Welcome to our 2018-2019 Science Class Website!
Here is where you will find all of our daily activities and assignments links, along with, notebook set-up information such as activity title, focus question(s), and Vocab (LOS).
The MOST CURRENT WEEK is listed FIRST
Week 37 - May 28 - 31 -->
May 28-30 - 8th grade CAST
(CAlifornia Science Test)
- Alien Periodic Table Activity (Thursday)
May 31 - Finish Alien Periodic Table
- Watch the rest of Interstellar (finally...I know)
- Begin S.H.E.P. (Sexual Health Education Program)
- Introduce the program and classroom norms
May 28-30 - 8th grade CAST
(CAlifornia Science Test)
- Alien Periodic Table Activity (Thursday)
May 31 - Finish Alien Periodic Table
- Watch the rest of Interstellar (finally...I know)
- Begin S.H.E.P. (Sexual Health Education Program)
- Introduce the program and classroom norms
Week 36 - May 20 - 23
May 20 - Review and Practice Balancing Equations (pg 116)
- Unit 4 Notebook Check Document
- Chemistry Exam Study Guide
May 21 - Exam Review and Kahoots (for Extra Credit)
May 22 - Unit 4 Chemistry Exam
May 23 - Unit 4 Notebook Check
May 20 - Review and Practice Balancing Equations (pg 116)
- Unit 4 Notebook Check Document
- Chemistry Exam Study Guide
May 21 - Exam Review and Kahoots (for Extra Credit)
May 22 - Unit 4 Chemistry Exam
May 23 - Unit 4 Notebook Check
Week 35 - May 13 - 17
*State Testing/Math this week!
*Modified Schedule on M T W
Link: Testing Schedule for M T W
*State Testing/Math this week!
*Modified Schedule on M T W
Link: Testing Schedule for M T W
May 13 - Testing Topic: Math Part 1
*Crash Course Chemistry Topic (35 minutes)
- Put Lab on page 110-111 in science notebook
- Research for Evidence of a C.R. Part 2
May 14 - Testing Topic: Math Part 1/ Performance Task
*Crash Course Chemistry Topic (35 minutes)
Activity 4: Evidence of a Chemical Reaction - Heat
(NB pg. 112-113)
LOS: Decompose, Synthesize, Catalyst
Focus: What role does a catalyst play in a chemical reaction?
Evidence: Heat Lab Report Link: Heat Lab
** Focus on Safety (5 points for Lab Participation)
May 15 - Testing Topic: Math Performance Task
*Crash Course Chemistry Topic (35 minutes)
- Set up notebook pages 112-113
- Lab debrief and discussion
- Complete Lab Report and glue in notebook
May 16 - 17- Activity 5: Let There Be Light!
(NB pg. 114-115)
LOS: Valence Electron(s), Ion
Focus: How can a compounds interaction with heat energy help to identify it's component elements?
Evidence: Flame Lab Link: Flame Lab
*Crash Course Chemistry Topic (35 minutes)
- Put Lab on page 110-111 in science notebook
- Research for Evidence of a C.R. Part 2
May 14 - Testing Topic: Math Part 1/ Performance Task
*Crash Course Chemistry Topic (35 minutes)
Activity 4: Evidence of a Chemical Reaction - Heat
(NB pg. 112-113)
LOS: Decompose, Synthesize, Catalyst
Focus: What role does a catalyst play in a chemical reaction?
Evidence: Heat Lab Report Link: Heat Lab
** Focus on Safety (5 points for Lab Participation)
May 15 - Testing Topic: Math Performance Task
*Crash Course Chemistry Topic (35 minutes)
- Set up notebook pages 112-113
- Lab debrief and discussion
- Complete Lab Report and glue in notebook
May 16 - 17- Activity 5: Let There Be Light!
(NB pg. 114-115)
LOS: Valence Electron(s), Ion
Focus: How can a compounds interaction with heat energy help to identify it's component elements?
Evidence: Flame Lab Link: Flame Lab
Week 34 - May 6 - 10
* State Testing/ ELA this week!
* Modified Schedule:
Link: Testing Schedule for M T W
May 6 - TestingTopic: ELA Part 1
* Crash Course Chemistry Topic(s)
- Atomic Structure and The P.T.E.
- Bohr Diagrams and Lewis Structure
May 7 - Testing Topic: ELA Part 2: Performance Tasks
* Crash Course Chemistry Topic(s)
- Lewis Structure/ Electron Shell Configuration
- Valence Electrons and the P.T.E.
Link: Web Elements Interactive Periodic Table
May 8 - ELA Finishing Touches
* Crash Course Chemistry Topic(s)
- Groups 1-2 and 13-18 with Lewis Dot Structure
- Interstellar part 5
May 9 - 10 - Activity 3: Evidence of a Chem. Reaction pt 1
(notebook pages 110-111)
Focus Question: What observations can provide evidence of a chemical reaction?
LOS: Reactant, Product
Evidence: Magnesium and Acetic Acid Reaction (Lab)
* focus on Lab Safety today!!
** 5 points for lab safety/participation and behavior riding on this lab.
Link: Evidence of a Chemical Reaction Pt 1 Lab Report
* State Testing/ ELA this week!
* Modified Schedule:
Link: Testing Schedule for M T W
May 6 - TestingTopic: ELA Part 1
* Crash Course Chemistry Topic(s)
- Atomic Structure and The P.T.E.
- Bohr Diagrams and Lewis Structure
May 7 - Testing Topic: ELA Part 2: Performance Tasks
* Crash Course Chemistry Topic(s)
- Lewis Structure/ Electron Shell Configuration
- Valence Electrons and the P.T.E.
Link: Web Elements Interactive Periodic Table
May 8 - ELA Finishing Touches
* Crash Course Chemistry Topic(s)
- Groups 1-2 and 13-18 with Lewis Dot Structure
- Interstellar part 5
May 9 - 10 - Activity 3: Evidence of a Chem. Reaction pt 1
(notebook pages 110-111)
Focus Question: What observations can provide evidence of a chemical reaction?
LOS: Reactant, Product
Evidence: Magnesium and Acetic Acid Reaction (Lab)
* focus on Lab Safety today!!
** 5 points for lab safety/participation and behavior riding on this lab.
Link: Evidence of a Chemical Reaction Pt 1 Lab Report
Week 33 - April 29 - May 3
April 29 - Grade Unit 3 Exam in class, Review Exam content and answer and questions
April 30 - May 1st - We will begin our last unit which will focus on Chemistry. It will be a quick unit with a mixture of Lab Experiments and research. End goal is for you to understand the Periodic Table of Elements, the structure of an atom in relation to the P.T.E., balancing chemical equations, and identify evidence of chemical reactions. Typical notebook set-up of Title Page (102), Table of Contents (103) and Big Ideas (104-105).
Activity 1: Identifying Elements (Notebook page 106-107)
Focus Questions: What do the numbers and letters mean in a chemical equation? How do you write a balanced chemical equation?
Directions: Complete the Cornell Notes below by filling in the blanks with either an LOS word, a definition, or an example. The LOS Scramble link below has each piece that would be glued or written into the notes.
Handout: LOS Scramble (cut and add to your notes)
Notes: Document Link (pages 106 and 107)
April 29 - Grade Unit 3 Exam in class, Review Exam content and answer and questions
April 30 - May 1st - We will begin our last unit which will focus on Chemistry. It will be a quick unit with a mixture of Lab Experiments and research. End goal is for you to understand the Periodic Table of Elements, the structure of an atom in relation to the P.T.E., balancing chemical equations, and identify evidence of chemical reactions. Typical notebook set-up of Title Page (102), Table of Contents (103) and Big Ideas (104-105).
Activity 1: Identifying Elements (Notebook page 106-107)
Focus Questions: What do the numbers and letters mean in a chemical equation? How do you write a balanced chemical equation?
Directions: Complete the Cornell Notes below by filling in the blanks with either an LOS word, a definition, or an example. The LOS Scramble link below has each piece that would be glued or written into the notes.
Handout: LOS Scramble (cut and add to your notes)
Notes: Document Link (pages 106 and 107)
May 2-3 - Activity 2: Atomic Structure and the P.T.E. Notebook Pages 108-109
Focus Question: See the Slide Show (link below) to view the presentation and to set up you notebook.
LOS: Atomic Number, Atomic Mass, Proton, Neutron,
Electron
Evidence - Atomic Basics and the P.T.E.
Purpose: This activity is all about figuring out the relationship between each element block's information on the Periodic Table and the shape/structure of an atom.
1) Open up this slide show about Atoms and the Periodic Table. Get a copy of the "Structure of an Atom" table.
2) Follow the prompts of the slide show to set-up your notebook on page 109. Add the title, focus question, date...
**LINK TO CLASS NOTES TEMPLATE - ACTIVITY 2 NOTES (page 109)**
3) View the slide presentation. Be sure to add the LOS and "Rules" for making sense of an Element Block on the Periodic Table to your notebook on page 109. Also complete the "Structure of an Atom" table (provided). Be sure to highlight Proton, Neutron, and Electron on the paper.
4) Complete the rest of the Atomic Basics Worksheet (in class handout)
Focus Question: See the Slide Show (link below) to view the presentation and to set up you notebook.
LOS: Atomic Number, Atomic Mass, Proton, Neutron,
Electron
Evidence - Atomic Basics and the P.T.E.
Purpose: This activity is all about figuring out the relationship between each element block's information on the Periodic Table and the shape/structure of an atom.
1) Open up this slide show about Atoms and the Periodic Table. Get a copy of the "Structure of an Atom" table.
2) Follow the prompts of the slide show to set-up your notebook on page 109. Add the title, focus question, date...
**LINK TO CLASS NOTES TEMPLATE - ACTIVITY 2 NOTES (page 109)**
3) View the slide presentation. Be sure to add the LOS and "Rules" for making sense of an Element Block on the Periodic Table to your notebook on page 109. Also complete the "Structure of an Atom" table (provided). Be sure to highlight Proton, Neutron, and Electron on the paper.
4) Complete the rest of the Atomic Basics Worksheet (in class handout)
Week 32 - April 22 - 26 Weekly Bellwork LINK
Unit 3 Review Material and Information - April 22
Important dates:
Unit 3 Review Material
Unit 3 Review Material and Information - April 22
Important dates:
- Unit Exam - Thursday, April 25th
- Unit 3 Notebook Check - Friday April 26th
- 245 points (classwork) total, 12 Activities, 100+ total LOS words in index
Unit 3 Review Material
- Unit 3 Notebook Review - Due on Wednesday - Exam Day - 30 points
- Formation of the Solar System and Planets Practice Quiz
- Other Objects in the Solar System Practice Quiz
- HR Diagram Practice Quiz
- Sun's Structure Practice Quiz
- Review Quiz
- Kahoots (will play in class)
April 22 - Activity 12: Our Yellow Dwarf (pg. 100-101)
Focus Questions - How do scientists describe the layers of our star?
Through what process does a star's energy come from?
Purpose: Investigate the structure and layers of the Sun. Understanding the Sun allows scientists to prepare people and technology for the temperamental energy provided by this massive ball of fire.
Class Notes below. Click Here for Structure of the Sun Diagram - PDF
Focus Questions - How do scientists describe the layers of our star?
Through what process does a star's energy come from?
Purpose: Investigate the structure and layers of the Sun. Understanding the Sun allows scientists to prepare people and technology for the temperamental energy provided by this massive ball of fire.
Class Notes below. Click Here for Structure of the Sun Diagram - PDF
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Take a quick break to view the effects of the SUN's solar emissions on our Earth's atmosphere and magnetic field.
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April 23 - Today we will finish the notes (Activity 12) beginning with Nuclear Fusion. You can find the tail end below. Following we will begin working on reviewing for Thursday's Exam. Students will receive a Unit 3 Review Document and is to be used on the exam and turned in after the exam is complete for credit. Again, the Exam is on Thursday, April 25.
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April 24 - Complete the **Unit 3 Notebook Review and/or practice quizzes (links at top of Week). We will finish it off with two last games of KAHOOTS!
