Monday, May 13 (A-Day) and Tuesday, May 14 (B-Day)

      • Class started by checking the vocab terms and the CER in for completion. 
      • Students then went on-line to Stemscopes.com and completed the "Explore 2 Activity: TUVA, Atlantic Seafloor. Absent students can go online and complete the activity on the computer. Answer all questions. 
      • When done, students can do the "concept review game" and watch the "connections video" that are both listed as assignments in Stemscope.com
      • HW is to study for the quiz next class. In addition to the notebook pages we have done in the last week, students should also look back in tier notebooks to the unit on plate tectonics to help them review. 
      • FYI-there will be a notebook check next class after the quiz. 


    Thursday, May 9 (A-Day) and Friday, May 10 (B-Day)

      • I was absent for these two classes. 
      • The students did an activity with the guest teacher to demonstrate seafloor spreading using colored popsicle sticks and labeled boxes. Absent students will not have to make up the lab, but will have to get the worksheets and get caught up on the reflection questions that went with it. Click here to see the worksheets with answers: Click here for lab with answers
      • Students then wrote a CER about dates of rocks on the sea floor. click here for CER prompt and worksheet  Absent students can write this at home. 
      • After the CER students got to read the chapter about seafloor spreading, take notes on it, and fill in a worksheet. Absent students can download the 2 worksheets here, then log on to Stemscopes.com and open the "Stemscopedia" assignment. The same pages from the book are on line. click here for the page to take notes on  click here for the second reading worksheet


    Tuesday, May 7 (A-Day) and Wednesday, May 8 (B-Day)

      • We went over the quiz taken last class.
      • Then we discussed the CER written last class and how it was graded.
      • Students then tried to answer the question: Is the sea floor flat like a beach? They put their guesses in the first column of this worksheet: click here for intro page
      • Students then used Google Earth to explore the actual features of the ocean floor. (We also had a discussion about plate boundaries and features formed at each type of boundary so they knew what they were looking at). Absent students can follow the directions on this worksheet and do the assignment at home Google Earth Worksheet
      • HW is to use Stemscopes.com to complete a vocabulary sheet. Once logged in, open the "picture vocabulary" assignment to get the words and definitions. Click here for vocab sheet  To log-in, your username is the first part of your school email address (everything before the "@opusd.us")  Your password is your normal school password. Once in, find the assignment "Picture Vocabulary"


    Sorry I am not current with my lesson plans. I had a family emergency and have been out for a few days. Absent students can just come and check in with me in person. I will get this page back up and running next week. - Ms. O'Hagan


    Monday, April 29 (A-Day) and Tuesday, April 30 (B-day)

    • Corrected the Amoeba Sisters Video questions worksheet from last class and discussed energy pyramids. 
    • Students then comleted a Claim, Evidence, Reasoning assignment on how energy flows through ecosystems. click here for the CER worksheet  Flow of Energy CER Answer KEY This CER is for practice in class. We corrected it together. There will be a similar one for POINTS done later this unit. 
    • Students then read the Flow of Energy section of the textbook. Click here for the reading and completed 2 worksheets that went with the reading: worksheet page 1  worksheet part 2
    • After the reading, students completed a practice worksheet about food webs and energy pyramids. click here for practice worksheet
    • HW is to complete any worksheets not completed in class and to start studying for the quiz on this unit. Quiz will be on Friday, May 3 for A-day and on Monday, May 6 for B-day. 

    Thursday, April 25 (A-Day) and Friday, April 26 (B-Day)

    • I checked in the vocab HW from last class while the students completed an activity building food chains and food webs. Absent students will be required to get the worksheets and answer all questions even though they did not complete the activity. I am posting the answers here, so you have no excuse! Blank student worksheet to fill in answers  answer key to help you with Explore 1 Food Webs
    • We ran out of time to do a claim, evidence, reasoning in class. Students should hold page 158 in their notebooks blank to add that worksheet in when we do it next class.
    • We did have time to watch a 5 minute video on food webs, then complete a worksheet when it was done. Absent students should watch the video at home and complete the worksheet
    • HW is to use StemScopes.com to look up vocab terms 8-14 for the unit. click here for vocab sheet  To log-in, your username is the first part of your school email address (everything before the "@opusd.us")  Your password is your normal school password. Once in, find the assignment "Picture Vocabulary" for Flow of Energy in Ecosystems.

     Tuesday, April 23 (A-Day) and Wednesday, April 24 (B-Day)

    • New seating chart for all classes
    • Went over the last test taken before spring break
    • Went back to page 136 and answered the question "Do fish Bathe?'
    • Started a new unit by showing a time-lapse video of a tree growing and asking the question "What is Matter Used for?" Click here for the intro worksheet
    • Students then did an activity with dominos that represented the flow of energy in a food chain.  There was a worksheet that went with this activity. click here for the dominos worksheet answer key for absent students
    • Students then completed a graphic organizer that outlines where matter and energy come from in an ecosystem (how it transfers and flows) graphic organizer worksheet   graphic organizer answer key for absent students
    • HW is to use StemScopes.com to look up the first 7 vocab terms for the unit. click here for vocab sheet  To log-in, your username is the first part of your school email address (everything before the "@opusd.us")  Your password is your normal school password. Once in, find the assignment "Picture Vocabulary" for Flow of Energy in Ecosystems. 

    Thursday, April 11 (A-Day) and Friday, April 12 (B-Day)

      • Students had time to review before the test on relationships in ecosystems. 
      • We then took the test!
      • Since we are about to go on spring break, we just watched some Brain Game Videos for the remainder of class. 
      • No HW over break. 
      • Have a safe and happy Spring Break!!!!

    Tuesday, April 9 (A-Day) and Wednesday, April 10 (B-Day)

    Friday, April 5 (A-Day) and Monday, April 8 (B-Day)

    • Students worked in groups of 4 to complete a research project in class. The had to research the Abiotic and Biotic factors of an ecosystem as well as the organisms within that environment. They then constructed and labeled a food web for that ecosystem. Students had the opportunity to do a gallery walk and take notes on the research of the other groups. 
    • Absent students will be excused from the activity.
    • The idea for the next test is to be able to apply the concepts learned into reading charts and predicting outcomes. Test is Thursday for A-Day, and Friday for B-Day. If you are leaving for Spring Break early, please make arrangements to take the test before you leave. 


