Welcome to our 2019-2020 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, followed by each day individual day of that week.
*** Be sure to refresh the browser each time you visit as I update the website frequently ***
Check this out!!! I got a live stream from a local owl box. Click the link below to watch LIVE!
OWL BOX LIVE
OWL BOX LIVE
June 8 - 12 (week 40)
This is our last few days of the school schedule! I'm not certain how many of my scientists will be reading this but I want you all to know that I had a great year with a (metric) ton of memories! We all have our individuality, but one of the things that all humans have embedded in our DNA is the curiosity and capacity to learn new things. I challenge you to stay scientific and curious. Look at the sky at night and remind yourself about all of the amazing facts and concepts you developed about outer space. Remember your knowledge and your understanding of the planets and stars. Remember the remarkable speed at which light travels when you look at those stars and how long ago they must have twinkled when you see them. Remember the physics labs and projects you completed through out the year. Use your tools and skills you practiced such as why King Henry Died and how density plays a role in buoyancy when you are surfing or swimming this summer. Stay curious my friends : )
Digital Week 9 - June 1 - 5 (week 39)
Note to students: Well scholars, this is the end of your 8th grade road as summer is near. Many of you have successfully taken this digital learning by the horns and handled your business. Some have learned a lot about their own work ethic, learning styles, and what drives them to do work (or not do work). I am bummed that we ended the year from a far, but I will always be in room 335 so you know where to find me next year. I will also see you at the "Drive Thru" promotion ceremony. You will find me in the teachers section on campus in the back of my truck with a BIG Smile to show how proud I am of you!
As far as grades go, if you have submitted work and it has not been graded yet, be patient as it does take time to grade everything. However, be sure that the document is submitted correctly. By Wednesday, June 3rd, if you have increased your grade by doing your assignments, your IMPROVED grade will reflect your all star efforts. If you have not raised your grade, the grade from March 13 will over ride your current grade as your final semester 2 grade.
As far as grades go, if you have submitted work and it has not been graded yet, be patient as it does take time to grade everything. However, be sure that the document is submitted correctly. By Wednesday, June 3rd, if you have increased your grade by doing your assignments, your IMPROVED grade will reflect your all star efforts. If you have not raised your grade, the grade from March 13 will over ride your current grade as your final semester 2 grade.
June 1 - 5 - Visit your google classroom to determine what you have not turned in and DO IT!!! All of the assignments have been posted and directions are there if you need them.
Digital Week 8 - May 25 - 29 (week 38)
Note to students: Aloha scholars! You are reading this because you are just that! We have 2 weeks remaining and a simple goal to learn a little bit of Chemistry. Chemistry is first understood by recognizing what the general shape of an atom is like. All atoms contain the same general structure, however, it is the amount of particles in the atom that make each type of atom behave differently. It is amazing if you consider how many things exist on this planet, whether is was man made or originated in nature. Billions of choices of stuff exist. However, there are only 116 different types of building blocks known as elements to make EVERYTHING.
After last weeks lesson, you should now have an idea of one of the most abundant and important element on this planet. Yes we are talking about Carbon. Another interesting idea in Chemistry is that almost every living thing is made up of mostly 6 different elements put together in many many different combinations called molecules. The individual elements go by their chemical symbols and they are recognized as C,H,N,O,P,S. Look at this Periodic Table of the Elements (link) to identify the chemical names of these elements. In addition to their chemical names, what else can you learn about each elements from the P.T.E.? Are these elements (C,H,N,O,P,S) metals or non metals? How many protons does each element have? What is the mass of each elements? Can different elements have the same mass? Can different elements have the same amount of protons? Let's get started with this weeks activity.
Friendly Reminder: If you still have incomplete assignments out there, you need to submit them through google classroom. Also, what ever is due this week, needs to be turned in before June 3rd because the semester grading period ends on JUNE 5th. After June 5th, I will not be accepting any more work from students because your grade has been submitted.
MONDAY- May 25 - NO SCHOOL - MEMORIAL DAY CELEBRATION
TUESDAY - FRIDAY May 26 - 29 - CRASH COURSE CHEMISTRY
Objective: Introduce the basics of Chemistry (in a really short period of time)
Focus Question: How does the structure of an atom help you make sense of the Periodic Table of Elements (P.T.E.)?
Resource Links: 1. BrainPOP Video: ATOMS
2. Slide Show - Atomic Structure and the P.T.E.
3. BrainPOP Video: Periodic Table of Elements
BrainPOP Login: deportola
Password: thanksasb
Directions: To complete this week's activity, go to your Google Classroom and click on the assignment. There you will find a copy of the ACTIVITY DOCUMENT waiting for you. Using the document and the resources listed above (also embedded in the document as links), complete Part 1, 2 and 3. The ACTIVITY DOCUMENT explains and points out the necessary information required to complete the activity. You will also need to submit your Graded BrainPOP quiz scores for both videos. Please email me your graded score to [email protected] or submit it to the teacher (me) through BrainPOP.
After last weeks lesson, you should now have an idea of one of the most abundant and important element on this planet. Yes we are talking about Carbon. Another interesting idea in Chemistry is that almost every living thing is made up of mostly 6 different elements put together in many many different combinations called molecules. The individual elements go by their chemical symbols and they are recognized as C,H,N,O,P,S. Look at this Periodic Table of the Elements (link) to identify the chemical names of these elements. In addition to their chemical names, what else can you learn about each elements from the P.T.E.? Are these elements (C,H,N,O,P,S) metals or non metals? How many protons does each element have? What is the mass of each elements? Can different elements have the same mass? Can different elements have the same amount of protons? Let's get started with this weeks activity.
Friendly Reminder: If you still have incomplete assignments out there, you need to submit them through google classroom. Also, what ever is due this week, needs to be turned in before June 3rd because the semester grading period ends on JUNE 5th. After June 5th, I will not be accepting any more work from students because your grade has been submitted.
MONDAY- May 25 - NO SCHOOL - MEMORIAL DAY CELEBRATION
TUESDAY - FRIDAY May 26 - 29 - CRASH COURSE CHEMISTRY
Objective: Introduce the basics of Chemistry (in a really short period of time)
Focus Question: How does the structure of an atom help you make sense of the Periodic Table of Elements (P.T.E.)?
Resource Links: 1. BrainPOP Video: ATOMS
2. Slide Show - Atomic Structure and the P.T.E.
3. BrainPOP Video: Periodic Table of Elements
BrainPOP Login: deportola
Password: thanksasb
Directions: To complete this week's activity, go to your Google Classroom and click on the assignment. There you will find a copy of the ACTIVITY DOCUMENT waiting for you. Using the document and the resources listed above (also embedded in the document as links), complete Part 1, 2 and 3. The ACTIVITY DOCUMENT explains and points out the necessary information required to complete the activity. You will also need to submit your Graded BrainPOP quiz scores for both videos. Please email me your graded score to [email protected] or submit it to the teacher (me) through BrainPOP.
Digital Week 7 - May 18 - 22 (week 37)
Note to students: Hello Astronomers! You have completed my Astronomy Unit and many of you showed dominance over the content of the Unit! Job well done. If you are still finishing your notebook check, be sure to submit it this week for grading. Remember, a digital notebook check is new to all of us and turning in your best documentation of your work is all I can ask. If you have not taken the Astronomy Unit EXAM, I will open the link again until the end of the week.
We will now be diving into CHEMISTRY!
The last chapter in our year will be a unit called "CRASH COURSE CHEMISTRY" and I will do my best to teach you the connection between the Structure of an ATOM and the Periodic Table of the Elements. This week we will start by investigating the important Sixth ELEMENT --> CARBON. Please complete the following:
1. My Carbon Footprint Persuasive Article (40 points)
2. Discussion Question - See Google Classroom (10 points)
We will now be diving into CHEMISTRY!
The last chapter in our year will be a unit called "CRASH COURSE CHEMISTRY" and I will do my best to teach you the connection between the Structure of an ATOM and the Periodic Table of the Elements. This week we will start by investigating the important Sixth ELEMENT --> CARBON. Please complete the following:
1. My Carbon Footprint Persuasive Article (40 points)
2. Discussion Question - See Google Classroom (10 points)
MONDAY - FRIDAY May 18 - 22: Today we will start the unit with the hot topic of Global Warming. Surprisingly, the quarantine has done wonders on our current state of Global Warming. Why is that? This week we will investigate one of the most important element on our planet and in our bodies: CARBON.
1. First, Watch this VIDEO as an Introduction to how carbon can be measured:
What if Carbon Left Your Tailpipe as a Solid Chunk
Activity Directions:
2. Download or Make a Copy of "My Carbon Footprint" (it is a google doc)
3. View and Read the following sources and document the information gathered from each source (below) on the "My Carbon Footprint" document. The document provides room to take notes on Sources 1 and 2. Next, investigate your own lifestyle and research or brainstorm 5 lifestyle changes that are reasonable for someone like you (we will call your thoughts Source 3). Lastly, write a persuasive article to inform others of your research and ideas.
*** Sources 1 and 2 *** LINKS BELOW:
1. Video Series: Global Warming, It's All About the Carbon (episodes 1-5 links below)
2. Article: "How Much do your Text Messages Contribute to Global Warming"
1. First, Watch this VIDEO as an Introduction to how carbon can be measured:
What if Carbon Left Your Tailpipe as a Solid Chunk
Activity Directions:
2. Download or Make a Copy of "My Carbon Footprint" (it is a google doc)
3. View and Read the following sources and document the information gathered from each source (below) on the "My Carbon Footprint" document. The document provides room to take notes on Sources 1 and 2. Next, investigate your own lifestyle and research or brainstorm 5 lifestyle changes that are reasonable for someone like you (we will call your thoughts Source 3). Lastly, write a persuasive article to inform others of your research and ideas.
*** Sources 1 and 2 *** LINKS BELOW:
1. Video Series: Global Warming, It's All About the Carbon (episodes 1-5 links below)
2. Article: "How Much do your Text Messages Contribute to Global Warming"
|
|
|
|
|
4. Submit your "My Carbon Footprint" document on Google Classroom (see assignment post)
5. Respond to the Discussion Question on Google Classroom (see assignment post)
5. Respond to the Discussion Question on Google Classroom (see assignment post)
Digital Week 6 - May 11 - 15 (week 36)
Note to students: Hello Scholars! I must say that I was inspired by your moon projects and witnessed greatness from a lot of submissions. I saw some really detailed moon models through some great video productions and read some outstanding essays along the way. You can see your score on PowerSchool. Some students still need to allow me permission to view your video and I left you a reminder on PowerSchool along with instructions on google classroom. Please fix your settings and I will finish grading your project.
Next is ATTENDANCE, I will post a discussion question on Google Classroom today and your response will validate your online presence enough for attendance purposes. Your comments and questions also validate your attendance but it is a lot easier to track everyone's post in one location for a quick attendance check at the end of the week.
Lastly, this week we will be wrapping up our Astronomy Unit. I will not be posting BELL WORK this week and will pick that activity back up when we start our Chemistry Unit next week. This week we will have 2 culminating assignments with a NOTEBOOK CHECK and an ONLINE EXAM. To organize the two, we will focus on the notebook check first and time for that will be given on MONDAY - TUESDAY - and WEDNESDAY. The EXAM will be posted on WEDNESDAY and will have until FRIDAY evening to complete. Below are the directions for both assignments.
Next is ATTENDANCE, I will post a discussion question on Google Classroom today and your response will validate your online presence enough for attendance purposes. Your comments and questions also validate your attendance but it is a lot easier to track everyone's post in one location for a quick attendance check at the end of the week.
Lastly, this week we will be wrapping up our Astronomy Unit. I will not be posting BELL WORK this week and will pick that activity back up when we start our Chemistry Unit next week. This week we will have 2 culminating assignments with a NOTEBOOK CHECK and an ONLINE EXAM. To organize the two, we will focus on the notebook check first and time for that will be given on MONDAY - TUESDAY - and WEDNESDAY. The EXAM will be posted on WEDNESDAY and will have until FRIDAY evening to complete. Below are the directions for both assignments.
May 11 - 13 - ASTRONOMY UNIT (digital) NOTEBOOK CHECK - 215 points
Today you will undergo the process of creating a digital Notebook Check. Using the provided document template (below), re-create your own display of your notebook pages by making a digital slide show of your work. You do not have to do it all at once, however, it is not that hard once you get started. Use the next three days to simply document your hard work with images of your work. The notebook check assignment will be due by May 18.
Start the assignment today by simply making a copy of the template and re-naming it (for example: first and last name, Astronomy Notebook Check). There are a handful of you that left your Science Notebook in the classroom. I have it with me and can grade the info there. You will add anything done at home to the document. Email me if you have any questions : )
Astronomy Unit Notebook Check Template
NOTEBOOK CHECK RUBRIC
Directions: Using the template (above), add your images by opening up your science notebook and taking a clear picture of each page listed in the template and uploading them on your renamed file. Use the Rubric to see the Notebook Check activities and point values. When completed, submit your file on Google Classroom by Monday, May 18th.
May 13 - 15 - Astronomy Unit Online Exam
Directions: On Wednesday, I will post the link for your online exam. The exam will be 23 questions (multiple choice and a few short answer) and will be worth 69 points. You will only have 1 chance to take the exam so you have to make time and be available from beginning to end in one session. The exam should take an hour or less but you will be given 2 hours to complete.