April 25 - Unit 3 Exam - Open Notebook
** Also turn in your Notebook Review - 30 Points
April 26 - Unit 3 Notebook Check - Review and account for all of our hard work during the Astronomy Unit.
April 25 - Unit 3 Exam - Open Notebook
** Also turn in your Notebook Review - 30 Points
April 26 - Unit 3 Notebook Check - Review and account for all of our hard work during the Astronomy Unit.
Week 31- April 15 - 19 Weekly Bellwork LINK
Find your moon!
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Well folks, the 3D Moon Project was a success! With so many amazing models, it was a tour through our solar system like no other. Not to mention the creative reflections of the habitability of each of these mysterious destinations, well done students!! Check out the video!! <------------------ : )
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April 15 - PREZI PRESENTATIONS ALL CLASSES. Share your hard work and entertaining stories with your peers. You will be graded by your audience so be sure NOT to bore them!
April 16 - Activity 10: Observing the Unknown
(notebook pages 96-97)
Focus ?: How can we use WAVES of energy to observe the world around us?
Evidence: What's in the Box (lab)
Links: Observing the Unknown Activity Echolocation Video Link
April 16 - Activity 10: Observing the Unknown
(notebook pages 96-97)
Focus ?: How can we use WAVES of energy to observe the world around us?
Evidence: What's in the Box (lab)
Links: Observing the Unknown Activity Echolocation Video Link
April 17- 18 - Activity 11 - Black Holes, Galaxies, and the Big Bang Theory
(not the show..however, that was a great show...) (Notebook pages 98 - 99)
Set up your notebook (pg. 99) with the Title, Focus Question, LOS, and Date
Focus Questions: 1. How and where do black holes form?
2. How are galaxies classified and how can a galaxy's motion be observed?
Add LOS - Big Bang Theory, Irregular Galaxy, Spiral Galaxy, Elliptical Galaxy
Evidence: 1) What is a black hole? 2) B.P. Galaxies 3) Big Bang Theory
PART 1:
Directions: Complete Part 1 by viewing the sources below:
1) Read the article: "What are Black Holes?" from Science News for students
2) Watch this video "What Does a Black Hole Look Like?"
On page 99, Write a summary or create Cornell Notes to answer these questions. Your summary must be in complete sentences and cite details from the article and video. Put it after your evidence on page 99.
a) What is a black hole?
b) What does it look like?
c) How do scientists get images of a black hole?
d) Did the recent image look like what scientists predicted it would?
Part 2:
Watch the Brain Pop video "Galaxies" and complete the provided graphic organizers. Take the graded quiz and share the score with Mr. Bridges and record it on your paper. This will be taped on pg. 98.
Part 3:
Watch one of the two videos below (or both) and answer the following questions in your notebook at the bottom of page 98. Answer should provide a thorough explanation and be in complete sentences.
Question 1:
What is the scientific theory called the "Big Bang" ?
- Explain what the theory is all about....
Question 2:
What is the main piece of evidence that supports the "Big Bang"as a possible source of the entire Universe?
- Identify and explain the evidence that supports it...
Video 1: Basic overview of the "Big Bang" theory Video 2: More in depth explanation of the "Big Bang"
(not the show..however, that was a great show...) (Notebook pages 98 - 99)
Set up your notebook (pg. 99) with the Title, Focus Question, LOS, and Date
Focus Questions: 1. How and where do black holes form?
2. How are galaxies classified and how can a galaxy's motion be observed?
Add LOS - Big Bang Theory, Irregular Galaxy, Spiral Galaxy, Elliptical Galaxy
Evidence: 1) What is a black hole? 2) B.P. Galaxies 3) Big Bang Theory
PART 1:
Directions: Complete Part 1 by viewing the sources below:
1) Read the article: "What are Black Holes?" from Science News for students
2) Watch this video "What Does a Black Hole Look Like?"
On page 99, Write a summary or create Cornell Notes to answer these questions. Your summary must be in complete sentences and cite details from the article and video. Put it after your evidence on page 99.
a) What is a black hole?
b) What does it look like?
c) How do scientists get images of a black hole?
d) Did the recent image look like what scientists predicted it would?
Part 2:
Watch the Brain Pop video "Galaxies" and complete the provided graphic organizers. Take the graded quiz and share the score with Mr. Bridges and record it on your paper. This will be taped on pg. 98.
Part 3:
Watch one of the two videos below (or both) and answer the following questions in your notebook at the bottom of page 98. Answer should provide a thorough explanation and be in complete sentences.
Question 1:
What is the scientific theory called the "Big Bang" ?
- Explain what the theory is all about....
Question 2:
What is the main piece of evidence that supports the "Big Bang"as a possible source of the entire Universe?
- Identify and explain the evidence that supports it...
Video 1: Basic overview of the "Big Bang" theory Video 2: More in depth explanation of the "Big Bang"
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April 19 - Today we will be finishing Activity 11 and reviewing with a few Kahoots games.
*** Important Reminder ---> Our UNIT EXAM will be given on WEDNESDAY, APRIL 24. It will be open science notebook and will cover everything from all 12 activities. We will have a NOTEBOOK CHECK on that THURSDAY, APRIL 25.
Today's Agenda
1. Bellwork - Turn it in
2. Finish Part 2 and 3 from Activity 11
3. Start on your HR diagram HOMEWORK - Due Tuesday
- Annotate the front text for extra credit!!
4. KAHOOTS REVIEW GAMES for EXTRA CREDIT
*** Important Reminder ---> Our UNIT EXAM will be given on WEDNESDAY, APRIL 24. It will be open science notebook and will cover everything from all 12 activities. We will have a NOTEBOOK CHECK on that THURSDAY, APRIL 25.
Today's Agenda
1. Bellwork - Turn it in
2. Finish Part 2 and 3 from Activity 11
3. Start on your HR diagram HOMEWORK - Due Tuesday
- Annotate the front text for extra credit!!
4. KAHOOTS REVIEW GAMES for EXTRA CREDIT
Week 30 - April 8 -12 Weekly Bellwork LINK
Constellation Prezintation - April 8 - 12
Timeline of Events: Constellation Prezi Rubric and Presentation Rubric
Monday - Introduce the project, identify chosen constellations, begin research
Tuesday - Create a Prezi and set up the template for your presentation. Continue research for those ahead - I will go over how to create a blank Prezi at the beginning of class and will answer most questions that arise.
Wednesday - Conceptualize your notes and organize the information into your slides
Thursday - Finalize your Presentation and format any text, pictures, or animations...
Friday - 1) Share your presentation with me via email. 2) Interstellar during class while others complete the Prezintation.
It took a virtual telescope to actually take a picture of a black hole - Student News, April 10, 2019
What are Constellations? Constellations are groups of stars that form unique patterns in the night sky. These patterns can resemble mythological characters, people animals or objects, and have entertained mankind for much of recorded history. Most, if not all of the 88 officially recognized constellations were named by the ancient Greeks, and were created for a variety of reasons. Your task is to select a constellation, gather information pertaining to it, and create a presentation on Prezi explaining what you have learned.
What is Required? This project demonstrates the branch between science and history, helping you to gain understanding of how the night sky was mapped and developed by ancient civilizations. This presentation must be completed using the program Prezi (or Google Slides if you must) which can be downloaded as an app, or completed on the Prezi website. An account must be made before beginning your Prezi document. Prezi or Google Slides presentation must be shared with me by Friday, April 12 for full credit. Follow the in class directions to share your Prezi with Mr. B.
Use this email ------> [email protected] <------
for sharing
Your presentation must include the following information related to your chosen constellation:
- The Greek name of selected constellation and what it means in English
- Reasons why constellations (in general) were created in the first place (there are many)
- History behind selected constellation (i.e., mythological story)
- Pictures outlining the stars’ pattern in the sky, as well as a picture superimposed on top of the star pattern showing what your selected constellation is supposed to look like
- At what times of the year it is visible in our Northern Hemisphere or the Southern Hemisphere (not viewable to us) from start-finish
- Names of prominent stars, galaxies, nebulae, etc., that are part of your constellation
- What types of stars and galaxies are the ones listed above (ex., red giant, blue giant, spiral galaxy, etc.)
- Any other important or interesting information related to your constellation, including possible astrological meanings, if applicable.
BIBLIOGRAPHY SLIDE: Students must write down the internet resources used, as they will need to create a bibliography. Add your sources to a separate slide at the end of your creation. Animations/videos are acceptable, but not required. NO TEXTING LANGUAGE ALLOWED!
**Use EasyBib.com for an efficient citation generator. Type or paste in the website you used, complete the missing information, generate the citation, paste into your presentation, repeat for all other sources.
Grading Your Project: This in-class project is worth a total of 80 points, and will be scored based on the rubric your teacher will give to you in the coming days. Partial credit will be given for late submissions turned in within two weeks of the original due date. Remember: this is an in-class assignment, so make sure to focus in class and not fall behind.
Helpful Resources to Investigate (or find other credible sources)
http://www.seasky.org/constellations/constellations.html
https://www.wwu.edu/skywise/greekmyth.html
http://www.comfychair.org/~cmbell/myth/myth.html
http://www.tcoe.org/scicon/instructionalguide/constellations.pdf
http://www.gods-and-monsters.com/constellation-myths.html
http://www.theoi.com/greek-mythology/star-myths.html
https://stardate.org/nightsky/constellations
http://www.astronomytrek.com/constellations-2/
http://www.astro.wisc.edu/~dolan/constellations/constellations.html
http://www.constellation-guide.com/constellation-names/
https://greekgodsandgoddesses.net/myths/constellations/
http://www.astro.wisc.edu/~dolan/constellations/
http://www.space.com/15722-constellations.html
http://www.physics.csbsju.edu/astro/asp/constellation.faq.html
https://spaceplace.nasa.gov/starfinder2/en/
https://nasa.tumblr.com/post/150688852794/zodiac
https://www.thoughtco.com/constellations-pictures-gallery-4122769
http://www.astromax.org/con-page/con-88.htm
http://www.allthesky.com/constellations/const.html
Here is a "Stargazing" video -----> for the far out and curious. It's a documentary on amateur stargazers and the telescopes they use.
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Week 29 - April 1 - 5
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April 1 - Welcome back! Today we are going to ease into the week with a quick review of the Star Cycle (Big Idea #5), following with an amazing video from the Cosmos series. The video is Episode 4: "A Sky Full of Ghosts". As you watch the video, complete the "Video 3-2-1" worksheet.
April 2-3 - Activity 8: Classifying STARS
Focus Question - What factors determine the classification of stars?
This activity is designed for the online Holt Textbook. Click here to download and access the online textbook. It will download in a few minutes while you set up your notebook.
Step 1: Set-up your notebook to include the title, date, focus question, and LOS: Spectrum (pg. 93), Absorption Spectrum (93), Apparent magnitude(92), Absolute Magnitude (92).
- Add "Evidence" - Classifying Stars
- Add vocab (LOS) to your index
- Update your Table of Contents
Step 2: Complete the guided Stars: Cornell Notes using the online Holt textbook. Using the online textbook, scroll to page 436 to get started. Complete each area of the guided notes. Fill in blanks and be sure to answer each question thoroughly.
Step 3: Go to your BIG IDEA page 76, write the following:
April 2-3 - Activity 8: Classifying STARS
Focus Question - What factors determine the classification of stars?
This activity is designed for the online Holt Textbook. Click here to download and access the online textbook. It will download in a few minutes while you set up your notebook.
Step 1: Set-up your notebook to include the title, date, focus question, and LOS: Spectrum (pg. 93), Absorption Spectrum (93), Apparent magnitude(92), Absolute Magnitude (92).
- Add "Evidence" - Classifying Stars
- Add vocab (LOS) to your index
- Update your Table of Contents
Step 2: Complete the guided Stars: Cornell Notes using the online Holt textbook. Using the online textbook, scroll to page 436 to get started. Complete each area of the guided notes. Fill in blanks and be sure to answer each question thoroughly.
Step 3: Go to your BIG IDEA page 76, write the following:
- BIG IDEA 6: Classifying Stars (heading)
- (task) Based on your notes, IDENTIFY and EXPLAIN the techniques and information used by scientists to identify and classify stars. Be sure to include the different properties by which stars are classified.
