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"Amplify 8th Grade Science" - Student grades are updated everyday.  Check Neshaminy's "Home Access" page at neshaminy.org

 

 

 

 

 

 

 

 

 

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

 

 

Wednesday 10/17/18 -All Classes - Amplify - Natural Selection 2.1 Activities 3, and 5 ONLY!  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.   HW - Complete the Reflection portion of today's lesson (Section 2.1.5).  Review the Natural Selection unit vocabulary terms on QUIZLET.  Vocabulary Quiz TUESDAY.

 

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

 

 

Tuesday 10/16/18 -All Classes - Amplify - Natural Selection 2.1 Activities 1, 2, and 4 ONLY!  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.   HW - Complete the Reading/Annotation portion of today's lesson (Section 2.1.4).  Review the Natural Selection unit vocabulary terms on QUIZLET.  Vocabulary Quiz Friday.

Monday 10/15/18 -All Classes - Amplify - Natural Selection 1.6Students 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.   HW - Complete the Self-Assessment portion of today's lesson (Section 1.6.4).  Review the Natural Selection unit vocabulary terms on QUIZLET.  Vocabulary Quiz Friday.

 

Friday 10/12/18 -All Classes - Students will demonstrate prior science knowledge on the Classroom Diagnostic Test (CDT).  We will Review the Nature of Science Terminology, and review some of the Key Concepts in Kahoot, and Quizlet.   HW - Review the Natural Selection unit vocabulary terms on QUIZLET.

Thursday 10/11/18 -All Classes - Amplify - 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.   HW -  Finish the homework questions from NS 1.5.4.  Review the Natural Selection unit vocabulary terms on QUIZLET.

Wednesday 10/10/18 -All Classes - Amplify - Natural Selection 1.4.  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.   HW -  Finish the homework questions from NS 1.4.5.

Tuesday 10/9/18 -All Classes - Amplify - 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.   HW -  Finish the homework questions from NS 1.3.5.

Monday 10/8/18 -All Classes - Amplify - 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?   HW -  Finish the homework reading and questions from NS 1.2.4.

 

Friday 10/5/18 -All Classes - Students will present their scientific argument for the question posed at the beginning of the Geology on Mars unit.  Students will "Peer Review" the arguments presented by other student scientists.  Make revisions, and hand in to me, the project leader.  HW -  No Homework

Thursday 10/4/18 -All Classes - Amplify - 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.  HW -  Finish up the GOM Scientific Argument from GOM Lesson 3.4.

Wednesday 10/3/18 -All Classes - Science Folder Check Today.  End of Unit Assessment Today. Amplify GOM 3.5.  Students complete an End-of-Unit Assessment consisting of a written-response question with four parts. The End-of-Unit Assessment is designed to provide formative information about students’ understanding of the crosscutting concept of systems and system models as it relates to content from the unit. It is set in a context related to the Geology on Mars unit, and student performance indicates support students may need or connections to systems and system models that may be built upon in future units.  HW -  Finish up the GOM Scientific Argument and reading from GOM Lesson 3.4.

Tuesday 10/2/18 -All Classes - Vocabulary Quiz Today. Amplify GOM 3.4.  In today's lesson, students use the Writing a Scientific Argument Template 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. Students’ final written arguments also serve as three-dimensional performance assessments with rubrics provided to indicate student 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.  HW -  Review the Geology on Mars key concepts in preparation for the End of Unit Assessment.  Prepare your Science folder for grading.  Geology on Mars End-of-Unit Assessment Tomorrow!

Monday 10/1/18 -All Classes - Students will  review the vocabulary terminology used within our Geology on Mars unit. We will review the Key Concepts of the Geology on Mars unit in a game of Kahoot!. We will continue the COSMOS video series.    Cosmos, like our Amplify Science program meshes together the disciplines of science as it tells the stories of our Universe.  HW - Continue to review the Geology on Mars unit vocabulary terms on QUIZLETVocabulary Quiz Tomorrow.  Geology on Mars End-of-Unit Assessment Wednesday!

