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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

 

Tuesday 4/24/18 CW- PSSA SCIENCE testing in the morning.  All Classes - CW-  Begin our Science/Social Studies cross curricular activity.  Today we are going to start creating the scaled map of the United States to use in your project.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

 

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

 

Monday 4/23/18 CW- Earth's Changing Climate 2.2, 2.3  Students continue to learn about how the relationship between energy entering and exiting Earth’s system affects climate. After looking at data that shows an increase in energy from the sun is not the cause of current warming, students read about two periods of climate change from Earth’s past.  Next, Students build their understanding in two ways: A whole-class summary of the reading and a modeling activity in which they use the Modeling Tool to show how carbon dioxide affects energy entering and exiting the system.   HW- Complete all activities in sections 2.2, and 2.3.  Study the Earth's Changing Climate Vocabulary terms on Quizlet.

 

Friday 4/20/18 CW- Earth's Changing Climate 2.1  Students are introduced to the idea that energy both enters and exits the Earth system. When the amount of energy entering and exiting is the same, the system is stable. However, if this flow of energy becomes unbalanced, with either more or less energy entering than exiting, the system experiences change. Students approach this concept through a hands-on physical model, a video, and an investigation in the Sim.  HW- Complete Section 2.1.4 Reflecting on Energy activity.  Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Thursday 4/19/18 CW- Earth's Changing Climate 1.5  Students continue to gather evidence about how different gases affect the atmosphere. Using what they learned about trends and fluctuations, they analyze the strongest data. After comparing temperature data with how different gases have changed over time, students come to conclusions about why ice might be melting. Students are introduced to the Modeling Tool and use this to model one possible claim about the current cause of decreasing ice and increasing temperatures on Earth.  HW- Complete Section 1.5.4 Homework, and the 1.5.5 Self Assessment.

Wednesday 4/18/18 CW- PSSA Math testing in the morning.  All Classes - CW-  Take a look at Climate Change through the lens of those effected.  In class video.  Practice a few PSSA Science questions in preparation for the Science PSSA test.  Review the PSSA Science Vocab with Quizlet.  Play a few of the Quizlet Games.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Tuesday 4/17/18 CW- PSSA Math testing in the morning.  All Classes - CW-  Take a look at Climate Change through the lens of those effected.  In class video.  Practice a few PSSA Science questions in preparation for the Science PSSA test.  Review the PSSA Science Vocab with Quizlet.  Play a few of the Quizlet Games.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Monday 4/16/18 CW- Earth's Changing Climate 1.4  Students participate in a whole-class discussion of the claims they generated in the previous lesson about why ice on Earth’s surface is melting. They then focus on investigating claims about changes to the atmosphere by answering the question, What kinds of changes to the atmosphere could increase energy absorbed by the surface? Through an activity in the SIM, students manipulate amounts of different gases and observe the results in order to learn about how gases affect Earth’s temperature.  HW- Complete Section 1.4.5 Homework.

 

Friday 4/13/18 CW- Earth's Changing Climate 1.3  Students explore the connection between energy, temperature, and ice melting in order to gain support for making their own claims about the cause of the current climate change. In this lesson, students become familiar with the Earth’s Changing Climate Simulation, a tool students will use throughout the unit, which is used here to investigate ideas about the relationship between energy in the Earth system and temperature.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Thursday 4/12/18 -PSSA ELA  Testing in the morning.  All Classes - CW-Take a look at Climate Change through the lens of those effected.  In class video.  Practice a few PSSA Science questions in preparation for the Science PSSA test.  Review the PSSA Science vocab with Quizlet.  Play a few of the Quizlet Games.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Wednesday 4/11/18 -PSSA ELA  Testing in the morning.  All Classes - CW-Take a look at Climate Change through the lens of those effected.  In class video.  Practice a few PSSA Science questions in preparation for the Science PSSA test.  Review the PSSA Science vocab with Quizlet.  Play a few of the Quizlet Games.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Tuesday 4/10/18 -PSSA ELA  Testing in the morning.  All Classes - CW-Take a look at Climate Change through the lens of those effected.  In class video.  Practice a few PSSA Science questions in preparation for the Science PSSA test.  Review the PSSA Science vocab with Quizlet.  Play a few of the Quizlet Games.  HW- Study the Earth's Changing Climate Vocabulary terms on Quizlet.

Monday 4/9/18 -All Classes - CW-  Earth's Changing Climate 1.2 - Students to the problem they will investigate over the course of the unit, Why is ice on Earth decreasing? Students begin by reacting to statements in an Anticipation Guide that are designed to help them access what they already know about climate change and which they will revisit periodically throughout the unit. Students learn that the concepts of trend and fluctuation are important when analyzing data about climate change.  HW- Complete Section 1.2.5 Homework.  Study the Earth's Changing Climate Vocabulary terms on Quizlet.

 

Friday 4/6/18 -All Classes - CW-  Earth's Changing Climate 1.1- Students complete a Pre-Unit Assessment consisting of 19 multiple-choice questions and 2 written-response questions. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build.  Investigate the new Earth's Changing Climate Vocabulary terms on QuizletHW- No Homework.

Thursday 4/5/18 -All Classes - CW-  Science Folder Check for the Light Waves unit, and Thermal Energy Folder Set-up .  Thermal Energy 1.1- Students complete a Pre-Unit Assessment consisting of 16 multiple-choice questions and 2 written-response questions. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build.  Investigate the new Thermal Energy Vocabulary terms on QuizletHW- No Homework.

Wednesday 4/4/18 -All Classes - CW- Light Waves 4.4- Students complete an End-of-Unit Assessment consisting of sixteen multiple-choice and two written-response questions. The End-of-Unit Assessment indicates where students fall along the levels of the Progress Build after instruction by measuring their mastery of the specific ideas that comprise each level of the Progress Build.  Take a look at the Science Vocab we have used here at Maple Point through the years.  Play a few of the Quizlet GamesHW- Get your Science Notebook up to date for tomorrow's check.

Tuesday 4/3/18 -All Classes - CW- Periods 1&2 Light Waves 4.3- Having discussed the claims and evidence in the previous lesson, students conclude the Science Seminar and the unit by writing a scientific argument in response to the Science Seminar Question: Can the crabs see the plankton they eat near the ocean floor? To prepare for this task, students consider what makes an argument convincing. They then use the Reasoning Tool to help them articulate how the evidence supports their claim. Once students have organized their thinking, they conclude the unit by writing a scientific argument.

Periods 4, 5, &7 -   Light Waves 4.2    Students engage in oral argumentation as they apply their knowledge of how light interacts with materials to the Science Seminar Question: Can the crabs see the plankton they eat near the ocean floor? Students prepare for the Science Seminar by revisiting and further organizing their thinking about the claims and evidence. They then participate in the Science Seminar, a group discussion in which students make sense of evidence and debate which claims are best supported. HW- Periods 1&2 -Complete Section 4.3 Homework.  HW- Periods 4, 5, &7 -Complete Section 4.2.4 Homework. ALL Classes, Prepare for tomorrow's End of Unit Assessment.

Monday 4/2/18 -All Classes - CW- Periods 1&2 - Light Waves 4.2    Students engage in oral argumentation as they apply their knowledge of how light interacts with materials to the Science Seminar Question: Can the crabs see the plankton they eat near the ocean floor? Students prepare for the Science Seminar by revisiting and further organizing their thinking about the claims and evidence. They then participate in the Science Seminar, a group discussion in which students make sense of evidence and debate which claims are best supported. 

