to make an onion skin cell slide, and then students had the rest of the period to finish their cheek cells, and then get started on their onion skin.  We only have the microscopes for two more days, so kids need to be efficient with their work-time.


    Thursday  10/3

    We took stock of what we've done so far with the microscopes, and then started in on Activity 38 about Plant vs. Animal cells.  We started a lab to observe, draw, and label cheek cells.

    HANDOUT:  Act 38 Lab Sheet


    Wednesday  10/2

    Guest Teacher today:  Students had all period to work on their Microbe Structure/Function sheet, their Act 36 AQ, and the Friday Notebook Review sheet.


    Tuesday  10/1

    After a look at the Structure/Function sheet for microscope critters, students had nearly the entire day to draw, describe, and label their 'scope drawings.


    Monday 9/30

    We started out by reviewing the Notebook Quiz, then we finished the Friday Notebook Review process that we started last week.  With the time left, students had a chance to look at some new pond water.


    Friday  9/27

    We spent a good portion of the day reviewing the lockdown procedure for Room 214.  I take these drills seriously and I want students to feel safe and to know what to do in the case of an emergency.  I answered as many questions as I could.  Should kids come home with any conerns or anxiety, please let me know.  The rest of the day we did the Friday Notebook Review as a means to reinforce the weeks learning.  I showed them the process and we'll continue where we left off on Monday.

    HANDOUT:  Friday Notebook Review Procedure (purple)


    Thursday  9/26

    Students took the Notebook Quiz, and after that they looked at, drew, and labeled pondwater critters.

    HANDOUT:  Notebook Quiz (get from me if you were absent)


    Wednesday 9/25

    Kids spent pretty much the entire day on the microscopes practicing their drawing and labeling skills.  I showed them the next step in the process which is predicting structure and function relationships.


    Tuesday 9/24

    After a review of the rules of how to draw and label microscope drawings, students had a big chunk of time to look for pondwater critters.  They received a handout to practice their skills.

    HANDOUT:  Act 36 Microscope Drawings


    Monday  9/23

    Students got assigned Chromebooks (so absentees need to see me for their #), and then we all made logins to the online textbook.  From there, we took a quick peek at my website, and I had students bookmark my website and the online textbook login site.

    HANDOUT:  Lab-Aids Login Information


    Friday 9/20

    We went over how to draw and label living critters viewed under a microscope.  We went over a 1/2 page handout on the rules of drawing and labeling, so absentees need to make sure they understand those.  Then, we looked a bunch of examples of what kids will see in the pond water.  Finally, with the time remaining, we got on the microscopes for a bit.


    Thursday  9/19

    We first took a bit to talk about Ezra (the snake).  He shed last night so it was a great time to talk about how that happens.  Then, we reviewed the quiz from yesterday.  Students that didn't meet Proficiency will have a chance to take a quiz retake tomorrow.  Then, we started Activity 36 about looking at microbes.  We wrote down a few key vocabulary words.


    Wednesday  9/18

    MICROSCOPE QUIZ

    After the quiz, students could finish what they needed to do (E-Lab, AQ, or pond water).


    Tuesday  9/17

    I showed students how to do Analyis Questions in their Notebooks.  Then, I gave them time to do the following things:  1) finish the 'E' Lab, do the Analysis Questions (#2-4) in their Notebook, and 3) look at pond water.

    QUIZ TOMORROW!  Microscope Parts and Use


    Monday 9/16

    We learned a few more important techniques for the microscopes, and the students had a big chunk of time to draw their 'e' lab diagrams.  We have a quiz on Wednesday about microscope use and parts.


    Friday  9/13

    Friday the 13th, AND a full moon?  Crazy!  Keep you kids inside tonight . . .

    Today we ran picture day out of Science classes, and with extra time in the period we did some cool "get to know each other" stuff which was pretty fun.  Next week we'll continue with more microscope work.


    Thursday  9/12

    We jumped right into our work with microscopes, reviewed proper usage techniques, and then started in on the "E" lab.  We'll do this for another day.