Today you will undergo the process of creating a digital Notebook Check. Using the provided document template (below), re-create your own display of your notebook pages by making a digital slide show of your work. You do not have to do it all at once, however, it is not that hard once you get started. Use the next three days to simply document your hard work with images of your work. The notebook check assignment will be due by May 18.
Start the assignment today by simply making a copy of the template and re-naming it (for example: first and last name, Astronomy Notebook Check). There are a handful of you that left your Science Notebook in the classroom. I have it with me and can grade the info there. You will add anything done at home to the document. Email me if you have any questions : )
Astronomy Unit Notebook Check Template
NOTEBOOK CHECK RUBRIC
Directions: Using the template (above), add your images by opening up your science notebook and taking a clear picture of each page listed in the template and uploading them on your renamed file. Use the Rubric to see the Notebook Check activities and point values. When completed, submit your file on Google Classroom by Monday, May 18th.
May 13 - 15 - Astronomy Unit Online Exam
Directions: On Wednesday, I will post the link for your online exam. The exam will be 23 questions (multiple choice and a few short answer) and will be worth 69 points. You will only have 1 chance to take the exam so you have to make time and be available from beginning to end in one session. The exam should take an hour or less but you will be given 2 hours to complete.
Digital Week 5 - May 4 - 8 (week 35)
Note to students: Hello everyone! Over the next few days I will be inputting grades for the following into PowerSchool: Moon Project, TED Talks Summary, Brain POP quiz on Galaxies and Bell Work 4. Please submit these assignments into Google Classroom if you have not done so already. This week we are going to wrap up our Astronomy Unit with our last activity. I will give you this week to complete Activity 11: The Yellow Dwarf and to catch up on any missing work from the unit. So far, your knowledge about stars has been expanded upon to understand the observations of any star from a far. However, we happen to have a very good "star" model close (enough) to give us the insight of what is actually going on inside of each and every "Main Sequence Star" in our universe. Please view the video links and create your notes from the provided notebook template and diagram below. There is nothing to submit for this assignment, however, your work will shine in your notebook check which will be submitted to me next week. Let's first start off with some Bell Work...
Weekly Bell Work link Bell Work Document link for download
Week 4 Bell Work Answers (check your responses with the KEY)
May 4 - 5 - Activity 11: Our Yellow Dwarf (pg. 98-99)
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. Understand that the energy system of our Sun provides for understanding of other Main Sequence Stars observed in the Universe.
Directions: Record the following Cornell style Notes in your notebook. Use the Blue Holt Textbook (pages 433-437) to fill in any blanks. View the videos and the "Structure of the Sun" diagram to further your understanding.
Focus Questions - How do scientists describe the layers of our star?
Through what process does a star's energy come from?
LOS: Core, Radiative Zone, Convective Zone, Photosphere, Chromosphere, Corona, Sun Spot, Solar Flare, Nuclear Fusion (please add to your index)
While recording your Class Notes below print if you can or view the Structure of the Sun Diagram - PDF while defining each layer. It helps put it all into context.
Note to students: Hello everyone! Over the next few days I will be inputting grades for the following into PowerSchool: Moon Project, TED Talks Summary, Brain POP quiz on Galaxies and Bell Work 4. Please submit these assignments into Google Classroom if you have not done so already. This week we are going to wrap up our Astronomy Unit with our last activity. I will give you this week to complete Activity 11: The Yellow Dwarf and to catch up on any missing work from the unit. So far, your knowledge about stars has been expanded upon to understand the observations of any star from a far. However, we happen to have a very good "star" model close (enough) to give us the insight of what is actually going on inside of each and every "Main Sequence Star" in our universe. Please view the video links and create your notes from the provided notebook template and diagram below. There is nothing to submit for this assignment, however, your work will shine in your notebook check which will be submitted to me next week. Let's first start off with some Bell Work...
Weekly Bell Work link Bell Work Document link for download
Week 4 Bell Work Answers (check your responses with the KEY)
May 4 - 5 - Activity 11: Our Yellow Dwarf (pg. 98-99)
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. Understand that the energy system of our Sun provides for understanding of other Main Sequence Stars observed in the Universe.
Directions: Record the following Cornell style Notes in your notebook. Use the Blue Holt Textbook (pages 433-437) to fill in any blanks. View the videos and the "Structure of the Sun" diagram to further your understanding.
Focus Questions - How do scientists describe the layers of our star?
Through what process does a star's energy come from?
LOS: Core, Radiative Zone, Convective Zone, Photosphere, Chromosphere, Corona, Sun Spot, Solar Flare, Nuclear Fusion (please add to your index)
While recording your Class Notes below print if you can or view the Structure of the Sun Diagram - PDF while defining each layer. It helps put it all into context.
May 6 - 8 - Today you will finish your "Yellow Dwarf" notes and learn about the energy created within a star. But first...Take a quick break to view the effects of the SUN's solar emissions on our Earth's atmosphere and magnetic field.
|
|
|
|
|
|
Lastly, check out this interactive scale of the Universe!
Digital Week 4-April 27-May 1 (week 34)
Note to students: It is time to flip into action and overcome any hurdles that have been in your way for the past 3 weeks. Everything from this day forward matters toward your grade. All work completed over the past 3 weeks by my scholars will be reflective toward your grade in a positive way. I will reward you for your efforts, don't you worry. Those of you that have been hiding in the shadows need to review what has been accomplished over the past 3 weeks and consider doing Activities 9 and 10 for the sake of completing the Astronomy Unit, Unit Notebook Check (May 8th), and the Unit Exam ( I will explain further on a later date). To wrap it up...Today is basically the beginning of the rest of your school year.
Reminders:
Week 3 Bell Work Answers (check your responses with the KEY)
Reminders:
- Join your respective Google Classroom (See Bell Work from April 7th for your classroom join code) - Bell Work link is below. There is about 30 of you that still needs to join
- Moon Project is to be submitted today through Google Classroom
- Brain POP "Galaxies" graded quiz is Due Today
- Keep up with your daily Bell Work!
Week 3 Bell Work Answers (check your responses with the KEY)
April 27 - 28 Random Astronomy Topic Day
1. Bell Work
2. TED TALKS Summary – (Astronomy video of your choice)
Introduction: After your Bell Work, 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. I listed some topics below but you are not limited to these videos.
Directions:
1. Make a copy of the TED TALKS DOCUMENT HERE.
2. Next, Complete 1 TED TALKS (Astronomy Related) video summary. Be sure to complete the Work Cited portion on the back of the handout for full credit.
3. Submit your document through Google Classroom - Due Wednesday, April 29.
3. Post your video choice (title) and 2 facts learned from your video choice on the Google Classroom Discussion Thread. Your participation on discussion will be evidence of your attendance this week.
Here are some possible video choices that are relevant to our current topics:
How Spectroscopy (study of light) Could Reveal Alien Life
Why We Need the Explorers
Lessons from a Solar Storm Chaser
Finding Planets Around Other Stars
How Radio Telescopes Show Us Unseen Galaxies
**** Links Below ****
TED TALKS WEBSITE (TED.com)
TED TALKS SUMMARY HANDOUT
1. Bell Work
2. TED TALKS Summary – (Astronomy video of your choice)
Introduction: After your Bell Work, 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. I listed some topics below but you are not limited to these videos.
Directions:
1. Make a copy of the TED TALKS DOCUMENT HERE.
2. Next, Complete 1 TED TALKS (Astronomy Related) video summary. Be sure to complete the Work Cited portion on the back of the handout for full credit.
3. Submit your document through Google Classroom - Due Wednesday, April 29.
3. Post your video choice (title) and 2 facts learned from your video choice on the Google Classroom Discussion Thread. Your participation on discussion will be evidence of your attendance this week.
Here are some possible video choices that are relevant to our current topics:
How Spectroscopy (study of light) Could Reveal Alien Life
Why We Need the Explorers
Lessons from a Solar Storm Chaser
Finding Planets Around Other Stars
How Radio Telescopes Show Us Unseen Galaxies
**** Links Below ****
TED TALKS WEBSITE (TED.com)
TED TALKS SUMMARY HANDOUT
April 29 - May 1 - Wow, it is Wednesday already. Please read everything below. For the next 3+ days, after doing your Bell Work, I am asking that you spend your science time doing the following:
Option 1: Complete Activities 8, 9, and 10. Those of you that took the "break" literal these past 3 weeks now have time to get caught up. Over the next 5 days I want you to work on the last 3 notebook assignments. Here is where you can find the directions for each:
These 3 activities will be a part of the Notebook check which will be Due on May 8th. Here is the link for the Notebook Check Template for those that missed it. I will talk about the notebook check on a later date so again, please do not stress about it...unless you have not done your work ; )
---------------------------------------------------------------------------------
Option 2- This is for students that have ALREADY COMPLETED Activity 8, Activity 9, and Activity 10. If yo have completed all of our assignments, please work on reviewing some of the material we have covered by engaging in some practice assessments: Here are a list of practice quizzes to grill yourself... If I come across anything new I will add it to the list. Refresh your screen daily!
Unit 3 Review Material
Option 1: Complete Activities 8, 9, and 10. Those of you that took the "break" literal these past 3 weeks now have time to get caught up. Over the next 5 days I want you to work on the last 3 notebook assignments. Here is where you can find the directions for each:
- Activity 8: "Classifying Stars" Cornell Notes - See April 6 entry for directions by scrolling below
- Activity 9: "Star Classification" Lab- See April 15 for directions and links
- Activity 10: "Black Holes, Galaxies, and the Big Bang Theory" - See April 22 for directions and links
These 3 activities will be a part of the Notebook check which will be Due on May 8th. Here is the link for the Notebook Check Template for those that missed it. I will talk about the notebook check on a later date so again, please do not stress about it...unless you have not done your work ; )
---------------------------------------------------------------------------------
Option 2- This is for students that have ALREADY COMPLETED Activity 8, Activity 9, and Activity 10. If yo have completed all of our assignments, please work on reviewing some of the material we have covered by engaging in some practice assessments: Here are a list of practice quizzes to grill yourself... If I come across anything new I will add it to the list. Refresh your screen daily!
Unit 3 Review Material
- Kahoots Game Challenge: Phases of the Moon (use first and last name so we can see who legitimately wins the challenge - Can you beat Mr. B?)
- 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
Digital Week 3 - April 20 - 24 (week 33)
Note to students: Thank you for keeping up with your favorite Science Class : )
Week 2 Bell Work Answers (check your responses with the KEY)
Note to students: Thank you for keeping up with your favorite Science Class : )
- We have a Moon project due on the 27th (next Monday).
- This week I am going to give you 1 project session and 1 assignment to move toward our goal of completing and documenting this Astronomy Unit.
- Please do not stress about the Notebook Check. I just wanted to give you the template ahead of time for you to absorb, make a copy, and simply be aware of its existence.
- I will provide time for you to complete the notebook check in the future. However, there is nothing stopping you from using your time wisely and taking snap shots of your notebook and saving them in your google drive as we go.
- Please start your day with Bell Work, followed by reading the daily directions and information for each day of the week (below).
Week 2 Bell Work Answers (check your responses with the KEY)
April 20 - 21 - Bell Work first: ) ...Today and Tuesday are dedicated to your Moon Project. Please use these next two days to complete, review, refine, edit, or (hopefully not, but) maybe even start your project. Remember, I have proposed 2 options which I will list again below.
Link: Original 3D Moon Model and Essay Project directions **
Option 1 - Complete the project in its original format. That means you will create the 3-D model, 1-2 page essay, and placard. Sharing this option with me will require a short video of your moon to give me the ability to see the details of your model. Extra credit will be offered for spectacular Moon Models.
Option 2 - No Physical Moon Model, however, you need to write a VERY thorough and compelling Essay along with a dynamic Information Placard.
Submitting and Due Date: Both options are DUE on April 27th for a grade. Sharing the project will be through a google slides and will be submitted through the Google Classroom (DO NOT share with me directly). will post the Project Assignment this week for you to turn it in anytime on or before the 27th.
Link: Original 3D Moon Model and Essay Project directions **
Option 1 - Complete the project in its original format. That means you will create the 3-D model, 1-2 page essay, and placard. Sharing this option with me will require a short video of your moon to give me the ability to see the details of your model. Extra credit will be offered for spectacular Moon Models.
Option 2 - No Physical Moon Model, however, you need to write a VERY thorough and compelling Essay along with a dynamic Information Placard.
- Your "Living/Colonizing Moon" essay for this option requires an increase in depth, minimum of 3 - 5 pages, and must clearly reflect on your moons information as stated in the Information Placard and how it would play a role in possibly living on your moon. Your essay should clearly reflect your research and distinct information about your moon in its contents. Extra Credit will be offered for outstanding essays.
- Your information placard will now be a slide show presentation with images of your moon along with facts/information on each slide. 3-5 slides should be sufficient The must be a thorough reflection of gathered information about your moon. You are choosing this option because supplies for the model are out of reach for you.
Submitting and Due Date: Both options are DUE on April 27th for a grade. Sharing the project will be through a google slides and will be submitted through the Google Classroom (DO NOT share with me directly). will post the Project Assignment this week for you to turn it in anytime on or before the 27th.