Periods 4, 5, &7 - Light Waves 4.3 Having discussed the claims and evidence in the previous lesson, students conclude the Science Seminar and the unit by writing a scientific argument in response to the Science Seminar Question: Can the crabs see the plankton they eat near the ocean floor? To prepare for this task, students consider what makes an argument convincing. They then use the Reasoning Tool to help them articulate how the evidence supports their claim. Once students have organized their thinking, they conclude the unit by writing a scientific argument.  HW- Periods 1&2 -Complete Section 4.2.4 Homework.  HW- Periods 4, 5, &7 -Complete Section 4.2.4 Homework.

 

 

Monday-Friday  3/26-30/18 -Spring Break - No School

 

Friday 3/23/18 -All Classes - CW- Light Waves 4.1   Students apply what they have learned in the Light Waves unit as they investigate how light travels through ocean water to understand the vision of crabs. Students are told that the crabs eat plankton, but that there are low levels of visible light near the ocean floor. They consider the Science Seminar Question: Can the crabs see the plankton they eat near the ocean floor?, then evaluate two claims that attempt to answer it. Students individually read and annotate a set of evidence cards, then discuss and sort the evidence with their partners, considering which claim each piece of evidence best supports.   HW- No Homework!!

Thursday 3/22/18 -No School - Snow Day

Wednesday 3/21/18 -No School - Snow Day

Tuesday 3/20/18 -All Classes - CW- Light Waves 3.6   Students conclude their investigation of the high skin cancer rate in Australia. Students receive new evidence that there is less ozone in the atmosphere above Australia than in the atmosphere above Brazil, and use this evidence to model the path of UV light as it travels from the sun to Earth’s surface. Students then use the Reasoning Tool to organize evidence and evaluate claims about the causes of Australia’s high skin cancer rate.   HW- Use your completed Reasoning Tools to revise your explanations from Lesson 2.5. The purpose of the lesson is for students to apply the content of the unit as they write a scientific argument explaining the skin cancer rate in Australia.

Monday 3/19/18 -All Classes - CW- Light Waves 3.5  Today's differentiated lesson is designed to provide students with a targeted review and exploration of key concepts and ideas. Based on results from formative assessments in the Critical Juncture, students are placed in one of three groups. Although all students are engaged in similar activities throughout the lesson, each group’s activity is designed to help students focus on concepts best suited to their level of progress in the unit thus far. Each group uses the Light Waves Simulation to investigate how ultraviolet light interacts with one of three different substances in the atmosphere: ozone, sulfuric acid, or carbon dioxide.   HW- Finish up the SIM in activity 2 of today's lesson.

 

Friday 3/16/18 -All Classes - CW- Light Waves Vocabulary Quiz.  Light Waves 3.4  Students complete a Critical Juncture Assessment (CJ) consisting of twelve multiple-choice questions and 2 written-response questions. The CJ is designed to reveal students’ current levels of understanding about the core content from the unit, and the results are used to place each student at a particular level of the Progress Build (PB). The assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson.   HW- No Homework

Thursday 3/15/18 -All Classes - CW- Light Waves 3.2/3.3  Students read “What Eyes Can See,” an article about how types of light interact with materials and how this affects what humans see, as they continue to answer the Investigation Question: What can happen to light as it travels?  Students then read and annotate the article independently, and then reflect on their annotations in partner and whole-class discussions. In Addition, Students have established that energy from light can change a material when it is absorbed. Students will consider what happens to energy when light is transmitted or reflected, answering the Investigation Question: What happens to energy when light is transmitted through or reflected off a material? Students begin by predicting whether reflected light can cause a change to aluminum foil in the Warm-Up.   HW - Be sure that all of the following activities for today are completed; 3.2.1, 3.2.2, 3.2.3, 3.3.3, 3.3.1, 3.3.2, 3.2.4, and 3.3.4.  Study the Light Waves Vocabulary on QuizletVocabulary Quiz Tomorrow!

Wednesday 3/14/18 -All Classes - CW- Light Waves 3.1  Students are introduced to the Chapter 3 Question: Why does Australia get more ultraviolet light than other parts of the world? They begin to answer this question by investigating what can happen to light as it travels. First, students work in groups to observe light being reflected and transmitted through materials in a hands-on activity. Then students test glass and aluminum in the Light Waves Simulation, observing how types of light interact differently with each material.   HW - Complete the 3.1.4 Homework.  Study the Light Waves Vocabulary on Quizlet.  Vocabulary Quiz Friday.

Tuesday 3/13/18 -All Classes - CW- Light Waves 2.5  Students begin the lesson by investigating melanin in the Light Waves Simulation and observing that it can protect genetic material from ultraviolet light. Next, they participate in a Write and Share routine, evaluating three different evidence sources. Through group discussion, students learn from one another and deepen their understanding of how melanin protects the genetic material in skin cells from damage and reduces the risk of skin cancer.  HW - Complete the 2.5.4 Homework, and 2.5.5 Self Assessment. Study the Light Waves Vocabulary on Quizlet.

Monday 3/12/18 -All Classes - CW- Light Waves 2.4  Students now understand that the sun emits different types of light. They are ready to investigate which types of light emitted by the sun can cause skin cancer. The Warm-Up activity helps students to eliminate two types of light (gamma rays and X-rays) that are absorbed by the Earth’s atmosphere before they reach the surface. Students then use the Light Waves Simulation to determine whether other types of light have an effect on genetic material, and record their results in the Modeling Tool. Students observe that ultraviolet light and infrared light are absorbed by genetic material in skin cells, but that only ultraviolet light causes damage.  HW - Complete the 2.4.4 Homework. Study the Light Waves Vocabulary on Quizlet.

 

 

Friday 3/9/18 -All Classes - CW- Explore how a stars light tell us so much about that star.  COSMOS Video series.  HW - Study the Light Waves Vocabulary on Quizlet

Thursday 3/8/18 -No School - Snow Day

Wednesday 3/7/18 -No School - Snow Day

Tuesday 3/6/18 -All Classes - CW- Light Waves 2.3  Students have gathered evidence that not all light is the same by observing that different types of light can change a material in different ways. For the remainder of Chapter 2, students will consider the Investigation Question: What makes types of light different? In this lesson, students return to the “Harvesting Sunlight” article to identify two types of light, one that helps plants photosynthesize and one that damages plants. Students then use the Light Waves Simulation to compare these types of light.  HW - Complete the 2.3.5 Homework. Study the Light Waves Vocabulary on Quizlet.

Monday 3/5/18 -All Classes - CW- Light Waves 2.2  Students read “Harvesting Sunlight” as they continue to answer the Investigation Question: Is all light the same? Students read and construct brief summary statements to keep track of important ideas while reading, an Active Reading strategy that is highlighted in this lesson. Students read and annotate the article independently, then reflect on their annotations in partner and whole-class discussions.  HW -   Complete the 2.2.4 Homework. Study the Light Waves Vocabulary on Quizlet.

 

Friday 3/2/18 -All Classes - CW- Light Waves 2.1  Students conduct a hands-on investigation, shining an incandescent flashlight and an ultraviolet flashlight on different materials, and then observing different changes. Students then watch a video showing that light from the sun changes sun paper, but light from a light bulb does not.    HW -   Complete the 2.1.4 Homework. Study the Light Waves Vocabulary on Quizlet.

Thursday 3/1/18 -All Classes - CW- Light Waves 1.4  Students apply key concepts to determine how light from the sun can cause skin cancer. Students create visual models that show how light carries energy from the sun to genetic material in skin cells, using a template called the Light Waves Modeling Tool that will be used throughout the unit. Students are then introduced to three claims that attempt to answer the question, Why is the skin cancer rate in Australia so high?   HW -   Complete the 1.4.4 Homework, and 1.4.5 Self Assessment.  Study the Light Waves Vocabulary on Quizlet.