    Wednesday  9/11

    We did earthquake drills to get the muscle memory going, and then we kept working on the parts of a microscope and usage techniques.


    Tuesday 9/10

    We started in on Act 35 about microscopes today.  We did some Notebook work to get used to the format, learned the parts of scopes, and started the process of how to use them properly.

    HANDOUT:  Act 35 Microscope Parts and E Lab


    Monday 9/9

    I was out doing some scouting for a 7th grade field trip, and in my stead my guest teacher showed an awesome video from the Blue Planet series.  Students make notes of what was interesting, and any wonderings.  We'll tie that information in later when it comes to breaking down structure and function relationships.

     


    Friday 9/6

    Students showed me any signatures on the Policy Newsletter.  We looked at the textbook for a few minutes and quickly reviewed the activities we'll be skipping so they know what's there, and then we did a fun 'get to know each other' activity which ended up getting taped into the Notebook.

    HANDOUT:  List of names of students in the class


    Thursday 9/5

    We started prepping the Notebook for the first unit on Cell Biology, and had great discussions about the Big Ideas and Essential Questions.  We taped a few things in the Notebook, and did a QuickWrite as a pre-assessment of currrent knowledge about cells, DNA, and life.  

    HANDOUTS:  Cell Bio Big Ideas / Cell Bio Learning Targets / Paper Pocket (all blue)


    Wednesday 9/4

    We spent the majority of the day on the Policies and Expectations for this class.  I want students, and families, to know and understand how the class works.   We also did a bit of work in the Notebook getting ready for the first unit.  Handouts:  6th Grade Policies and Expectations  

    TO DO:  

    Get parent/guardian signature on Policy Handout (due 9/6)


    Tuesday 9/3

    Students got their new Science Notebook and taped in the Science Notebook Expectations page.  We spent a lot of time in Period 1 doing goal setting, and Period 6 had a chance to ask a lot of questions about the class.

     


    Friday 8/30

    We finished going over the Science Safety Agreement and did some general classroom procedures and guidelines.

    TO DO: 

    Get parent/guardian signature on Safety Agreement (due 9/3)

     

7th Grade Science

  • UPCOMING DUE DATES:

    Monday, 12/16:  Activity 13, AQ #1-4

    Thursday, 1/9:  Geological Processes Unit Quiz

     


    DAILY BLOG

    Friday  12/13

    We watched a new video to help explain the story of Marie Tharp.  Then, we took a handful of notes again, and then students had time to work on the AQ.  We also moved the unit quiz to after break to allow for students to be gone for the Band pullout on Monday.

    Video Links:  Bill Nye Seafloor Spreading, Marie Tharp info, Marie Tharp song


    Thursday  12/12

    From Wegener to Hess, we learned about how seafloor spreading added to the theory of continental drift.  We watched a few short videos to help explian the topics, and took a handful of notes.  We also filled out a short handout about one of the movies.

    Video Links:  Wegener and Continental Drift, Alfred Wegener SongPlate Tectonics Further Info


    Wednesday  12/11

    We reviewed the Notebook Quiz from a couple days ago.  Then, students watched a short video that does a super job of outlining Wegener's evidence for continental drift.  We ended with another video of a different way of remembering Wegener's idea.


    Tuesday  12/10

    We started in on Act 12 about Wegener's idea of continental drift.  Students colored in an evidence map after doing and discussing their own puzzle.

    HANDOUT:  Act 12 World Puzzle


    Monday  12/9

    After learning where students are going for their MakerSpace experience, students had their Notebook Quiz.  After that they should have checked their answers on the Act 11 Reading Outline, and then they could have worked on the Friday Notebook Review that's due tomorrow.


    Friday  12/6

    We discussed more about the tsunami video from yesterday.  Then, I showed students a number of short animations to demonstrate how tsunamis form and why they are so powerful.  Finally, after some good questions from the kids, students were given the Friday Notebook Review sheet.  They should work on it for 20 minutes over the weekend, and I'll give them another 20 minutes on Monday after the Notebook Quiz.