April 22- 24 - Note to Students: Bell Work first, followed by some research about the stated topics below. We are wrapping up the unit with these far out concepts that play a major role in our understanding of the greater universe. Please spend a few moments each day to handle Part 1,2, and 3. Maybe part 1 today, part 2 tomorrow...
Activity 10 - Black Holes, Galaxies, and the Big Bang Theory (not the show..however, that was a great show)
(Notebook pages 96 - 97)
First, set up your notebook (p. 97) with the Title, Focus Question, LOS, and Date
Focus Questions: 1. How and Where do black holes form?
2. What are the differences and How are galaxies classified 3. How can a galaxy's motion be observed?
Add LOS - Black Hole (again), Big Bang Theory, Irregular Galaxy, Spiral Galaxy, Elliptical Galaxy
Evidence: 1) What is a black hole? 2) Brain POP Galaxies 3) Big Bang Theory
PART 1: (Wednesday)
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?"
3) For fun: "What if there was a Black Hole in your pocket?"
On page 97, Write a summary or create Cornell Notes to answer these questions. Your summary/notes must be in complete sentences and cite details from the article and video. Put it after your evidence on page 97.
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: (Thursday) You can either print out or hand write/create the documents below on a separate piece of paper. The documents can even be filled out through the Brain POP website and printed if possible with your resources. The video topic is "GALAXIES" and your task is to complete steps 1-4 below. Put your document(s) on page 96 in your NB.
step 1: Watch the Brain Pop video "GALAXIES."
step 2: Complete the Graphic Organizer (PDF link) by taking notes on the information from the video.
step 3: Connect your ideas by completing the Categorize it/Explain it "Brain POP worksheet" (PDF link)
step 4: Take the graded quiz and share the score with Mr. Bridges by submitting your first attempt with me. This is the preferred method of sharing your score with me but you must be logged in using your individual sign in. You can also email me your score to [email protected].
Part 3: (friday)
Watch the three videos below and answer the following questions in your notebook at the bottom of page 96. 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...
(Notebook pages 96 - 97)
First, set up your notebook (p. 97) with the Title, Focus Question, LOS, and Date
Focus Questions: 1. How and Where do black holes form?
2. What are the differences and How are galaxies classified 3. How can a galaxy's motion be observed?
Add LOS - Black Hole (again), Big Bang Theory, Irregular Galaxy, Spiral Galaxy, Elliptical Galaxy
Evidence: 1) What is a black hole? 2) Brain POP Galaxies 3) Big Bang Theory
PART 1: (Wednesday)
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?"
3) For fun: "What if there was a Black Hole in your pocket?"
On page 97, Write a summary or create Cornell Notes to answer these questions. Your summary/notes must be in complete sentences and cite details from the article and video. Put it after your evidence on page 97.
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: (Thursday) You can either print out or hand write/create the documents below on a separate piece of paper. The documents can even be filled out through the Brain POP website and printed if possible with your resources. The video topic is "GALAXIES" and your task is to complete steps 1-4 below. Put your document(s) on page 96 in your NB.
step 1: Watch the Brain Pop video "GALAXIES."
step 2: Complete the Graphic Organizer (PDF link) by taking notes on the information from the video.
step 3: Connect your ideas by completing the Categorize it/Explain it "Brain POP worksheet" (PDF link)
step 4: Take the graded quiz and share the score with Mr. Bridges by submitting your first attempt with me. This is the preferred method of sharing your score with me but you must be logged in using your individual sign in. You can also email me your score to [email protected].
Part 3: (friday)
Watch the three videos below and answer the following questions in your notebook at the bottom of page 96. 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: The science behind the science. Here is a basic intro to the idea of viewing motion.
|
Video 2: Basic overview of the "Big Bang" theory
|
Video 3: More in depth explanation of the "Big Bang"
|
Digital Week 2 - April 13 - 17 (Week 32)
Note to students: This week will be similar to the previous (week 1). Our game plan is to keep up with bell work and complete 2 1/2 assignments. The focus is "Beyond our Solar System" so we will continue to learn about stars and galaxies.
Weekly Bell Work link Bell Work Document link for download
April 13 - 14 - Bell Work first...Today we are going to ease into the week with an amazing video from the Cosmos series. The video is Episode 4: "A Sky Full of Ghosts" (please let the video load or you can download it if you wish). As you watch the video, complete the "Video 3-2-1" worksheet. The activity/worksheet is due Wednesday and will be submitted through the Google Classroom (assignment is posted in your google classroom).
Note to students: This week will be similar to the previous (week 1). Our game plan is to keep up with bell work and complete 2 1/2 assignments. The focus is "Beyond our Solar System" so we will continue to learn about stars and galaxies.
Weekly Bell Work link Bell Work Document link for download
April 13 - 14 - Bell Work first...Today we are going to ease into the week with an amazing video from the Cosmos series. The video is Episode 4: "A Sky Full of Ghosts" (please let the video load or you can download it if you wish). As you watch the video, complete the "Video 3-2-1" worksheet. The activity/worksheet is due Wednesday and will be submitted through the Google Classroom (assignment is posted in your google classroom).
April 15 - 16 - 1) Bell Work first
2) Activity 9: Star Classification (notebook pages 94 - 95)
Teacher's Note: Look at the visual on the right -----> Notice the different sizes and colors of the stars in the diagram. What can a chart like this explain to you? For this lab, I want you to examine a variety of stars and display their location on your own diagram based on each star's unique attributes. Look below for today's lesson.
Focus Question - 1. What is the purpose of the H.R. Diagram? 2. What different comparative factors does it explain about stars?
Step 1: Set up page 95 with the focus question (above), Title, Today's Date,
and LOS: Hertzsprung-Russell Diagram (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 from the previous lesson. Print out or write out the "Star Classification Lab," then plot the stars in the data table on the provided H-R Diagram (page 2). You will need some colored pencils to color the stars based on their temperatures. Remember, some stars are giants and should be drawn larger than smaller stars, especially dwarfs. This might seem confusing at first, but do your best. I recommend a quick review if your stuck: Go to page 492-493 in your Holt Textbook you have at home for a reference or click here for a snip from the online textbook. Once completed, 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 3) down to page 94 in your notebook.
Step 3: Once completed, Click here ---> Review this SUMMARY about stars and then take the HR Diagram Quiz to check your understanding. Review your answers and retake the quiz until mastery (Perfection). You do not have to share this with me. It is important that you complete step 3 for your understanding.
2) Activity 9: Star Classification (notebook pages 94 - 95)
Teacher's Note: Look at the visual on the right -----> Notice the different sizes and colors of the stars in the diagram. What can a chart like this explain to you? For this lab, I want you to examine a variety of stars and display their location on your own diagram based on each star's unique attributes. Look below for today's lesson.
Focus Question - 1. What is the purpose of the H.R. Diagram? 2. What different comparative factors does it explain about stars?
Step 1: Set up page 95 with the focus question (above), Title, Today's Date,
and LOS: Hertzsprung-Russell Diagram (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 from the previous lesson. Print out or write out the "Star Classification Lab," then plot the stars in the data table on the provided H-R Diagram (page 2). You will need some colored pencils to color the stars based on their temperatures. Remember, some stars are giants and should be drawn larger than smaller stars, especially dwarfs. This might seem confusing at first, but do your best. I recommend a quick review if your stuck: Go to page 492-493 in your Holt Textbook you have at home for a reference or click here for a snip from the online textbook. Once completed, 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 3) down to page 94 in your notebook.
Step 3: Once completed, Click here ---> Review this SUMMARY about stars and then take the HR Diagram Quiz to check your understanding. Review your answers and retake the quiz until mastery (Perfection). You do not have to share this with me. It is important that you complete step 3 for your understanding.
April 17 - Another Friday! First, complete your Bell Work and submit the document on Google Classroom. Please make any photos as clear as possible.
Next, Today you will start the process of creating a digital Notebook Check. Using the provided document template (below), re-create your own display of your notebook pages by making a digital slide show of your work. You do not have to do it all at once, however, it is not that hard once you get started. The notebook check assignment will be due on May 8th. We will finish the remaining assignments (Activity 10, 11, 12) in the upcoming weeks.
Start the assignment today by simply making a copy of the template and re-naming it (for example: first and last name, Astronomy Notebook Check). There are a handful of you that left your Science Notebook in the classroom. I have it with me and can grade the info there. You will add anything done at home to the document. Email me if you have any questions : )
Astronomy Unit Notebook Check Template
Next, Today you will start the process of creating a digital Notebook Check. Using the provided document template (below), re-create your own display of your notebook pages by making a digital slide show of your work. You do not have to do it all at once, however, it is not that hard once you get started. The notebook check assignment will be due on May 8th. We will finish the remaining assignments (Activity 10, 11, 12) in the upcoming weeks.
Start the assignment today by simply making a copy of the template and re-naming it (for example: first and last name, Astronomy Notebook Check). There are a handful of you that left your Science Notebook in the classroom. I have it with me and can grade the info there. You will add anything done at home to the document. Email me if you have any questions : )
Astronomy Unit Notebook Check Template
Week 31 - April 6 - 10 (Digital Week 1)
Note to students: Hello again and welcome back to school! To keep things as ordinary as possible, we will be communicating information and instructions through this website, like you are used to. We will also be using Google Classroom for discussion threads, turning in assignments, and to take exams. I will discuss the Google Classroom page later on. On a personal note, I have been safe with my family. We are all healthy and I hope the same is with all of you. Some things that I have been doing with my family to keep busy include learning to solve a Rubik's cube (now my kids and I race to solve it every morning), cooking, grilling, baking (I had to slow down on the eating part), daily workouts (saw a 4 ft rattlesnake on my run), and a variety of house projects. Needless to say I have not been too bored. Keep scrolling...below you will find what is in store for the week + - Mr. B
Note to students: Hello again and welcome back to school! To keep things as ordinary as possible, we will be communicating information and instructions through this website, like you are used to. We will also be using Google Classroom for discussion threads, turning in assignments, and to take exams. I will discuss the Google Classroom page later on. On a personal note, I have been safe with my family. We are all healthy and I hope the same is with all of you. Some things that I have been doing with my family to keep busy include learning to solve a Rubik's cube (now my kids and I race to solve it every morning), cooking, grilling, baking (I had to slow down on the eating part), daily workouts (saw a 4 ft rattlesnake on my run), and a variety of house projects. Needless to say I have not been too bored. Keep scrolling...below you will find what is in store for the week + - Mr. B
Let's Get Started and address the BIG QUESTION on everyone's mind - the MOON PROJECT! I have received many emails about difficulty obtaining supplies, etc... To be fair to all, here are your 2 options for completion. All will be due on April 27 for a grade. All projects will be submitted digitally through the Google Classroom website in the form of either a Google Doc or Google Slide. Google Classroom will be discussed later.
Link: Original 3D Moon Model and Essay Project directions **
Option 1 - Complete the project in its original format. That means you will create the 3-D model, 1-2 page essay, and placard. Sharing this option with me will require a short video of your moon to give me the ability to see the details of your model. Extra credit will be offered for spectacular Moon Models.
Option 2 - No Physical Moon Model, however, you need to write a VERY thorough and compelling Essay along with a dynamic Information Placard.
Submitting and Due Date: Both options are DUE on April 27th for a grade. Sharing the project will be through a google slides and will be submitted through the Google Classroom (not shared with me directly). I will post the Project Assignment the week of the 27th to turn it in to me.
Link: Original 3D Moon Model and Essay Project directions **
Option 1 - Complete the project in its original format. That means you will create the 3-D model, 1-2 page essay, and placard. Sharing this option with me will require a short video of your moon to give me the ability to see the details of your model. Extra credit will be offered for spectacular Moon Models.
Option 2 - No Physical Moon Model, however, you need to write a VERY thorough and compelling Essay along with a dynamic Information Placard.
- Your "Living/Colonizing Moon" essay for this option requires an increase in depth, minimum of 3 - 5 pages, and must clearly reflect on your moons information as stated in the Information Placard and how it would play a role in possibly living on your moon. Your essay should clearly reflect your research and distinct information about your moon in its contents. Extra Credit will be offered for outstanding essays.
- Your information placard will now be a slide show presentation with images of your moon along with facts/information on each slide. 3-5 slides should be sufficient The must be a thorough reflection of gathered information about your moon. You are choosing this option because supplies for the model are out of reach for you.
Submitting and Due Date: Both options are DUE on April 27th for a grade. Sharing the project will be through a google slides and will be submitted through the Google Classroom (not shared with me directly). I will post the Project Assignment the week of the 27th to turn it in to me.
Classwork for (digital) Week 1:
Weekly Bell Work link Bell Work Document link for download
Daily Bell Work - Download and print the weekly Bell Work document (above) or hand write the form - Complete each daily bell work. These will be submitted through Google Classroom on Friday (April 10) with all 5 entries provided. Next, complete the following activities using the time frame provided.
***Notebook Activities - Keep up with your notebook as there will be a digital notebook check at the end of the unit. If you don't have your notebook (8 students) create a new one using paper or an old notebook. I actually have your notebook with me at my house if it was left in the classroom. All other students, pick up where you left off (you should have already completed Activity 7)
--------------------------------------------------------------------------------------------------------------------------------------
April 6 - Activity 8: Classifying Stars (NB pages 92-93)
*Expectation for completion: Complete by Wednesday, April 8th.