Wednesday 2/28/18 -All Classes - CW- Light Waves 1.3  Students use the Light Waves Simulation to investigate what is happening when light causes a material to change by comparing one material that is changed by light from the sun to one that is not. Students observe that when light from the sun causes a material to change, energy is absorbed.   HW -   Complete the 1.3.5 Homework.  Study the Light Waves Vocabulary on Quizlet Force and Motion Test re-takes during Academic Clinic Tuesday and Thursday mornings this week.

Tuesday 2/27/18 -All Classes - CW- Light Waves 1.2  Students begin the unit with an introduction to their new role as student spectroscopists tasked with answering the question, Why is the skin cancer rate in Australia so high? Via a short documentary video, students meet a real spectroscopist and learn about what she does. Students read a message from the fictional Australian Health Alliance introducing the problem and informing them that they will first investigate why light from the sun causes skin cancer. Students then conduct a hands-on investigation to observe that light can cause materials to heat up, change color, and move.   HW -   Complete the 1.2.4 Homework.  Study the Light Waves Vocabulary on Quizlet Force and Motion Test re-takes during Academic Clinic Tuesday and Thursday mornings this week.

Monday 2/26/18 -All Classes - CW- Force and Motion Notebook Check.  Light Waves 1.1  Students complete a Pre-Unit Assessment consisting of sixteen multiple-choice questions and two written-response questions. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build.   HW -  Study the Light Waves Vocabulary on Quizlet Force and Motion Test re-takes during Academic Clinic Tuesday and Thursday mornings this week.

 

Friday 2/23/18 -All Classes - CW- Force and Motion 4.4  Students complete an End-of-Unit Assessment consisting of 14 multiple-choice questions and your choice of 2 written-response questions. The End-of-Unit Assessment indicates where students fall along the levels of the Progress Build (PB) after instruction by measuring their mastery of the specific ideas that comprise each level of the Progress Build. The End-of-Unit Assessment also measures students’ understanding of important supporting content.   HW -  No Homework.

Thursday 2/22/18 -All Classes - CW- Force and Motion 4.3  Students conclude the Science Seminar and the unit by writing a scientific argument about whether a difference in the friction of the surface or the masses of the model vehicles might have affected the results of the collision scene in Claire's movie. Students first consider the role of reasoning in building a convincing argument, and then they use the Reasoning Tool to make explicit how pieces of supporting evidence are connected to their chosen claim.  HW -  Complete section 4.3.5 homework , and 4.3.6 self assessment. End of Unit Assessment Tomorrow.

Wednesday 2/21/18 -All Classes - CW- Force and Motion 4.1  students are introduced to a new problem: A film student needs advice on the physics involved in successfully filming a collision scene on a miniature movie set. Students apply their knowledge of force, mass, and velocity change to make an argument about the difference between the film student’s unsuccessful attempt to recreate the collision and the movie version that inspired her. Students analyze evidence to draw conclusions about how either the friction of the surface or the mass of the model cars might have made the difference between success and failure.  HW -  Complete your evidence card annotations.  Complete the Lesson 4.2 Warm-Up.  End of Unit Assessment Friday.

Monday/Tuesday 2/19-20/18 -No School

 

Friday 2/16/18 -All Classes - CW- Force and Motion 3.4 PART 2  Students will use the Reasoning Tool to review the evidence and evaluate the claims about the pod’s motion after the collision. Next, they visually model their understanding of the post-collision speed of the less massive pod and the more massive space station. Students begin writing a convincing scientific argument to Dr. Gonzales that explains why the pod is traveling faster than the station.  HW -  Complete section 3.4 Homework, and Self-Assessment.

Thursday 2/15/18 -All Classes - CW- Force and Motion 3.4 PART 1  Students apply their understanding of forces and their effects on the velocity of colliding objects. Students receive new evidence about the mass of the pod and space station and share their ideas about how this information would affect the pod's velocity after the collision. To prepare for writing a final report to Dr. Gonzales and USA, students use the Reasoning Tool to organize their thinking about evidence that supports the claim that the pod collided with the space station. They also use the Reasoning Tool to review the evidence and evaluate the claims about the pod’s motion after the collision. Continue to work on both Calculating Motion, and Graphing Motion sheets from Wednesday.  HW -  Complete both Calculating Motion, and Graphing Motion sheets.  These are due Tomorrow.

Wednesday 2/14/18 -All Classes - CW- Force and Motion 3.3  Students spend more time investigating the effects of collision forces. They begin by using the SIM to look at the changes in velocity that objects experience as a result of a collision. Students then revisit “Crash!" to gather evidence about why the same strength force could cause different velocity changes for the objects in a collision. Get started on both Calculating Motion, and Graphing Motion sheets.  HW -  Continue to work on both Calculating Motion, and Graphing Motion sheets.  These are due FRIDAY.

Tuesday 2/13/18 -All Classes - CW- Force and Motion 3.2  A series of activities helps students deepen their understanding of the forces exerted on objects during a collision. To begin, students show their initial ideas about collision forces by using the Modeling Tool to create visual models. Then they use physical materials to observe collisions between objects of equal and unequal mass, paying close attention to the resulting velocity change for each object.    HW -  Complete and submit the Section FM 3.2 Homework.

Monday 2/12/18 -All Classes - CW- Force and Motion 3.1  In the last chapter, students concluded that the more-massive-than-usual pod only slowed down after its thrusters fired, rather than stopping, so it collided with the space station. Now students are faced with a new task: determine the speed of the pod after the collision. To begin learning about how forces in a collision affect the velocity of objects, they read an article about collisions in everyday life.    HW -  Complete and submit the Section FM 3.1 Homework.

 

Friday 2/9/18 -All Classes - CW- Force and Motion Vocabulary QUIZ.  Force and Motion 2.5  Today's differentiated lesson is designed to provide students with a targeted review and exploration of key concepts and ideas. Based on results of the Critical Juncture Assessment, students are grouped into one of three groups to provide experiences tailored to their particular learning needs. Students are assigned to groups, based on their current understanding of the unit content. Through their assigned SIM activities, they will review different key concepts.   HW -  Complete and submit the Section FM 2.5 Self Assessment Homework.

Thursday 2/8/18 -All Classes - CW- Force and Motion Vocabulary QUIZ moved to Friday.  Explore the Cosmos Video Series as we  glimpse into the birth of a star.   HW -  Study the Force and Motion Vocabulary on Quizlet. Vocabulary QUIZ Tomorrow.

Wednesday 2/7/18 -No School/ Snow and Ice Day

Tuesday 2/6/18 -All Classes - CW- Force and Motion 2.4  Today, Students complete a Critical Juncture Assessment consisting of 12 multiple-choice questions and 2 written-response questions. The Critical Juncture Assessment is designed to reveal students’ current levels of understanding about the core content from the unit, and the results are used to place each student at a particular level of the Progress Build. The assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson.   HW -  Study the Force and Motion Vocabulary on Quizlet. Vocabulary QUIZ Friday.

Monday 2/5/18 -All Classes - CW- Force and Motion 2.2 and Force and Motion 2.3   Today, Students explore the relationship between force, mass, and velocity change by reading about an engineer who designs wheelchairs for different types of athletic competitions. Students learn that wheelchairs built for stability, not speed, have greater mass while wheelchairs designed for speed have less mass.  Students will then deepen and demonstrate their understanding of the relationship between mass, force, and velocity. To begin, students use the SIM to test how equal forces exerted on objects of different mass affect their motion. Inspired by the need to apply their ideas to a new task—designing a wheelchair that would perform well for basketball players—students return to “Designing Wheelchairs for All Shapes and Sizes” to see how forces exerted on wheelchairs of different mass affect their velocities.  HW -  Complete and submit the Section FM 2.3 modeling, and Homework.