    Wednesday, April 3 (A-Day) and Thursday, April 4 (B-day)

    • Students took notes on the concept of carrying capacity, limiting factors and graphing predator-prey relationships. Click here for the student and filled in version of the notes
    • After the notes students worked on 3 worksheets. All worksheets had students practice being able to interpret and/or predict what will happen to the size of a population given specific circumstances. A-Day classes were able to correct and discuss these in class, B-day students did not get to correcting them all. Absent students should do the work before they come back to class if possible. Click here for the Changing Populations graph  Click here for the Math Connections worksheet (we only did the first 2 pages) Click here for the Textual Applications worksheet
    • FYI- these worksheets are similar to the test questions. The idea for the next test is to be able to apply the concepts learned into reading charts and predicting outcomes. Test is Thursday for A-Day, and Friday for B-Day. If you are leaving for Spring Break early, please make arrangements to take the test before you leave. 


    Monday, April 1 (A-Day) and Tuesday, April 2 (B-Day)

    • Class started with a pop quiz on ecosystem relationships. (it was easy) Absent students will take the quiz next class
    • We then reviewed the Claim, Evidence, Reasoning statement from last class. I checked it in for completion, not accuracy. In class, we reviewed it for accuracy so students get feedback on how well they would have done it was graded for accuracy points. (They should be glad it was not graded by me for points as most were not up to par)
    • Students then read pages 119-122 of the new textbook for StemScopes. There was a worksheet that accompanied the reading. Absent students can do the reading and worksheet at home: Click here for the textbook reading   Click here for the worksheet that goes with the reading
    • After the reading, students logged on to the Internet version of StemScopes. To log in go to: www.StemScopes.Com  
      • Username is just the first part of your school email address, before the @ symbol. Example: maohagan12
      • Password is your normal school password
    • Once in, students have 2 assignments to complete: 
      • 1. Use the "Picture Vocabulary" slides to write out the vocab terms for this unit. Click here for vocab sheet  As always, each definition needs a colored picture with labels. 
      • 2. Complete the "Concept Review Game"  to practice answering questions for this unit. 
    • HW is to finish vocab and STUDY IT! Absent students should be able to do all of this at home, before they come back to class. 
    • Test on this unit will be right before we leave for Spring Break: April 11 & 12. 

    Thursday, March 28 (A-Day) and Friday, March 29 (B-Day)

      • Class started with a quick review of the concepts of predatory interactions, competitive interactions, and mutually beneficial interactions. 
      • We then did an activity where students had to identify the specific type of interaction as presented on a bunch of paired organism cards. 
      • After the activity, there were reflection questions that we went over as a class. 
      • The last activity of the day was to write out a Claim, Evidence, Reasoning statement regarding where these types of interactions can be found in the world. Students got a refresher on how to write these statements, then had class time to finish the assignment. 
      • The CER's are due next class. Most students finished in class. 
      • If absent, please just wait to get the handouts when you come back to class. It is impossible to replicate what we did in class at home.

    Tuesday, March 26 (A-Day) and Wednesday, March 27 (B-Day)

      • Students were handed back the test they took last class. We went over the test so they could see where they may have gone wrong on a question, then I re-collected the tests.
      • Our new unit will be on ecosystems and the interactions of organisms in them. Today was an intro day that hopefully got students to remember things they already know about relationships in Ecosystems. 
      • We started with the question "Do Fish Bathe." Students took a guess at their answer, watched a quick video, then modified their guess. They only filled in the first box of the worksheet. The other two boxes will get filled in as we complete the unit. Click here for Do Fish Bathe
      • Then students completed a worksheet that had them "correct" the statements made about relationships in ecosystems. In the class discussion we started to review some of the key vocabulary and concepts that students should already know from previous years of schooling. Click here for worksheet
      • Finally, students completed the "In More Than One Relationship" worksheet where they tried to decide if the relationship stated was helpful, harmful or neutral to the organisms involved. In this class discussion we went over the concepts of competition, mutually beneficial interactions, predator-prey interactions, and neutral interactions. Click here for the "In more than one relationship" worksheet
      • Absent students can download and complete all 3 worksheets at home before they come to class. Please realize that you missed a LOT of class discussion around the 3 worksheets, so you will still have some catching up to do when you are back. 
      • No HW

    Friday, March 22 (A-Day) and Monday, March 25 (B-Day)

      • Students got 5-10 minutes before the test to review
      • Test on rocks and the Rock Cycle 
      • After the test, all classes watched about 30 minutes of a Planet Earth Video as a way to introduce ecosystem interations. 
      • No HW
      • Absent students will take the test during the next class. 

    Wednesday, March 20 (A-Day) and Thursday, March 21 (B-Day)

      • I showed a couple of quick videos on the rock cycle (silly songs, etc)
      • Students had their lab partner go over the HW from last class for accuracy. Did they actually describe how one type of rock can transition into another type of rock? They used a rubric to guide the evaluation. click here for the rubric
      • Students then learned how to critique and evaluate different model drawings of rock cycles. They had to evaluate 3 on their own (later corrected in class). click here for comparison worksheets
      • Students then read an article about the local geology of the Santa Monica Mountains and the local So Cal geology. There is a worksheet to go with this to help students summarize the reading. Click here for article to read  Click here for the worksheet to go with article
      • Absent students should do all of this work at home. You should be able to finish it all, except grading your HW, before you come back to class. 
      • HW is to study for the test on this unit. Test is next class. Test will have a question or two from the article on the local geology and on critiquing rock cycle models. 

    Monday, March 18 (A-Day) and Tuesday, March 19 (B-Day)

    • Class started with the quiz on the rock vocab terms and basic ways of identifying each type of rock. We corrected these quizzes in class together. Absent students will take the quiz next class. 
    • I then showed some slides and videos on the 3 main rock types and how to identify those types of rocks. This was NOT new information. This was to supplement what students should have learned and observed at the station rotation that happened last class. 
    • We then introduced the concept of the rock cycle. Students competed and corrected a worksheet in class about the rock cycle. worksheet done in class
    • For HW, students are writing a description of the rock cycle on this worksheet:click here for work due next class. On this worksheet, students are to use terms in a word bank in the description of their rock cycles. There are 3 terms students do NOT have to include because we did not really cover them: silt, uplift and strata. 
    • Next class we are going to do more practice with rock cycles, but other than that, all content has been learned for this unit test. Test will be this Friday, March 22 for A-day classes and on Monday, March 25 for B-Day classes. If you did not do well on the quiz today, then I suggest starting to study for this test now. 
    • If you are an A-day student who is going on the school field trip this Wednesday, please come get the Wednesday work from me BEFORE the trip. You will still be taking the test Friday as it is your responsibility to get your work in advance. 