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 466 on the pdf (436 on the textbook page) to get started. Complete each area of the guided notes. Fill in blanks and be sure to answer each question thoroughly. If you have a printer, print the document. If you have no printer, you will need to hand write the Cornell Notes document.
Step 3: Go to your BIG IDEA page 76, write the following:
Weekly Bell Work link Bell Work Document link for download
Daily Bell Work - Download and print the weekly Bell Work document (above) or hand write the form - Complete each daily bell work. These will be submitted through Google Classroom on Friday (April 10) with all 5 entries provided. Next, complete the following activities using the time frame provided.
***Notebook Activities - Keep up with your notebook as there will be a digital notebook check at the end of the unit. If you don't have your notebook (8 students) create a new one using paper or an old notebook. I actually have your notebook with me at my house if it was left in the classroom. All other students, pick up where you left off (you should have already completed Activity 7)
--------------------------------------------------------------------------------------------------------------------------------------
April 6 - Activity 8: Classifying Stars (NB pages 92-93)
*Expectation for completion: Complete by Wednesday, April 8th.
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 466 on the pdf (436 on the textbook page) to get started. Complete each area of the guided notes. Fill in blanks and be sure to answer each question thoroughly. If you have a printer, print the document. If you have no printer, you will need to hand write the Cornell Notes document.
Step 3: Go to your BIG IDEA page 76, write the following:
- BIG IDEA 5: 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 7 - Bell Work and Activity 8 (see directions from yesterday)
April 8 - Bell Work and Activity 8 (See directions from Monday)
April 8 - Bell Work and Activity 8 (See directions from Monday)
April 9 - Bell Work and Big Idea 6
Questions to investigate through today's activity: 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?
Today your task is to read an article that explains a timeline of events of the "Life and Death of a Planetary System." Please pay attention to the details of each "chapter" by reading the content and watching the visuals.
Directions: On page 76 (or 77), write BIG IDEA # 6: Life Cycle of a Star.
First, read the interactive article "The Life and Death of a Planetary System" and watch the video below. There are 7 chapters in all (don't stress, they are brief). As you read each chapter and watch the corresponding visuals, record the timeline of events and take a few brief notes about each stage. Be sure to identify and record the following for each chapter (1) How long each phase takes (2) What is happening to the objects involved and why, and (3) Add one "fun fact" about each chapter. How you record your information is up to you. You can use bullets, make a graphic organizer or table, type it out, etc...
Questions to investigate through today's activity: 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?
Today your task is to read an article that explains a timeline of events of the "Life and Death of a Planetary System." Please pay attention to the details of each "chapter" by reading the content and watching the visuals.
Directions: On page 76 (or 77), write BIG IDEA # 6: Life Cycle of a Star.
First, read the interactive article "The Life and Death of a Planetary System" and watch the video below. There are 7 chapters in all (don't stress, they are brief). As you read each chapter and watch the corresponding visuals, record the timeline of events and take a few brief notes about each stage. Be sure to identify and record the following for each chapter (1) How long each phase takes (2) What is happening to the objects involved and why, and (3) Add one "fun fact" about each chapter. How you record your information is up to you. You can use bullets, make a graphic organizer or table, type it out, etc...
Watch This video ------------------->>> It shows all of the 7 chapter visuals together. Use it to help understand the timeline of events and how this is possibly our solar system's fate (no time soon though so don't lose any sleep over it) |
|
Once finished, view some extra Stuff Related to the last few activities:
- Click links below - Life Cycle of Stars (slide show) What is a Neutron Star? (article) White Dwarfs vs. Black Dwarfs (video) |
|
April 10 - Complete Friday's Bell Work, then turn it in through your Google Classroom. Submit your bell work document or if handwritten, take a picture of your document and put it on a google doc and turn it in! Those that completed any of the extra credit bell work (For those keeping up prior to April 6), turn it in with this weeks submission.
Also, make sure you have completed Activity 7 and 8 by now. It is important to have this background knowledge and understanding about Stars as we get closer to explaining your constellation story (coming soon). That is it for today. Check back on Monday and enjoy your weekend. Happy Easter!
Also, make sure you have completed Activity 7 and 8 by now. It is important to have this background knowledge and understanding about Stars as we get closer to explaining your constellation story (coming soon). That is it for today. Check back on Monday and enjoy your weekend. Happy Easter!
Week 30 - March 30 - April 3
SPRING BREAK 2020!! - No work this week - However, I expect to receive your BrainPOP Life Cycle of Stars Quiz before Monday and your project is still going to be due. Speaking of Monday...Check back on MONDAY, APRIL 6th for NEW information and expectations going forward in the digital Science Classroom.
SPRING BREAK 2020!! - No work this week - However, I expect to receive your BrainPOP Life Cycle of Stars Quiz before Monday and your project is still going to be due. Speaking of Monday...Check back on MONDAY, APRIL 6th for NEW information and expectations going forward in the digital Science Classroom.
Week 29 -
March 23- 27
Weekly Bell Work link
Bell Work Document link for download
**Keep up with daily Bell Work and receive extra credit when you return**
BrainPOP UPDATE (3/24): We are back in business as usual. Please login with your normal credential you have used.
March 23 - 27 - Another week of being safety minded and keeping our distance from the public for the good of humanity. Remember the purpose of "distancing" is to limit the spread of the virus between hosts. This "distancing idea" is larger than 1 person, 1 family, or even 1 community and it is important to stay clear of unknown people even if they look healthy. In the meantime, stay engaged with activities that *use your brain, whether it is building something or solving a problem/puzzle/game - in other words... do things (instead of sleeping all day or sitting and watching the tube for hours on end).
*Check out (click) on the "8th Grade Science tab" for games and other multimedia options. See the picture above the Week 29 entry.
**Currently the time frame for our return is still April 6th and you will be informed in more ways than one if that changes : )
***Don't forget about your Moon Project and any other unfinished classwork, quizzes, etc... Check your grade book for things you may be missing.
- Mr. Bridges
March 23- 27
Weekly Bell Work link
Bell Work Document link for download
**Keep up with daily Bell Work and receive extra credit when you return**
BrainPOP UPDATE (3/24): We are back in business as usual. Please login with your normal credential you have used.
March 23 - 27 - Another week of being safety minded and keeping our distance from the public for the good of humanity. Remember the purpose of "distancing" is to limit the spread of the virus between hosts. This "distancing idea" is larger than 1 person, 1 family, or even 1 community and it is important to stay clear of unknown people even if they look healthy. In the meantime, stay engaged with activities that *use your brain, whether it is building something or solving a problem/puzzle/game - in other words... do things (instead of sleeping all day or sitting and watching the tube for hours on end).
*Check out (click) on the "8th Grade Science tab" for games and other multimedia options. See the picture above the Week 29 entry.
**Currently the time frame for our return is still April 6th and you will be informed in more ways than one if that changes : )
***Don't forget about your Moon Project and any other unfinished classwork, quizzes, etc... Check your grade book for things you may be missing.
- Mr. Bridges
Week 28 - March 16 - March 20
Weekly Bell Work link Bell Work Document link for download
** Keep up with daily bell Work and earn extra credit when we return: ) **
Weekly Bell Work link Bell Work Document link for download
** Keep up with daily bell Work and earn extra credit when we return: ) **
March 16 - 20 - Obviously we are not in school and the current time table for our return is April 6th. Other than the below work, I have no extra requirements or classwork due. However, I am going to post some extra credit opportunities to keep you engaged in Astronomy so be sure to check in with the website daily throughout the week. If things change within the district or at De Portola in regards to mandatory online classwork, I will use this website to post assignments and other classwork. In the mean time, stay healthy and try to remain active mentally and physically. Don't let lazy be your story! - Mr. B
Current Assignments on your plate:
1. Life Cycle of Stars (Activity 7) - See March 12 - 13 below for thorough directions and links. Graded work: Life Cycle of Stars Cornell Notes, Crossword Puzzle, Vocab Activity, and graded Brain POP Quiz (Shared with me by submission or email). I will enter your quiz score at the end of this week. Upon your return, I will check the activities for completion (stamp).
2. 3D Moon Model and Essay Project <----- Direction Link DUE APRIL 9th!!
Project Summary - See directions above for full explanation and rubric
Current Assignments on your plate:
1. Life Cycle of Stars (Activity 7) - See March 12 - 13 below for thorough directions and links. Graded work: Life Cycle of Stars Cornell Notes, Crossword Puzzle, Vocab Activity, and graded Brain POP Quiz (Shared with me by submission or email). I will enter your quiz score at the end of this week. Upon your return, I will check the activities for completion (stamp).
2. 3D Moon Model and Essay Project <----- Direction Link DUE APRIL 9th!!
Project Summary - See directions above for full explanation and rubric
- Use research to create your INFORMATION PLACARD
- Write an essay using your understanding of life on Earth and the forces as we know them to discuss the possibility of living on your moon. Use the information researched as details to support your claim. Full essay requirements are in the directions.
- Engineer a 3D MODEL of your chosen moon with distinct surface features and realistic coloring. Model should be sturdy, view able from most sides (3D), and free standing along with attach placard. Essay is turned in separately from model/placard. All is due on April 9th.
Reminder: MOUSE TRAP RACE CAR PROJECT is DUE on FEBRUARY 6th. CLICK HERE FOR THE PROJECT GUIDELINES AND RUBRIC
Directions above are in English and Spanish |
Period 7 class to class finals 2019
|
For our Tournament of Champions, the winners are...
Period 1 - Nila A. - 1st Place
Period 2 - Yaretzi C. - 1st Place
Period 3 -Tyler P. and Eriden S. - 1st Place
Period 6 - Luxsa M. and Daniela S. - 1st
Period 7 - Vanessa T. and Irene P. - 1st
Period 1 - Nila A. - 1st Place
Period 2 - Yaretzi C. - 1st Place
Period 3 -Tyler P. and Eriden S. - 1st Place
Period 6 - Luxsa M. and Daniela S. - 1st
Period 7 - Vanessa T. and Irene P. - 1st
Week 27 - March 9 - March 13 (Friday the 13th...spooky)
Moon Project Directions (link) Weekly Bell Work link
Moon Project Directions (link) Weekly Bell Work link
March 9 - 10 - Activity 6 -
Natural Satellites
(Notebook pages 88-89)
Focus Question: What are the physical and chemical properties of _______________, my chosen moon?
Above: A sample of some of the moons in our Solar System.
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 NASA (Moons in our Solar System), Planets For Kids (select moon options), Space.com, or other respectable Astronomy sources. Bookmark your resources so you can revisit them. 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.
Natural Satellites
(Notebook pages 88-89)
Focus Question: What are the physical and chemical properties of _______________, my chosen moon?
Above: A sample of some of the moons in our Solar System.
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 NASA (Moons in our Solar System), Planets For Kids (select moon options), Space.com, or other respectable Astronomy sources. Bookmark your resources so you can revisit them. 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 (diameter or circumference), orbit path (eccentricity), rotation and revolution, gravity compared to Earth, density, speed it orbits, temperature,...) 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)
|
Step 5: If finished early, 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.
March 11 - BIG IDEA #4: Colonizing Options/Ideas. Complete the provided Graphic Organizer and put on page 75 of your BIG IDEAS page. Add the "Big Idea # 4: Colonizing Options/Ideas" as the heading!
Links: Colonization Bulls-eye Graphic Organizer (and EXTRA CREDIT on back)
Video Links Below:
Venus Mars Luna
Links: Colonization Bulls-eye Graphic Organizer (and EXTRA CREDIT on back)
Video Links Below:
Venus Mars Luna
|
|
|
|
EXTRA CREDIT option <-------------- video link
Information about Titan and Enceladus ----------> |
|
March 12-13 - 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 Sun and Stars Crossword. Next, take the "Graded Quiz." Put your answers on paper and share your score with Mr. Bridges after the first attempt. Please be honest and have integrity!
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 Sun and Stars Crossword. Next, take the "Graded Quiz." Put your answers on paper and share your score with Mr. Bridges after the first attempt. Please be honest and have integrity!
Week 26 - March 2 - March 6
March 2 - Today is dedicated to the Planets and Solar System. I would like everyone to get caught up by tomorrow so here is today's game plan:
1. Complete the "Planets Graphic Organizer" by viewing a variety of sources including but not limited to: 3D Solar System Chromebook App, Holt Textbook pg. 450 +, Brain Pop videos on each planet, Bright Star Astronomy (planet facts), NASA Solar System Overview (my favorite), or other credible websites approved by Mr. B.
2.Watch the "Solar System" Brain Pop video and complete the graded Challenge and Video Activity on paper. You do not need to share your challenge score with me. (Link to the Activity/Challenge handout) Then take the graded quiz and share your FIRST score with Mr. Bridges for a GRADE. Tape the document on pg. 84 so it can flip.
3. When finished: Briefly investigate your selected Constellation and decorate your unit title page with details about your chosen constellation. Title page is 72.
or watch this interesting video about how we evaluate TIME from Vsauce.