 

Friday 2/2/18 -All Classes - CW- Force and Motion 2.1    Today, Students begin to investigate mass. An official message from USA lets students know that this pod’s thrusters exerted the same force as other ACM pods, so a new explanation is proposed: Could the failure to dock have been a result of this pod collecting a different number of asteroid samples than pods on other missions? To investigate this idea, students first work with physical materials to explore how exerting the same force affects objects of different mass. Students build on their observations by conducting tests on stationary and moving objects in the Simulation.  HW -  Complete and submit the Section FM 2.1, activity 3 SIM.

Thursday 2/1/18 -All Classes - CW- Force and Motion 1.6    Today, Students revisit the claims from Lesson 1.2 and explain how stronger or weaker forces exerted by the ACM pod’s thrusters could have resulted in the pod changing directions in those seconds when the space agency lost communication. In the Warm-Up activity and discussion, students evaluate the claims to explain how different-strength thruster forces could have caused the pod to reverse direction or to slow down (but not stop) and collide with the space station, or to reverse direction and move away from the space station. Then, they create visual representations of these claims using the Modeling Tool and write an explanation of their findings to Dr. Gonzales.   HW -  Complete and submit the Section FM 1.6 Self-Assessment for homework.

Wednesday 1/31/18 -All Classes - CW- Force and Motion 1.5    Today, students revisit the claims from Lesson 1.2 and explain how stronger or weaker forces exerted by the ACM pod’s thrusters could have resulted in the pod changing directions in those seconds when the space agency lost communication.   HW -  Complete and submit the Section FM 1.5 homework.

Tuesday 1/30/18 -All Classes - CW- Force and Motion 1.4    As a way to reflect on what they have learned so far, students kick off the lesson by setting a comic character straight on the difference between force and velocity. Next, they engage in a discourse routine where they use scientific vocabulary to explain why a baseball changes direction after it is hit by a bat. A hands-on exploration helps students understand how varying the force strength on an object affects its change in velocity. Force and Motion In Class Simulation Site.   HW -  Complete and submit the Section FM 1.4 Homework.

Monday 1/29/18 -All Classes - CW- Force and Motion 1.3    Today, students will be generating ideas about what various arrows and lines might mean in scientific diagrams that represent how objects move. This prepares them for encountering the visual representations in the Force and Motion Simulation (Sim). After becoming familiar with the Sim, students explore how they can use this digital tool to make an object’s velocity change in different ways. Then, students use the Sim to gather evidence about how forces cause specific velocity changes. HW -  Complete and submit the Section FM 1.3 Homework.


End Of The 2nd Marking Period

Friday 1/26/18 -

  • Period 1 - Force and Motion 1.2  Today, Students are introduced to their role as student physicists working with the Universal Space Agency (USA) to determine what happened to an asteroid sample-collecting pod that went awry. The space agency lost contact with the pod for a few seconds, and rather than stopping and docking at the space station as planned, the pod moved in the opposite direction.     HW -Study the Force and Motion Vocabulary on Quizlet.  

  • Period 2 - Evolutionary History notebook check Force and Motion 1.2  Today, Students are introduced to their role as student physicists working with the Universal Space Agency (USA) to determine what happened to an asteroid sample-collecting pod that went awry. The space agency lost contact with the pod for a few seconds, and rather than stopping and docking at the space station as planned, the pod moved in the opposite direction.     HW -Study the Force and Motion Vocabulary on Quizlet.

  • Periods 4,5,7 - Force and Motion 1.1    Today, Students complete a Pre-Unit Assessment consisting of 14 multiple-choice questions and 2 written-response questions. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content prior to instruction. HW -Complete the Force and Motion Pre-Test.  Study the Force and Motion Vocabulary on Quizlet.

Thursday 1/25/18 -

  • Period 1 - Evolutionary History notebook check.  Force and Motion 1.1    Today, Students complete a Pre-Unit Assessment consisting of 14 multiple-choice questions and 2 written-response questions. The Pre-Unit Assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content prior to instruction.  .   HW -Complete the Force and Motion Pre-Test.  Study the Force and Motion Vocabulary on Quizlet.

  • Period 2 - Course Selection Class meeting with NHS Principal Dr McGee.  HW- Complete the Force and Motion (Section 1.1) Pre-Test. Study the Force and Motion Vocabulary on Quizlet.

  • Periods 4,5,7 - Evolutionary History notebook check Force and Motion 1.2  Today, Students are introduced to their role as student physicists working with the Universal Space Agency (USA) to determine what happened to an asteroid sample-collecting pod that went awry. The space agency lost contact with the pod for a few seconds, and rather than stopping and docking at the space station as planned, the pod moved in the opposite direction.     HW -Study the Force and Motion Vocabulary on Quizlet.

Wednesday 1/24/18 -All Classes - CW- Evolutionary History 4.4    Today, Students complete an End-of-Unit Assessment consisting of 16 multiple-choice questions and 2 written-response questions. When analyzed with the Pre-Unit Assessment and Critical Juncture, the End-of-Unit Assessment results indicate students’ progress over the course of the unit. HW -  Evolutionary History notebook check tomorrow.

Tuesday 1/23/18 -All Classes - CW- Evolutionary History 4.3    Today, students craft a final written argument.  Students write a scientific argument, building on their oral argumentation experience.  Students check their understanding of important content in the unit, and are given a chance to reflect on additional questions they have about evolutionary history. HW -  Complete and submit the Section 4.3 Homework, and Self Assessment.  Evolutionary History Unit Assessment Wednesday.  Be sure to get all make up work submitted by Wednesday.

Monday 1/22/18 -All Classes - CW- Evolutionary History 4.3    Today, Students engage in a Science Seminar, discussing two claims that may explain where the Tometti fossil fits on the reptile evolutionary tree. Students use their Argument Organizer student sheets to prepare for the Science Seminar by revisiting and continuing to organize their thinking about the claims and evidence. They then participate in the Science Seminar, a group discussion in which students make sense of evidence and discuss which claims are best supported.    HW -  Evolutionary History Unit Assessment Wednesday.  Be sure to get all make up work submitted by Wednesday.

 

Friday 1/19/18 -All Classes - CW- Evolutionary History 4.2    Today, Students receive new evidence cards about ostriches and crocodiles. They combine these cards with the higher-quality observations about the Tometti fossil from Lesson 4.1 and analyze this complete set of evidence. Initially, they consider each evidence card independently, annotating the cards to support deeper thinking. They then work in pairs to consider each evidence card as it relates to each of the two claims they are considering in the Science Seminar sequence.    HW -  Complete and submit the Section 4.2 Homework.

Thursday 1/18/18 -All Classes - CW- Evolutionary History 4.1    Today, students apply their knowledge of the processes of evolution to a new branch of the evolutionary tree. Students are invited to help a museum categorize another unknown fossil: the Tometti fossil. Students are introduced to the Chapter 4 Question: Is the Tometti fossil more closely related to ostriches or to crocodiles?    HW -  Complete and submit the Section 4.1 Homework.

Wednesday 1/17/18 -All Classes - CW- Evolutionary History 3.3    Today, students examine a variety of structures—from whales, wolves, and the Mystery Fossil—in order to determine whether the Mystery Fossil is more closely related to whales or wolves. A message from the museum director informs students that today they will finally determine where the Mystery Fossil should be placed. Students examine information about body structures for whales and wolves, determining that there are many structures shared by both species, but that a few diagnostic shared structures can be used to distinguish them from other species.    HW -  Complete and submit the Section 3.3 Homework.

Tuesday 1/16/18 -All Classes - CW- Evolutionary History 3.2    Today, Students continue to consider how certain structures that are shared by two species but not shared by a third species can be used to determine relative relatedness. They start with a Warm-Up that asks them to choose where to place a specific type of species on an evolutionary tree, based on the structures it shares with other species on the tree. Next, they watch a video that describes how paleontologists use diagnostic structures to determine relatedness between species.    HW -  Complete and submit the Section 3.2 Homework.