    Thursday  12/5

    We watched a riveting video of the Japan tsunami, took notes on observations, and discussed questions.  


    Wednesday  12/4

    Students got back their EQ Machine Lab Write-up and we discussed the grading comments and revisions.  Many students will need to revise some aspect of their work.  Then, we watched a couple more animations about boundary types to review and help them visualize.   

    HANDOUT:  Act 9 EQ Machine Lab Grading Comments


    Tuesday  12/3

    Guest Teacher today.  Students had the entire day to continue working on the Act 11 Reading Outline and AQ.


    Monday 12/2

    Guest Teacher today.  Students had the entire perioe to work on the Act 11 Reading Outline.

    HANDOUT:  Act 11 Reading Outline


    Friday  11/22

    Another food model for plate tectonics - students had a chance to model a subducting plate with Oreo cookies.  Then, we watched a few slides and animations to deepen our understanding.  We also watched a couple animations of how our continents have moved in the past and are predicted to move in the future.


    Thursday  11/21

    To build a better physical understanding of plate boundaries, we modeled them using Milky Way Tectonic Plates!  Students took notes and drew their observations.  Ended with eating an entire tectonic plate!  You gotta love Science.

    HANDOUT:  Act 11 - Understanding Plate Boundaries Milky Way Activity


    Wednesday  11/20

    We reviewed the computer simulation about tectonic plates, added a bunch of notes to the computer simulation handout, and then picked apart the simulation because it is incorrect with many things, darnit.


    Tuesday  11/19

    We went through a final checking of a few things, and then students turned in the EQ Model Lab.  Then, we continued with observations from the computer simulation about plate boundaries.


    Monday  11/18

    Answered any questions from the lab write-up that's due tomorrow.  Did the 7th grade Makerspace Survey (link found on my homepage for absentees) so kids can put preferences for Makerspace experience.  Started Activity 10 about Plate Boundaries and started in on a computer simulation to see what events occur at each type of boundary.

    HANDOUT:  Act 10 Plate Boundary Simulation Outline


    Friday 11/15

    Entire day was last class time to work on EQ Model Lab write-up.  Lots of time to ask for clarifications and/or help.


    Thursday  11/14

    Focused on the Analysis and having students understand the connection between what they did  in the EQ model and real life.  Reviewed the pink Analysis handout and rest of time was for work time.

    HANDOUT:  EQ Model Pg 5 (pink 0- focused on analysis)


    Wednesday  11/13

    Focused on graphing and reviewed the "How to Make a Great Graph" sheet.  Went over examples of how to do the graphs and talked about how to best represent the data.  Rest of the class was worktime.

    HANDOUT:  Making a Great Graph (pink) - put on page 181 in the back of the Notebook.


    Tuesday 11/12

    Many students did not have a data table prepared, so they had to finish that before data collection.  Groups that had all the data tables completed could start with data collection.  Tomorrow will be the last day for data collection before graphing and analysis.  The write-up is due next Tuesday.

    HANDOUT:  Period 2 - How to Make a Data Table  (this was taped into back of Notebook on page 182)


    Friday 11/8

    Now that groups had variables, we went through the next phase of the packet and talked about controlling variables, hypothesis (and hypothesis graph) and data table setup.  I provided an example of how to set up a data table.  Ideally, kids will be all ready with their data table so they can start collecting data on Tuesday.

    HANDOUT:  Act 9 EQ Machine Pg 3 (yellow) and Act 9 EQ Machine Scoring Rubric (blue).  Period 4 also got a pink "How to Make A Data Table" handout.


    Thursday  11/7

    After students had played with the EQ model, we had a discussion about all the ways to change and measure the outcome.  From there, groups picked a variable to change and to measure.