    Thursday, March 14 (A-Day) and Friday, March 15 (B-Day)

      • I am out of town for these two days, so the students will have a guest teacher. 
      • Class will start with a notebook check quiz. This time, students will have to provide the correct answer for items on specified pages of their science notebook. This is to ensure they have followed directions for attaching worksheets to the correct page as well as correcting their work when we go over it. The quiz is worth 22 points and will be included on the Quarter 3 grade. 
      • After the quiz, there are 3 assignments the students will rotate through:
        • 1. Do a station rotation to examine different types of rocks and take notes on the key features to identify that type of rock
        • 2. Read pages 222-227 of the textbook and answer the questions on the corresponding worksheets
        • 3. Finish all vocab terms if not yet completed
      • There will be a quiz on all the rock cycle vocab terms next class. Students should know all 7 terms as well as some basic ways to identify each category of rock (igneous, sedimentary, metamorphic). They have been taking notes on this for 3 full classes now- they should be ready for a multiple choice/matching test on these terms and concepts. 

    Tuesday, March 12 (A-Day) and Wednesday, March 13 (B-Day)

      • Warm up was to read pages 220 and 221 of the textbook, that introduces how to identify rocks. Under the vocab sheet in your notebook (page 126) students added 3 new terms from that reading: composition, texture and crystal. Wrote definition only, no pictures. 
      • Then students spent the rest of class examining 12 rock samples. They made observations about the characteristics of the rocks, and worked their way up to determining if they were sedimentary, igneous, or metamorphic rocks. 
      • Absent students will just have to get notes from another student when you get back as this was not something you can do at home. 
        • Students had a little time at the end of class to work on their vocabulary terms. The first 4 are due next class, but most students got closer to finishing all 7 terms. 
        • There will be a "quiz" on notebook organization/correctness next class.

    Friday, March 8 (A-Day) and Monday, March 11 (B-day)

    • We passed back the plate tectonics tests and went over them. 
    • I then handed out 3 worksheets to start our new unit on Rocks and the Rock Cycle. (2 are notes, 1 was vocab)
    • One of the handouts was the vocab for this unit. It is not HW to look up the vocab yet: Click here for Rock Cycle vocab sheet
    • We looked at some sample rocks, then took notes on the 6 ways rocks can form. Absent students should gets notes from their lab partners when they return. 
    • There was no HW. 


    Wednesday, March 6 (A-Day) and Thursday, March 7 (B-Day)

    • Test day. Students got a few minutes to review on their own before the test on Plate Tectonics
    • After the test we finished wacthing the "How the Earth was Formed" movie from the other day. 
    • No HW


    Monday, March 4 (A-Day) and Tuesday, March 5 (B-Day)

    • Today was all about practicing and reviewing for the test that will be next class. Students got 3 new practice worksheets. They had time to do them, then we corrected them in class. We also played a Kahoot review game. Absent students can get the worksheets in class. 
    • HW is to study for the test on plate tectonics

    Thursday, February 28 ( A-Day) and Friday, March 1 (B-Day)

      • There was a guest teacher for both of these days as I was out at science trainings.
      • Class started with a Pop quiz on plate tectonics.
      • Then students answered questions on a worksheet that went with a History Channel movie on "How the Earth Was Made"
      • At the end of class, the guest teacher handed out a worksheet on the 3 types of convergent plate boundaries. This is homework and will be checked for completion (along with the 10 vocab words) next class. click here for the worksheet
      • TEST on plate tectonics will be next Wednesday for the A-Day classes, and next Thursday for the B-Day Classes. Class Monday/Tuesday will be practice and review for the test


    Tuesday, February 26 (A-Day) and Wednesday, February 27 (B-Day)

    • Class started by watching the Brainpop video on Plate Tectonics then taking the video quiz together as a class. 
    • Students then logged onto the Chrome computers to do some reading and question answering on the TeachTCI.com website. 
      • Go to TeachTCI.com
      • Log in as student
      • Log in with google (make sure you are logged onto your school's gmail account so the accounts can link to each other)
      • Once in- find the "text" button on the top bar. click it
      • In the purple bar of drop-down options at the top of the screen, select Lesson: "16 Earth's Tectonic Plates" 
      • Then in the SECTION section of the same purple bar, select "Section 2 Discovering Earth's Interior"
      • Students must complete sections 2-5 on the computer. If absent, they should do sections 2-7, but answer the questions for 6 and 7 on the worksheet below. 
    • Once done with Section 5 on the computer, students then got out the text books to answer wroksheet questions for sections 6 and 7. These questions are on paper that will tape into notebook page 119 click here for worksheet
    • HW is to complete all 10 vocab terms. Vocab will be checked next class. Click here for vocab worksheet
    • Test on all Plate Tectonic content will be next Wednesday (A-day, March 6) and Thrusday (B-Day, March 7). 
    • FYI- I am having a pop quiz next class
    • Friday, February 22 (A-Day) and Monday, February 25 (B-Day)

      • As a warm-up students read pages 204 and 205 of the textbook. After the reading they answered the final 2 questions on the handouts from last class ("page 4")
      • We then had a quick class discussion to re-cap the mapping they did last class. The take-home lesson is that mapping the different plant and animal fossils, as well as comparing similar mountains are the first pieces of evidence of continental drift. 
      • I then handed out todays worksheets: a note worksheet Click here for note pages 5 and 6 and a worksheet for drawing models of the three types of plate boundaries click here for modeling worksheet
      • Through a series of lecture and hands-on activities, students learned about the 3 types of plate boundaries and their interactions. Absent students can just get the papers and notes from their partner when they return to class. 
      • There was going to be vocab homework, but all classes ran out of time to get to it. Therefore- there is no official homework.


    Wednesday, February 20 (A-day) and Thursday, February 21 (B-Day)

    • New seating chart
    • Collected any self reflections not turned in last class
    • Started unit on Plate Tectonics. Students practiced their map skills then did an activity where they had to plot fossil record evidence on a world map. They then used the map as evidence to support the theory of continental drift and plate tectonics. There was a worksheet with some questions that needed to be answered along the way. Click here for worksheet
    • No HW
    • Absent students can get the worksheet when they come back to class. If absent, and have already created an account on TeachTCI.com you can log in and got through the assignment on your own: Segment 3, Lesson 16, Investigation 1 on Plate Tectonics. 