1. Complete the "Planets Graphic Organizer" by viewing a variety of sources including but not limited to: 3D Solar System Chromebook App, Holt Textbook pg. 450 +, Brain Pop videos on each planet, Bright Star Astronomy (planet facts), NASA Solar System Overview (my favorite), or other credible websites approved by Mr. B.
2.Watch the "Solar System" Brain Pop video and complete the graded Challenge and Video Activity on paper. You do not need to share your challenge score with me. (Link to the Activity/Challenge handout) Then take the graded quiz and share your FIRST score with Mr. Bridges for a GRADE. Tape the document on pg. 84 so it can flip.
3. When finished: Briefly investigate your selected Constellation and decorate your unit title page with details about your chosen constellation. Title page is 72.
or watch this interesting video about how we evaluate TIME from Vsauce.
March 3 - 5 - 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, Moon, and Dwarf Planet
Add these words to your index for page 87 and update your table of contents.
"Evidence" - Objects and Regions of the S.S.
Directions: Days 1-2 This work will go on page 87
Part 1: Let us first acknowledge our closest neighbor, Luna, and how she was shining on our Birthday! Complete the "Birthday Moon" and "phases of the moon" document. Use the link: www.almanac4kids.com for the Birthday Moon doc. When completed, check out this website for more info on your Birthday Moon - LINK: Moon Giant. Next, use your pattern recognition and celestial object locations to complete the "Phases of the Moon" model (1/2 sheet). Be sure to 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.
Directions: Days 2-3 (this work will go on page 86)
Part 2: Other Small Bodies and Regions: Complete both sides of the provide handout on "comets, asteroids, meteors, and regions such as the Asteroid Belt and Kuiper Belt and Oort Cloud." On the back side, be sure to record your graded quiz score (share with me) on the "Outer Solar System" and use the O.S.S. video to help complete the "true/false" and "Identify it" activities.
**Use the following PRIMARY SOURCES to complete both sides of the handout:
*** Start with the comet model in the text (Source #1)
1. Read the Holt Text pages 471-474 or online textbook pages 500-506
2. Watch the Brain Pop videos "Asteroids", "Comets", and "Outer Solar System"
3. Read the article: Pluto Debate Article: Should Pluto Be a Planet Again? - use the information for your claim, evidence, reasoning for Pluto's classification.
*** EXTRA CREDIT. Annotate the printed Pluto article (provided) for evidence that supports Pluto's classification and highlight ALL Astronomy Vocabulary (LOS) used in the article.
4. Comet source: Click Here for another explanation of comets along with a brief history (courtesy of the star garden).
Once finished with the worksheet, get it stamped and glue it on page 86 along with your extra credit article. Then, check this moon footage (click below)
Amazing tour of our Moon (in 4K) courtesy of NASA's Lunar Recon Orbiter (LRO).
LASTLY, PICK A MOON to research and model for the upcoming project.
(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, Moon, and Dwarf Planet
Add these words to your index for page 87 and update your table of contents.
"Evidence" - Objects and Regions of the S.S.
Directions: Days 1-2 This work will go on page 87
Part 1: Let us first acknowledge our closest neighbor, Luna, and how she was shining on our Birthday! Complete the "Birthday Moon" and "phases of the moon" document. Use the link: www.almanac4kids.com for the Birthday Moon doc. When completed, check out this website for more info on your Birthday Moon - LINK: Moon Giant. Next, use your pattern recognition and celestial object locations to complete the "Phases of the Moon" model (1/2 sheet). Be sure to 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.
Directions: Days 2-3 (this work will go on page 86)
Part 2: Other Small Bodies and Regions: Complete both sides of the provide handout on "comets, asteroids, meteors, and regions such as the Asteroid Belt and Kuiper Belt and Oort Cloud." On the back side, be sure to record your graded quiz score (share with me) on the "Outer Solar System" and use the O.S.S. video to help complete the "true/false" and "Identify it" activities.
**Use the following PRIMARY SOURCES to complete both sides of the handout:
*** Start with the comet model in the text (Source #1)
1. Read the Holt Text pages 471-474 or online textbook pages 500-506
2. Watch the Brain Pop videos "Asteroids", "Comets", and "Outer Solar System"
3. Read the article: Pluto Debate Article: Should Pluto Be a Planet Again? - use the information for your claim, evidence, reasoning for Pluto's classification.
*** EXTRA CREDIT. Annotate the printed Pluto article (provided) for evidence that supports Pluto's classification and highlight ALL Astronomy Vocabulary (LOS) used in the article.
4. Comet source: Click Here for another explanation of comets along with a brief history (courtesy of the star garden).
Once finished with the worksheet, get it stamped and glue it on page 86 along with your extra credit article. Then, check this moon footage (click below)
Amazing tour of our Moon (in 4K) courtesy of NASA's Lunar Recon Orbiter (LRO).
LASTLY, PICK A MOON to research and model for the upcoming project.
Week 25 - February 24 - February 28
February 24 - 25 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.
Notes part 1 (pg 81) Click to download Notes part 2 (pg 80) Click to download
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.
Notes part 1 (pg 81) Click to download Notes part 2 (pg 80) Click to download
|
|
|
|
|
Watch first. First person perspective with audio.
|
Watch this second. 2017 - Madras, OR
|
Watch third...
2015 - Veranasi, India |
Watch last...after notes are recorded. this video explains the phenomenon.
|
Another phenomenon, just a different order of participants...
|
February 26 - 27 - 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 lead to the building of a Solar System as 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 lead to the building of a Solar System as 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
Feb 28 - 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/Challenge handout (tape on pg. 84 so it can flip). Then take the graded quiz and share your FIRST score with Mr. Bridges for a GRADE.
(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/Challenge handout (tape on pg. 84 so it can flip). Then take the graded quiz and share your FIRST score with Mr. Bridges for a GRADE.
Week 24 - February 17 - 21
February 17 - NO SCHOOL - PRESIDENTS DAY
February 18 - Review Exam Part 1
- NEW ASTRONOMY UNIT SET-UP
- Select a CONSTELLATION TO INVESTIGATE
February 19 - Review and Grade Part 2 in class (All Classes)
- Claim individual constellation choices (All Classes)
- Add art work/details in picture form about your constellation on your Unit Title Page (72)
February 20 - 21 - Activity 1: The Birth of the Earth (Notebook pages 78-79)
FOCUS ? - What types of natural evidence support the processes by which the Earth formed and developed? (page 79)
Evidence: Natural Evidence Graphic Organizer
Directions: As you watch the video "The Birth of Planet Earth" please document the evidence embedded in video. There are about 9 different ideas included. Use the provided graphic organizer to take your notes. Be thorough with your notes because you will use this info to complete the follow-up activity below.
Click here for the "Video Worksheet"
February 17 - NO SCHOOL - PRESIDENTS DAY
February 18 - Review Exam Part 1
- NEW ASTRONOMY UNIT SET-UP
- Select a CONSTELLATION TO INVESTIGATE
February 19 - Review and Grade Part 2 in class (All Classes)
- Claim individual constellation choices (All Classes)
- Add art work/details in picture form about your constellation on your Unit Title Page (72)
February 20 - 21 - Activity 1: The Birth of the Earth (Notebook pages 78-79)
FOCUS ? - What types of natural evidence support the processes by which the Earth formed and developed? (page 79)
Evidence: Natural Evidence Graphic Organizer
Directions: As you watch the video "The Birth of Planet Earth" please document the evidence embedded in video. There are about 9 different ideas included. Use the provided graphic organizer to take your notes. Be thorough with your notes because you will use this info to complete the follow-up activity below.
Click here for the "Video Worksheet"
When completed with the video notes and the Poem Activity, check out the following quiz and video below:
How well do you know the International Space Station (ISS) ? Take the quiz to test your knowledge by clicking here |
Follow-Up activity: On page 78 in your notebook - DUE WED 2/26
Write a poem or song/rap that uses the video evidence as its content. Your creative piece must be at least 15 lines, stanzas, bars etc.= roughly half page long. If writing Haiku, 6 different Haiku must be written. Collaborative work is allowed, but each participant must have individual contributions that meet the stated guidelines. Unsure about poetry.. 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. **(up to 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) **Outstanding work can earn more/additional extra credit |
Week 23 - February 10 - 14
February 10 - SAY San Diego Health Presentation about harms of Vaping and using Tobacco - All Bridges 8th Graders will attend in room 335
February 11 - Speed Races Tournament of Champions - Students will race their Mouse Trap Race Cars against other ranked cars in a bracketed tournament format. Results will be posted later.
February 12-13 - Unit 2 Physics and Forces Exam - OPEN NOTE CARD (use of 1 large note card provided by teacher is allowed on the Exam both days)
Part 1 on Wednesday - 25 Multiple Choice
Part 2 on Thursday - Word Problems/Vocabulary Matching/ Force Diagrams/extra credit
Study Guides are DUE on THURSDAY ONLY - LATE SUBMISSIONS WILL BE SERIOUSLY DISCOUNTED
TURN in your NOTE CARDS TODAY WITH YOUR NAME ON IT.
February 14 - NO SCHOOL - PRESIDENTS DAY HOLIDAY (4 day weekend)
February 11 - Speed Races Tournament of Champions - Students will race their Mouse Trap Race Cars against other ranked cars in a bracketed tournament format. Results will be posted later.
February 12-13 - Unit 2 Physics and Forces Exam - OPEN NOTE CARD (use of 1 large note card provided by teacher is allowed on the Exam both days)
Part 1 on Wednesday - 25 Multiple Choice
Part 2 on Thursday - Word Problems/Vocabulary Matching/ Force Diagrams/extra credit
Study Guides are DUE on THURSDAY ONLY - LATE SUBMISSIONS WILL BE SERIOUSLY DISCOUNTED
TURN in your NOTE CARDS TODAY WITH YOUR NAME ON IT.
February 14 - NO SCHOOL - PRESIDENTS DAY HOLIDAY (4 day weekend)
Week 22 - February 3 - 7 Weekly Bell Work Link
LINK ----> ***NOTEBOOK CHECK ON WEDNESDAY - FEB. 5th ***
February 3-4 - Unbalanced Forces (Notebook pages 70-71)
Focus Question: What can be the outcome of a rapid phase change on otherwise balanced forces?
Evidence: Fluids and Pressure Lab
** On Tuesday, students will receive the Exam Review Packet
(Exam is scheduled on Wednesday, February 12 and 13)
February 5 - Unit 2, Part 2 Physics and Forces - Notebook Check
**Study Guide handed out in class - See Mr. Bridges for a copy
February 6 - Mouse Trap Race Car Due - Distance Test
**Study Guide handed out in class - See Mr. Bridges for a copy
February 7 - 8th Grade Field Trip to Balboa Park/Theater of Performing Arts
LINK ----> ***NOTEBOOK CHECK ON WEDNESDAY - FEB. 5th ***
February 3-4 - Unbalanced Forces (Notebook pages 70-71)
Focus Question: What can be the outcome of a rapid phase change on otherwise balanced forces?
Evidence: Fluids and Pressure Lab
** On Tuesday, students will receive the Exam Review Packet
(Exam is scheduled on Wednesday, February 12 and 13)
February 5 - Unit 2, Part 2 Physics and Forces - Notebook Check
**Study Guide handed out in class - See Mr. Bridges for a copy
February 6 - Mouse Trap Race Car Due - Distance Test
**Study Guide handed out in class - See Mr. Bridges for a copy
February 7 - 8th Grade Field Trip to Balboa Park/Theater of Performing Arts
Week 21 - January 27 - 31 Weekly Bell Work Link
January 27 - 28 - Working Hard or Hardly Working? - Notebook pages 66-67
Focus Question: What are we really doing when we say we are "working"?
LOS: Work, Power
Activity: Notes and BrainPOP (Directions below)
Links: Work and Power Notes
BrainPOP graded quiz
1. Access page 67 of the notes and get started. Use the text book and the corresponding pages in the notes.
2. Next check your understanding by watching and taking the " Work" BrainPOP graded quiz. Share the score with Mr. B
3. Complete the "Power" notes on page 66
4. Lastly, watch and take the "Power" BrainPOP graded quiz. Share the score with Mr. B.
January 29-30 - Work and Power Lab (NB p. 68-69)
Focus Question: How can you calculate the power output from a simple machine?
LOS: Horsepower
Evidence: Important Formulas (pg. 69) and Power Lab (pg 68)
Activity Link: Power Lab Report
Research Links:
- What is a Horsepower? - Popular Science
- Horsepower Technical Definition and Calculations
January 31 - Walk to Serra High School - No Content
January 27 - 28 - Working Hard or Hardly Working? - Notebook pages 66-67
Focus Question: What are we really doing when we say we are "working"?
LOS: Work, Power
Activity: Notes and BrainPOP (Directions below)
Links: Work and Power Notes
BrainPOP graded quiz
1. Access page 67 of the notes and get started. Use the text book and the corresponding pages in the notes.
2. Next check your understanding by watching and taking the " Work" BrainPOP graded quiz. Share the score with Mr. B
3. Complete the "Power" notes on page 66
4. Lastly, watch and take the "Power" BrainPOP graded quiz. Share the score with Mr. B.
January 29-30 - Work and Power Lab (NB p. 68-69)
Focus Question: How can you calculate the power output from a simple machine?