Monday 1/15/18 -No School

 

Friday 1/12/18 -All Classes - CW- Evolutionary History 3.1    Today, students begin to consider how populations can get repeatedly separated into different environments, which leads to multiple new branches on the evolutionary tree. Each branch represents a new species that can have some similarities to and some differences from the common ancestor population. Students use K'NEX building pieces to create physical models of different possible species on a model evolutionary tree branch, representing how both similarities and differences in structures arise over time. Students then create a model showing inferences they have made about uniquely shared structures, based on knowledge of structures of a given common ancestor.    HW -  Complete and submit the Section 3.1 Homework.

Thursday 1/11/18 -All Classes - CW- Evolutionary History 2.7    Today, Students will engage in a differentiated lesson that is designed to provide students with a targeted review and exploration of key concepts and ideas; it is also an opportunity to explore new content for students who have developed full understanding of the ideas from Chapters 1 and 2.  Student groups will begin with activities in the Natural Selection Simulation and then continue to activities in the Evolutionary History Simulation.    HW -  Section 2.7 Self Assessment.

Wednesday 1/10/18 -All Classes - CW- PERIODS 1,2,4 - Evolutionary History Vocab Quiz.  Evolutionary History 2.6. Today, Students complete a Critical Juncture Assessment (CJ) consisting of 12 multiple-choice questions and 2 written-response questions.  PERIODS 5,7 - Evolutionary History 2.6:  Students complete a Critical Juncture Assessment (CJ) consisting of 12 multiple-choice questions and 2 written-response questions.    HW - No Homework.

Tuesday 1/9/18 -All Classes - CW- PERIODS 1,2,4 - Evolutionary History 2.5  Today, Students reflect on evolutionary time and what differences in body structure mean. They complete a Modeling Tool activity that asks them to explain how species that share a common ancestor can become very different from one another. Next, they use a vocabulary routine, Word Relationships, in which they use key terms to create sentences that answer the Chapter 2 Question. Finally, students reflect on how their new understanding of differences in bone structure and speciation might help them to think about differences in modern whales and wolves.  PERIODS 5,7 - Evolutionary History Vocab Quiz.  Finish up Evolutionary History 2.5.  HWPERIODS 1,2,4- Study the Evolutionary History Vocabulary on Quizlet. Vocab Test TOMORROW! PERIODS 5,7 No Homework.

Monday 1/8/18 -All Classes - CW- Evolutionary History 2.5    Today, Students reflect on evolutionary time and what differences in body structure mean. They complete a Modeling Tool activity that asks them to explain how species that share a common ancestor can become very different from one another. Next, they use a vocabulary routine, Word Relationships, in which they use key terms to create sentences that answer the Chapter 2 Question. Finally, students reflect on how their new understanding of differences in bone structure and speciation might help them to think about differences in modern whales and wolves.  HW -  Section 2.5 Homework.  Study the Evolutionary History Vocabulary on Quizlet. Vocab Test TUESDAY!

 

Friday 1/5/18 - No School, Snow Day

Thursday 1/4/18 - No School, Snow Day

Wednesday 1/3/18-All Classes - CW- Evolutionary History 2.4    Today, Students begin to construct a foundational understanding of how long life on Earth has been evolving. This allows them to understand how descendant species from a common ancestor can be so different from one another. They work with a calendar analogy in which the history of Earth is condensed onto a single calendar year, allowing them to grasp the scale of time.  HW -  Section 2.4 Homework.  Study the Evolutionary History Vocabulary on Quizlet. Vocab Test Friday.

Tuesday 1/2/18-All Classes - CW- Evolutionary History 2.3    Today, students return to the article set Where Do Species Come From? in order to carefully explain the examples of speciation they read about in the last lesson and how environmental changes influenced changes to body structures. Students apply principles of natural selection and evolution to consider how two species that descended from a common ancestor population came to have differences in their shared body structures.  They then use the Natural Selection Simulation to investigate how environmental changes might influence how a common ancestor population could evolve into two new descendant species.  HW -  Section 2.3 Homework.  Study the Evolutionary History Vocabulary on Quizlet. Vocab Test Friday.

 

Friday 12/22/17- Monday 1/1/18 - No School- Holiday Break.

Thursday 12/21/17 -All Classes - CW- We are going to view evolutionary changes to species through the lens of the Cosmos Video series.  HW -Study the Evolutionary History Vocabulary on Quizlet.

Wednesday 12/20/17 -All Classes - CW- 8th Grade Movie Trip.  HW -Study the Evolutionary History Vocabulary on Quizlet.

Tuesday 12/19/17 -All Classes - CW- Evolutionary History 2.2    Today, Students learn about the process of speciation by reading one of three articles from the Where Do Species Come From? article set. Each student becomes an expert on one of three speciation stories: “Galápagos Tortoises,” “Polar Bears,” and “Flightless Ducks.” Students learn more about how each of these groups became a new species over time. Each speciation story emphasizes the role different environments play in creating unique selection pressures that favor changes in body structures.  HW -  Section 2.2 Discussing Annotations.  Study the Evolutionary History Vocabulary on Quizlet.

Monday 12/18/17 -All Classes - CW- Evolutionary History 2.1    Today, Students begin to focus on understanding why the bone structures that are shared between different species can look very different. They are reminded that paleontologists make careful observations, and they practice this skill during today’s lesson. Students work with a partner to closely observe the front limbs of three different species: the dire wolf, the fruit bat, and Titanotylopus.  HW -  Section 2.1 Homework.  Study the Evolutionary History Vocabulary on Quizlet.

 

Friday 12/15/17 -All Classes - CW- Evolutionary History 1.5    Today, students learn that the Mystery Fossil was carrying a fetus. This new information allows students to conclude that the Mystery Fossil shares the ability to have live birth with the whale and the wolf but not with the egg-laying crocodile. Next, students look for body structures that are shared among the the Mystery Fossil, whales, and wolves. They learn that the Mystery Fossil, whales, and wolves have many body structures in common, implying that they all share a common ancestor.  HW -  Section 1.5 Homework.  Study the Evolutionary History Vocabulary on Quizlet.

Thursday 12/14/17 -All Classes - CW- Evolutionary History 1.4    Today, students continue to refine their understanding of similarities among different species. They begin by examining the shared body structures in two imaginary species. Next, students explore a common visual representation used by paleontologists: the evolutionary tree. They reread a section of the article “How You Are Like a Blue Whale” containing a simple tree diagram, which prepares them to use a much more elaborate tree in the Evolutionary History Simulation. Students are then able to identify particular body structures that arose during evolutionary history and were inherited by descendant species.  HW -  Section 1.4 Homework.  Revision of your Natural Selection Engineering Internship Final Proposal.  Study the Evolutionary History Vocabulary on Quizlet.

Wednesday 12/13/17 -All Classes - CW- Evolutionary History 1.3    Today, Students continue to learn about similarities between species. After looking at shared structures in the forelimbs of two species, students read about how body structures reveal a shared common ancestor between whales and humans.  HW -  Section 1.3 Homework.  Revision of your Natural Selection Engineering Internship Final Proposal.  Study the Evolutionary History Vocabulary on Quizlet.

Tuesday 12/12/17 -All Classes - CW- Evolutionary History 1.2    Today's lesson introduces students to the question that they will investigate over the course of the unit: Why do species, both living and extinct, share similarities and also have differences? Through their investigations, students will learn about the evolutionary history of life on Earth. In this lesson, students will work toward understanding the Unit Question by learning how paleontologists determine relatedness between different species on Earth, past and present.  HW -  Section 1.2 Homework.  Revision of your Natural Selection Engineering Internship Final Proposal.  Study the Evolutionary History Vocabulary on Quizlet.