    Thursday, February 14 (A-Day) and TUESDAY, February 19 (B-Day)

      • We graded the final egg incubator device drawings using the rubric posted last class. 
      • We then introduced the idea of "The Distribution of Earth's Resources" as an over-arching theme we will re-visit as we begin the new unit on Earth Science. We completed questions 1 and 2 of this handout. The rest of the handout will get filled out as we go through this unit. Click here for handout
      • 7th grade science is starting to pilot a new curriculum that can be found at TeachTCI.com
      • The curriculum will be a combination of hands-on activities, readings, labs, and notes. Students will be required to do a lot of critical thinking and show what they know along the way. Students that were in class were shown how to create and access their on-line account. Absent students will sign on the next time they are in class and we are using the system. 
      • HW tonight is to complete a self-reflection about the Reptile Egg Incubator Project. Students had time to start it in class. If not finished, it becomes homework due next class. Absent students can download it at home and turn it in next class. click here for the reflection

    Tuesday, February 12 (A-Day) and Wednesday, February 13 (B-Day)

      • Class started with a review of the exact rubric that will be used to grade the egg incubator device and a demo on how to use a Ziploc bag to make the actual heat pack that will be tested. 
      • Students then had the entire rest of class to build and iterate their incubator devices. Groups were allowed to make one demo heat pack in a Ziploc for practice before they came up to test for points. They were also allowed to demo the incubators with real eggs so they could iterate their devices before testing. 
      • Most A day groups were able to test out today. I believe all B day groups will be able to test out next class as they already had some time to start building last class.
      • HW is to draw and label a model of their final incubator device. This drawing will be graded off of a 25 point rubric for completeness, color, effort and legibility.  Click here for the HW assignment itself  Click here for the rubric that will be used to grade the final drawing
      • If groups did not test in class today, they will have to test within the first 25 minutes of the next class. 
      • Absent students will need to come talk to me about make-ups. If absent, you should still work on drawing out a final model. See the handouts above. 

    Friday, February 8, (A-Day) and Monday, February, 11 (B-Day)

    • Passed back quizzes and the graded Marshmallow Engineering Challenge. Went over both. Students were warned that they need to better the quality of work being turned in. Gone are the days of easy A's just because they scribble an answer down. Answers must be complete and thoughtful from now on...
    • We then reviewed the requirements for the Reptile Egg Design Challenge
    • Students then wrote thier own procedures for the next step of the Design Challenge: experimenting to find out the correct ratio of chemicals to use in their heat packs. 
    • HW is to start bringing in materials for the rest of the device from home (boxes, padding, etc)


    Wednesday, Februray 6 (A-Day) and Thursday, February 7 (B-Day)

    • Class starts with the quiz on engineering.
    • Ms. O'Hagan is out at a conference, so after the quiz, there will be a movie on chemistry of food.  Students answer questions on a worksheet as they watch the movie. 
    • Depending on the time remaining, students can either have a few minutes to work on their heat pack experiment design write-up or complete a fun survival challenge activity. 
    • No specific HW. 
    • Absent students will just have to make up the quiz when they get back to class. 


    Monday, February 4 (A-Day) and Tuesday, February 5 (B-Day)

    • I debriefed the Marshmallow Design contest from last class then showed a video about the process. https://www.ted.com/talks/tom_wujec_build_a_tower#t-387620
    • We then corrected the practice sheet from last class that will help them get ready for the quiz that is next class. (On the 8 steps of the engineering design process)
    • Students then completed an experiment to figure out what chemicals they should use to design the heat pack for the egg incubators. We went over the results in class. Students now know which three chemicals to use in their heat pack design, but they do not yet know the perfect ratios/amounts of chemicals to use. Click here for the experiment
    • Working in pairs, students are now writing their own experiment, choosing the amounts of chemicals to try out. They must also create a data table that will track their experiment results. The experiment design and data table must get teacher approval BEFORE they can do their experiment. 
    • HW: study for the quiz that is next class. 

    Thursday, January 31 (A-Day) and Friday, February 1 (B-Day)

    • I am out at trainings for these two days. 
    • Students completed an engineering design challenge with the guest teacher. They tried to build the tallest tower of spaghetti that would hold a marshmallow on top. 
    • After the challenge, students did a practice worksheet that will prepare them for the quiz on the engineering design process coming up in 2 classes. Click here for the practice worksheet
    • After the worksheet, students did an assignment on www.discoveryeducation.com  This will not be homework for students that were absent.
    • HW is to finish the practice worksheet if not done in class and to start studying for the quiz

    Tuesday, January 29 (A-Day) and Wednesday, January 30 (B-Day)

    • Students turned in the signed test self-reflection worksheet from last class.
    • We then checked in the "My Real World Engineering Problem" that was doen for homework. Students had a chance to share thier story with peers. 
    • We then completed the back-side of the Taco Party Engineering Design Worksheet (pg 105). Students watched a video about engineering a device to help treat water in Bangladesh. Students were responsible for taking notes on certain parts of the steps of the Engineering Design Process, then working with other students to complete ALL parts of the notes. We also went over together as a class so all parts of that worksheet should be completed well. Absent students can watch the video on YouTube and complete the notes by themselves at home, then compare to their table partner when they get back to class. The video link is on the worksheet. CLick here for the engineering video worksheet
    • Students then read about a "problem" they are going to work to make a physical device to solve that problem with. Absent students can read the problem here: click here for the background Info
    • Students answered questions 1-3 on this worksheet to help define the problem, identify the criteria for success, and brainstorm some ideas on the device. click here for worksheet
    • I then showed a video on heat packs. click here for video
    • Students then answered questions 4, 5 and 6 on the back of the worksheet. 
    • Students then got to see info about identifying the types of reptile eggs: click here for reptile egg id sheet  and then answered questions 7-9 on the wokrsheet. 
    • HW for all classes is to sketch out their first design for a portable incubator to carry one reptile egg. Design must include detailed labels for what materials are used and how it will be constructed. This drawing goes onto notebook page 107. All students need to have this drawing compelete by next class.It will be graded using this rubric: Click here for rubric 
    • FYI- over the next few classes, students are going to work on designing a heat pack that will get to the correct temperature range AND bring in materials from home to actually make the portable incubator. Please do not spend any money on materials, just make do with stuff from home....
    • FYI- there will be a quiz on the Steps of the ENgineering Design Process next week. Students will have to know all 8 steps, in order, as stated on the "Taco Party" worksheets. They will also be given scenarios and will need to identify which step of the Design Process the example is in as well as put some real world examples into the right order. 