April 4 - Activity 9:
Putting Stars in their Place!
(notebook pages 94 - 95)
Focus Question - 1. What is the purpose of the H.R. Diagram 2. What does it explain about stars?
Step 1: Set up page 95 with the focus question (above), Title, Today's Date,
and LOS: H-R Diagram
- Add "Evidence" : Hertzsprung-Russell Diagram
- Update your table of contents
- Update your index
Step 2: Complete the Star Classification Lab using your knowledge about the factors that classify stars and some colored pencils. Allow Mr. B to set up the chart with the class before you begin. Once completed, trim and glue your created H-R Diagram facing up on page 95. Label the top of page 94 "H-R Analysis" and glue the Conclusions (page 2) down to page 94 in your notebook.
Step 3: Once completed, take the HR Diagram Quiz to check your understanding. Review your answers and retake the quiz until mastery (Perfection).
Putting Stars in their Place!
(notebook pages 94 - 95)
Focus Question - 1. What is the purpose of the H.R. Diagram 2. What does it explain about stars?
Step 1: Set up page 95 with the focus question (above), Title, Today's Date,
and LOS: H-R Diagram
- Add "Evidence" : Hertzsprung-Russell Diagram
- Update your table of contents
- Update your index
Step 2: Complete the Star Classification Lab using your knowledge about the factors that classify stars and some colored pencils. Allow Mr. B to set up the chart with the class before you begin. Once completed, trim and glue your created H-R Diagram facing up on page 95. Label the top of page 94 "H-R Analysis" and glue the Conclusions (page 2) down to page 94 in your notebook.
Step 3: Once completed, take the HR Diagram Quiz to check your understanding. Review your answers and retake the quiz until mastery (Perfection).
April 5 - 3-D Moon Project Essay - Due THU April 11
Today is a day to work on the "Habitability of (chosen Moon)" essay in class. Today you can research, write, and ask questions to further your progress on your project. Remember, the project and essay are due on Thursday, April 11th. Below is an explanation of the writing prompt. For Moon Project directions - click here.
Directions: 1-2 page essay (5 paragraph minimum) explaining in detail what is required for life to survive on your chosen moon. This is an open-ended topic and can go in the direction you choose based on your observations of the moon.
Ideas to consider are:
- Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...
- Think about the important life elements such as weather, composition of moon, atmosphere, surface features, resources available, distance and time to get there, and any other life value or concern.
Be sure add specific details to your ideas to support if it is possible to colonize or to support reasons why it may not be possible to colonize. Use research, evidence, and logic to back up your claim.
Below are a few videos that can help spark your creative thoughts.
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Week 28 - SPRING BREAK - See you next week
Week 27 - March 18 - March 22
March 18 - Moon Phases and Big Idea # 4 (see teacher for the documents.
March 19-20 - Activity 7 - Life of the Stars (NB pages 90-91)
Please work efficiently to complete the following tasks below. You have 2 days.
1) Set up your notebook on page 91. Update your table of contents and add the LOS words from the worksheet to your notebook and index.
Title: Life of the Stars
Focus ?: How is the life cycle of a star similar to that of a human being?
LOS: 7 Words - see worksheet and record in index (words are on pg. 91)
Evidence: Slide Presentation and Notes
2) Create your own Cornell Notes while viewing the slide show "Life Cycle of Stars". Please do not write word for word. Condense information and put your notes into your own words (but with accuracy!)
3) Build on your understanding by viewing the Brain Pop video "Life Cycle of Stars" and completing the Brain POP Activity and crossword. Next, take the "Graded Quiz." Put your answers on paper and share your score with Mr. Bridges after the first attempt. Please have integrity!
March 18 - Moon Phases and Big Idea # 4 (see teacher for the documents.
March 19-20 - Activity 7 - Life of the Stars (NB pages 90-91)
Please work efficiently to complete the following tasks below. You have 2 days.
1) Set up your notebook on page 91. Update your table of contents and add the LOS words from the worksheet to your notebook and index.
Title: Life of the Stars
Focus ?: How is the life cycle of a star similar to that of a human being?
LOS: 7 Words - see worksheet and record in index (words are on pg. 91)
Evidence: Slide Presentation and Notes
2) Create your own Cornell Notes while viewing the slide show "Life Cycle of Stars". Please do not write word for word. Condense information and put your notes into your own words (but with accuracy!)
3) Build on your understanding by viewing the Brain Pop video "Life Cycle of Stars" and completing the Brain POP Activity and crossword. Next, take the "Graded Quiz." Put your answers on paper and share your score with Mr. Bridges after the first attempt. Please have integrity!
2 minutes of WOW! or click right for the complete investigation. Be sure to follow the timeline at the top of the video when you watch.
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4) Lastly, ponder the following... How did we get here? How do stars and planets come into being? What happens during a star's life, and what fate will its planets meet when it dies? click to investigate "The Life and Death of a Planetary System"
or View the Life Cycle of Stars - Visual and review the process |
After reviewing the timeline in the Video or Article (above), COMPLETE BIG IDEA # 5 - Life Cycle of a Star. We will do this as a class to wrap up the activity.
Extra Links and Stuff Related to the Activity:
What is a Neutron Star? (Article)
White Dwarfs vs. Black Dwarfs (Video)
March 21 - 22 - Take a break and review with Kahoots and Interstellar!
Extra Links and Stuff Related to the Activity:
What is a Neutron Star? (Article)
White Dwarfs vs. Black Dwarfs (Video)
March 21 - 22 - Take a break and review with Kahoots and Interstellar!
Week 26 - March 11 - March 15
March 11 - Random Astronomy Topic Day
1. TED TALKS Summary – (Astronomy video of your choice)
2. “What’s Inside a Black Hole” (my choice)
Introduction: Today you have two assignments. First you will visit the TED TALKS WEBSITE and select a presentation that is ASTRONOMY RELATED. Follow the directions on your worksheet for how to access "Astronomy" topics. Second, You will view a video about black holes and answer some questions about the content.
Directions: Get the worksheet from the teacher. Then accomplish the following:
1. TED TALKS Summary – (Astronomy video of your choice)
2. “What’s Inside a Black Hole” (my choice)
Introduction: Today you have two assignments. First you will visit the TED TALKS WEBSITE and select a presentation that is ASTRONOMY RELATED. Follow the directions on your worksheet for how to access "Astronomy" topics. Second, You will view a video about black holes and answer some questions about the content.
Directions: Get the worksheet from the teacher. Then accomplish the following:
- Complete at least 1 TED TALKS (Astronomy Related) video summary. Be sure to complete the Work Cited portion on the back of the handout for full credit. Manage your time as you have another assignment to complete on the back.
- Watch the video “What’s Inside a Black Hole” (link below) and answer the questions about the content. The video link is on the class website. Find today’s date. The questions are in order. Pause the video as they arise to record your answers. What is not finished is homework and is due on Wednesday, March 13.
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March 12 - 13 - Other Celestial Objects (pg. 86)
Part 2: They say that if you were born on a Full Moon you will be rich and successful one day! Just kidding... only hard work brings success. For this activity I want you to identify the phases of the moon, starting with your birthday moon. Visit the Old Farmers Almanac for Kids and completing the "Birth Moon" activity to investigate the moon phases on and around your birthday. On the website, scroll to the bottom to change the date to match your birthday month. Use the Almanac's information to complete the activity. When completed, check out this website for more info on your Birthday Moon - LINK: Moon Giant.
Part 3: Building and Living on the Moon - Investigation. Watch the video (link below) to gain information on colonizing other places. We will start with our moon. Complete the video questions on the back of the Birthday Moon Activity.
- Start by finishing part 1 (from Friday, March 8)
- Next, complete your TED and Unveiled video assignment that is due tomorrow, March 13. it is worth 30 points.
- Lastly, begin part 2 below.
Part 2: They say that if you were born on a Full Moon you will be rich and successful one day! Just kidding... only hard work brings success. For this activity I want you to identify the phases of the moon, starting with your birthday moon. Visit the Old Farmers Almanac for Kids and completing the "Birth Moon" activity to investigate the moon phases on and around your birthday. On the website, scroll to the bottom to change the date to match your birthday month. Use the Almanac's information to complete the activity. When completed, check out this website for more info on your Birthday Moon - LINK: Moon Giant.
Part 3: Building and Living on the Moon - Investigation. Watch the video (link below) to gain information on colonizing other places. We will start with our moon. Complete the video questions on the back of the Birthday Moon Activity.
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Part 4: Lastly, complete the "phases of the moon" half sheet by answering the questions and shading in the Moon's shadow and highlight/color the moons reflection as viewed from you on Earth during each of the 8 phases. Lastly, add correct labels to each phase using the following word bank: Waxing Gibbous or Waxing Cresent, Waning Gibbous or Waning Cresent, Full Moon, First Quarter, Last Quarter and New Moon. |
March 14-15 - Activity 6 - Natural Satellites
(Notebook pages 88-89)
Focus Question: What are the physical and chemical properties of _______________, my chosen moon?
(Notebook pages 88-89)
Focus Question: What are the physical and chemical properties of _______________, my chosen moon?
Purpose: Identify a moon and conduct research to aid in your 3-D Model Project. Get to know your moon!
Step 1: Set up your notebook. Add the title, date, focus question and "Evidence: 3-D Moon Project Notes"
Step 2: Pick a Moon to investigate. Use some resources below to help identify a moon along with gathering information about your chosen moon.
Resources: Use your 3D Solar System Simulator App, NASA (Moons in our Solar System), or other respectable Astronomy sources. Be sure to note your resources so you can revisit them later. Moon Project Directions.
Step 3: Divide page 89 into 4 equal boxes. You will record your findings in each box based on each label. Use the description below to guide your specific research. Use the visual to set up your notebook correctly.
Step 1: Set up your notebook. Add the title, date, focus question and "Evidence: 3-D Moon Project Notes"
Step 2: Pick a Moon to investigate. Use some resources below to help identify a moon along with gathering information about your chosen moon.
Resources: Use your 3D Solar System Simulator App, NASA (Moons in our Solar System), or other respectable Astronomy sources. Be sure to note your resources so you can revisit them later. Moon Project Directions.
Step 3: Divide page 89 into 4 equal boxes. You will record your findings in each box based on each label. Use the description below to guide your specific research. Use the visual to set up your notebook correctly.
Box 1: Location (provide details about the planet it belongs to, distance from the planet, other moons orbiting with it, etc...)
Box 2: Measurements (provide details about the moon's size, orbit, rotation and revolution, gravity, density, speed, temperature, distance...) Box 3: Composition (provide details about what it is made of in regards to its core, mantle, surface, and atmosphere) Box 4: Interesting Facts/Details (Provide at least 3-5 unique or interesting facts about the moon. May be based on information stated already, but stands out as unique compared to what we are used to) |
Step 4: Set up page 88. Use the same four square set-up.
Box 5: Possibilities of Life already or potential colonization by humans? - (provide details about what may exist currently or the potential of humans living on it) Box 6: Comparison to our Moon (Luna). - (Provide a basis of comparison of your chosen moon to our moon, Luna. This will allow you and others to create a comparative understanding of your moon. Maybe compare size, structure, orbit, and other notable features compared to Luna). Box 7: Colored model/drawing of the Moon. (If you see different images of your moon, choose the more frequent/popular visual to model). Box 8: Interesting Surface Features. (Provide surface details such as craters, mountains, volcanoes, cracks, water, canyons, weather, etc... ) |
Step 5: If finished early (on Friday), your next task is to open GOOGLE DOCS or SLIDES and create an Information PLACARD to be displayed on your "3D Moon Model." View your project directions for the project and design a neat, creative, and organized placard that includes the required information. Google Slides might be better. Create a slide or two that can be used as your placard. A nice bold design with easy to read text would be recommended.
Step 6: Your last task would be to write a 1-2 page (5 solid paragraph) essay about what it would take for humans to live on or colonize your moon based on the moons composition, temp, atmosphere, etc... Ideas to consider: Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...? Think about all of the things that are necessary to sustain life on Earth and identify how you could overcome meet those needs on your moon. Does the moon provide resources or would we have to create or bring our own? Use research, evidence, and logic to back up your claim.