    Wednesday  11/6

    We began the period by students working on the EQ Machine to model how EQs happen.  Then, after some initial data collection, we regrouped and discussed our observations and energy transformations and transfers that are happening.  Tomorrow we'll begin the process of how we can change a variable to test it's outcome.  This will eventually become a full academic writeup of the analysis.

    HANDOUT:  Act 9 EQ Machine Pg. 1


    Tuesday  11/5

    Because of the upcoming lab graded lab-write-up, we reviewed some key EQ vocabulary and concepts and completed the Background Information handout.  Then, we checked out the actual seismometer in the room and discussed how it works.  Finally, to prepare for tomorrow, I demonstrated the "EQ Machine" and it's parts.  Tomorrow, students will begin a lab to manipulate some variable and test its effect.

    HANDOUT:  Act 9 Background Information


    Monday  11/4

    2nd Quarter is here.  Students got new hall passes for the 2nd Quarter (absentees need to get those from me), and then we watched almost the rest of the Cascadia: Hidden Fire and discussed it along the way.  Some important information and lessons learned that we should all be know.

    HANDOUT:  2nd Quarter Hall Pass - get from me.


    Thursday  10/31

    We reviewed the Geo Processes Quiz, the Notebook Quiz, and then highlighted 1st Quarter grade reports.  Busy but important day.  Be safe tonight, and don't forget to do the TOAD trick!


    Wednesday  10/30

    Students turned in the MSH Packet revisions, and then worked on the Notebook Quiz.  With the time remaining, in Period 2 we reviewed the Geo Processes Quiz from last week (most of it), and in Period 4 we watched more of the Cascadia: Hidden Fire video from yesterday.  The quizzes weren't all graded for Period 4.


    Tuesday  10/29

    We started off Activity 9 about Modeling Earthquakes by watching the first half of a video entitled Cascadia: Hidden Fire.  This video centers on the 3 main types of EQs we can expect here in the PNW.

    HANDOUT:  Hidden Fire Video Sheet


    Monday  10/28

    A number of students needed to finish the quiz from Friday so they had time in class.  Those that were finished were to do the following things listed by priority:  1) finish quiz  2) do MSH packet revisions  3) Clean up/complete missing work in Notebook   4) Highlight Notebook    5) Do work from other classes


    Friday  10/25

    Quiz Day - students had the entire period to work on the quiz.  Those that finished early were supposed to write a poem related to the topic and then clean up their Notebook.  Students turned in their cheat sheets with the quiz.


    Thursday  10/24

    Sorry I haven't updated this in a week - I was out for a couple days and I'm still paying catch-up.  This last week students have been working on Act 8 learning about the interior of the Earth.  They had a reading outline and watched a couple short videos to explain how a) we've learned about Earth's interior, and b) why it's important to know about them.  Today we reviewed some key elements, and students got a review sheet and a word bank to help prep them for the quiz tomorrow.  Some students took the time to work on their 'cheat sheet' for tomorrow's quiz.

    HANDOUTS:  Act 8 USGS Reading, Earth's Layers review sheet, and Word Bank


    Thursday  10/17

    Today was the Great ShakeOut International Earthquake Drill.  We spent the day talking about the need to be prepared, and I showed them my earthquake supplies to give an idea of what could be useful in the case of emergencies.  Students were asked to make a Mini Go-Bag to put under the bed with shoes, gloves, and a flashlight.  Here's a link to the Oregon ShakeOut website.  Tons of resources!


    Wednesday  10/16

    We continued learning about different types of volcanic landforms after a brief review of yesterday's material.  Then, we used models (different kinds of chocolate candy) to represent different types of landforms.  Tasty way to learn Geology!


    Tuesday  10/15

    Students had time to finish the AQ from Act 6 and then we discussed them.  After that, we went back and spent some time learning about different kinds of volcanic landforms in and around Portland and Oregon.  Students completed a handout of the information.