    Friday, January 25 (A-Day) and Monday, January 28 (B-Day)

    • I passed back the tests on Energy taken last class. We went over the test to clear up any left-over misconceptions on the energy concepts. 
    • I also covered some test taking strategies and general study skill tips to make yourself a better student. Students were made to do a "self-reflection" on how they studied for the test. In reality though, the purpose of this reflection was to introduce students to different ways they can help themselves be better students. The goal of 7th grade is to discover what specific strategies work for you, not the other people in the class. Everyone, regardless of how they performed on the test was asked to think about 3 or 4 strategies they can try differently next time (or in other classes) to help them better prepare for future tests. If students scored below an 83% on either part of the test, they do have to get a parent signature on the reflection form.... Click here for the self reflection worksheet
    • After this, we re-visited the world of Engineering Design. Students watched a video equating the Engineering Design Process to figuring what to make for a last minute dinner party. Absent students can simply download the video worksheet and follow the directions to get to the video that is on YouTube. You can easily complete this assignment from home, BEFORE you come back to class! ;-) CLick here for the engineering video worksheet
    • The HW for ALL of classes is to think of a time they had to solve a real world problem (like they saw demonstrated in the Taco Party Video) on page 104 of their sinq. They should describe the problem, and link what they did to solve it to the 8 steps of the Engeering Design Process as outlined on the Taco Party video worksheet. Don't forget your parent signature if you test scores were lower than 83%...


    Wednesday, January 23 (A-Day) and Thursday, January 24 (B-Day)

    • I passed back the graded Energy and Hot Chocolate HW. This should get taped onto page 100
    • Students then took the test on Energy. 
    • When they brought the test up to turn in, they picked up the 1st worksheet "What is Engineering". When done, they came back to get the next two worksheets: "The Engineering Design Process" and "You are the Engineer"
    • Worksheets 1 and 2 were discussed in class, and should have been completed already (unless they took all period to finish the test)
    • After we discussed the first 2 worksheets as a class, students got into groups of 4 to share what they had been able to design out on the last worksheet. Most students had time to finish the third worksheet, if they did not, then it becomes HW (and now they have some inspiration after hearing/seeing some other students designs). They need to actually sketch our their design solution on the back of that 3rd document. 


    Friday, January 18 (A-Day) and Tuesday, January 22 (B-Day)

      • No new info was taught today. Class was dedicated to reviewing and practicing for the energy test that will be given next class. Test has 38 multiple choice questions and 21 points of short answer. Everything from notebook pages 82 to 99 is fair game for the test. 
      • Students started by completing the worksheet on the back side of the Venn Diagram they did last class. (page 93) Click here for warm up
      • We then corrected the Ice Inquiry students completed for HW last class. The grade was based on accuracy of answer, not just completion! Click here for the rubric used to grade the HW
      • Students then had time to complete 3 review/practice activities
        • 1. Make a graphic organizer under the notes on page 86 to summarize the different types of energy. Absent students should just write "Absent" on that page (under the notes) as you had to be in class to get the verbal instructions. 
        • 2. Complete a practice worksheet about the types of energy Click here for review worksheet
        • 3. Read an article about endothermic and exothermic reactions, then answer review questions. Click here for article and worksheet
      • Once everyone was done, we went over the answers together as a class. Then students had a chance to answer questions they may still have from the study guide. Click here for the study guide
      • Students used the remainder of class time to continue to study, make flashcards, etc. 


    Wednesday, January 16 (A-Day) and Thursday, January 17 (B-Day)

      • I collected the Hot Chocolate Energy Transformation worksheet. This will be graded for accuracy, not just completion. 
      • Students then took notes on Heat Energy and Endothermic/Exothermic reactions. Most of the info in these notes was a refresher from earlier in the year. At the end of the notes, I passed back the graded lab from last class and we discussed the answers. Students should have had a little better understanding of what happened in the lab after doing the notes. Click here for teacher and student version of the notes
    • Students then completed a Venn Diagram on exothermic and endothermic reactions as well as a worksheet that had them practice identifying examples of those types of reactions. Click here for the Venn Diagram  and Click here for the other practice worksheet
    • Homework is to complete the Ice Inquiry worksheet. Students MUST describe what is happening with the speed of the molecules of ice and hot tea when describing what happens when ice is added to the tea. Your notes have the answers in them- review your notes! Click here for the Ice Inquiry sheet
    • Homework is also to review the study guide given out at the start of the unit. Next class is a review for the test. Students must come into class already having reviewed the study guide so they can clarify concepts before the test. Click here for the study guide
    • TEST will be on Wednesday, January 23 for A-Day students and Thursday, January 24 for B-Day students. 


    Monday, January 14 (A-Day) and Tuesday, January 15 (B-Day)

    • I checked in the 2 HW worksheets while they did the warmup, then we corrected the HW together as a class. 
    • Students then completed an energy lab on endothermic and exothermic reactions. Students read and highlighted the background info page, then followed the directions to complete the lab itself. The lab write up was due in class. Click here for the lab documents Absent students should print out the lab documents and read the material. They can look at a classmates write up when they come back to understand what they missed. You will be held responsible for knowing the lab details even if you were absent!
    • After the lab, students could start the HW worksheet. They need to make a flow chart of the energy transformations that occur to make a cup of hot chocolate. They start at the sun, and end with hot chocolate! Examples were given in class. the HW is on the second page of this document (The other page you already did for HW last class) Absent students can print this out and try it at home!
    • There will be a TEST on all the energy stuff we have covered thus far at the beginning of next week. (Tuesday/Wedmesday). We will go over endothermic and exothermic notes next class, so don't panic yet. You will get more info than what you just did on the lab. Click here for the study guide 


    Thursday, January 10 (A-Day) and Friday, January 11 (B-Day)

    • Students completed a warm-up worksheet that had them review the lab from last class. I checked in the vocab HW and looked at the lab sheet while they worked. 
    • We then corrected the warm up worksheet.  Click here for the warmup worksheet
    • Students then took notes on Energy Types and Energy Transformations. Click here for teacher and student versions of the notes  **During the notes, students added the term "Energy" to their vocab sheet on page 83. They did NOT have to draw an example, just add the term and the definition as stated in the first part of the new notes. 
    • HW is to complete two worksheets practicing identifying energy transformations. Due next class. Most classes had time to get started on them in class. Click here for worksheet #1  Click here for worksheet #2
    • If you were absent, please try to print out the notes and complete all the worksheets! You can copy the answers to the blanks in the notes from the teacher version of the notes... You can do it! :-)


    Tuesday, January 8 (A-Day) and Wednesday, January 9 (B-Day)

    • Welcome back from Winter Break! All classes started by getting new seating assignments!
    • We then did a 7 station lab rotation. Students had to make observations and answer questions about the activities posted at each station. They then needed to figure out what ALL stations had in common. 
    • HW is to use the interactive glossary on www.DiscoveryEducation.com to look up definitions and examples for 8 vocab terms on different types of energy. Students should watch the animations and videos to help them come up with their picture examples (that need to be labeled!) Here is the vocab worksheet that has the terms on it: click here for vocab sheet  Students did have a chance to get started on this in class, so it should not take too long to complete for HW


    Thursday/Friday Dec 19 & 20- right before break

    • Went over the test
    • Did a lecture on vaping
    • Have a fantastic break!