Monday 12/11/17 -All Classes - CW- Evolutionary History 1.1   Students complete a Pre-Unit Assessment consisting of 16 multiple-choice questions and 2 written-response questions.  HW -  Revision of your Natural Selection Engineering Internship Final Proposal.  Begin to study the new Vocabulary terms for the Evolutionary History unit on Quizlet.

 

Friday 12/8/17 -All Classes - CW- Natural Selection Engineering Internship 10.   Today we will conclude the Engineering Internship by completing an exit survey. The survey serves as a self-assessment that focuses on engineering practices, and is followed by a discussion to close the internship fiction.  With the remaining time we will examine how engineering practices are used in science through the lens of the Cosmos Video series.  HW -  Organize your Science folder for a check Monday.

Thursday 12/7/17 -All Classes - CW- Natural Selection Engineering Internship 9.   In this last day of the Proposal phase, interns work to complete their Final Proposals. Interns work with the internship coordinator to convert the Project Summary from Day 4 into the Proposal Introduction, and will convert the Trade-Offs Reflection responses they submitted in Day 6 into the Proposal Conclusion. At the end of this workday, interns will make final edits and submit the Proposal.  HW -  Complete your final edits and submit your Malaria Drug Treatment Protocol Proposal.Wednesday 12/6/17 -All Classes - CW- Natural Selection Engineering Internship 8.   Today, Interns receive and process feedback from the project director about the evidence they included in their outlines of the design decisions. After discussing the feedback with their colleagues, interns learn more about how scientists and engineers communicate information professionally. They then spend the rest of the day working on the Design Decisions paragraphs. Using their outlines, the Proposal Rubric, and the project director’s feedback as a guide.  HW -  Complete the after-hours work for today's lesson.

Tuesday 12/5/17 -All Classes - CW- Natural Selection Engineering Internship 7.   Today, Interns begin the Proposal phase of the internship. The proposal is designed as a specific kind of scientific argument that focuses on the principles and criteria that are important to the discipline of engineering. Interns begin by supporting the claim that their selected designs are optimal, and must then support their claims with evidence gathered from the Design Tool and information from the Dossier.  HW -  Complete the after-hours work for today's lesson.

Monday 12/4/17 -All Classes - CW- Natural Selection Engineering Internship 6.   Today, Interns work on final design iterations after receiving and processing feedback from the project director. The entire group shares and discusses feedback; then each team sets goals for each criterion and reconsiders priorities for the project criteria. Students learn that trade-offs are part of the design process and they consider the trade-offs necessary to choose optimal designs.  HW -  Complete the after-hours work for today's lesson.

 

Friday 12/1/17 -All Classes - CW- Natural Selection Engineering Internship 5.   Today, Interns are introduced to The Design Cycle and iterative testing through a brief video that explains the process: Plan, Build, Test, Analyze. After reviewing the layout of their MalariaMed Data sheets, interns begin to apply the practices of iterative testing to their designs, using MalariaMed to test different sequences and doses of antimalarial drugs.  HW -  Complete the after-hours work for today's lesson.

Thursday 11/30/17 -All Classes - CW- Natural Selection Engineering Internship 4.   Today, interns will conclude their background research by reading about the different antimalarial drugs available for their treatments in this MalariaMed model. Interns will then run additional isolated tests to better understand the effects of different antimalarial drugs, doses, and days of treatment on the project criteria.  HW -  Complete the Project Summary for after-hours work, summarizing what they understand about the project so far and which will be used as the introduction to their proposals at the end of the internship.

Wednesday 11/29/17 -All Classes - CW- Natural Selection Engineering Internship 3.   Use the MalariaMed Design Tool in order to investigate the effect of using one drug on long-term drug resistance, and then discuss the pros and cons of each drug type.  HW -  No Homework.

Tuesday 11/28/17 -All Classes - CW- Natural Selection Engineering Internship 3.   Continue in the Research phase, and focus more on how drug resistance occurs in parasite populations and how the choices biomedical engineers make for drugs used in malaria treatments affect the overall distribution of traits for drug resistance in these populations. Interns re-watch the Natural Selection in Malaria animation segment and read more about drug resistance. Use the MalariaMed Design Tool in order to investigate the effect of using one drug on long-term drug resistance, and then discuss the pros and cons of each drug type.  HW -  NSEI 3 Homework.

Monday 11/27/17 -All Classes - CW- Natural Selection Engineering Internship 2.  Students will continue the Research phase and are introduced to the practice of taking Daily Message Notes to identify the key tasks and any important concepts. Interns are formally introduced to the term selection pressure in multiple ways: they actively read and discuss background information and engage in a hands-on activity that simulates mutations in a malaria parasite population when an antimalarial drug is introduced to the environment.  HW -  NSEI 2 Homework.

 

Wednesday-Friday 11/22-24/17 - No School

Tuesday 11/21/17 -All Classes - CW- Natural Selection Engineering Internship 1.  Continue the Research phase of their internship by revisiting and applying content from the Natural Selection unit in preparation for designing solutions to an engineering problem. They read the Welcome to Futura! message and watch a video that introduces them to the project director and the Request for Proposals (RFP). Interns are introduced to the Dossier and use Active Reading strategies to begin background research on malaria, and then explore the MalariaMed Design Tool.  HW -  No Homework.

Monday 11/20/17 -All Classes - CW- Natural Selection Engineering Internship 1.  Begin the Research phase of their internship by revisiting and applying content from the Natural Selection unit in preparation for designing solutions to an engineering problem. They read the Welcome to Futura! message and watch a video that introduces them to the project director and the Request for Proposals (RFP). Interns are introduced to the Dossier and use Active Reading strategies to begin background research on malaria, and then explore the MalariaMed Design Tool.  HW -  NSEI 1 Homework.

 

Friday 11/17/17 -All Classes - CW- Natural Selection 4.4.  Students will complete a End-of-Unit Assessment consisting of 18 multiple-choice and 2 written-response questions.  HW -  No Homework.

Thursday 11/16/17 -All Classes - CW- Natural Selection 4.3  Students apply their understanding of how natural selection changes the trait distributions in populations. They develop their skills with written argumentation as they explain why the sticklebacks became more armored and faster.  Students begin by considering what makes an argument convincing. They then use the Reasoning Tool to help them articulate how their evidence supports their claims.  HW -  Section 4.3 Homework.  Unit Assessment Tomorrow.

Wednesday 11/15/17 -All Classes - CW- Natural Selection 4.2  Students will engage in a Science Seminar, discussing two claims that may explain why the stickleback population changed over time. Students will prepare for this discussion by reviewing evidence from Lesson 4.1 and practicing their arguments with a partner. HW -  Section 4.2 Homework.  Unit Assessment Friday.

Tuesday 11/14/17 -All Classes - CW- Natural Selection 4.1  2nd marking period Science Folder Set-up.  Students apply their knowledge about natural selection to a new mystery: a population of stickleback fish that has less armor today than in past generations. Students learn that the decreased armor in sticklebacks allows them to swim faster. They consider two claims about what caused the sticklebacks to have less armor: evasion of predators or ability to catch prey. HW -  No Homework.

Monday 11/13/17 -All Classes - CW- Natural Selection 3.3  This final lesson of the chapter concludes students’ investigation of why the distribution of poison traits in the rough-skinned newt population changed over time.  Students will support one another’s understanding of how mutations influence changes in trait distribution within populations.   HW -  Section 3.3 Homework.

 

Friday  11/10/17 -No School

 


End Of The 1st Marking Period

 

Thursday 11/9/17 -All Classes - CW- Veteran's Day Program during 4th and 5th periods.  Periods 1,2,7 Cosmos Episode 3.  HW -No Homework.