Step 6: Your last task would be to write a 1-2 page (5 solid paragraph) essay about what it would take for humans to live on or colonize your moon based on the moons composition, temp, atmosphere, etc... Ideas to consider: Could humans use the moon as a destination to colonize for life, conduct research, supply station, Fuel Stop, etc...? Think about all of the things that are necessary to sustain life on Earth and identify how you could overcome meet those needs on your moon. Does the moon provide resources or would we have to create or bring our own? Use research, evidence, and logic to back up your claim.
Week 25 - March 4 - March 8
March 4-5- Activity 4 - Our Planets
(NB pg. 84 - 85)
Focus Question: What are the similarities and differences between the major planets in the Solar System?
March 4-5- Activity 4 - Our Planets
(NB pg. 84 - 85)
Focus Question: What are the similarities and differences between the major planets in the Solar System?
1. Notebook Set-up on page 85
- Set-up your notebook with the title, date, focus question, and LOS
(Terrestrial Planets, Gas-Giant Planets).
- Add "Evidence" - Planet Comparisons Graphic Organizer
2. Complete the "Planets Graphic Organizer" by viewing a variety of sources including but not limited to: 3D Solar System Chromebook Apps, Holt Textbook pg. 450, Brain Pop videos on each planet, Bright Star Astronomy (planet facts), NASA Solar System Overview, or other credible websites approved by Mr. B.
3. Watch the "Solar System" Brain Pop video and complete the activity/quiz handout (tape on pg. 84 so it can flip) Share your score with Mr. Bridges for a GRADE. The log in and password are listed below:
hmannms
brainpop
4. Homework: "Our Solar System" worksheet. Handed out on Tuesday, March 5.
** Color solar system for extra credit.
This is DUE by Friday, March 8th. No Late work accepted.
5. Watch the videos below or play "Fly to Mars" on BrainPOP Game-up
Video: Real life Star Wars - CNN Report - Yikes!
- Set-up your notebook with the title, date, focus question, and LOS
(Terrestrial Planets, Gas-Giant Planets).
- Add "Evidence" - Planet Comparisons Graphic Organizer
2. Complete the "Planets Graphic Organizer" by viewing a variety of sources including but not limited to: 3D Solar System Chromebook Apps, Holt Textbook pg. 450, Brain Pop videos on each planet, Bright Star Astronomy (planet facts), NASA Solar System Overview, or other credible websites approved by Mr. B.
3. Watch the "Solar System" Brain Pop video and complete the activity/quiz handout (tape on pg. 84 so it can flip) Share your score with Mr. Bridges for a GRADE. The log in and password are listed below:
hmannms
brainpop
4. Homework: "Our Solar System" worksheet. Handed out on Tuesday, March 5.
** Color solar system for extra credit.
This is DUE by Friday, March 8th. No Late work accepted.
5. Watch the videos below or play "Fly to Mars" on BrainPOP Game-up
Video: Real life Star Wars - CNN Report - Yikes!
First get the inside scoop above.
Second, follow Starman's trip to Mars! |
or check out this "Zero Gravity Video"
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**NEWS FLASH (3/6/19) !! 3D Satellite Model Project - Today we will introduce the last at-home project of the school year. Below is a link to the directions and grading rubric. The due date is April 11, 2019 (Thursday).
- 3D Satellite Model Project Directions and Rubric
- List of Moons (remember we cannot use Luna for our model)
- 3D Satellite Model Project Directions and Rubric
- List of Moons (remember we cannot use Luna for our model)
Happy Birthday to the Periodic Table of the Elements - It is 150 years old today, March 6!! Quick Read about Dmitri Mendeleev - Click Here
March 6 - 7 Viewing the Cosmos: How Far is Far?
Presentation provided by a previous Guest Speaker Mike Chasin, Astro-photographer and Firefighter Below are two links and a videos (right) for this activity/discussion 1. Presentation PDF 2. Big Idea # 3: Viewing the Cosmos |
3...2...1...Blast-off
Watch last: This explains "how far is far?"
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March 8 - Activity 5 - (title) Other Celestial Objects in our Solar System (Notebook pages 86-87)
Set-up page 87 with the F.Q. Title, date, LOS, and Evidence
Focus Questions: What are some defining regions within our Solar System?
How does the composition of each region relate to their locations within the S.S.?
LOS: Comet, Asteroid, Meteor, Asteroid Belt, Kuiper Belt, Oort Cloud
Add these words to your index for page 87 and update your table of contents.
"Evidence" - Objects and Regions of the S.S.
Directions: Day 1 (Friday, March 8) This work will go on page 87
Part 1: Small Bodies: Complete the 4 part handout on "comets, asteroids, meteors, and regions such as the Asteroid Belt and Kuiper Belt and Oort Cloud." To complete both sides of the handout, use the following primary sources:
1. read the Holt Text pages 471-474 or online textbook pages 500-506
2. watch both Brain Pop videos "Asteroids" and "Comets"
3. Click Here for another explanation of comets along with a brief history (courtesy of the star garden).
Once finished with the worksheet, Check this out before moving on (click below)
Amazing tour of our Moon (in 4K) courtesy of NASA's Lunar Recon Orbiter (LRO)
Set-up page 87 with the F.Q. Title, date, LOS, and Evidence
Focus Questions: What are some defining regions within our Solar System?
How does the composition of each region relate to their locations within the S.S.?
LOS: Comet, Asteroid, Meteor, Asteroid Belt, Kuiper Belt, Oort Cloud
Add these words to your index for page 87 and update your table of contents.
"Evidence" - Objects and Regions of the S.S.
Directions: Day 1 (Friday, March 8) This work will go on page 87
Part 1: Small Bodies: Complete the 4 part handout on "comets, asteroids, meteors, and regions such as the Asteroid Belt and Kuiper Belt and Oort Cloud." To complete both sides of the handout, use the following primary sources:
1. read the Holt Text pages 471-474 or online textbook pages 500-506
2. watch both Brain Pop videos "Asteroids" and "Comets"
3. Click Here for another explanation of comets along with a brief history (courtesy of the star garden).
Once finished with the worksheet, Check this out before moving on (click below)
Amazing tour of our Moon (in 4K) courtesy of NASA's Lunar Recon Orbiter (LRO)
Week 24 - February 25 - March 1st
February 25 - The Birth of the Earth: Finish Activity #1 (see Feb. 22 below for FULL directions and extra credit opportunities)
- Video Notes in the provided graphic organizer
- 15 line poem/rap/song telling the Earth's story as explained in the video (DUE BY THURSDAY, FEB 28)
February 25 - The Birth of the Earth: Finish Activity #1 (see Feb. 22 below for FULL directions and extra credit opportunities)
- Video Notes in the provided graphic organizer
- 15 line poem/rap/song telling the Earth's story as explained in the video (DUE BY THURSDAY, FEB 28)
February 26 - 27 Activity 2 - The Sun Becomes Black (Notebook pg. 80-81)
Focus Question: What is the relationship between the Sun, the Earth, and our Moon? Evidence: Video (phenomenon), Class Discussion, and Models
Objective: Students will take in an understand of relative distances in our immediate solar system and develop an understanding of the perspective relationship between the Sun, Earth, and Moon. The phenomena discussed and compared are the 2015 (total) Solar Eclipse as seen from Varanasi, India and 2017 (total) Solar Eclipse as seen from Madras,Oregon.
Directions: View the three videos first and take in the phenomenon provided by our solar system. Below you will find the link to the video along with the notes (template). It is NOT OK to print and glue them into your notes. Please write them by hand for credit. Complete the lesson by viewing the last two videos. These should help explain the event and the size of the event relative to the Earth and Moon's size and distance apart.
Watch first. First person perspective with audio.
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Watch this second. 2017 - Madras, OR
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Watch third...
2015 - Veranasi, India |
Watch last...after notes are recorded. this video explains the phenomenon.
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Another phenomenon, just a different order of participants...
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February 28 - March 1 - Activity 3-A Solar System is Born (NB pages 82-83)
Focus Question: What types of interactions MUST occur in order to form a solar system like ours?
LOS: Solar System, Nebula, Solar Nebula, Planetesimals, Orbit, Rotation, Period of Revolution, Astronomical Unit, Gravity, Law of Universal Gravitation (Be sure to add to your index)
Evidence: Cornell Notes
Objective: Students will investigate and record information to help identify the natural processes that formed our solar system. Key academic vocabulary will be addressed to aid in future discussion and further understanding of other similar formations with in our galaxy. Source: Hard Copy of Blue Holt Text (p. 424-432)
Activity Links: "A Solar System is Born" Cornell notes (attach to page 82 - 83)
Holt Physical Science Textbook (pdf) (if you don't have your textbook)
Last, Write a summary of events that were identified in your notes. Add 1 additional follow-up question at the bottom (with a question mark!) that relates to the solar system and its formation. Label it BIG IDEA # 2: Building a Solar System (page 74)
Extension (not required, but very interesting!)
Hubble Images - some awesome images from NASA
"How Did Uranus Form?"
- the competing theories explained from Space.com
"The Solar System and Beyond is Awash in Water"
- Explains just how much water there is out there - NASA.gov
Focus Question: What types of interactions MUST occur in order to form a solar system like ours?
LOS: Solar System, Nebula, Solar Nebula, Planetesimals, Orbit, Rotation, Period of Revolution, Astronomical Unit, Gravity, Law of Universal Gravitation (Be sure to add to your index)
Evidence: Cornell Notes
Objective: Students will investigate and record information to help identify the natural processes that formed our solar system. Key academic vocabulary will be addressed to aid in future discussion and further understanding of other similar formations with in our galaxy. Source: Hard Copy of Blue Holt Text (p. 424-432)
Activity Links: "A Solar System is Born" Cornell notes (attach to page 82 - 83)
Holt Physical Science Textbook (pdf) (if you don't have your textbook)
Last, Write a summary of events that were identified in your notes. Add 1 additional follow-up question at the bottom (with a question mark!) that relates to the solar system and its formation. Label it BIG IDEA # 2: Building a Solar System (page 74)
Extension (not required, but very interesting!)
Hubble Images - some awesome images from NASA
"How Did Uranus Form?"
- the competing theories explained from Space.com
"The Solar System and Beyond is Awash in Water"
- Explains just how much water there is out there - NASA.gov
Week 23 - February 18 - 22
February 18 - No School - President's Day
February 19 - Mouse Trap Race Tournament
***Here are the results of the class tournaments. Thank you to all the participants and congrats to all of the champions!
February 18 - No School - President's Day
February 19 - Mouse Trap Race Tournament
***Here are the results of the class tournaments. Thank you to all the participants and congrats to all of the champions!
February 20 - Review the Unit 2 Exam and Grade as a class
February 21 - Begin Unit 3 - Physics and Astronomy
February 22 - Activity 1 - The Birth of the Earth FOCUS ? - What types of natural evidence support the processes by which the Earth formed and developed? (page 79)
Directions: As you watch the video "How the Earth Formed" please document the evidence embedded in video. There are about 9 different ideas included. Use the provided graphic organizer to take your notes.
Click here for the "Video Worksheet"
February 21 - Begin Unit 3 - Physics and Astronomy
February 22 - Activity 1 - The Birth of the Earth FOCUS ? - What types of natural evidence support the processes by which the Earth formed and developed? (page 79)
Directions: As you watch the video "How the Earth Formed" please document the evidence embedded in video. There are about 9 different ideas included. Use the provided graphic organizer to take your notes.
Click here for the "Video Worksheet"
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Follow-Up activity: On page 78 in your notebook
Write a poem or song/rap that uses the video evidence as its content. Your creative piece should be at least a half page long (15 lines or stanzas or bars). Collaborative pieces must have individual contributions that meet the stated guidelines. Link: Types of Poems Extra Credit Options: 1. Perform your "creative piece" for the class. Performance must be of your writing that fits the guidelines of the assignment and performed free of distractions. (15 points) 2. Draw and color an illustration that goes with your writing. Illustration must be complete and done with color and with extra effort. (10 points) |
Week 22 - February 11 - 15
February 11-12 - Unit 2 Physics and Forces Exam (100 points)
Monday: Part 1 - 25 multiple choice, open notebook (50 pts.)