    Tuesday, December 17 (A-Day) and Wednesday, December 18 (B-Day)

    • Collected quarter 2 class passes
    • Completed a notebook check for points that covered pages 67-80
    • Took the test on photosynthesis & cellular respiration. (I hope you used that study guide given weeks ago to prepare as the test is quite hard!)
    • No HW today! But the quarter does end this Friday, so double check Q to make sure none of your teachers made errors in entering your grades and/or that you turned in all work that you were supposed to this quarter. Do this BEFORE Friday so teachers can make changes before they turn in final grades. 


    Friday, December 14 (A-Day) and Monday, December 16 (B-Day)

    • Checked in vocab 12-15 and combo worksheet
    • Corrected the worksheet and went over the notebook quiz from a few classes ago
    • Rest of class was spent reviewing for the test next class. We did a hands-on manipulative formula activity, wacthed some review videos followed by oral quiz questions, etc. 
    • Students then completed a final review worksheet that compared photosynthesis to cellular respiration. We corrected this in class before they left: click here for comparison chart and answer key
    • Students also had the opportunity to ask any questions they had regarding the study guide or content for the test. 
    • HW is to study for the test and to prepare science notebooks for a check for points next class. Click here for the study guide


    Wednesday, December 12 (A-Day) and Thursday, December 13 (B-Day)

    • Checked in vocab 8-11 and worksheet on cellular respiration for points.
    • Corrected the worksheet
    • Started a "respiration" lab in test tubes with yeast and sugar. Absent students will need to get a copy of the lab sheet and complete the answers. They will not make up the lab itself, but WILL be responsible for answering questions about what happened in the lab. Specifically, the yeast is a microorganism that performs alcoholic fermentation. Carbon dioxide gas builds up in the test tubes, and makes the stoppers pop off. 
    • We also completed the notes started last class. The notes covered anaerobic respiration (fermentation). This was the last of the new info. Next class, we will just review for the test.  Click here for the notes
    • Test on this unit will be: Tuesday, December 18 (A-Day) and Wednesday, Dec 19 (B-Day) Study guide
    • HW: 
      • Complete the rest of the vocab words (12-15)
      • Complete the new worksheet handed out that combines photosynthesis and cellular respiration click here for worksheet
      • Start using the study guide to prepare for the test next week. This will be the longest and hardest test so far this year. DO NOT WAIT UNTIL THE LAST MINUTE TO REVIEW. You should review tonight, so if something is confusing, you can ask about it next class! 

    Monday, December 10 (A-Day) and Tuesday, December 11 (B-Day)

    • Checked in photosynthesis worksheet on page 74 (B-day also checks in vocab 1-7)
    • Corrected that same worksheet
    • Trade and grade your photosynthesis model drawings in class. Every student had an opportunity to fight for more points in class.
    • New notes on Cellular Respiration. We completed 3 of the 4 pages of notes. Click here for the notes
    • Review worksheet on Cellular Respiration passed out and due next class. Click here for worksheet
    • HW is to finish worksheet if not done in class and to complete vocab terms 8-11. Use your notes and/or Discovery Education to look up the vocab terms. 
    • Test on this unit will be: Tuesday, December 18 (A-Day) and Wednesday, Dec 19 (B-Day) Study guide


    Thursday, December 6 (A-Day) and Friday, December 7* (B-Day)*

    • Class started with an open notebook quiz to check if students are organized and correcting work as they go. 
    • Students then did a "Photosynthesis Review" worksheet Click here for worksheet that goes onto page 74
    • Students then had about an hour in class to draw an accurate model of photosynthesis. They were given a rubric to guide what details needed to be included on the drawing. The model is due next class, but most students turned it in before they left. Get rubric here Absent students can download the rubric and complete the drawing at home. 
    • Vocab 1-7 was checked in while students worked.
    • HW is to finish page 74 and the model drawing if not done in class. 
    • Test on this unit will be: Tuesday, December 18 (A-Day) and Wednesday, Dec 19 (B-Day) Study guide
      • was given out last class: Click here for the study guide
      • I was absent for the Friday, B-Day, class. Vocab 1-7, page 71 and page 74 will be checked for completion when I return next week. Also, students that finished the model drawing early were asked to start a new assignment on www.DiscoveryEducation.com  This on-line work is NOT HW for B-day students. 


    Tuesday, December 4 (A-Day) and Wednesday, December 5 (B-Day)

    • The quiz from last class was passed back along with the Skittles lab. We went over both in class. The quiz was re-collected as there are a lot of people that still needed to take it as a make-up. 
    • We then started our new unit on Photosynthesis and Cellular Respiration. Students received the study guide for the unit and the vocab sheets for the entire unit: Click here for the study guide   Click here for the vocab sheets
    • Students completed the first set of notes on Photosynthesis. Click here for the Notes on Photosynthesis The notes were very interactive and included them brainstorming in their notebooks about how a growing tree gains its mass (page 72) and drawing a rough model of photosynthesis (page 73). If absent, write "I was absent" on page 72. On page 73, draw and label a model of photosynthesis in color. 
    • At the end of the notes, the first practice worksheet was given out to summarize/model photosynthesis. Not all classes had time to finish in class. They will have a little time during the warm up next class to finish. This worskeet is included in the link to the Notes above.
    • HW is to look up the first 7 vocab words on the sheet. You need to write the definition, then draw, color and label an example for each term. (Most students did this in class with the guest teacher last class.) Vocab will be checked in next class. 
    • Notebook Quiz next class on pages 41 to 66 of their science notebooks. Instead of checking every signal page to make sure they have it, this round I am going to give them 10 questions they need to answer from those pages in the notebook. For example, a question may read: what is the answer to problem 6 on page 48. This will be a quick and easy way to double check they have kept their science notebook well organized and that they corrected problems in class. 

