6th Grade Science
UPCOMING DUE DATES:
Waksman/Groom: Talked more about the graph students will be making for their city's weather data, then students started making their graphs for the poster.
Thursday 2/6 - Shortened schedule due to Peace Prize Assembly
Waksman: Students worked further on final data collection for their city, and then started in on learning how to graph the data.
Groom: We first discussed expectations of assembly behavior, and then talked about making a poster, and how to graph the data. We also looked at the scoring guide for the graph so students have that as a target.
HANDOUT: Act 51 Weather Graph Scoring Guide (blue) - Groom only
Mr. Cady-Russell, our counselor, came in to teach classes today!
Waksman: Students had time to work on their Friday Notebook Review (didn't get to it last week), and then had more time to do data collection with their group for the city they're analyzing.
Groom: Took the Notebook Quiz, and if they finished early, students read the article that Ms. Waksman put together yesterday. We will discuss it on Thursday.
HANDOUT: Article (2 pages): Historically racists houseing policies exacerbating climate change effects in low-income Portland neighborhoods.
Waksman: read and took notes on a great article connecting Black Lives Matter and weather. Students turned that in at the end of the period. With a few minutes to go, groups continued collecting monthly weather data for a city.
HANDOUTS: Article: Historically racists houseing policies exacerbating climate change effects in low-income Portland neighborhoods.
Groom: students had a good solid chunk of time to do their Notebook Review #5 as promised last Friday. Then, I showed everyone how to gather monthly data of a city. Groups got to choose from some options of cities. Finally, groups worked together to complete the monthly data.
HANDOUT: City Weather Data (get from me if you were absent)
Waksman: students had a cool opportunity to check out some frog eggs that were brought in. Then, students did some weather data analysis to find the mean, median, and mode of the last week of weather. Finally, groups were assigned different cities to gather data about.
Groom: We analyzed the weather data from Portland and reviewed how to calculate mean, median, and mode. Then, students had a big chunk of time to complete Friday Notebook Review #4. This will be due next week on Tuesday.
HANDOUT (GROOM): Friday Notebook Review #4 (green)
We reviewed the AQ from Activity 50, and then started in on gathering weather data for Activity 51.
HANDOUTS: Website Directions, Data Collection Sheet
Students did a QuickWrite activity about Weather and Climate. We worked with those a bit to share ideas. Then, we did some AQ together. Students have to complete AQ 1-4 tonight.
TO DO AT HOME: Complete Act 50, AQ #1-4 in Notebook.
Started new unit - Weather and Atmosphere, and did a bit of Notebook prep for that. Students put new hall passes into their Planners. We did a good ol' storytime with Rainy with a Chance of Meatballs to get us in the mood for weather. Students had to look carefully for actual terms they think describes the weather.
HANDOUT: 3rd Quarter Hall Passes (get from me)
Monday 1/27 NO SCHOOL
Waksman: Today was a catch-up day and time for students to do quiz corrections. We also highlighted grade reports.
Groom: We highlighted grade reports to look for trends for the quarter and then students had time to do quiz corrections. Those that don't have time to finish in class can do it over the weekend and turn in the corrections on Tuesday MORNING.
TO DO AT HOME: Finish quiz corrections
Waksman: reviewed quiz from yesterday and students had time to do quiz corrections if necessary, and others had an article to read and/or get caught up on missing Science work
Groom: We reviewed the quiz, and since it was on the computers (first time and working out the feedback to the kids), students had to write the correct answers on a hardcopy I printed out for them. Students that need to revise have a very quick turnaround. They will have some time tomorrow to do continue working on corrections if they don't finish tonight.
TO DO AT HOME: Quiz Corrections
Students in both classes took the Body Works quiz.
Waksman: students finished their heart rate lab and then had time to do the AQ from Act 19, and then had time to work on the cheat sheet for tomorrow's quiz.
Groom: Students had time to do the AQ from Act 23 (#1, 3, 4, 7), and then we discussed the answers. After that, we moved back to Activity 19 about Heart Rate. Students measured their resting heart rate, and then saw how quickly it went up after 2 minutes of burpees. We ran out of time, but I asked them to continue monitoring their pulse to see how long it took to get back to their resting heart rate.
HANDOUT: Act 19 Heart Rate Sheet
Monday 1/20 NO SCHOOL - MLK Day
Friday 1/17 - Late Opening
Waksman: Did Act 19 and had groups do their heart rate experiments.