LOS: Horsepower
Evidence: Important Formulas (pg. 69) and Power Lab (pg 68)
Activity Link: Power Lab Report
Research Links:
- What is a Horsepower? - Popular Science
- Horsepower Technical Definition and Calculations
January 31 - Walk to Serra High School - No Content
Week 20 - January 21 - 24 Weekly Bell Work Link
**** Reminders: Last Week of SEMESTER 1 -
Complete any MISSING work before FRIDAY, JAN 24 ****
January 20 - NO SCHOOL - Observe Dr. Martin Luther King Jr. Holiday
January 21 - 22- Calculating Buoyant Force (Notebook pages 62 - 63)
Focus Question: Which features of a boat allow it to maximize the buoyant force acting on it?
LOS: Archimedes Principle
Evidence: Buoyancy Boat Lab
Activity: Tuesday - Build and test your boat design
Wednesday - Analysis and Lab debrief
Review Density and Buoyancy Notes
Buoyant Force and Density Graphic Organizer
**** Reminders: Last Week of SEMESTER 1 -
Complete any MISSING work before FRIDAY, JAN 24 ****
January 20 - NO SCHOOL - Observe Dr. Martin Luther King Jr. Holiday
January 21 - 22- Calculating Buoyant Force (Notebook pages 62 - 63)
Focus Question: Which features of a boat allow it to maximize the buoyant force acting on it?
LOS: Archimedes Principle
Evidence: Buoyancy Boat Lab
Activity: Tuesday - Build and test your boat design
Wednesday - Analysis and Lab debrief
Review Density and Buoyancy Notes
Buoyant Force and Density Graphic Organizer
January 23-24 - Simple Machines,
Work, and Power
For the next few activities we will be learning about the above concepts. Today's focus is Simple Machines. Students are to independently follow the note templates and record information from class discussion, along with other sources listed below. Directions are embedded in the lesson and documents.
Work Smarter (Not Harder) - Notebook pages 64 - 65
Focus Question: What are some simple machines that we use everyday?
LOS: Simple Machines, Compound Machine
Evidence: Cornell Notes - Blue Holt Text pg. 192 - 205
Source List/Links:
1. Holt Physical Science Textbook (hard copy)
2. Simple Machines Simulator Link: Museum of Science and Industry
Activities/Document Links:
Work, and Power
For the next few activities we will be learning about the above concepts. Today's focus is Simple Machines. Students are to independently follow the note templates and record information from class discussion, along with other sources listed below. Directions are embedded in the lesson and documents.
Work Smarter (Not Harder) - Notebook pages 64 - 65
Focus Question: What are some simple machines that we use everyday?
LOS: Simple Machines, Compound Machine
Evidence: Cornell Notes - Blue Holt Text pg. 192 - 205
Source List/Links:
1. Holt Physical Science Textbook (hard copy)
2. Simple Machines Simulator Link: Museum of Science and Industry
Activities/Document Links:
- Simple Machine Notes page 65 (to write, not print)
- Simple Machine Notes page 64
- Simple Machines Game Simulator worksheet
Week 19 - January 13 - 17 Weekly Bell Work Link
January 13 - Friction Review and Pushes and Pulls Lab debrief
Big Idea # 5 - Patterns with Friction (pg 29)
January 14-15 - Dunkin' for Density (Notebook pg 58-59)
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 responding buoyant force acting on that object?
Activity Links: Submarine Lab Report
Class Data (graph) and Data Table
January 13 - Friction Review and Pushes and Pulls Lab debrief
Big Idea # 5 - Patterns with Friction (pg 29)
January 14-15 - Dunkin' for Density (Notebook pg 58-59)
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 responding buoyant force acting on that object?
Activity Links: Submarine Lab Report
Class Data (graph) and Data Table
January 16-17 - What Floats Your Boat?
Go to page 61 in your notebook and set-up the Following:
Go to page 61 in your notebook and set-up the Following:
Title: What Floats Your Boat? (Notebook pages 60-61)
Date: Today's Date
LOS: Buoyant Force, Positive Buoyancy, Negative Buoy.,Neutral Buoy., and Fluid Pressure
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 # 6 (on page 29)
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 article (worksheet).
p.s. - a gross ton = 2240 lbs. as referenced in the article
Date: Today's Date
LOS: Buoyant Force, Positive Buoyancy, Negative Buoy.,Neutral Buoy., and Fluid Pressure
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 # 6 (on page 29)
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 article (worksheet).
p.s. - a gross ton = 2240 lbs. as referenced in the article
finished early? Here is a Buoyancy Related FAIL - READ ME
Week 18 - January 6 - 10 Weekly Bell Work Link
January 6 - WELCOME BACK!!
We will be picking up where we left off. Remember that physics stuff we were doing last year?!! Let's recall with our new bell work routine.
Reminders: New and Existing Routines/Expectations
Respect for the process of learning (entire community and self)
Grades - Semester 1 grades are complete and final after January 24
Today's Activity: Finish Random Force Diagrams (notebook pg. 52-53)
- Scroll down to the previous week for the directions/images/videos
January 7-8 - Resist the Force (notebook pg. 54-55) Activity #4 if your counting
Focus Question: What type of friction resists motion the most? Is the PUSH or the PULL the way to go?
Evidence: Pushes and Pulls Lab
Activity Links: Pushes and Pulls Lab Report
January 9-10 Types of Friction Notes and Analysis (NB pg. 56-57)
Dunkin for Density set-up
Frontload: SAY San Diego Vape Presentation (Postponed)
Unfortunately, Vaping is on the rise...
The Nico-Teen Brain
We will be picking up where we left off. Remember that physics stuff we were doing last year?!! Let's recall with our new bell work routine.
Reminders: New and Existing Routines/Expectations
Respect for the process of learning (entire community and self)
Grades - Semester 1 grades are complete and final after January 24
Today's Activity: Finish Random Force Diagrams (notebook pg. 52-53)
- Scroll down to the previous week for the directions/images/videos
January 7-8 - Resist the Force (notebook pg. 54-55) Activity #4 if your counting
Focus Question: What type of friction resists motion the most? Is the PUSH or the PULL the way to go?
Evidence: Pushes and Pulls Lab
Activity Links: Pushes and Pulls Lab Report
January 9-10 Types of Friction Notes and Analysis (NB pg. 56-57)
Dunkin for Density set-up
Frontload: SAY San Diego Vape Presentation (Postponed)
Unfortunately, Vaping is on the rise...
The Nico-Teen Brain
WINTER HOLIDAY BREAK - NO SCHOOL - RETURN JANUARY 6th, 2020 MERRY CHRISTMAS and HAPPY NEW YEAR!!
Week 17: December 16 -20
December 16 - 17 - Feel the Force (NB pages 50 - 51)
LOS: Force Vector, Force Diagram, Free-Body Diagram, Source, Receiver
Focus Question: How do you identify and describe the forces acting on an object?
Evidence: LOS, Diagram Rules, Lab Stations
Links: Notebook Set-up and Notes
Lab Stations Graphic Organizer
Lab Station Task Cards
December 16 - 17 - Feel the Force (NB pages 50 - 51)
LOS: Force Vector, Force Diagram, Free-Body Diagram, Source, Receiver
Focus Question: How do you identify and describe the forces acting on an object?
Evidence: LOS, Diagram Rules, Lab Stations
Links: Notebook Set-up and Notes
Lab Stations Graphic Organizer
Lab Station Task Cards
December 18 - 19 -
Random Force Diagrams (NB pg. 52-53) Focus ?: How can you model cause and effect of an interaction using force vectors? Evidence: Random Force Interactions Directions: Today we will be drawing random force diagrams to document the combined forces acting on all of the objects in each "Interaction." Below and right, 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. Use a different color for each to differentiate between each force. Record your models in the template provided: TEMPLATE LINK - Download here Image # 1 - The High Five |
|
# 4 - Human Error - PICK YOUR FAVORITE from the video compilation.
May you travel safely over the break, be sure to look up...often!
|
BONUS - (5 points extra credit) Draw each interaction (kidding...) Watch the footage and select on of the stations. Pause and draw the interaction...pointing out all of the forces involved. Be sure to watch till the end... Pretty amazing stuff. |
Week 16: December 9 - 13
December 9 - Unit 2 Notebook Check
December 10 - Unit 2 Motion Exam -
December 11 - 12 - Is the Force With You? (Notebook pages 48-49)
Focus ?: How are forces evaluated and in which ways do forces effect motion?
LOS: Force, Net Force, Balanced Force, Unbalanced Force
Evidence: Cornell Notes and Big Idea # 4
LINK: ONLINE HOLT TEXTBOOK - (pages 344 - 349 online book)
December 13 - Review/Grade Unit 2 Motion Exam
December 9 - Unit 2 Notebook Check
December 10 - Unit 2 Motion Exam -
December 11 - 12 - Is the Force With You? (Notebook pages 48-49)
Focus ?: How are forces evaluated and in which ways do forces effect motion?
LOS: Force, Net Force, Balanced Force, Unbalanced Force
Evidence: Cornell Notes and Big Idea # 4
LINK: ONLINE HOLT TEXTBOOK - (pages 344 - 349 online book)
December 13 - Review/Grade Unit 2 Motion Exam
Week 15: December 2 - December 6
December 2 - Complete the "Speed Calculations" Activity (NB pages 44-45) - LINK: Speed Calculations Notebook Set-up
Today's Activity:
1. Complete your calculations from the "Card Flick," "Penny Drop," and "Flight #2" - Glue to page 44 (flip over practice problems 1 - 10)
2. Complete practice problems 1 - 10 on page 44. Do not write out the problem, rather show your formula, work plugged in, and solution with proper unit.
3. BIG IDEA # 3 - Catapult Project (See directions below)
December 2 - Complete the "Speed Calculations" Activity (NB pages 44-45) - LINK: Speed Calculations Notebook Set-up
Today's Activity:
1. Complete your calculations from the "Card Flick," "Penny Drop," and "Flight #2" - Glue to page 44 (flip over practice problems 1 - 10)
2. Complete practice problems 1 - 10 on page 44. Do not write out the problem, rather show your formula, work plugged in, and solution with proper unit.
3. BIG IDEA # 3 - Catapult Project (See directions below)
December 3 - 4 - Roller Coaster Lab (NB pages 46-47)
Focus ?: What are the variables that affect an object's energy before and during motion?
LOS: Potential Energy, Kinetic Energy
Evidence: Roller Coaster Lab Report
- Complete experiment (Tuesday) and Analysis Questions 1 - 11
- Brain POP activity and quizzes 1) Potential Energy 2) Kinetic Energy
- Share both quiz scores with Mr. Bridges (after the first attempt)
December 5 - 6 - Unit REVIEW (Thursday) and KAHOOTS (Friday)
Unit Review Document Link - DUE EXAM DAY (12/10)
Review Concepts: *Calculating Speed, Distance, Time, Acceleration
*Rocket Flight Analysis
*Interpreting Motion Graphs
*Newton's Laws of Motion
*Potential and Kinetic Energy
Reminders: Notebook Check (<---LINK) on MONDAY (12/9)
Unit EXAM on TUESDAY (12/10)
Focus ?: What are the variables that affect an object's energy before and during motion?
LOS: Potential Energy, Kinetic Energy
Evidence: Roller Coaster Lab Report
- Complete experiment (Tuesday) and Analysis Questions 1 - 11
- Brain POP activity and quizzes 1) Potential Energy 2) Kinetic Energy
- Share both quiz scores with Mr. Bridges (after the first attempt)
December 5 - 6 - Unit REVIEW (Thursday) and KAHOOTS (Friday)
Unit Review Document Link - DUE EXAM DAY (12/10)
Review Concepts: *Calculating Speed, Distance, Time, Acceleration
*Rocket Flight Analysis
*Interpreting Motion Graphs
*Newton's Laws of Motion
*Potential and Kinetic Energy
Reminders: Notebook Check (<---LINK) on MONDAY (12/9)
Unit EXAM on TUESDAY (12/10)
Here are a few videos about Newton's 3 Laws of Motion. -->
* Good Review* |
|
|
Week 14: November 25 - November 29
- NO SCHOOL ---THANKSGIVING BREAK!!! GOBBLE---
- NO SCHOOL ---THANKSGIVING BREAK!!! GOBBLE---
Week 13: November 18 - November 22
*** Project Reminder Below ***
*** Project Reminder Below ***
The Catapult Project was assigned almost five weeks ago. The completed catapult will be tested on its DUE DATE of FRI, NOV 22. 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 an industry standard #64 size. Disclaimer - No squirrels were hurt in this video and I do not condone launching animals ever. ALL Squirrels were volunteers and were compensated with a very very quick meal.
November 18 - Phase 2 - Launch Day 1
November 19 - Phase 2 - Launch Day 2
November 20 - 21 - Rocket data share and complete Data Sheet (20 mins)
Speed Calculations (Notebook pages 44 - 45)
Focus Question: How can you solve for the missing variable with any speed, distance, or time equation?
Activity/Links: Notes, Practice Problems, and mini-experiments
Speed Calculations Notebook Set-up
November 22 - Catapult Show Down!!! - Time to test your Catapults !!!