Tuesday: Part 2 - Matching, short answer, word problems, and force diagramming. Also open notebook (58 pts.)
February 13 - Review/Grade part 2 of the Exam
Answer any lingering Mouse Trap Race Car Project questions
February 14 - Mouse Trap Race Car DUE - We will test each project, 2 race attempts, best distance is your score. See rubric for targets/point values.
We will have our speed tournament on Tuesday following our nice 4 day weekend. This is where we have all of our extra credit opportunities. Cars will be stored in the classroom over the weekend.
February 15 - NO SCHOOL
February 11-12 - Unit 2 Physics and Forces Exam (100 points)
Monday: Part 1 - 25 multiple choice, open notebook (50 pts.)
Tuesday: Part 2 - Matching, short answer, word problems, and force diagramming. Also open notebook (58 pts.)
February 13 - Review/Grade part 2 of the Exam
Answer any lingering Mouse Trap Race Car Project questions
February 14 - Mouse Trap Race Car DUE - We will test each project, 2 race attempts, best distance is your score. See rubric for targets/point values.
We will have our speed tournament on Tuesday following our nice 4 day weekend. This is where we have all of our extra credit opportunities. Cars will be stored in the classroom over the weekend.
February 15 - NO SCHOOL
Week 21- February 4 - 8
Important Documents for the END of the UNIT
1. Mouse Trap Race Car Project Rubric (due on FEB. 14th)
2. Unit 2: Physics and Engineering Part 2 Notebook Check (Thursday, FEB 7)
3. Unit 2- EXAM Study Guide (Exam is on Monday, FEB 11th)
Important Documents for the END of the UNIT
1. Mouse Trap Race Car Project Rubric (due on FEB. 14th)
2. Unit 2: Physics and Engineering Part 2 Notebook Check (Thursday, FEB 7)
3. Unit 2- EXAM Study Guide (Exam is on Monday, FEB 11th)
February 4-5 - Work and Power Lab (NB p. 70-71)
Activity Link: Power Lab Report
Research Links:
- What is a Horsepower? - Popular Science
- Horsepower Technical Definition and Calculations
Activity Link: Power Lab Report
Research Links:
- What is a Horsepower? - Popular Science
- Horsepower Technical Definition and Calculations
February 6 - Review Session, Q & A, Kahoots Battle
February 7 - Unit 2 Notebook Check (see link above for document)
February 8 - 8th Grade Field Trip to Balboa Park/ Out of the Office All Day
- Performance @ the Center of the Arts
- San Diego Zoo for Lunch and Visit
February 7 - Unit 2 Notebook Check (see link above for document)
February 8 - 8th Grade Field Trip to Balboa Park/ Out of the Office All Day
- Performance @ the Center of the Arts
- San Diego Zoo for Lunch and Visit
Week 20- January 28 - February 1
January 28 - 29
Random Force Diagrams Today we will be drawing random force diagrams to document the combined forces acting on all of the objects in each "Interaction." Below you will find some images of interactions that have many forces acting within the scene. Your job is to draw the interaction (to the best of your ability) and identify all of the forces by adding FORCE VECTORS with labels in the appropriate locations of your drawings. Record your models in the template provided: TEMPLATE LINK - Download here Image # 1 - The High Five |
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#2 - The Peck
#3 - The Hunt
# 4 - Human Error - PICK YOUR FAVORITE from the video compilation.
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BONUS - (5 points extra credit) Draw each interaction (kidding...) Watch the footage and pick out all of the simple machines and forces involved as your watch. Pretty amazing stuff.
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January 30 - February 1 - Simple Machines, Work, and Power
We will be taking some notes on the above concepts. Students are to independently follow the templates and record information from class discussion, along with other sources listed below. Directions are embedded in the lesson and documents.
Source List:
1. Holt Physical Science Textbook (hard copy)
2. Museum of Science and Industry
3. BrainPOP Videos: 1. Work and 2. Power
- also recommend individual Simple Machine videos on Incline Plane, Wheel
and Axle, Pulley, and Levers (as a review).
Activities/Document Links:
We will be taking some notes on the above concepts. Students are to independently follow the templates and record information from class discussion, along with other sources listed below. Directions are embedded in the lesson and documents.
Source List:
1. Holt Physical Science Textbook (hard copy)
2. Museum of Science and Industry
3. BrainPOP Videos: 1. Work and 2. Power
- also recommend individual Simple Machine videos on Incline Plane, Wheel
and Axle, Pulley, and Levers (as a review).
Activities/Document Links:
- Simple Machine Notes (template only, Not to print)
- Simple Machines Game Simulator worksheet
- Work and Power Notes (template only, Not to print)
- BrainPOP Video Quiz Scores - 1. Work 2. Power (scores are shared with Mr. Bridges and are recorded on their Work/Power Notes.
Week 19 - January 22 - 25
Oops, no entry this week, sorry.
Oops, no entry this week, sorry.
Week 18 - January 14 - 18
January 14 - Review and recap "Pushes and Pulls" Lab and "Friction" Notes
Big Idea # 4 - Patterns with Friction
Complete the rest of the NEWTON'S LAWS REVIEW PACKET as an in class activity.
January 15-16 - Dunkin' For Density
Focus Questions: 1. How does manipulating the mass of an object affect the ability to float in (tap) water?
2. What is the relationship between an object's density and the buoyant force acting on that object?
Activity Links: Submarine Lab Report
Class Analysis
Introduce New Project: Mouse Trap Race Car Project - Project Rubric Here
1. Build a Mouse Trap Race Car
2. Build Process/Simple Machines Write-up
Due on FEBRUARY 14th, 2019
January 17-18 - What Floats Your Boat?
Go to page 57 in your notebook and set-up the Following:
January 14 - Review and recap "Pushes and Pulls" Lab and "Friction" Notes
Big Idea # 4 - Patterns with Friction
Complete the rest of the NEWTON'S LAWS REVIEW PACKET as an in class activity.
January 15-16 - Dunkin' For Density
Focus Questions: 1. How does manipulating the mass of an object affect the ability to float in (tap) water?
2. What is the relationship between an object's density and the buoyant force acting on that object?
Activity Links: Submarine Lab Report
Class Analysis
Introduce New Project: Mouse Trap Race Car Project - Project Rubric Here
1. Build a Mouse Trap Race Car
2. Build Process/Simple Machines Write-up
Due on FEBRUARY 14th, 2019
January 17-18 - What Floats Your Boat?
Go to page 57 in your notebook and set-up the Following:
Title: What Floats Your Boat?
Date: Today's Date
LOS: Buoyant Force, Positive Buoyancy, Negative Buoy., and Neutral Buoy.
Focus Question: What is buoyant force and how can it be measured?
Evidence: Cornell Notes and Brain POP "Buoyancy" video/activities
Complete the following tasks:
1. Cornell Notes - Using the information from the BLUE Holt Textbook, complete the provided Cornell Notes and BIG IDEA # 5 (on page 27)
2. Sign on to www.Brainpop.com
BRAIN POP Login: deportola Password: thanksasb
View the Brain Pop video "BUOYANCY" and complete the following:
a) Graphic Organizer about density and buoyant force (provided)
b) Graded Quiz - Share your 1st graded score with Mr. Bridges.
c) Challenge - Take the "GRADED CHALLENGE" and record your answers on the worksheet (worksheet).
-You do not need to share the score with me but you do need to fix your incorrect answers on your paper.
d) "Order it" and "Describe it" activities (worksheet).
e) Lucia the "Unsinkable" case study (worksheet).
Date: Today's Date
LOS: Buoyant Force, Positive Buoyancy, Negative Buoy., and Neutral Buoy.
Focus Question: What is buoyant force and how can it be measured?
Evidence: Cornell Notes and Brain POP "Buoyancy" video/activities
Complete the following tasks:
1. Cornell Notes - Using the information from the BLUE Holt Textbook, complete the provided Cornell Notes and BIG IDEA # 5 (on page 27)
2. Sign on to www.Brainpop.com
BRAIN POP Login: deportola Password: thanksasb
View the Brain Pop video "BUOYANCY" and complete the following:
a) Graphic Organizer about density and buoyant force (provided)
b) Graded Quiz - Share your 1st graded score with Mr. Bridges.
c) Challenge - Take the "GRADED CHALLENGE" and record your answers on the worksheet (worksheet).
-You do not need to share the score with me but you do need to fix your incorrect answers on your paper.
d) "Order it" and "Describe it" activities (worksheet).
e) Lucia the "Unsinkable" case study (worksheet).
Week 17 - January 7 - 11
January 7 - Critique student "Force Posters" and vote for the top creations.
Review and revisit our most recent concepts
January 8-9 - Resist the Force (Notebook pages 50-51)
Focus Questions: 1. Which type of friction resists motion the most?
2. Is the push or the pull the way to go?
Activity Links: Pushes and Pulls Lab
January 10 - Types of Forces (Notebook pages 52-53)
Focus Question: What are the similarities and differences between the different types of friction?
Activity Links: Cornell Notes and Analysis
January 11 - TED TALKS (assignment link)
Due at the end of class. Extra Credit option allows you to
turn it in on Monday.
January 7 - Critique student "Force Posters" and vote for the top creations.
Review and revisit our most recent concepts
January 8-9 - Resist the Force (Notebook pages 50-51)
Focus Questions: 1. Which type of friction resists motion the most?
2. Is the push or the pull the way to go?
Activity Links: Pushes and Pulls Lab
January 10 - Types of Forces (Notebook pages 52-53)
Focus Question: What are the similarities and differences between the different types of friction?
Activity Links: Cornell Notes and Analysis
January 11 - TED TALKS (assignment link)
Due at the end of class. Extra Credit option allows you to
turn it in on Monday.
WINTER HOLIDAY BREAK - NO SCHOOL - RETURN JANUARY 7th, 2019 - MERRY CHRISTMAS!!
Week 16 - December 17 - 21
December 17 - Exam discussion and Notebook/Lab Set-up
December 18-19 - Feel the Force Lab (stations 1-8)
* Hand back low test scores for test corrections
December 20 - Force Posters
December 21 - Tracking motion in the Movies
December 17 - Exam discussion and Notebook/Lab Set-up
December 18-19 - Feel the Force Lab (stations 1-8)
* Hand back low test scores for test corrections
December 20 - Force Posters
December 21 - Tracking motion in the Movies
3 shots...How did your catapult perform?
Mr. Bridges' Overall Champs
1st Place: Stevie B. - 19.15 meters
2nd Place: Carlo C. and Nathaniel A. - 15.25 meters
3rd Place: Sara S. - 14.70 meters
Individual Class Champs:
Period 2: 1st place: Rye S - 10.95 meters, 2nd place: Aidan C. and Max. C. - 8.80 meters, 3rd place: Brennan L. and Robert P. - 8.70 meters
Period 3: (T)1st place: Fabian D. and Noah M. - 9.90 meters, (T)1st place: Tyler R. and Adrian P. - 9.90 meters, 3rd place: Alejandro J. - 9.10 meters
Period 4: 1st place: Skye W. - 12.10 meters, 2nd place: Nathan N. and Cole L. - 10.28 meters, 3rd place: Charlotte L. - 9.00 meters
Period 6: 1st place: Carlo C. and Nathaniel A. - 15.25 meters, 2nd place: Sara S. - 14.70 meters, 3rd place: Amelia B. - 13.55 meters
Period 7: 1st place: Stevie B. - 19.15 meters, 2nd place: Charlie H. - 8.90 meters, 3rd place: Marley B. and Cole D. - 8.60 meters
Mr. Bridges' Overall Champs
1st Place: Stevie B. - 19.15 meters
2nd Place: Carlo C. and Nathaniel A. - 15.25 meters
3rd Place: Sara S. - 14.70 meters
Individual Class Champs:
Period 2: 1st place: Rye S - 10.95 meters, 2nd place: Aidan C. and Max. C. - 8.80 meters, 3rd place: Brennan L. and Robert P. - 8.70 meters
Period 3: (T)1st place: Fabian D. and Noah M. - 9.90 meters, (T)1st place: Tyler R. and Adrian P. - 9.90 meters, 3rd place: Alejandro J. - 9.10 meters
Period 4: 1st place: Skye W. - 12.10 meters, 2nd place: Nathan N. and Cole L. - 10.28 meters, 3rd place: Charlotte L. - 9.00 meters
Period 6: 1st place: Carlo C. and Nathaniel A. - 15.25 meters, 2nd place: Sara S. - 14.70 meters, 3rd place: Amelia B. - 13.55 meters
Period 7: 1st place: Stevie B. - 19.15 meters, 2nd place: Charlie H. - 8.90 meters, 3rd place: Marley B. and Cole D. - 8.60 meters
Week 15 - December 10 - 14
December 10-11- Unit 2 Review, Q and A, Notebook Prep
Document Links: Unit 2 Motion Review/Practice
Unit 2 Notebook Check
December 12 - Unit 2 Notebook Check and Unit 2 Review (cont.)