Groom: Review heart parts and sang the Bloodmobile again. Who said middle schoolers wouldn't sing?? Then, students read Act 23 and had a couple minutes to get started on Act 23 AQ #1, 3, 4, 7.
Waksman: Labeled a diagram of the Respiratory System, taped it in, and then moved on to Activity 19 about how the heart works during exercise. Students learned how to measure their heart rate, and then groups designed a short experiment to test the effect of exercise on their heart rate.
Groom: Continued with Act 23 on the heart parts. Then, we watched a short animation about how blood flows through the heart, and then sang the Circulation Rap (I love Glenn Wolkenfeld!) to cement how blood flows through the heart. Finally we checked out a real preserved sheep heart to see what things look like in real life!
HANDOUT: Act 23 Circulation Rap Lyrics
Waksman: Did some organization work and passed back some papers. Talked more about the heart, and then watched a sheep heart dissection! It wasn't really a dissection, but more like a viewing of a real sheep heart so kids could see the parts.
Groom: Little bit of NB organization, then reviewed the key learnings from the Circulation Game from Tuesday. We watched a sweet song about how the Bloodmobile works! We took some notes on that so absentees need to get those. Then we started in on how the heart actually works and labelled and colored a heart diagram. We'll finish that tomorrow.
Waksman: Worked on Act 23 Heart Parts. Did a reading and labeled and colored a diagram of the heart. Also watched a video to show how the heart pumps blood.
Groom: Did some Notebook organization, and students had some work time to complete work that's due tomorrow (Act 12, 17 AQ, and Fri NB Review #4)
Spent the day explaining and playing the circulation game. Students learned their roles for organs and blood, and then we moved around the 'body' in the room and delivered oxygen and nutrients, and picked up carbon dioxide and wastes. Pretty fun.
Groom: We worked on AQ from Activity 17, and students got the Friday Notebook Review sheet. They'll have to do that outside of class - follow the directions on the purple page in the front of the Notebook. We also did the Act 17 lab on gas exchange.
Waksman: Discussed the study guide for next week's Quiz. Did a Friday Notebook Review. Did AQ #2, 3, 6, 7 from Activity 17.
Groom: We worked more with the reading from Act 15. Then, we did some prelimary work on Act 17.
Waksman: Act 17 Gas Exchange lab and discussion
Spent today talking about digestion. We did some pre-reading strategies for Activity 15 reading, and then read the Activity. Then, students used a Reading Outline to tweaze out the details of the reading.
HANDOUT: Act 15 Reading Outline
Tuesday 1/7 GUEST TEACHER TODAY (Period 6)
To really see what's going on our bodies, we showed a video from NOVA entitled NOVA Wonders: What's Living in You?
Period 1: Students did a review of rules and shared some stories about vacation. Then, we started in on Activity 17.
Period 6: We finished up Act 14 about digestion, and after doing a bit of reading, groups designed simple experiments on how to show how mechanical digestion matters for digestion.
Period 1: After a quick review of Act 12, students did a warm-up related to which organs are in the digestive system. Then they did a simple lab procedure to test the effect of a variable on how fast an alka seltzer tablet would dissolve. Groups had to write a simple procedure and collect data.
Period 6: Students had a bit more time to color their organ/function sheet, and then they did AQ # 1, 6, 7 from Activity 12. We started to setup the Notebook for Activity 14.
Students continued on matching body organs to their functions, and then colored in the corresponding organ system on the function sheet.
HANDOUT: Body Systems Info Handout
Students did a warm-up of what they thought each body system did, and then groups worked together to color organs based on the procedure in Activity 12.
HANDOUT: Body System Diagrams sheet
We reviewed the quiz from last week, reviewed how to do the Quiz Correction Form, and then students had a bit of time to start working on corrections. If students received Proficient or higher, they will not do the correction form. For students that got below Proficient, it's their 'job' to do the corrections to show an increased level of understanding.
We continued learning about organs and started in on their functions.
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.
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.
Students had the entire period to prepare for tomorrow's quiz.
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
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.
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)
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
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
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
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.
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
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.
Today groups made observations on their shrunken egg in corn syrup, and moved it to a colored liquid.
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.
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.
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.
Students had the whole day to work on their Yeast Lab write up.
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.
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.
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.
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
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.
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.
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!
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.
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.
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
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.