November 19 - Phase 2 - Launch Day 2
November 20 - 21 - Rocket data share and complete Data Sheet (20 mins)
Speed Calculations (Notebook pages 44 - 45)
Focus Question: How can you solve for the missing variable with any speed, distance, or time equation?
Activity/Links: Notes, Practice Problems, and mini-experiments
Speed Calculations Notebook Set-up
November 22 - Catapult Show Down!!! - Time to test your Catapults !!!
You get 3 shots...How will your catapult perform?
Week 12: November 11 - November 15
November 11 - NO SCHOOL - Go out and celebrate a VETERAN !!
November 12 - ROCKET BUILD #2 day 1
November 13 - ROCKET BUILD #2 day 2
- Career Day period 6-7 (Build Day 2 is 11/14)
November 14 - Rocket Build # 2 (Notebook pages 42-43)
Focus ?: In which ways did the modifications affect the rocket's flight?
LOS: Inertia (pg. 43)
Activities/Links: 1. Build Rocket
2. Rocket Data Sheet Flight 2 (page 42)
3. Connecting Newton's Laws and Rocketry (page 43)
- SOURCE: Study Jams - Forces and Motion Video Links
Study Jam 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 11 - NO SCHOOL - Go out and celebrate a VETERAN !!
November 12 - ROCKET BUILD #2 day 1
November 13 - ROCKET BUILD #2 day 2
- Career Day period 6-7 (Build Day 2 is 11/14)
November 14 - Rocket Build # 2 (Notebook pages 42-43)
Focus ?: In which ways did the modifications affect the rocket's flight?
LOS: Inertia (pg. 43)
Activities/Links: 1. Build Rocket
2. Rocket Data Sheet Flight 2 (page 42)
3. Connecting Newton's Laws and Rocketry (page 43)
- SOURCE: Study Jams - Forces and Motion Video Links
Study Jam 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:
Finished Early?
CREATE A SCIENCE THEMED UNIT TITLE PAGE (pg. 25) Click here for a VISUAL 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. |
November 15 - Catch-up Day for all classes, especially period 6 and 7
Week 11: November 4 - November 8
November 4-6 - Water Rocket Research (Notebook pages 40-41)
Focus Question: How can I build a more efficient water rocket?
LOS: Newton's Laws
Activity: NASA web quest (due to internet incompatibilities, the web quest is currently not accessible and is not as interactive as it is meant to be. However the information is valuable to steer the young Engineer into understanding how to build a better, more efficient, high flying rocket).
Original NASA Web Quest Link - CLICK HERE -
- You can access this link (above) to navigate the web quest at home. Unfortunately our filter or firewall at De Portola is blocking our use. Follow the directions below to complete the activity in class through the provided links.
Directions: Please follow and read (yes read) each document. They are meant to be viewed in order. Use your Guided Research Document to keep you on track.
Web quest Links:
Page 1 Home
Page 2 About Rockets
Page 3 Start Your Journey
Page 4 Pre-Test (Read each question and answer them to your self, These are some of the concepts of this research)
Page 5 Rocket 101 Introduction
Page 6 Rocket 101 - Propulsion and Thrust - See page 7 for Newton's Law Explanation/Correct Answer
Page 7 Rocket 101 - Newton's Laws
Page 8 Rocket 101 - Propulsion and Acceleration - See page 9 for Newton's Law Explanation/Correct Answer
Page 9 Rocket 101 - Newton's Laws
Page 10 Rocket 101 - Propulsion Questions - Water vs. Air Only
Page 11 Rocket 101 - Momentum and Propulsion Answer
Page 12 Rocket 101 Conclusion and Graduation
Page 13 Rocket 102 Introduction
Page 14 Rocket 102 - Stability
Page 15 Rocket 102 - Stability and Center of Gravity (something to think about)
Page 16 Rocket 102 - Stability and Design
Page 16.5 Wind Tunnel Results for different combinations of Rocket Parts
Page 17 Rocket 102 - Understanding a Weather Vane
Page 18 Rocket 102 Conclusion and Graduation
Page 19 Rocket 103 - Kind of a Drag
Page 20 Rocket 103 - Drag
Page 21 Rocket 103 - Understanding Drag and various Nose Cone Shapes
November 7
Thursday: A Historian Reflects on a Life Time of Change
Directions: Read the article (provided) and annotate with the intention of identifying ALL of the different examples of acceleration in the text. Each example represents one piece of evidence toward your summary. Please use your annotating strategies learned in your English class to show your understanding of the text.
Next, go to page 28 in your Notebook (BIG IDEAS) and label the page with “BIG IDEA #2: Acceleration Summary.” Then write a summary in paragraph form that identifies ALL of the different evidence/examples of ACCELERATION mentioned in the article. Provide insight about each one too. Be sure to include what exactly acceleration is in your summary. Hold on to the article as I will check your BIG IDEA entry next Tuesday.
November 8
Friday: TED TALKS video summary
Directions: Using the Chromebook and headphones, select a TED TALKS that is SCIENCE RELATED. Complete at least one article summary with notes and the source information on the back of the worksheet for CLASSWORK CREDIT. If you wish to complete a second article (EXTRA CREDIT), complete the activity and turn it in by Wednesday, November 13. If you do not wish to earn the extra credit, you MUST turn in your document to the visiting teacher before you leave as evidence of your participation. Please return your headphones to the bin and place your computer on the corner of your desk. Period 7, please return/plug in the comp.
November 4-6 - Water Rocket Research (Notebook pages 40-41)
Focus Question: How can I build a more efficient water rocket?
LOS: Newton's Laws
Activity: NASA web quest (due to internet incompatibilities, the web quest is currently not accessible and is not as interactive as it is meant to be. However the information is valuable to steer the young Engineer into understanding how to build a better, more efficient, high flying rocket).
Original NASA Web Quest Link - CLICK HERE -
- You can access this link (above) to navigate the web quest at home. Unfortunately our filter or firewall at De Portola is blocking our use. Follow the directions below to complete the activity in class through the provided links.
Directions: Please follow and read (yes read) each document. They are meant to be viewed in order. Use your Guided Research Document to keep you on track.
Web quest Links:
Page 1 Home
Page 2 About Rockets
Page 3 Start Your Journey
Page 4 Pre-Test (Read each question and answer them to your self, These are some of the concepts of this research)
Page 5 Rocket 101 Introduction
Page 6 Rocket 101 - Propulsion and Thrust - See page 7 for Newton's Law Explanation/Correct Answer
Page 7 Rocket 101 - Newton's Laws
Page 8 Rocket 101 - Propulsion and Acceleration - See page 9 for Newton's Law Explanation/Correct Answer
Page 9 Rocket 101 - Newton's Laws
Page 10 Rocket 101 - Propulsion Questions - Water vs. Air Only
Page 11 Rocket 101 - Momentum and Propulsion Answer
Page 12 Rocket 101 Conclusion and Graduation
Page 13 Rocket 102 Introduction
Page 14 Rocket 102 - Stability
Page 15 Rocket 102 - Stability and Center of Gravity (something to think about)
Page 16 Rocket 102 - Stability and Design
Page 16.5 Wind Tunnel Results for different combinations of Rocket Parts
Page 17 Rocket 102 - Understanding a Weather Vane
Page 18 Rocket 102 Conclusion and Graduation
Page 19 Rocket 103 - Kind of a Drag
Page 20 Rocket 103 - Drag
Page 21 Rocket 103 - Understanding Drag and various Nose Cone Shapes
November 7
Thursday: A Historian Reflects on a Life Time of Change
Directions: Read the article (provided) and annotate with the intention of identifying ALL of the different examples of acceleration in the text. Each example represents one piece of evidence toward your summary. Please use your annotating strategies learned in your English class to show your understanding of the text.
Next, go to page 28 in your Notebook (BIG IDEAS) and label the page with “BIG IDEA #2: Acceleration Summary.” Then write a summary in paragraph form that identifies ALL of the different evidence/examples of ACCELERATION mentioned in the article. Provide insight about each one too. Be sure to include what exactly acceleration is in your summary. Hold on to the article as I will check your BIG IDEA entry next Tuesday.
November 8
Friday: TED TALKS video summary
Directions: Using the Chromebook and headphones, select a TED TALKS that is SCIENCE RELATED. Complete at least one article summary with notes and the source information on the back of the worksheet for CLASSWORK CREDIT. If you wish to complete a second article (EXTRA CREDIT), complete the activity and turn it in by Wednesday, November 13. If you do not wish to earn the extra credit, you MUST turn in your document to the visiting teacher before you leave as evidence of your participation. Please return your headphones to the bin and place your computer on the corner of your desk. Period 7, please return/plug in the comp.
Week 10: October 28 - November 1
October 28-29 - Motion Changes Position (Activity 4, Notebook pages 36-37)
Focus Question: Which ways can you quantify an object's motion?
LOS: Motion (p. 37), Reference Point (37), Speed (37), Average Speed (37), Velocity (p. 36), Acceleration (36)
Activities:
1. Notebook Set-up, add LOS to your index
2. Measuring Motion Cornell Notes - Source: Blue Holt Text pages 108-114
3. 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
October 30-November 1- Speed Lab (Notebook pg. 38-39)
Focus ?: How is the speed of a marble affected by the slope of a ramp and the mass of the marble?
Activity Links: Speed Lab Report (due by the end of Friday, Nov 1)
October 28-29 - Motion Changes Position (Activity 4, Notebook pages 36-37)
Focus Question: Which ways can you quantify an object's motion?
LOS: Motion (p. 37), Reference Point (37), Speed (37), Average Speed (37), Velocity (p. 36), Acceleration (36)
Activities:
1. Notebook Set-up, add LOS to your index
2. Measuring Motion Cornell Notes - Source: Blue Holt Text pages 108-114
3. 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
October 30-November 1- Speed Lab (Notebook pg. 38-39)
Focus ?: How is the speed of a marble affected by the slope of a ramp and the mass of the marble?
Activity Links: Speed Lab Report (due by the end of Friday, Nov 1)
Week 9: October 21 - October 25
October 21- Build day 3. Add features to your rocket foundation to aid in its flight abilities. Goal is to have a finished rocket with 600 mL ready for launch!
October 22 - Launch #1 - Both launches will be conducted over the next 2 days.
October 23 - Launch #2
October 24-25 - Rocket Build #1 (debrief) (Notebook pages 34-35)
Focus ?: How well did your first rocket prototype fly?
Activity: 1. Rocket Build Procedures (pg. 35) **See NB set-up below**
2. Individual Rocket Data shared and recorded Best Value (pg. 35) **
3. Complete the Flight Data Sheet Analysis and drawing of Scaled Rocket Model. Be sure to include your individual flight data,
complete the analysis questions and scaled model on the back. (p.34)
Notebook set-up (p.35) ALL 8th GRADE FLIGHT DATA
October 21- Build day 3. Add features to your rocket foundation to aid in its flight abilities. Goal is to have a finished rocket with 600 mL ready for launch!
October 22 - Launch #1 - Both launches will be conducted over the next 2 days.
October 23 - Launch #2
October 24-25 - Rocket Build #1 (debrief) (Notebook pages 34-35)
Focus ?: How well did your first rocket prototype fly?
Activity: 1. Rocket Build Procedures (pg. 35) **See NB set-up below**
2. Individual Rocket Data shared and recorded Best Value (pg. 35) **
3. Complete the Flight Data Sheet Analysis and drawing of Scaled Rocket Model. Be sure to include your individual flight data,
complete the analysis questions and scaled model on the back. (p.34)
Notebook set-up (p.35) ALL 8th GRADE FLIGHT DATA
Week 8: October 14 - October 18
October 14 - Complete "Design Process" (NB pages 30-31) SEE BELOW!
October 14 - Complete "Design Process" (NB pages 30-31) SEE BELOW!
October 15 - Designing a Rocket (NB pages 32-33)
Focus ? What do you already know about rocket science?
LOS: Rocket
Activity: 1. BrainPOP "Space Flight" video notes (see notebook set-up pg. 33)
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 32 (after build on Wed)
Focus ? What do you already know about rocket science?
LOS: Rocket
Activity: 1. BrainPOP "Space Flight" video notes (see notebook set-up pg. 33)
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 32 (after build on Wed)
.October 16 - 18 - Rocket Build # 1 (NB pages 34-35)
Time to put those two Liter Bottles to work!!
Wednesday: Build the Rocket Frame - in class instructions provided. Should have a basic rocket design to work with after today.
Thursday: Build the parachute - in class instructions provided
Friday: Customize your rocket with body features such as wings, flaps, fins, nose cone, etc... Finished rocket should be ready to rock and roll by end of class. Ready for a Monday launch!!!
Time to put those two Liter Bottles to work!!
Wednesday: Build the Rocket Frame - in class instructions provided. Should have a basic rocket design to work with after today.
Thursday: Build the parachute - in class instructions provided
Friday: Customize your rocket with body features such as wings, flaps, fins, nose cone, etc... Finished rocket should be ready to rock and roll by end of class. Ready for a Monday launch!!!