Wednesday 11/8/17 -All Classes - CW- Science folder check.  Natural Selection Unit vocabulary QUIZ.  HW -Get all of your Late work completed.

Tuesday 11/7/17 -No School/Election Day.

Monday 11/6/17 -All Classes - CW- Natural Selection 3.2   Today we will broaden our understanding of mutations by revisiting and discussing the article they read in the last lesson. Then we will set up and perform tests in the Sim to see which traits are introduced into the population as a result of mutations and which of those mutant traits become more common.  HW -  Section 3.2 Homework. Get your Science folder ready for a check. Practice your Natural Selection Vocabulary on Quizlet.

 

Friday 11/3/17 -All Classes - CW- Natural Selection 3.1   A histogram of the newt population from over 200 generations ago shows that the trait for the highest level of poison did not exist in the population then. Students will research how new traits are introduced into a population, students do this by reading a new article from an article set that explains more about mutations.  HW -  Section 3.1 Homework; students will run a test in the Simulation to observe how a mutation for more fur spreads through a population of ostrilopes living in a cold environment.   Practice your Natural Selection Vocabulary on Quizlet.

Thursday 11/2/17 -All Classes - CW- Natural Selection 2.6  Based on results of the Critical Juncture Assessment, students will be placed into one of three groups to provide them with differentiated experiences tailored to their particular learning needs. This tailored lesson begins with a differentiated Warm-Up and progresses through work in the Sim, Sorting Tool, and the Amplify Library.  HW -  Section 2.6 Homework.  Practice your Natural Selection Vocabulary on Quizlet.

Wednesday 11/1/17 -All Classes - CW- Natural Selection 2.5  Critical Juncture Assessment. Students complete a Critical Juncture Assessment (CJ) consisting of 12 multiple-choice questions and 2 written-response questions.  These assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson.  HW - Practice your Natural Selection Vocabulary on Quizlet.

Tuesday 10/31/17 -All Classes - CW- Finish  Natural Selection 2.4  Students revisit “The Deadly Dare,” the article they read in the previous lesson Friday, to find evidence that will help them answer the Chapter 2 Question. Armed with this evidence, students are introduced to the Reasoning Tool, a graphic organizer which they will use to make explicit connections between the evidence and a claim about why and how the newt population changed.  We will complete sections 3, and 4 today.  HW - Mid-unit Assessment Wednesday, Get all of your Late work completed.  Practice your Natural Selection Vocabulary on Quizlet.

Monday 10/30/17 -All Classes - CW- Start Natural Selection 2.4  Students revisit “The Deadly Dare,” the article they read in the previous lesson Friday, to find evidence that will help them answer the Chapter 2 Question. Armed with this evidence, students are introduced to the Reasoning Tool, a graphic organizer which they will use to make explicit connections between the evidence and a claim about why and how the newt population changed.  We will complete sections 1, and 2 today.  HW - Mid-unit Assessment Wednesday, Get all of your Late work completed.  Practice your Natural Selection Vocabulary on Quizlet.

 

Friday 10/27/17 -All Classes - CW- Natural Selection 2.3  Students continue to learn about how adaptive and non-adaptive traits lead to natural selection in populations.  read an article about how poison protects rough-skinned newts from predators. The article gives information on the type of poison found in rough-skinned newts, how it paralyzes and kills predators, and how being poisonous is helpful for survival.  Play a few rounds of Quizlet Live if time permits. HW - Section 2.3 Homework.  Mid-unit Assessment Tuesday, Get all of your Late work completed.  Practice your Natural Selection Vocabulary on Quizlet.

Thursday 10/26/17 -All Classes - CW- Natural Selection 2.2  Students will investigate how reproduction leads to a trait becoming more or less common in a population over time. We will use the Natural Selection Simulation to see that individuals with adaptive traits survive longer and reproduce more, passing their adaptive traits on to more individuals in the next generation.  HW - Section 2.2 Homework.  Practice your Natural Selection Vocabulary on Quizlet.

Wednesday 10/25/17 -All Classes - CW- Conclude Natural Selection 2.1  Students will continue to investigate how individuals get their traits. Hands-on activity demonstrates how reproduction and inheritance result in traits that are passed down from generation to generation.  We will finish sections 3 and 4 today.  HW - Practice your Natural Selection Vocabulary on Quizlet.

Tuesday 10/24/17 -All Classes - CW- Start Natural Selection 2.1  Students will begin to investigate how individuals get their traits. Hands-on activity demonstrates how reproduction and inheritance result in traits that are passed down from generation to generation.  We will get through sections 1 and 2 today.  HW - Practice your Natural Selection Vocabulary on Quizlet.

Monday 10/23/17 -All Classes - CW- Natural Selection 1.6  Students synthesize everything they have learned in this chapter in order to respond to the park visitors’ claims about why the newt population became more poisonous over time. 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.   HW - Section 1.6 Homework.  Practice your Natural Selection Vocabulary on Quizlet.

 

Friday 10/20/17 -All Classes - CW- Natural Selection 1.5  Students will use the Natural Selection 1.5 Presentation to guide them through Lesson 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 Simulation, record their observations, and weigh the evidence for and against the claim.   HW - Section 1.5 Homework.  Practice your Natural Selection Vocabulary on Quizlet.

Thursday 10/19/17 -All Classes - CW- Continue Natural Selection 1.4  Students will investigate a population in the Natural Selection Simulation with high variation in fur-level traits.  Students will use the Natural Selection Modeling Tool to make a prediction about a population of ostrilopes without high fur levels in a cold environment.  HW - Section 1.4 Homework.  Practice your Natural Selection Vocabulary on Quizlet.

Wednesday 10/18/17 -All Classes - CW- Continue Natural Selection 1.3  Students will continue to 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.  Begin Natural Selection 1.4.  HW - Period 4-Section 1.3 Building Histograms, Homework, and Sec 1.4 Warm up.  All Sections - Practice your Natural Selection Vocabulary on Quizlet.

Tuesday 10/17/17 -All Classes - CW- Begin Natural Selection 1.3  Students 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.  We will not finish this section today, we will complete Natural Selection 1.3 tomorrow.  HW - Practice your Natural Selection Vocabulary on Quizlet.

Monday 10/16/17 -All Classes - CW- Finish up the Classroom Diagnostic Tools (CDT) test for Middle School Science.  Examine the Naturals selection segment from the video series Cosmos. HW - Practice your Natural Selection Vocabulary on Quizlet.

 

Friday 10/13/17 -All Classes - CW- We are going to test our science knowledge on the Classroom Diagnostic Tools (CDT) test for Middle School Science. HW - Practice your Natural Selection Vocabulary on Quizlet.

Thursday 10/12/17 -All Classes - CW- Natural Selection 1.2, The Mystery of the Poisonous Newts.  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.  Students observe different populations and explore variation in their traits. The purpose of this lesson is for students to understand their new role, activate prior knowledge about traits and reproduction, and build on their understanding of variation in individuals to describe the traits of populations. HW - Finish the Section 1.2 homework.  Practice your Natural Selection Vocabulary on Quizlet.

Wednesday 10/11/17 -All Classes - CW- Natural Selection 1.1, Begin the Natural Selection unit.  Complete the Natural Selection Unit Pre-Test. HW - Start to practice your Natural Selection Vocabulary on Quizlet.

Tuesday 10/10/17 -All Classes - CW- Geology on Mars End-of-Unit Assessment.  Students complete an End-of-Unit Assessment consisting of a written-response question with four parts. HW - No homework.

Monday 10/9/17 -All Classes - CW- Amplify lesson 3.4: "Writing an Argument About the Channel on Mars". Students will write an argument to answer the question: What geologic process could have formed the channel on Mars?  HW - Finish the Section 3.4 homework.  Review chapters 1, 2, and 3.  Geology on Mars assessment tomorrow.