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.
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!
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.
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.
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.
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.
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
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.
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
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.
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
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.
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.
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.
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)
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)
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.
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
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
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.
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.
After the quiz, students could finish what they needed to do (E-Lab, AQ, or pond water).
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
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 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.
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.
We did earthquake drills to get the muscle memory going, and then we kept working on the parts of a microscope and usage techniques.
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
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.
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
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)
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
Get parent/guardian signature on Policy Handout (due 9/6)
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.
We finished going over the Science Safety Agreement and did some general classroom procedures and guidelines.
Get parent/guardian signature on Safety Agreement (due 9/3)
7th Grade Science
UPCOMING DUE DATES:
Friday, 2/12: Activity 72 Evidence and Trade-offs Paper (two Academic grades coming from this one)
Students had more time in class to work on the Reading Outline and Act 72 AQ. Then, we discussed the writing assignment about the decision of whether they support or do not support the putting of Nile perch into Lake Victoria. Students received a 'discussion web' to organize their thoughts, a writing template (or they can use a GoogleDoc template), and a Scoring Rubric.
HANDOUTS: Act 72 Discussion Web, Act 72 EV/TO Writing Template, and Act 72 EV/TO Scoring Rubric (blue) (other handout links are on the SEPUP Life Science Links and Info page to the left)
Thursday 2/6 Guest Teacher today (Per 2 only) Shortened schedule today due to Assembly Schedule
Students continued on the Reading Outline, and those that finished moved on to Analysis questions #2, 3, 7.
Wednesday 2/5 Guest Teacher today
Today was the first day of the Ecology Unit. Notebooks are set up, and students started Act 72. They did an "Intra-Act Statements" sheet to start the thinking, and then did a Reading Outline to learn all about the 'Miracle Fish.'
HANDOUTS: Act 72 Intra-Act Statements, Act 72 Reading Outline
We had a great discussion about online quizzes and whether they're the best option for learning and doing quiz corrections. Then we reviewed the quiz and I'll get back final scores on Thursday. Finally, we set up the Notebook for the next unit on Ecology. We skipped a page, then made a title page, and Period 4 got as far as making a Learning Target page and a Paper Pocket page.
HANDOUTS: Ecology Unit Big Ideas and Essential Questions, and (Period 4 only) Paper Pocket (both blue)
We had our second visit from Christa Shier from the Clean Rivers project to discuss and observe macroinvertebrates. Students turned a 1l2 sheet of their observations and drawings.
HANDOUT: Clean Rivers Education Macroinvertebrates
Students took an online quiz regarding the erosion and deposition topcs we've been learning. They had a choice to do the Friday Notebook Review either before or after the quiz. After those were done, students could go in and finish any remaining notes and AQ for Activities 29 and 33.
HANDOUT: Friday Notebook Review #5 (green)
We reviewed some of the Concept Maps from the analysis questions, and then we used the stream table as a wave tank to model coastal erosion. Period 2 had a good chunk of time to work with the stream tables to create their own landforms. We also discussed the connection between this morning's sunrise cloud effect with the wave rippling we've been seeing from the Missoula Floods and our stream table. Period 4 had a big chunk of time to continue working on the notes and AQs.
TO DO AT HOME: Finish Act 29 and Act 33 Notes and AQs, and review info for tomorrow's 'pop' quiz.
Students had a big chunk of time to work individually on the notes from Act 33 about coastal erosion. Then, we looked at a bunch of images of real-world examples of what we read about. Students have to do AQ #3 and 4 in their Notebooks.
TO DO AT HOME: Act 33 Notes, and AQ #3-4
Got new hall passes for 3rd Quarter and put those in their Planners. Then, we checked out the topography from the 'floods' that we created last week on the stream table. We compared those landforms to actual landforms and looked at an amazing LIDAR image of Portland (look it up!) to see how the Missoula/Bretz Floods created our landscape. Finally, students had a bit of time to begin work on notetaking from Activity 33 about coastal erosion.
HANDOUT: 3rd Quarter Hall Passes (get from me)
We reviewed the Notebook Quiz from Wednesday, and then students highlight grade reports for the 2nd Quarter. Finally, we ended up making a dam and flood on the class stream table. Turned out really cool with ripples and everything, just like the Missoula Floods!