Week 7 - October 7 - October 11
October 7 - Unit 1 Notebook Check - 200 points (Classwork-30%)
(Period 3 on Wednesday)
**Exam Review Due tomorrow**Exam Tomorrow**
October 8 - Unit 1 Exam - 2 parts - 75 points (Exam-20%)
October 9 - Finish the Exam (part 2)
Review Part 1
Select Rocket Teams (new seats)
October 10-11 - Unit 2 Notebook Set-up (notebook pages 25-29)
Design Process (notebook pages 30-31)
Focus Question: What is the best technique and design for
creating and testing a paper airplane?
LOS: Best Value
Activity/Links: Evidence - Paper Airplane Lab Notes (pg. 31)
World Record "Suzanne Design" directions
Thursday: Choose teammate, Select Airplane Model, Select prototype choice
Friday: Set up investigation in notebook, build Test Model #1 & #2
Monday: Test Model 1, Record data, modify, Test Model 2, Record data, Compare and Reflect
October 7 - Unit 1 Notebook Check - 200 points (Classwork-30%)
(Period 3 on Wednesday)
**Exam Review Due tomorrow**Exam Tomorrow**
October 8 - Unit 1 Exam - 2 parts - 75 points (Exam-20%)
October 9 - Finish the Exam (part 2)
Review Part 1
Select Rocket Teams (new seats)
October 10-11 - Unit 2 Notebook Set-up (notebook pages 25-29)
Design Process (notebook pages 30-31)
Focus Question: What is the best technique and design for
creating and testing a paper airplane?
LOS: Best Value
Activity/Links: Evidence - Paper Airplane Lab Notes (pg. 31)
World Record "Suzanne Design" directions
Thursday: Choose teammate, Select Airplane Model, Select prototype choice
Friday: Set up investigation in notebook, build Test Model #1 & #2
Monday: Test Model 1, Record data, modify, Test Model 2, Record data, Compare and Reflect
|
|
|
|
|
|
|
Week 6 - September 30 - October 4
September 30 - October 2 - Characteristic Properties Lab (NB pages 20-21)
Focus ?: Which are the most "characteristic" physical and chemical properties used to identify unknown matter?
LOS: Property, Physical Property, Chemical Property, Characteristic Property, Density
Activity: Characteristic Properties Lab
Identity Chart
Characteristic Properties Homework (DUE THURSDAY, October 3)
** UNIT 1 NOTEBOOK CHECK will be on MONDAY, OCTOBER 7th
Unit 1 Notebook Check Document
**** UNIT 1 EXAM will be on TUESDAY, OCTOBER 8th
October 3 - Liquid Density Lab (NB page 23)
Focus ?: How does liquid density stack up?
LOS: Density
Activity: Liquid Density Lab
October 4 - Review Material - Students will receive a Unit 1 Review Packet and work on its content in class. Q and A about the material and
Focus ?: Which are the most "characteristic" physical and chemical properties used to identify unknown matter?
LOS: Property, Physical Property, Chemical Property, Characteristic Property, Density
Activity: Characteristic Properties Lab
Identity Chart
Characteristic Properties Homework (DUE THURSDAY, October 3)
** UNIT 1 NOTEBOOK CHECK will be on MONDAY, OCTOBER 7th
Unit 1 Notebook Check Document
**** UNIT 1 EXAM will be on TUESDAY, OCTOBER 8th
October 3 - Liquid Density Lab (NB page 23)
Focus ?: How does liquid density stack up?
LOS: Density
Activity: Liquid Density Lab
October 4 - Review Material - Students will receive a Unit 1 Review Packet and work on its content in class. Q and A about the material and
Week 5 - September 23 - 27
September 23 - Mass/Volume Lab Accuracy Comparison
- C.E.R. - How accurate was your team at measuring Mass and Volume?
- Put Beam Balance Mass Lab and Volume Practice on page 16-17
September 24 - 26 - The Heating Curve (notebook pages 18-19)
Focus ?: How is particle motion affected when continuous heat energy is added to matter?
LOS: Melting Point, Boiling Point
Activity and Links:
- The Heating Curve Lab Report
- Completed Lab Report due by Friday, 9/27
- Heating and Cooling Curve Table
- Put Lab Report on pages 18 (conclusion) - 19 (graph facing up)
September 27 - Heating Curve Lab debrief
- BIG IDEA 3
- Big Idea resource handout
- Begin "Characteristic Properties Lab" and complete on Mon.
- Density of Wood information
September 23 - Mass/Volume Lab Accuracy Comparison
- C.E.R. - How accurate was your team at measuring Mass and Volume?
- Put Beam Balance Mass Lab and Volume Practice on page 16-17
September 24 - 26 - The Heating Curve (notebook pages 18-19)
Focus ?: How is particle motion affected when continuous heat energy is added to matter?
LOS: Melting Point, Boiling Point
Activity and Links:
- The Heating Curve Lab Report
- Completed Lab Report due by Friday, 9/27
- Heating and Cooling Curve Table
- Put Lab Report on pages 18 (conclusion) - 19 (graph facing up)
September 27 - Heating Curve Lab debrief
- BIG IDEA 3
- Big Idea resource handout
- Begin "Characteristic Properties Lab" and complete on Mon.
- Density of Wood information
Week 4 - September 16 - 20
September 16 - 18 - Measuring Liquid Volume (NB pages 14-15)
Focus ? How does the precision of your measurements affect the accuracy of experiment results?
LOS: Volume, Accuracy, Precision, Meniscus (not in your knee)
Activities: Liquid Volume Lab
Accuracy CHALLENGE - Who is on point?
Volume by Water Displacement and Solid Volume Practice
September 19 - 20 - Measuring Mass (notebook pages 16 - 17)
Focus ?: How precise is a beam balance when measuring the mass of an object versus a digital scale?
LOS: Mass, Matter, Beam Balance, Digital Scale
Activities: Beam Balance Mass Lab
September 16 - 18 - Measuring Liquid Volume (NB pages 14-15)
Focus ? How does the precision of your measurements affect the accuracy of experiment results?
LOS: Volume, Accuracy, Precision, Meniscus (not in your knee)
Activities: Liquid Volume Lab
Accuracy CHALLENGE - Who is on point?
Volume by Water Displacement and Solid Volume Practice
September 19 - 20 - Measuring Mass (notebook pages 16 - 17)
Focus ?: How precise is a beam balance when measuring the mass of an object versus a digital scale?
LOS: Mass, Matter, Beam Balance, Digital Scale
Activities: Beam Balance Mass Lab
Week 3 - September 9 - September 13
September 9 - TED TALKS PRESENTATION SUMMARY
TED Talks is an open forum for people with influence to speak their message. Today you will visit the TED TALKS WEBSITE and select a "Science Related" presentation of your choice from the vast selection available. 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 along with the work cited on the back. Be sure to complete the Work Cited portion on the back of the handout for full credit. DUE by Wednesday (Sept. 11).
***Extra Credit Opportunity: See the back of the handout for an optional creative extension activity.
Links: TED TALKS WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by the teacher in class
September 10 - 12 - Converting the Metric System (NB pages 10 - 13)
Focus ?s: 1. How is the Metric System Converted?
2. What makes the Metric System so useful to scientists?
LOS: Metric System, Mass, Volume, Length, meter, Temperature
Activity and Links: Length Lab Report (handout)
Metric Notes (recorded on NB page 10)
BrainPOP Video: Metric Units (Graded Quiz and Challenge)
TED Talks is an open forum for people with influence to speak their message. Today you will visit the TED TALKS WEBSITE and select a "Science Related" presentation of your choice from the vast selection available. 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 along with the work cited on the back. Be sure to complete the Work Cited portion on the back of the handout for full credit. DUE by Wednesday (Sept. 11).
***Extra Credit Opportunity: See the back of the handout for an optional creative extension activity.
Links: TED TALKS WEBSITE
TED TALKS WEB SUMMARY HANDOUT - provide by the teacher in class
September 10 - 12 - Converting the Metric System (NB pages 10 - 13)
Focus ?s: 1. How is the Metric System Converted?
2. What makes the Metric System so useful to scientists?
LOS: Metric System, Mass, Volume, Length, meter, Temperature
Activity and Links: Length Lab Report (handout)
Metric Notes (recorded on NB page 10)
BrainPOP Video: Metric Units (Graded Quiz and Challenge)
September 13 - "Metric Units" BrainPOP Assignment
Directions: Using your new log-in and password, complete the first assignment on the BrainPOP class dashboard. If you have not set-up an account in class with me, please use the school login and password to complete the assignment below.
Assignment: 1. Watch the "Metric Units" video 1 -2 times
2. Complete the REVIEW CHALLENGE and record your answers on the Challenge handout as you complete the activity online.
3. Lastly, take the GRADED QUIZ and submit it to me.
Directions: Using your new log-in and password, complete the first assignment on the BrainPOP class dashboard. If you have not set-up an account in class with me, please use the school login and password to complete the assignment below.
Assignment: 1. Watch the "Metric Units" video 1 -2 times
2. Complete the REVIEW CHALLENGE and record your answers on the Challenge handout as you complete the activity online.
3. Lastly, take the GRADED QUIZ and submit it to me.
Week 2 - September 2 - September 6
September 2 - NO SCHOOL - CELEBRATE THE WORKING!
September 3 - I am a Scientist! (Notebook pages 6-7)
LOS: Scientist Focus ? - What does a Scientist doing science look like?
1. Set up Index and Unit 1 in our science NB (pages 1-5)
2. Class discussion about "what science looks like" from their perspective
3. Draw your interpretation of a Scientist doing Science (page 6)
- add labels and color, use the whole page, focus on showing your ideas in the visual and try not to get wrapped up on how "Real" or "Perfect" it is.
September 2 - NO SCHOOL - CELEBRATE THE WORKING!
September 3 - I am a Scientist! (Notebook pages 6-7)
LOS: Scientist Focus ? - What does a Scientist doing science look like?
1. Set up Index and Unit 1 in our science NB (pages 1-5)
2. Class discussion about "what science looks like" from their perspective
3. Draw your interpretation of a Scientist doing Science (page 6)
- add labels and color, use the whole page, focus on showing your ideas in the visual and try not to get wrapped up on how "Real" or "Perfect" it is.
September 4 - 6
Multiple Intelligence
(Notebook pages 8-9)
Focus ?s: 1. What are your preferred learning styles?
2. Do you identify with your selected learning styles?
LOS: Multiple Intelligence
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 take a few days. You are to complete Part 1 in class on Thursday. Part 2 & 3 will be completed on Friday. 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 accessible 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 8 - 9 with your graph facing up on page 9 and your analysis attached to page 8.
Lastly, 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 RESULTS
Below the heading, answer the following questions thoroughly and 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 why or why not.
3. What are you going to take away from this activity?
4. What is your overall opinion 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)
- Compare with Mr. Bridges online test results
- Finish your "Scientist doing science" drawing on page 6 in your notebook
- 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.
- or check out this AWESOME MULTIPLE INTELLIGENCE COMIC STRIP
September 6 - Sketching in Science
Multiple Intelligence
(Notebook pages 8-9)
Focus ?s: 1. What are your preferred learning styles?
2. Do you identify with your selected learning styles?
LOS: Multiple Intelligence
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 take a few days. You are to complete Part 1 in class on Thursday. Part 2 & 3 will be completed on Friday. 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 accessible 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 8 - 9 with your graph facing up on page 9 and your analysis attached to page 8.
Lastly, 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 RESULTS
Below the heading, answer the following questions thoroughly and 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 why or why not.
3. What are you going to take away from this activity?
4. What is your overall opinion 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)
- Compare with Mr. Bridges online test results
- Finish your "Scientist doing science" drawing on page 6 in your notebook
- 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.
- or check out this AWESOME MULTIPLE INTELLIGENCE COMIC STRIP
September 6 - Sketching in Science
Week 1 - August 26 - August 30
August 26 - First day of school. Dismissal at 1:30 (modified short day)
- Nature of Science Puzzle
- Science notebook glimpse of the future
August 27 - Classroom nuts and bolts.
-Classroom discussion about the norms and grading scale of 8th grade Science.
- Cover Technology agreement
***Homework - Get parent signatures on "Additional Info" and "Tech Contract"
(which is the last page of the handout) by Friday, August 30 for FULL CREDIT.
- Nature of Science Puzzle
- Science notebook glimpse of the future
August 27 - Classroom nuts and bolts.
-Classroom discussion about the norms and grading scale of 8th grade Science.
- Cover Technology agreement
***Homework - Get parent signatures on "Additional Info" and "Tech Contract"
(which is the last page of the handout) by Friday, August 30 for FULL CREDIT.
August 28 - Safety in the Science Classroom
- Review safety equipment and procedures
- Review technology procedures
- Random Safety Poster selection/creation
August 29 - Safety Posters and Gallery Walk
- Finish Safety Posters (20 mins)
- Collaborate with common posters, select the standout of the bunch, Share out during gallery walk by displaying the top ones.
***HW: Fire and Fire Safety Worksheet - DUE FRIDAY 8/30 - Handout in class
- Review safety equipment and procedures
- Review technology procedures
- Random Safety Poster selection/creation
August 29 - Safety Posters and Gallery Walk
- Finish Safety Posters (20 mins)
- Collaborate with common posters, select the standout of the bunch, Share out during gallery walk by displaying the top ones.
***HW: Fire and Fire Safety Worksheet - DUE FRIDAY 8/30 - Handout in class
August 30 - Safety Exam - Graded in class (25 exam points)