    HANDOUT:  Act 5 Volcanoes Notes


    Monday  10/14

    We looked at a nice relief topo map of the Earth to look for patterns of where mountains exist on the continents and the ocean floor.  Then we looked at a short video of EQs around the world since 1960, and finally made the connection of EQ and volcano patterns with surface patterns of mountains.   We started on AQ #1 and 4 and will have a bit more time tomorrow.

    HANDOUT:  Act 6 Extension - Relief Map Observations


    Thursday  10/10  (Guest Teacher today)

    Students started Activity 6 and were supposed to use an online database to research information on EQs and volcanoes.  Apparently it didn't go well and kids had trouble understanding the website.

    HANDOUT:  Sheet 6.1: World Map


    Wednesday  10/9

    We changed seats and then we finished Act 5.  We did an activity to model an eruptive volcano and made observations.  We discussed those results and talked about how they compare to the real world.  Finally, students did AQ #1-4 in their Notebooks, due tomorrow.


    Tuesday  10/8

    Students did a self-assessment of the St. Helens packet and turned them in.  Then, we reviewed some information about what the sand samples we looked at can tell us.  Then, we worked more on igneous rocks and tied in the information from their rocks they collected from the Cowlitz River.


    Monday  10/7

    Students had the entire period to work on the St. Helens packet.

    Friday 10/4

    Students had the entire day to work on their list of to-dos related to the St. Helens trip (see link to the document below).  Those that used their time efficiently got a lot done.  Those that didn't have a lot more work for this weekend.


    Thursday  10/3

    We reviewed all the 'to-dos' related to the MSH trip, and after directions of what do to, students had almost 2/3 of the class to work.  They should definitely be working on the packet outside of class, too.


    Wednesday  10/2   

    MSH Field Trip - super fun.  They should have completed a large portion of the packet while on the trip.


    Tuesday  10/1

    We spent the day looking at the MSH packet they'll be working on tomorrow, and we went through just what to expect on the field trip.


    Monday 9/30

    We reviewed the Notebook Quiz from last week, and then finished the Friday Notebook Review process that we started last week.  With the time left, we did a cool little lab about volcanic eruptions with less gassy magma.  Students made a data table and did some observations.


    Friday  9/27

    We spent a good part of the day reviewing the lockdown procedure for Room 214, even if students had me last year.  I take these drills seriously and I want students to feel safe and to know what to do in the case of an emergency.  I answered as many questions as I could.  Should kids come home with any conerns or anxiety, please let me know.  The rest of the day we worked on the Friday Notebook Review.  We re-read all our notes, and began the highlighting process.  We'll finish on Monday.


    Thursday  9/26

    Students did the Notebook Quiz.  It ended up being longer than expected so we didn't do much after that.  Students that finished early had time to fill in gaps in their Notebooks.


    Wednesday  9/25

    We quickly recapped AQ # 1 and 2 from Activity 4, and reviewed the Learning Targets.  Then, we moved on to Activity 5.  We took a few notes from the activity introduction, and then made some observations about igneous rocks.  Reminder of Notebook Quiz tomorrow.


    Tuesday  9/24

    We watched a great old movie, but very informative, about volcano hazards.  Students had a video outline sheet to guide their thinking. 

    HANDOUT:  Act 4 Video Sheet


    Monday  9/23

    Students got assigned Chromebooks and then we made personal logins to the online textbook.  Then I got them all onto my website, and we bookmarked both those things.  Students were reminded to complete Student Sheet 4.1 before tomorrow.  We also went over a consent form for a research study that the principal from West Sylvan is doing.  It's not mandatory, but a cool way to have their voices heard in a 20 minute survey coming in the near future.

    HANDOUTS:  Lab-Aids Login Information, Research Study Consent Form


    Friday  9/20

    We did an expert jigsaw activity where certain people from each group were assigned a small piece of reading.  Then, they got back together in groups and shared their information with the rest of the group.  Absentees should complete student sheet 4.1.