 

Friday 10/6/17 -All Classes - CW- Geology on Mars Vocabulary quiz. View a portion of the video series Cosmos. HW - Geology on Mars Assessment Tuesday.  Review chapters 1, 2, and 3.

Thursday 10/5/17 -All Classes - CW- Amplify lesson 3.3: "Reasoning About Evidence from Mars". students review the evidence to construct final arguments about what formed the channel on Mars. In preparation for writing their arguments, students discuss an example of a strong argument and a counter example. Students are then introduced to the Reasoning Tool, which they use to develop their own well-constructed arguments. HW - Finish the Section 3.3 homework.  Review the Geology On Mars Vocab on Quizlet.

Wednesday 10/4/17 -All Classes - CW- Amplify lesson 3.2: "Evaluating Claims About the Channel on Mars". In this lesson, students receive their final piece of information about the channel on Mars: An image of rock found in the channel area. Students then work in pairs to connect this evidence to the two claims about the channel on Mars using the Evidence Gradient. From this activity, students can determine which claim is better supported by the given evidence, and the class converges on the claim that flowing water formed the channel on Mars.  HW - Finish the Section 3.2 homework.  Review the Geology On Mars Vocab on Quizlet.

Tuesday 10/3/17 -All Classes - CW- Amplify lesson 3.1: "Evaluating New Information from Mars". In this lesson, students are introduced to the Chapter 3 Question: How can we decide which geologic process formed the channel on Mars?  Students will use the Evidence Gradient to review and evaluate the evidence they have gathered so far. Then, we will introduced new evidence.  HW - Finish the Section 3.1 classwork.  Review the Geology On Mars Vocab on Quizlet.

Monday 10/2/17 -All Classes - CW- Amplify lesson 2.3: “Gathering Additional Evidence from Models”. In this lesson, students will students continue to use models to investigate the question: What geologic process could have formed the channel on Mars? Here is a video of a steep stream table water flow model HW - Finish the Section 2.3 Homework: Reflecting on the Flowing Water Model.  Review the Geology On Mars Vocab on Quizlet.

 

Friday 9/29/17 -All Classes - CW- Amplify lesson 2.2: “Modeling a Geologic Process”. In this lesson, students will use a Flowing Water Model to gather evidence about what formed the channel on Mars. Students will make observations of a stream table during the Flowing Water Model demonstration and share these observations in a class discussion. Here is a stream Table time lapse if you missed class, or just want to review HW - Finish the Section 2.2 Homework: Reflecting on the Flowing Water Model.  Review the Geology On Mars Vocab on Quizlet.

Thursday 9/28/17 -All Classes - CW- Amplify lesson 2.1: “Investigating Landforms on Venus”. In this lesson, students are introduced to Active Reading—a method of reading carefully and attentively, as a scientist does. Students will read an article called “Investigating Landforms on Venus” about how scientists use computer models to explore landforms on Venus. Students will record their annotations in the Amplify Library as they read.  HW - Finish the Section 2.1 Homework: Reflecting on how can we gather more evidence about whether lava or water formed the channel on Mars?  Review the Geology On Mars Vocab on Quizlet.

Wednesday 9/27/17 -All Classes - CW- Finish up The Geology on Mars lesson 1.3.  Take a look at Neshaminy Grad Ben Cichy's Lecture on Mars.  Make connections between Ben's lecture, and our investigation on Mars.  Finish up class with a few rounds of Quizlet Live.  HW - Finish up all missing and or late work.  Review the Geology On Mars Vocab on Quizlet.

Tuesday 9/26/17 -All Classes - CW- Amplify lesson 1.3: Investigating a Mystery Object on Mars. Students will consider the Unit Question: How can we search for evidence that other planets were once habitable.  Students will 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.   HW -  Finish the Section 1.3 Homework: Reflecting on How Planetary Geologists Get Evidence. Review the Geology On Mars Vocab on Quizlet.

Monday 9/25/17 -All Classes - CW- Finish section 1.2 Observing the Surfaces of Mars and Earth.  Students will consider the Unit Question: How can we search for evidence that other planets were once habitable, and the Chapter 1 Question; What geologic process could have formed the channel on Mars? Begin lesson 1.3: Investigating a Mystery Object on Mars.  HW -   Review the Geology On Mars Vocab on Quizlet.

 

Thursday-Friday 9/21-22/17 -No School

Wednesday 9/20/17 -All Classes - CW- Section 1.2 Observing the Surfaces of Mars and Earth.  Students will consider the Unit Question: How can we search for evidence that other planets were once habitable, and the Chapter 1 Question; What geologic process could have formed the channel on Mars?  HW -   Review the Geology On Mars Vocab on Quizlet.

Tuesday 9/19/17 -All Classes - CW- Continue with section 1.1 The Geology on Mars.  Students will consider the Unit Question: How can we search for evidence that other planets were once habitable?  Finish the 3rd activity, and the rest of section 1.  HW - Finish the section 1.1 Homework.  Review the Geology On Mars Vocab on Quizlet.

Monday 9/18/17 -All Classes - CW- Today we will begin our Amplify Science program with section 1.1 The Geology on Mars.  Students will consider the Unit Question: How can we search for evidence that other planets were once habitable?  HW - Charge your Chromebook. Review the Geology On Mars Vocab on Quizlet.

 

Friday 9/15/17 -All Classes - CW- Review the Topographic Profiles Drawing Activity from Thursday.  Complete the Topographic Maps Review and the Topographic Maps Practice.    HW - Amplify Science starts Monday.

Thursday 9/14/17 -All Classes - CW- How do we convert a topographic map into a profile of that landscape?  Complete the Topographic Profiles Drawing Activity.    HW - Finish the Topographic Profiles Drawing Activity.

Wednesday 9/13/17 -All Classes - CW- Today we are going to take an up-close look at how a topographic map represents vertical landscapes by completing the Making a Hill From a Topographic Map Activity.    HW - Finish the Making a Hill From a Topographic Map Activity questions.

Tuesday 9/12/17 -All Classes - CW- Topographic map notes and discussion.  How did the topography of the land in Florida contribute to the storm surge flooding of costal areas?  VOTE FOR BRODY!  HW - No homework.

Monday 9/11/17 -All Classes - CW- What's new with Hurricane Irma? Updated track, and aftermath in its wake.  How do we express the vertical elevation of a landscape on a flat map?  Complete the Topography lab with your lab partner.  HW - No homework.

 

Friday 9/8/17 -All Classes - CW- What's new with Hurricane Irma? Updated track, and aftermath in its wake.  Hurricane plot quiz today.  HW - No homework.

Thursday 9/7/17 -All Classes - CW- School wide behavior lesson overview of proper bathroom etiquette.  What's new with Hurricane Irma?  Lets dive into all things Irma.  Check over our historic hurricanes Hurricane Plot Map.  Hurricane plot quiz tomorrow.  HW - Practice your hurricane tracking for tomorrow's quiz.

Wednesday 9/6/17 -All Classes - CW- Take a close look at the Treat that Hurricane Irma poses.  Begin to plot the most historic hurricanes systems on the Hurricane Plot Map.  HW - Finish the plotting the most historic hurricanes systems on the Hurricane Plot Map.

Tuesday 9/5/17 -All Classes - CW- We are going to organize our Science folders.  How do we plot the position of a hurricane?  Can we predict their movement.  Using the positional data from the Hurricane Plot Points sheet plot the position and progress of the tropical systems on the Hurricane Plot Map.  HW - Plot the first 6 hurricane tracks on the Hurricane Plot Map.

Monday 9/4/17 -No school

 

Friday 9/1/17 -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 8/31/17 -All Classes - CW- 8th Grade Science introduction.  Class rules and expectations.  HW - Get your class supplies by Tuesday.