December 13 - Turn in Unit 2 Motion Review
All Students take the Unit 2 Motion Exam
December 14 - Finish the Exam/Quiet independent work when finished
December 10-11- Unit 2 Review, Q and A, Notebook Prep
Document Links: Unit 2 Motion Review/Practice
Unit 2 Notebook Check
December 12 - Unit 2 Notebook Check and Unit 2 Review (cont.)
December 13 - Turn in Unit 2 Motion Review
All Students take the Unit 2 Motion Exam
December 14 - Finish the Exam/Quiet independent work when finished
Week 14 - December 3 - 7
December 3-4 - Speed Calculations (Notebook pages 42-43)
Focus ?: How can you solve for the missing variable in any speed, distance, or time equation?
Activity: Notes, Practice Problems, and mini experiments
Below is the notebook set-up and supporting information/practice problems
- Speed Calculation Notebook Set-up
**Catapult DUE date has changed to FRIDAY, DEC 7 due to the weather**
December 5-6 - Roller Coaster Lab (Notebook pages 44-45)
Focus ?: What are some variables that affect an object's energy?
LOS: Potential Energy, Kinetic Energy
Activity: Roller Coaster Lab Report
BrainPOP Activity and Quizzes
December 7 - Catapult Showdown!! Catapults Due and will be tested
Unit 2: Part 1 Notebook Check Document handed out
Unit 2 Motion Review handed out
December 3-4 - Speed Calculations (Notebook pages 42-43)
Focus ?: How can you solve for the missing variable in any speed, distance, or time equation?
Activity: Notes, Practice Problems, and mini experiments
Below is the notebook set-up and supporting information/practice problems
- Speed Calculation Notebook Set-up
**Catapult DUE date has changed to FRIDAY, DEC 7 due to the weather**
December 5-6 - Roller Coaster Lab (Notebook pages 44-45)
Focus ?: What are some variables that affect an object's energy?
LOS: Potential Energy, Kinetic Energy
Activity: Roller Coaster Lab Report
BrainPOP Activity and Quizzes
December 7 - Catapult Showdown!! Catapults Due and will be tested
Unit 2: Part 1 Notebook Check Document handed out
Unit 2 Motion Review handed out
The Catapult Project was assigned on November 7. The completed catapult will be tested on its DUE DATE of THURSDAY,December 6th. The CATAPULT PROJECT GUIDELINES document can be downloaded here. This is a "do it at home project" and projects have a 20% weight on your grade. NO late projects accepted. We will be launching the standard 1" campfire marshmallows (not squirrels). Student must use the provided rubber band for catapult launch energy. Rubber band size is a standard #64 size. No squirrels were hurt in this video and I do not condone launching animals ever. ALL Squirrels were volunteers and were compensated with a really quick meal.
Week 13 - November 26 - 30
November 26 - Rebuild your Rocket Design # 2.
- Phase 2 Data Sheet handed out
November 27 - Phase 2 Rocket Launch 1st attempt
November 28 - Phase 2 Rocket Launch 2nd attempt
November 29 - Rocket Build #2 (notebook pages 40-41)
Focus ?: In which ways did my modifications affect the rocket's flight?
Activity: Share out data from flights and complete the Phase 2 worksheet.
LOS: Inertia
Phase 2 Launch data share out. Record your teams data and complete the Phase 2 Data Sheet by answering the 4 post flight reflection questions and completing the model of your flight path and measurements.
November 30 - Connecting Newton's Laws of Motion to the Rocket Launch
- SOURCE: Study Jams - Forces and Motion Video Links
Videos to Watch: 1) Newton's 1st Law, 2) Newton's 2nd Law,
3) Newton's 3rd Law, and 4) Gravity and Inertia
Directions: View each video (above), Record Notes/Summary, Take Video Quiz, then apply an example about the Law to your Rocket Project. Get each reviewed and stamped by Mr. B when finished. Unfinished work will be homework.
- Please set-up your notebook as seen below to organize your information:
November 26 - Rebuild your Rocket Design # 2.
- Phase 2 Data Sheet handed out
November 27 - Phase 2 Rocket Launch 1st attempt
November 28 - Phase 2 Rocket Launch 2nd attempt
November 29 - Rocket Build #2 (notebook pages 40-41)
Focus ?: In which ways did my modifications affect the rocket's flight?
Activity: Share out data from flights and complete the Phase 2 worksheet.
LOS: Inertia
Phase 2 Launch data share out. Record your teams data and complete the Phase 2 Data Sheet by answering the 4 post flight reflection questions and completing the model of your flight path and measurements.
November 30 - Connecting Newton's Laws of Motion to the Rocket Launch
- SOURCE: Study Jams - Forces and Motion Video Links
Videos to Watch: 1) Newton's 1st Law, 2) Newton's 2nd Law,
3) Newton's 3rd Law, and 4) Gravity and Inertia
Directions: View each video (above), Record Notes/Summary, Take Video Quiz, then apply an example about the Law to your Rocket Project. Get each reviewed and stamped by Mr. B when finished. Unfinished work will be homework.
- Please set-up your notebook as seen below to organize your information:
Or...for a more extensive explanation of Newton's Laws, check out the video below as Newton's Laws can and does get more interesting and complicated.
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No School - School is out for the week! Enjoy your family and friends while you make a catapult! gobble gobble gobble
Week 12 - November 12 - 16
November 12 - NO SCHOOL!! Celebrate our Veterans!!
November 13-15 - Begin NASA Water Rocketry Web Quest (Rocket Research)
Remember: The goal of this Rocket Project is to allow each student to go through the design process of planning, designing, building a model, testing the model, then reflecting on and changing their model to represent what they have learned. Time to learn from NASA so we can perfect Rocket Design #2. Use this GUIDED RESEARCH DOCUMENT to record your findings.
November 16 - Rocket (Re)Build #2 (Friday & Monday after break) Launch Tuesday and Wednesday of week we return.
Below is the data from the first two launch attempts from design #1. There are some great times and altitudes from the first attempts but we can do better!! Flight Day # 2 coming soon...
November 12 - NO SCHOOL!! Celebrate our Veterans!!
November 13-15 - Begin NASA Water Rocketry Web Quest (Rocket Research)
Remember: The goal of this Rocket Project is to allow each student to go through the design process of planning, designing, building a model, testing the model, then reflecting on and changing their model to represent what they have learned. Time to learn from NASA so we can perfect Rocket Design #2. Use this GUIDED RESEARCH DOCUMENT to record your findings.
November 16 - Rocket (Re)Build #2 (Friday & Monday after break) Launch Tuesday and Wednesday of week we return.
Below is the data from the first two launch attempts from design #1. There are some great times and altitudes from the first attempts but we can do better!! Flight Day # 2 coming soon...
Week 11 - November 5 - November 9
November 5 & 6 - Motion Changes Position (notebook pages 34-35)
Focus Question: Which ways can you quantify an object's motion?
LOS: Motion (p. 35), Reference Point (35), Speed (35), Average Speed (35), Velocity (p. 34), Acceleration (34)
Activities:
- Notebook Set-up, add LOS to your index
- Measuring Motion Cornell Notes - Source: Blue Holt Text pages 108-114
- Brain POP "Acceleration" video: Watch video independently and complete the video activities along with the graded video quiz. Take the quiz on the computer and record your answers on the worksheet. Share your first graded quiz score with Mr. B. Lastly, using the acceleration formula, solve the practice problems 1-7 and the challenge. Get ALL work review and stamped by Mr. B.
Activity Links: BP Video Activity 1, BP Activity 2, Graded Video Quiz, and Acceleration Practice Problems 1-7
November 7-8 - Speed Lab- (notebook pages 36-37)
Focus Question: How is the speed of the marble affected by the slope of the ramp and the size of the Marble?
LOS: Speed (again)
Activity: Speed Lab Report
- 1 day lab activity
- 5 points Lab Participation
November 9 - High School Articulation - ALL 8th Grade Walk to Serra High
Post Trip Activity: Thrively Link - Click the GOOGLE login Button
November 5 & 6 - Motion Changes Position (notebook pages 34-35)
Focus Question: Which ways can you quantify an object's motion?
LOS: Motion (p. 35), Reference Point (35), Speed (35), Average Speed (35), Velocity (p. 34), Acceleration (34)
Activities:
- Notebook Set-up, add LOS to your index
- Measuring Motion Cornell Notes - Source: Blue Holt Text pages 108-114
- Brain POP "Acceleration" video: Watch video independently and complete the video activities along with the graded video quiz. Take the quiz on the computer and record your answers on the worksheet. Share your first graded quiz score with Mr. B. Lastly, using the acceleration formula, solve the practice problems 1-7 and the challenge. Get ALL work review and stamped by Mr. B.
Activity Links: BP Video Activity 1, BP Activity 2, Graded Video Quiz, and Acceleration Practice Problems 1-7
November 7-8 - Speed Lab- (notebook pages 36-37)
Focus Question: How is the speed of the marble affected by the slope of the ramp and the size of the Marble?
LOS: Speed (again)
Activity: Speed Lab Report
- 1 day lab activity
- 5 points Lab Participation
November 9 - High School Articulation - ALL 8th Grade Walk to Serra High
Post Trip Activity: Thrively Link - Click the GOOGLE login Button
Week 10 - October 29 - November 2
October 29 - Rocket Build #1 (notebook pages 32-33)
Focus ?: How well did my first rocket prototype fly?
Activity: Pre-Flight data collection and technical model
Primary Source: Acceleration: A Historian Reflects on a Lifetime of Change (Article Link)
- Read and annotate the entire article (copy provided)
- Focus on different examples/evidence of acceleration within article text (6 + examples provided)
- Summarize the article under BIG IDEA # 1 (pg 26 in NB)
Summary directions are below (right)
October 29 - Rocket Build #1 (notebook pages 32-33)
Focus ?: How well did my first rocket prototype fly?
Activity: Pre-Flight data collection and technical model
Primary Source: Acceleration: A Historian Reflects on a Lifetime of Change (Article Link)
- Read and annotate the entire article (copy provided)
- Focus on different examples/evidence of acceleration within article text (6 + examples provided)
- Summarize the article under BIG IDEA # 1 (pg 26 in NB)
Summary directions are below (right)
October 30 - Rocket Launch Day 1, Flight attempt #1
- Record your flight data on the "Day 1 Flight Data Sheet"
- Record your flight data on the "Day 1 Flight Data Sheet"
October 31 - Happy Halloween!
Today we will be sharing out our first flight's data, Writing out the procedures to build a rocket (page 33) and Completing our BIG IDEA # 1. See the directions from Monday, October 29 for notebook set up and BIG IDEA #1 directions.
HW is to complete any unfinished classwork (Rocket Build Procedures and Big Idea #1)
November 1 - Launch attempt #2 for your first rocket design. No HW!
- Phase 1 Data Sheet handed out
November 2 - Share out flight attempt 2's data and record on Day 1 Flight Data worksheet. Create a data table to display the best value for each flight data category (bottom of page 33). Answer Post-Flight questions 1-4. Glue the Day 1 Flight Data worksheet to page 32. Lastly, we will begin taking some Cornell Notes on "Measuring Motion." I will post the directions and Notebook Set-up on Monday's post. No HW!