    Friday, November 30 (A-Day) and Monday, December 3 (B-Day)

      • I am absent for both of these classes. All science teachers are attending the California Science teacher conference.
      • Students took the quiz on balancing Chemical Equations.
      • After the quiz they will log onto www.DiscoveryEducation.com and open the new assignment: "How to plants get food." They need to complete the Engage page and Explore pages 1 and 2. 
      • Once done, they can use the interactive glossary to look up the new vocabulary words. They need to write the definitions, and draw, color and label examples for the word on both sides of the worksheet.
      • No other homework. 


    Wednesday, November 28 (A-Day) and Thursday, November 29 (B-Day)

    • Students used Skittle candies to make models of molecules. These models helped them balance chemcial equations. This was just more practice before the quiz.
    • Absent students will not have to make this lab up.
    • No homework except to study for the quiz next class. 


    Tuesday, November 27 (B-Day)

    • We went over the 2 HW worksheets from last class and checked them in for completion.  
    • Students got one new practice worksheet balancing chemical equations. Students that understood how to balance the formulas got to work independently. Students that needed more help worked with me in small groups so they could learn how to balance the equations. 
    • HW was just to finish the worksheet if not done in class. 
    • Quiz on balancing Chemical Formulas/Equations will be on Friday, November 30 for A-Day and on Monday, December 3 for B-Day. Study guide was given out before break: Click Here for Study guide


    Monday, November 26 (A-Day)

    • We spent about 30 minutes of class reviewing the parts of chemical equations and how to balance them. 
    • Rest of class was spent "community building" and playing games. 
    • Quiz on balancing Chemical Formulas/Equations will be on Friday, November 30 for A-Day and on Monday, December 3 for B-Day. Study guide was given out before break: Click Here for Study guide
    • Only HW is to review the notes and worksheets between pages 61 and 66 of the science notebook to review for the quiz. Focus on the notes (pages 61-62) and the practice sheet on page 65. 


    And then there were fires and Thanksgiving Break.... Hope everyone is okay!

    Thursday, November 8 (A-Day)

    • We went over the 2 HW worksheets from last class and checked in the vocab terms. 
    • Students got one new practice worksheet balancing chemical equations. Students that understood how to balance the formulas got to work independently. Students that needed more help worked with me in small groups so they could learn how to balance the equations. 
    • HW was just to finish the worksheet if not done in class. 


    Wednesday, November 7 (B-Day)

    Tuesday, November 6 (A-Day)


    Monday, November 5 (B-Day)

    • Thank you letters were collected at the start of class
    • Students got to go over the last test they took. They are NOT bringing them home. 
    • We then did an introduction and mini lab activity for the concept of the Law of Convservation of Matter/Mass. CLick here for the Engage Worksheet
    • B-day students are also getting a jump on the new notes as Wednesday is a Minimum day. Click here for Notes on Balancing Equations
    • HW is to use the notes to write down definitions for this unit. Definitions will go onto the STUDY GUIDE for the unit. Click Here for Study guide
    • Quiz on Law of Conservation of Matter and balancing chemical equations will happen right before the Thanksgiving Break: Thursday, November 15 (A-Day) or Friday, November 16 (B-Day). If students know they will be absent on those days, they should take the quiz BEFORE they go (On the Wednesday or Thursday)

    Friday, November 2 (A-Day)

    • Students got to go over the last test they took. They are NOT bringing them home. 
    • We then did an introduction and mini lab activity for the concept of the Law of Convservation of Matter/Mass. CLick here for the Engage Worksheet
    • Students then learned how to write thank you letters. 
    • HW is to finish 3 Thank You Letter. Due next class.
      • If they went on the Catalina Trip, they have to write one for the camp counselor, 2 for chaperones (If your group only had 1 chaperone, please write a letter to Mr. Roesner, the teacher, that also came on the trip)
      • If they did NOT go on the trip, then they can write 3 letters to anyone in their life!


    Thursday, November 1 (B-Day)

    • All students in class today wrote thank you letters. 
      • If they went on the Catalina Trip, they have to write one for the camp counselor, 2 for chaperones (If your group only had 1 chaperone, please write a letter to Mr. Roesner, the teacher, that also came on the trip)
      • If they did NOT go on the trip, then they can write 3 letters to anyone in their life!
    • HW is to finish 3 Thank You Letter. Due next class.


    Monday, Tuesday, Wednesday: OCtober 29-31

    • Catalina Trip.
    • No HW


    Thursday, October 25 and Friday, October 26

    • Students took the test on chemical and physical properties today
    • We then discussed preparing for the Catalina Trip!
    • No HW


    Tuesday, October 23 (A-Day) and Wednesday, October 24 (B-day)

    • Today in class we did a warm-up worksheet practicing identifying chemical and physical properties while I checked in the 13 vocab words. 
    • The bottom half of the worksheet students filled in by watching a Brain Pop video on physical and chemical changes. Click here for warm up worksheet
    • We then spent a good amount of time going over the lab from the previous class. The labs were graded on the students ability to follow the directions about what type of info to write onto the sheet, not if they got everything correct. We corrected the actual info together.
    • After that was a Kahoot game to review for the test that will be next class. Click here for the study guide
    • The test will be a combination of multiple choice and matching questions along with some short response. 


    Friday, October 19 (A-Day) and Monday, October 22 (B-Day)

    • Students did a 13 station lab rotation where they performed mini exeriments. At each station, they needed to ID if the change was physical or if it was a chemical reaction. If absent, you will NOT make up this lab. 
    • HW is to finish the 13 vocab words. Click here for vocab sheet
    • Quiz on physical and chemical properties is at the end of this week. The study guide was given out last week: Click here for the study guide


    Wednesday, October 17 (A-Day) and Thursday, October 18 (B-Day)


    Catalina trip is less than two weeks away. If you need a new copy of the packing list for what to bring,click here: packing list 2018

    • There are still a few students that indicated they will need to take medicine on the trip that have NOT yet turned in the medical form signed by a doctor!!! This has to be turned in to the office within the next week. Click here for the directions regarding medicine needs at camp
    • If you need a new copy of the paperwork for the doctors to sign, it is on pages 2 and 3 of this document: Forms here
    • The parent info meeting for Catalina is THIS Thursday, October 18 at 6pm in the MCMS Gym. The meeting is not mandatory, but will contain all the info you need to help your student pack and get ready for the trip. 