     

     


    Thursday  9/19

    Today I showed a couple more landsliide pictures.  One of which was of Table Mountain which is right behind Bonneville Dam.  The other was on Mars!  Led to some interesting conversations.  Then, students had some time to do AQ #1, 2 from Activity 3.  Finally, we started in on Activity 4 and got a couple basic definitions for earthquakes and volcanoes.  We'll focus on different hazards they pose.


    Wednesday  9/18

    We reviewed the AQ from Activity 2, then took a few notes and watched a couple short clips about landslides from Activity 3.  I collected the Notebooks and will check them off.


    Tuesday  9/17

    We finished the notes on the rock tubs, and then students had a bit of time to work on AQ #1-3 from Activity 2. Students can find a pdf of Activity 2 and the Activity 2 map on the SEPUP Earth/Space Science Links and Info page on my website (look on the left side).

    We also spent a good chunk of time going over the Mt. St. Helens Field Trip info.  The permission slips and transportation cost ($20) are due next Tuesday at the latest.


    Monday  9/16

    We jumped in today with a couple definitions, then did a really fun demo about how sedimentary rocks are formed.  From there, we looked at a wide variety of sedimentary rocks to look for key features.  Students had to record their observations.


    Friday  9/13

    Today we ran picture day out of Science classes, and with extra time in the period we did some cool "get to know each other" stuff which was pretty fun.  Next week we'll continue with more work on sedimentary rocks and landslides.

    HANDOUT:  List of people in the class (get from me not the Assignment Crate)


    9/12  Thursday

    I did a demonstration of how water interacts with clay and sand to model how groundwater is stored.  Then, we did a super fun lab making sand castles with and without an impermeable layer to model landslides.  Absentees will need to talk to a peer about what happened.


    9/11  Wednesday

    Period 2 finished the last tidbits of the video, and both classes discussed the AQ and how technology helps and hinders society.  Then we started Activity 2 on Groundwater.   Students got a couple definitions to get it started.


    9/10 Tuesday

    After a brief discussion of yesterday's video of the Oso landslide, we continued the rest of the video.  We stopped along the way to discuss key parts and how knowledge of landslides can help mitigate future losses from natural hazards.  


    9/9  Monday

    I was out on a scouting field trip for the St. Helens Field Trip.  My guest teacher began the NOVA video called Killer Landslides.  It is part of our geology curriculum.  Students did an anticipation guide, and then had a video question sheet to complete.  We will finish the video tomorrow.

    HANDOUTS:  Act 3 Anticipation Guide, Act 3 Killer Landslides Video Questions


    9/6  Friday

    Today we continued our discussion of storage of nuclear waste.  We looked for patterns between population and nuclear reactor locations.  We had a couple awesome discussions about energy in general, and students grappled with the pros and cons of differing ideas of nuclear waste storage.  We started in on AQ #1, and we'll continue the AQ next week.


    9/5  Thursday

    After a review of the Plate Tectonics Big Ideas, we started in on Activity 1 about nuclear waste storage considerations.  Students got a handout about nuclear energy background information, and they worked together to complete it.  


    9/4  Wednesday

    We reviewed any questions that came up from reviewing the Policy handout.  Then, we spent more time with the rock observations and folks got to see if their description was clear enough for someone else to find their rock.  After talking a bit more about the importance of rocks, we did a bit more looking at patterns of grades correlated to missing work.  The evidence is very clear that there is a correlation.  Then, we started in on the first unit, Plate Tectonics.


    9/3  Tuesday

    We spent the majority of the day on the Class Policies and Expectations.  This is a handout that must be signed by a parent/guardian for transparency.  Period 4 had a bit of time to work further on rock observations.

    TO DO:

    Get parent/guardian signature on Policy Handout.


    8/30  Friday

    Students got their new Science Notebooks and we set it up for the first unit, Plate Tectonics.  They also got hall passes for the quarter which is suppoed to be taped onto the inside of the cover of the Planner.

    Handouts:  Plate Tectonics Essential Questions, Plate Tectonics Learning Targets, Plate Tectonics paper pocket (all goldenrod in color)