 

Friday 9/28/18 -All Classes -Amplify GOM 3.3Students 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.  HW - Complete the "Reasoning About Evidence from Mars” 3.3.2 Discussion questions. Continue to review the Geology on Mars unit vocabulary terms on QUIZLETVocabulary Quiz Tuesday.  Geology on Mars End-of-Unit Assessment Wednesday!

Thursday 9/27/18 -All Classes -Amplify GOM 3.2In this 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.  HW - Complete the "Evaluating Claims About the Channel on Mars” 3.2.5 Discussion questions. Continue to review the Geology on Mars unit vocabulary terms on QUIZLETVocabulary Quiz Tuesday.  Geology on Mars End-of-Unit Assessment Wednesday!

Wednesday 9/26/18 -All Classes -Amplify GOM 3.1Students 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.  HW - Complete the "Evaluating New Information from Mars” 3.1.3 Discussion questions. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET

Tuesday 9/25/18 -All Classes -Amplify GOM 2.3 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).  HW - Complete the "Gathering Additional Evidence from Models” 2.3.4 Homework. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET.

Monday 9/24/18 -All Classes -Amplify GOM 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 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.  HW - Complete the "Modeling a Geologic Process” 2.2.4 Homework. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET

 

Friday 9/21/18 -All Classes -Period 2 - Amplify GOM 2.1In 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. Periods 1,4,5,7 -  Play a few rounds of QUIZLET LIVE to review the vocabulary terminology used within our Geology on Mars unit.  I will also introduce you to the COSMOS video series.  Cosmos, like our Amplify Science program meshes together the disciplines of science as it tells the stories of our Universe.  HW - PERIOD 2 - Complete the "Investigating Landforms on Venus” 2.1.5 Homework. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET.

Thursday 9/20/18 -All Classes -Amplify GOM 2.1In 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.   HW - Complete the "Investigating Landforms on Venus” 2.1.5 Homework. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET

Wednesday 9/19/18 -No School

Tuesday 9/18/18 -All Classes -Amplify GOM 1.3Students 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.  HW - Complete the Investigating a Mystery Object on Mars 1.2.4 Homework. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET

Monday 9/17/18 -All Classes -Amplify GOM 1.2In 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.  HW - Complete the Observing the Surfaces of Mars and Earth 1.2.5 Homework. Continue to review the Geology on Mars unit vocabulary terms on QUIZLET.

 

Friday 9/14/18 -All Classes -Finish Amplify GOM 1.1Students 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.  HW - Continue to review the vocabulary terms we will use in this unit on QUIZLET Geology on Mars Glossary.

Thursday 9/13/18 -All Classes -Continue Amplify GOM 1.1Students 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.  HW - Start to review the vocabulary terms we will use in this unit on QUIZLET Geology on Mars Glossary.

Wednesday 9/12/18 -All Classes -Amplify GOM 1.1Students 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.  HW - Start to review the vocabulary terms we will use in this unit on QUIZLET Geology on Mars Glossary.

Tuesday 9/11/18 -No School

Monday 9/10/18 -No School

 

Friday 9/7/18 -All Classes -Review the Hurricane tracks and paths for Hurricane Plot Points 2.  Hurricane Tracking Quiz.  HW - No homework.

Thursday 9/6/18 -All Classes - Using the Hurricane Plot Map 2 track the paths of the Hurricane Plot Points 2.  How can we predict their movement based on their current position.  HW - Finish plotting all hurricanes from Plot #2.

Wednesday 9/5/18 -All Classes - Using the Hurricane Plot Map track the paths of the Historic Hurricanes.  Ho can we predict their movement based on their current position.  HW - Finish plotting all 6 historic hurricanes paths.

Tuesday 9/4/18 -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 9/3/18 -No School

 

Friday 8/31/18 -All Classes - CW- Periods 1&2 - 8th Grade Science introduction.  Class rules and expectations.  Periods 4,5,7 Finish up Science class introduction.  Begin to take a look at Hurricanes.  How do hurricanes form?  How do we plot them?  Can we predict their movement.  HW - Get your class supplies by Tuesday.

Thursday 8/30/18 -All Classes - CW- 8th Grade Science introduction.  Class rules and expectations.  HW - Get your class supplies by Tuesday.