Today we will be sharing out our first flight's data, Writing out the procedures to build a rocket (page 33) and Completing our BIG IDEA # 1. See the directions from Monday, October 29 for notebook set up and BIG IDEA #1 directions.
HW is to complete any unfinished classwork (Rocket Build Procedures and Big Idea #1)
November 1 - Launch attempt #2 for your first rocket design. No HW!
- Phase 1 Data Sheet handed out
November 2 - Share out flight attempt 2's data and record on Day 1 Flight Data worksheet. Create a data table to display the best value for each flight data category (bottom of page 33). Answer Post-Flight questions 1-4. Glue the Day 1 Flight Data worksheet to page 32. Lastly, we will begin taking some Cornell Notes on "Measuring Motion." I will post the directions and Notebook Set-up on Monday's post. No HW!
Week 9 - October 22 - 26
October 22 - Review Paper Airplane Lab, discuss modifications and results, stamp work.
Designing a Rocket (notebook pages 30-31)
Focus ? What do you already know about rocket science?
Activity: 1. BrainPOP "Space Flight" video notes (see notebook set-up below)
2. Space Flight video Challenge (graded) worksheet, complete the worksheet and check your answers with the graded challenge. record your score. Get a stamp when completed. 3. Model of "Rocket Prototype #1" on page 30 (after build tomorrow)
October 22 - Review Paper Airplane Lab, discuss modifications and results, stamp work.
Designing a Rocket (notebook pages 30-31)
Focus ? What do you already know about rocket science?
Activity: 1. BrainPOP "Space Flight" video notes (see notebook set-up below)
2. Space Flight video Challenge (graded) worksheet, complete the worksheet and check your answers with the graded challenge. record your score. Get a stamp when completed. 3. Model of "Rocket Prototype #1" on page 30 (after build tomorrow)
Time to put those two Liter Bottles to work!!
October 23 - Build the Rocket Frame - in class instructions provided
October 24 - Build the parachute - in class instructions provided
October 25 - 26 - Customize your rocket with body features such as wings, flaps, fins, etc... Finished rocket should be ready to rock and roll by end of class.
October 23 - Build the Rocket Frame - in class instructions provided
October 24 - Build the parachute - in class instructions provided
October 25 - 26 - Customize your rocket with body features such as wings, flaps, fins, etc... Finished rocket should be ready to rock and roll by end of class.
Week 8 - October 15 - 19
October 15 - Complete the CSI Lab Report. See Table directions for complete guidelines. Packet includes the writing prompts as well. 40 points total. Due on Wednesday, October 17th.
October 16 - Unit 1 Notebook Check (195 classwork points)
October 17 - 19 - Unit 2 Notebook Set-up (notebook pages 23-27)
The Design Process (notebook pages 28-29)
Focus Question: What are the best methods and designs to build a paper airplane?
LOS: Best Value
Activity: Structure vs. Function - Airplane Lab
Wed: Choose teammate, Select Airplane Model, Build prototype
Thur: Set up investigation in notebook, build Test Model #1 & #2
Fri: Test Model 1, Record data, modify, Test Model 2, Record data, Compare and Reflect
Airplane Design Choices and Build Directions (links below)
PL-1 - Joe's Favorite
PL-2 - the Gull Wing
PL-3 - Square Nose
PL-4 - the Hybrid
Notebook template below...
October 15 - Complete the CSI Lab Report. See Table directions for complete guidelines. Packet includes the writing prompts as well. 40 points total. Due on Wednesday, October 17th.
October 16 - Unit 1 Notebook Check (195 classwork points)
October 17 - 19 - Unit 2 Notebook Set-up (notebook pages 23-27)
The Design Process (notebook pages 28-29)
Focus Question: What are the best methods and designs to build a paper airplane?
LOS: Best Value
Activity: Structure vs. Function - Airplane Lab
Wed: Choose teammate, Select Airplane Model, Build prototype
Thur: Set up investigation in notebook, build Test Model #1 & #2
Fri: Test Model 1, Record data, modify, Test Model 2, Record data, Compare and Reflect
Airplane Design Choices and Build Directions (links below)
PL-1 - Joe's Favorite
PL-2 - the Gull Wing
PL-3 - Square Nose
PL-4 - the Hybrid
Notebook template below...
Week 7 - October 8 - 12
October 8 - Finish the Liquid Density Lab
- Review lab results/class discussion
- Conclusion 1-8
- Begin Unit 1 Review
- Unit 1 Review Document provided in class
- DUE on the day of the exam (Wednesday, 10/10)
- 30 points - no late work accepted
October 9 - Review for Unit 1 Exam (tomorrow!)
1. Big Idea # 4: Describing Matter (Physical vs. Chem. Props)
2. Class time to work on the Review document (Due tomorrow)
3. Kahoots - 2 games with extra credit for top 3 teams
October 10 - Unit 1 Exam
- "Unit 1 Review" is due at beginning of class
- Forces and Motion Word Search - Extra Credit - Turn in by Friday
October 11, 12, and 15 - CSI WEB ADVENTURES
October 8 - Finish the Liquid Density Lab
- Review lab results/class discussion
- Conclusion 1-8
- Begin Unit 1 Review
- Unit 1 Review Document provided in class
- DUE on the day of the exam (Wednesday, 10/10)
- 30 points - no late work accepted
October 9 - Review for Unit 1 Exam (tomorrow!)
1. Big Idea # 4: Describing Matter (Physical vs. Chem. Props)
2. Class time to work on the Review document (Due tomorrow)
3. Kahoots - 2 games with extra credit for top 3 teams
October 10 - Unit 1 Exam
- "Unit 1 Review" is due at beginning of class
- Forces and Motion Word Search - Extra Credit - Turn in by Friday
October 11, 12, and 15 - CSI WEB ADVENTURES
Week 6 - October 1 - 5
October 1 - Week Recap/Metric Review
- Metric Conversion 101 discussion
- Big Idea: Metric Conversion (glue on page 4 or 5)
October 2 - 4 - Characteristic Properties (Notebook pages 18-19)
Focus Question: Which are the most "characteristic" physical and chemical properties used to identify unknown matter?
LOS: Property, Physical Property, Chemical Property,
Characteristic Property, Density
Activity: Discussion, Research/Notes, Lab
Characteristic Properties Lab
Density Notes
Comparative Density Model
BIG IDEA # 4 - Describing Matter
***HOMEWORK: Characteristic Properties Practice DUE FRIDAY (10/5)
October 5 - Liquid Density (Notebook pages 20-21)
Focus Question: How does liquid density stack up?
Activity: Liquid Density Lab
October 1 - Week Recap/Metric Review
- Metric Conversion 101 discussion
- Big Idea: Metric Conversion (glue on page 4 or 5)
October 2 - 4 - Characteristic Properties (Notebook pages 18-19)
Focus Question: Which are the most "characteristic" physical and chemical properties used to identify unknown matter?
LOS: Property, Physical Property, Chemical Property,
Characteristic Property, Density
Activity: Discussion, Research/Notes, Lab
Characteristic Properties Lab
Density Notes
Comparative Density Model
BIG IDEA # 4 - Describing Matter
***HOMEWORK: Characteristic Properties Practice DUE FRIDAY (10/5)
October 5 - Liquid Density (Notebook pages 20-21)
Focus Question: How does liquid density stack up?
Activity: Liquid Density Lab
Week 5 - September 24- 28
September 24 - Mass Lab Conclusion/Notes
- Put work in notebook on page 14-15
September 25-28 - The Heating Curve (Notebook pages 16-17)
Focus Question: What happens to particle movement as continuous heat energy is added to matter?
LOS: Boiling Point, Melting Point
Activity: The Heating Curve Lab
Temperature vs. Time Graphs
Big Idea (glue on page 4 or 5)
--> Resource Handout for Big Idea (MP and BP charts)
September 28 - Metric Review/Week Recap
- Metric Conversion 101 discussion
- Metric Conversion Assessment - Link
- Big Idea: Metric Conversion (glue on page 4 or 5)
September 24 - Mass Lab Conclusion/Notes
- Put work in notebook on page 14-15
September 25-28 - The Heating Curve (Notebook pages 16-17)
Focus Question: What happens to particle movement as continuous heat energy is added to matter?
LOS: Boiling Point, Melting Point
Activity: The Heating Curve Lab
Temperature vs. Time Graphs
Big Idea (glue on page 4 or 5)
--> Resource Handout for Big Idea (MP and BP charts)
September 28 - Metric Review/Week Recap
- Metric Conversion 101 discussion
- Metric Conversion Assessment - Link
- Big Idea: Metric Conversion (glue on page 4 or 5)
Week 4 - September 17- 21
September 17 - Finish Liquid Volume Lab and discuss results
Volume Practice Worksheet (Due Tomorrow, 9/18)
- Put in notebook on page 12
September 18 - Measuring Solid Volume (Notebook Pages 12-13)
Focus ? - What is needed to measure the volume of a regular and irregular solid?
LOS: Water Displacement
Activity: Solid Volume Lab (page 13, fold/flip over notes)
Volume Review Notes (write on page 13)
September 19 - 20 - Measuring Mass (Notebook Pages 14-15)
Focus ? - How precise is a beam balance compared to a digital scale when measuring the mass of an object?
LOS: Mass, Matter, Beam Balance, Digital Scale
Activity: Beam Balance Lab
Compare Results: Beam vs. Digital, Team vs. Class Data
September 21 - Video Summary and Extra Credit Opportunity
Directions: You are required to complete a video summary for the video, "What if Everyone Knew When They Were Going to Die?" This is DUE at the end of class. If you choose to NOT do the extra credit, you must turn in your completed work (page 1 and citation on back) to the substitute teacher before you leave.
There is an extra credit opportunity to watch another TED TALK science related presentation and complete the video summary on the back of the worksheet.
If you plan to complete the extra credit, you may turn in your completed (both sides) work on Monday, September 24.
Links: Unveiled/TED Talk Video Summary Worksheet
Unveiled video link or click video below to stream
TED TALKS WEBSITE
September 17 - Finish Liquid Volume Lab and discuss results
Volume Practice Worksheet (Due Tomorrow, 9/18)
- Put in notebook on page 12
September 18 - Measuring Solid Volume (Notebook Pages 12-13)
Focus ? - What is needed to measure the volume of a regular and irregular solid?
LOS: Water Displacement
Activity: Solid Volume Lab (page 13, fold/flip over notes)
Volume Review Notes (write on page 13)
September 19 - 20 - Measuring Mass (Notebook Pages 14-15)
Focus ? - How precise is a beam balance compared to a digital scale when measuring the mass of an object?
LOS: Mass, Matter, Beam Balance, Digital Scale
Activity: Beam Balance Lab
Compare Results: Beam vs. Digital, Team vs. Class Data
September 21 - Video Summary and Extra Credit Opportunity
Directions: You are required to complete a video summary for the video, "What if Everyone Knew When They Were Going to Die?" This is DUE at the end of class. If you choose to NOT do the extra credit, you must turn in your completed work (page 1 and citation on back) to the substitute teacher before you leave.
There is an extra credit opportunity to watch another TED TALK science related presentation and complete the video summary on the back of the worksheet.
If you plan to complete the extra credit, you may turn in your completed (both sides) work on Monday, September 24.
Links: Unveiled/TED Talk Video Summary Worksheet
Unveiled video link or click video below to stream
TED TALKS WEBSITE
Week 3 - September 10-14
September 10-12
Metric System and Lab Tools
(Notebook Pages 8-9)
Focus ? - 1. How is the Metric System converted?
2. What purpose does the Metric System serve for the scientific community?
LOS: Metric System, Customary System
Activities: - Lab Tools: Check student knowledge on common science tools in regards to use and safety
- Research: Customary System vs. Metric System
- Length Lab: Metric Measurement Lab focusing on accuracy and metric unit conversion
- Brain Pop Quiz: Metric Unit - Take the graded quiz in class and share your first score
September 13-14
Measuring Liquid Volume
(NB pages 10-11)
Focus ? How does the precision of your measurements affect the results of the experiment?