HANDOUT: Act 33 Notetaking Topics (1/2 sheet)
We had a guest speaker, Christa Shier, from the Clean Rivers Program come to talk about Water Chemistry. This was the first of 4 visits on different topics. Students had to turn in their worksheets.
TO DO AT HOME: Finish Act 29 notes and AQ #1, 2
Students took a Notebook Quiz, and they had the rest of the time to work on notes and AQ #1, 2 from Activity 29.
We checked out the stream table and looked at how waterfalls form and erode, and then how meandering streams change stream morphology. From there, students took notes from Act 29 in their Notebooks. We'll continue that tomorrow.
Monday 1/20 NO SCHOOL - MLK DAY
Checked out the stream table again after another couple hours of running the pump. Big changes! Students made observations and I pointed out a few things. Then, we looked at slides of different erosion and deposition landforms.
We finished the Missoula Floods video, discussed it, and discussed the cool fact that the Earth can tell some amazing stories if you just know how to read it. Then, to bring erosion and deposition to life, we checked out the huge stream table in the classroom and discussed how it works and made observations.
Took a break from Geology to look at a real sheep heart and discuss how it works. We had one for the 6th grade curriculum and didn't want the 7th graders to miss out. Pretty cool opportunity.
Spent the majority of the day reviewing the quiz from Friday. Anyone that made a cheat sheet and received less than Proficient should do the quiz correction form. After that, we watched a bit more about the Missoula Floods video.
We are doing a very abbreviated look at Erosion and Deposition. We have a world class example of a catastrophic geologic event in our backyard - the Columbia River Gorge. How it formed in the Missoula/Bretz Floods is an amazing story. We're watching a NOVA video to sum up some key concepts. Students had an outline to use while they watched the video.
HANDOUT: Missoula Floods Video Sheet
Students had the entier period for the Plate Tecotnics Quiz. Those that finished early were given the Friday Notebook Review to do. That will be collected next week.
We quickly reviewed any outstanding information from Act 14, and then spent a majority of the day on the Rock Cycle Game. Students, by playing this game, learned how rocks can change form from one type to another. They recorded their journey on a handout. We also looked at an example of the Rock Cycle on another handout. Students should definitely review that before tomorrow's quiz. There are multiple videos online to explain how the rock cycle works.
TO DO AT HOME: Continue working to prepare for Friday's quiz
Wrapped up our discussion about the different models for convection we experienced. Students had to write a mini-essay to say which model was the best and evidence for their decision. We finished the period looking at the slab-pull vs. ridge-push ideas of how tectonic plates move around. Here is a link to an animation that explains it.
TO DO AT HOME: Spend 20-30 minutes working on cheat sheet and preparing for Friday's quiz
Tuesday 1/7 Guest Teacher today
Students had the entire period to work on their cheat sheet for Friday's quiz (was originally scheduled for Thursday).
Students got back any revised EQ lab reports. Then, we did most of Activity 14 about how tectonic plates move. We did 3 different types of models of convection and will discuss further tomorrow. They wrote observations of a glitter lamp, and observed a hot chocolate model and a hot/cold water tub model. Here is a link that describes the connection between a lava lamp (really similar to a glitter lamp) and a hot chocolate model of convection.
Tuesday - Thursday 12/17 - 12/19
Makerspace Field Trip
We spent the day looking at the study guide for the unit quiz they'll take after break. The remaining time was for students to work on the Analysis Questions from Act 13 if they weren't done. I collected Notebooks to check a number of things.
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.
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.
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.
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
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.
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.
We watched a riveting video of the Japan tsunami, took notes on observations, and discussed questions.
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
Guest Teacher today. Students had the entire day to continue working on the Act 11 Reading Outline and AQ.
Guest Teacher today. Students had the entire perioe to work on the Act 11 Reading Outline.
HANDOUT: Act 11 Reading Outline
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.
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
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.
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.
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
Entire day was last class time to work on EQ Model Lab write-up. Lots of time to ask for clarifications and/or help.
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)
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.
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)
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.
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.
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
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
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.
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!
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.
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
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
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.
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
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!
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!
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
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
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.
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.
Students had the entire period to work on the St. Helens packet.
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.
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.
MSH Field Trip - super fun. They should have completed a large portion of the packet while on the trip.
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.
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.
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.
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.
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.
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
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
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.
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.
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.
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.
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.
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)
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.
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.
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.
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
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.
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.
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.
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.
Get parent/guardian signature on Policy Handout.
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)