LOS: Volume, Accuracy, Precision, Meniscus
Activities: Liquid Volume Lab
September 10-12
Metric System and Lab Tools
(Notebook Pages 8-9)
Focus ? - 1. How is the Metric System converted?
2. What purpose does the Metric System serve for the scientific community?
LOS: Metric System, Customary System
Activities: - Lab Tools: Check student knowledge on common science tools in regards to use and safety
- Research: Customary System vs. Metric System
- Length Lab: Metric Measurement Lab focusing on accuracy and metric unit conversion
- Brain Pop Quiz: Metric Unit - Take the graded quiz in class and share your first score
September 13-14
Measuring Liquid Volume
(NB pages 10-11)
Focus ? How does the precision of your measurements affect the results of the experiment?
LOS: Volume, Accuracy, Precision, Meniscus
Activities: Liquid Volume Lab
Week 2 - September 4-7
September 4-6
Multiple Intelligence - Which types of smart are you?
(Notebook pages 6-7)
Introduction: Studies show that people learn in a variety of ways and it is important for the teacher to be aware of their student's preferences. Additionally, it is equally important to aware of your own needs to give yourself the best chance to learn and be successful. Please take a moment to get familiar with the concept of Multiple Intelligence theory by reading the following article (link below). Access the article below and read quietly. A brief discussion will follow.
Article Link: "What are Multiple Intelligences and how do they affect learning?" by Eve Herndon
Directions: For this activity, you will take two short tests about your preferences and understanding about yourself. Test 1 is on paper and you will need to add up your score. Test 2 is online and the results are calculated for you. Once completed (you have the results of both tests) you will graph the results and analyze your top categories using the "RESULTS SNAPSHOT" from your online test (Test 2). Remember this is about "Multiple Intelligence" so we are comparing your top 2 or 3 categories that you scored highest in.
* This activity will a few days. You are to complete Part 1 in class on Tuesday. Part 2 & 3 will be completed on Wednesday. Below are specific instructions and links to the necessary documents.
Part 1 - Take the "Multiple Intelligence Test" provided by Mr. Bridges and the online test at:
https://personalitymax.com/multiple-intelligences-test/
Next, You will make a visual to DISPLAY and COMPARE your results of both tests. You will create a " BAR GRAPH" using color pencils and a ruler for straight lines to show the results of both tests side by side for each category. To make data comparable, we need to modify the y axis on your graph and Mr. Bridges will model this for you. On your graph, be sure to add a KEY to help identify each test and label the score percentage for each bar. You must keep your web results from the online test in order to complete Part 2.
Part 2 - Review your Bar Graph of results and identify your top 2 categories from your tests. Next, Answer the follow up questions about each category by reading your "RESULTS SNAPSHOT" from the online test results and record your research on the "Analysis of Results" worksheet located on the last page of the handout. If you have varying results between both tests, pick the categories with the highest scores as your top choices.
In addition to the online test report, here are links about each different multiple intelligence category.
Interpersonal Intrapersonal Kinesthetic Linguistic
Logical Musical Naturalistic Spatial
Part 3 - Add these documents to your science notebook. Trim down your documents and put them in your science notebook on pages 6 - 7 with your graph facing up on page 7 and your analysis attached to page 6.
Go to your BIG IDEAS page in your notebook (page 4). On the first line, make a heading that says:
Big Idea 1: MULTIPLE INTELLIGENCE. Below it answer the following questions in COMPLETE SENTENCES:
1. Upon taking two tests, did you see any similarities or patterns in the results? explain?
2. Do you agree with the results of the two quizzes? explain
3. What can you take away from this activity and what did you think of this activity?
When completed, call Mr. B over to view your work and get stamped. If you have free time, you can:
- Create an Avatar (if you still have not done so)
- Take other tests about yourself using the online test link. I recommend the "Personality Test." Simply check the different boxes to take a personality test, learning styles test, or brain hemisphere test.
- Play a game on Brain Pop. Go to the Game-Up link at the bottom after you log-in.
- AWESOME MULTIPLE INTELLIGENCE COMIC STRIP
September 4-6
Multiple Intelligence - Which types of smart are you?
(Notebook pages 6-7)
Introduction: Studies show that people learn in a variety of ways and it is important for the teacher to be aware of their student's preferences. Additionally, it is equally important to aware of your own needs to give yourself the best chance to learn and be successful. Please take a moment to get familiar with the concept of Multiple Intelligence theory by reading the following article (link below). Access the article below and read quietly. A brief discussion will follow.
Article Link: "What are Multiple Intelligences and how do they affect learning?" by Eve Herndon
Directions: For this activity, you will take two short tests about your preferences and understanding about yourself. Test 1 is on paper and you will need to add up your score. Test 2 is online and the results are calculated for you. Once completed (you have the results of both tests) you will graph the results and analyze your top categories using the "RESULTS SNAPSHOT" from your online test (Test 2). Remember this is about "Multiple Intelligence" so we are comparing your top 2 or 3 categories that you scored highest in.
* This activity will a few days. You are to complete Part 1 in class on Tuesday. Part 2 & 3 will be completed on Wednesday. Below are specific instructions and links to the necessary documents.
Part 1 - Take the "Multiple Intelligence Test" provided by Mr. Bridges and the online test at:
https://personalitymax.com/multiple-intelligences-test/
Next, You will make a visual to DISPLAY and COMPARE your results of both tests. You will create a " BAR GRAPH" using color pencils and a ruler for straight lines to show the results of both tests side by side for each category. To make data comparable, we need to modify the y axis on your graph and Mr. Bridges will model this for you. On your graph, be sure to add a KEY to help identify each test and label the score percentage for each bar. You must keep your web results from the online test in order to complete Part 2.
Part 2 - Review your Bar Graph of results and identify your top 2 categories from your tests. Next, Answer the follow up questions about each category by reading your "RESULTS SNAPSHOT" from the online test results and record your research on the "Analysis of Results" worksheet located on the last page of the handout. If you have varying results between both tests, pick the categories with the highest scores as your top choices.
In addition to the online test report, here are links about each different multiple intelligence category.
Interpersonal Intrapersonal Kinesthetic Linguistic
Logical Musical Naturalistic Spatial
Part 3 - Add these documents to your science notebook. Trim down your documents and put them in your science notebook on pages 6 - 7 with your graph facing up on page 7 and your analysis attached to page 6.
Go to your BIG IDEAS page in your notebook (page 4). On the first line, make a heading that says:
Big Idea 1: MULTIPLE INTELLIGENCE. Below it answer the following questions in COMPLETE SENTENCES:
1. Upon taking two tests, did you see any similarities or patterns in the results? explain?
2. Do you agree with the results of the two quizzes? explain
3. What can you take away from this activity and what did you think of this activity?
When completed, call Mr. B over to view your work and get stamped. If you have free time, you can:
- Create an Avatar (if you still have not done so)
- Take other tests about yourself using the online test link. I recommend the "Personality Test." Simply check the different boxes to take a personality test, learning styles test, or brain hemisphere test.
- Play a game on Brain Pop. Go to the Game-Up link at the bottom after you log-in.
- AWESOME MULTIPLE INTELLIGENCE COMIC STRIP
September 7 - TED TALKS and Science 360
WEB SUMMARY
TED Talks is an open forum for people with influence to speak their message. Science 360 is a platform for sharing the most current science and research available. Today you will visit the TED TALKS WEBSITE and SCIENCE360 WEBSITE and select a presentation of your choice from each. There a so many choices so do not settle for one that isn't fully interesting to you. The focus of this assignment is to practice pulling key information from a primary source and document the message in a thorough summary. Hopefully you learn something new along the way. Below you will find a link to the website and to the handout.
Directions: Complete at least 1 TED TALKS summary and 1 SCIENCE 360 summary. Be sure to complete the Work Cited portion on the back of the handout for full credit. DUE by Tuesday (Sept. 11).
Links: TED TALKS WEBSITE
SCIENCE 360 WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by the teacher in class
WEB SUMMARY
TED Talks is an open forum for people with influence to speak their message. Science 360 is a platform for sharing the most current science and research available. Today you will visit the TED TALKS WEBSITE and SCIENCE360 WEBSITE and select a presentation of your choice from each. There a so many choices so do not settle for one that isn't fully interesting to you. The focus of this assignment is to practice pulling key information from a primary source and document the message in a thorough summary. Hopefully you learn something new along the way. Below you will find a link to the website and to the handout.
Directions: Complete at least 1 TED TALKS summary and 1 SCIENCE 360 summary. Be sure to complete the Work Cited portion on the back of the handout for full credit. DUE by Tuesday (Sept. 11).
Links: TED TALKS WEBSITE
SCIENCE 360 WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by the teacher in class
Week 1 - August 27-31
August 27 - 28 - First Days of School!
- The Nature of Science Activity
- We will be covering the classroom logistics and students will receive a small packet to get signed. In addition to the Syllabus, the packet includes:
Additional Information (Syllabus Contract) - 15 points
All About You (Student information) - 15 points
Technology Contract - 15 points
Safety Contract - 15 points
- ALL 4 items are DUE by Friday, August 31st for full credit.
August 29-30 - Science Safety
- The focus of the next two days is Lab Safety combined withTechnology in the classroom. We will discuss the important laboratory safety rules/norms along with safety equipment in the classroom and students will practice some of the technology routines by creating a safety poster using "Keynote" on the iPads.
Day 1 (Wednesday): Using the iPad, create a Safety Posters using the presentation software "Keynote." You will draw a random rule from a hat and create an entertaining poster using only 1 slide on keynote. You can add a variety of relevant pictures and other features to get your message across to the viewer. Humor and puns are welcome. You only have one class period to create your original design. Thursday we will present the best safety messages!
- Completion of the poster = 20 points (Project Points) with a possible extra credit of 5 points to the best poster for each rule.
- In addition to working on posters, I will bring each group back to practice the procedure of lighting a Bunsen Burner.
August 27 - 28 - First Days of School!
- The Nature of Science Activity
- We will be covering the classroom logistics and students will receive a small packet to get signed. In addition to the Syllabus, the packet includes:
Additional Information (Syllabus Contract) - 15 points
All About You (Student information) - 15 points
Technology Contract - 15 points
Safety Contract - 15 points
- ALL 4 items are DUE by Friday, August 31st for full credit.
August 29-30 - Science Safety
- The focus of the next two days is Lab Safety combined withTechnology in the classroom. We will discuss the important laboratory safety rules/norms along with safety equipment in the classroom and students will practice some of the technology routines by creating a safety poster using "Keynote" on the iPads.
Day 1 (Wednesday): Using the iPad, create a Safety Posters using the presentation software "Keynote." You will draw a random rule from a hat and create an entertaining poster using only 1 slide on keynote. You can add a variety of relevant pictures and other features to get your message across to the viewer. Humor and puns are welcome. You only have one class period to create your original design. Thursday we will present the best safety messages!
- Completion of the poster = 20 points (Project Points) with a possible extra credit of 5 points to the best poster for each rule.
- In addition to working on posters, I will bring each group back to practice the procedure of lighting a Bunsen Burner.
Day 2 (Thursday): You will have 10 minutes to refine your posters while I check for completion. Next, the selection process will begin.
Things to discuss with group: 1. process of creating the poster 2. features added to each poster design 3. Which poster is the best representation of the Science Rule. Only one, make a decision. |
BONUS: 5 extra credit points for the best poster, but you must overcome any presentation fears to receive the extra credit : )
|
Fire and Fire Safety HOMEWORK - Due Friday (8/31) * copy given in class
August 31 - Safety Test and Create an Avatar
Today you are being tested on your understanding of the Lab Safety Rules in the classroom. We will grade the exam in class once everyone has completed it for quick feedback.
Next, we will spend the second half of class creating avatars.
Avatar Direction LINK.
August 31 - Safety Test and Create an Avatar
Today you are being tested on your understanding of the Lab Safety Rules in the classroom. We will grade the exam in class once everyone has completed it for quick feedback.
Next, we will spend the second half of class creating avatars.
Avatar Direction LINK.