    Monday, October 15 (A-Day) and Tuesday, October 16 (B-Day)

    • Today we started a new unit on Physical and Chemical Properties of Matter. This unit will also include chemical reactions! I passed out a study guide that will help them study over the next two weeks. students should not just wait until the night before the next test. They should spend a few minutes everynight comparing the study guide to what they learned in class that day. Click here for the study guide
    • Notes were taken: Click here for the filled in and blank versions of the notes
    • Under the notes on page 54, students should have hand-written a summary of the different physical and chemical properties listed in the notes.
    • Students then completed a worksheet where they had to identify if a change was a physical or a chemical change: Click here for the worksheet
    • Once done, students logged into my Google Classroom. There is an assignment to read about Properties of Matter in our on-line textbook. If they go into Google classroom, there is a link that will take them directly to the start of the on-line chapter. Please read the directions in classroom before opening the link.
    • HW is to finish the textbook reading if not done in class (most students finished in class)
    • There are still a few students that indicated they will need to take medicine on the trip that have NOT yet turned in the medical form signed by a doctor!!! This has to be turned in to the office within the next week. Click here for the directions regarding medicine needs at camp
    • If you need a new copy of the paperwork for the doctors to sign, it is on pages 2 and 3 of this document: Forms here
    • The parent info meeting for Catalina is THIS Thursday, October 18 at 6pm in the MCMS Gym. The meeting is not mandatory, but will contain all the info you need to help your student pack and get ready for the trip. 


    Thursday, October 11 (A-Day) and Friday, October 12 (B-day)

    • Class started with a review of how to construct line graphs (Dependent variable on the y-axis, and the scales for both axis need to go smallest to biggest, and increase by even increments.)
    • Students then got to self-correct the 3 hand drawn graph worksheets they completed two classes ago. 
    • Lots of graded work was passed back to them as well.
    • We then spent the rest of class discussing what to pack and how to get ready for the Catalina trip. Students were given a packing list and some vital information for the trip. Click here for packing list 
    • The Catalina Parent Informational Meeting is next Thursday, October 18 at 6pm in the MCMS Gym. 
    • The only HW is for students going on the trip to share the info they got in class today with their parents. 
    • There are still a few students that indicated they will need to take medicine on the trip that have NOT yet turned in the medical form signed by a doctor!!! This has to be turned in to the office within the next week. Click here for the directions regarding medicine needs at camp
    • If you need a new copy of the paperwork for the doctors to sign, it is on pages 2 and 3 of this document: Forms here


    Tuesday, October 9 (A-Day) and Wednesday, October 10 (B-Day)

    • There were guest teachers for both of these classes as I was out at science trainings.
    • The Guest Teacher should have made announcements about signing up for groups on the Catalina trip:
      • If a student has a parent going on the trip they are welcome to come to my classroom at lunch on THURSDAY with the 1 to 3 other students that they want to be in a group with. The other students HAVE to be with them to sign up together
      • All other students coming with me to Fox Camp at CIMI can come to my classroom on FRIDAY at lunch. You must get in line with the 1 to 3 friends you would like to be with at camp. You will not be allowed to write down a students name that is not physically with you in line. Do not come with a large group of friends and expect to get into the same group- most likely you will be split into smaller groups. 
    • The rest of class was spent on the Chromebooks completing an assignment where students got to make tables and graphs using Google Sheets. The assignment is written up in my Google classroom, but I will include a set of directions here: Click here to see the directions for the assignment
    • The assignment becomes homework if not finished in class. 
    • When done, please "turn in to the Google Classroom Assignment." Do NOT "share" it with me as it will just get lost in my email inbox. 
    • Absent students can go into Google Classroom and do the assignment, or just download and then follow the directions above. You will have to turn this assignment in. 


    Friday, October 5 (A-Day) and Monday, October 8 (B-Day)


    Wednesday, October 3 (A-Day) and Thursday, October 4 (B-Day)

    • Students worked with their lab partners today to complete two tasks: 
      • Answer questions about data presented in different graphs
      • Research 6 different types of graphs to find out what type of data should be used in them, and make a presentation about the differences between them. The presentation could have been made in Google slides or on a paper poster. The slides/poster were due in class. There is no homework. 
      • Absent students can follow the directions on the attached document to go about making their own slide show. Click here for the assignment directions

    Monday, October 1 (A-Day) and Tuesday, October 2 (B-day)

    • Class began with the mini quiz on molecules. 
    • I then discussed the list of students who have signed up for Catalina, but are still missing either one of the permission forms or the form to be signed by a medical doctor if the student needs to take any type of medicine while on the trip. It would be great to have the doctor medical forms turned in by October 15th. 
    • Students then had time to finish off the Marshmallow Molecule Lab started last class. They needed to finish the poster AND answer a set of lab summary questions. These were both due in class today. Absent students will be responsible for answering the lab questions for homework. They can get the questions and info packets from me next class. 
    • When the lab was done and turned in, students then read an article about the most common elements found in living things. The article needs to go onto page 46 as a flip so the six questions posed at the end of the article can be answered directly onto notebook page 46. 
    • After the questions are answered, student then get to color a worksheet to highlight the six most common elements found in living things (coloring goes on page 47). Directions for the coloring sheet: assign a different color to each of the six different elements. Then, you need to color the sheet making sure to put the correct color in the correct areas based on the color scheme you assigned. As for "water" and "food" you can choose two additional colors for them and color the water bowl and carrot to match the two new colors assigned. 
    • Click here to get the article and coloring worksheets
    • HW is to finish the article questions and coloring if not done in class. However, most students had a solid 20-30 minutes to work on this assignment, so in reality, all students should have finished in class. If they did not, then they were not on task! :-)


    Thursday, September 27 (A-Day) and Friday, September 28 (B-Day)

    • Students copied an "Element and Molecule Summary" off of the board (onto page 43) while I checked in the 4 vocab words from last class. Click here for a photo of the summary written on the whiteboard
    • Students then spent the entire class making models of molecules in the "Marshmallow Molecule Lab" They built 3-D molecules using colored marshmallow and toothpicks, then drew molecules onto a poster. This lab took the entire class. Poster is due in class today.
    • Next class, students will have to answer questions about the lab. 
    • Absent students should come talk to me about making up the lab...
    • HW: Study for the quiz next class
      • Students must know the four vocab term definitions by heart: atom, element, molecule and compound. There will not be a word bank. 
      • Students will also be given a list of chemical formulas and be asked to identify if the formula is referring to a single atom, a molecule or a compound. (Just like they did in the notes on page 41. 
      • Basically, study the notes on page 41 and the summary they wrote onto page 43.


    Tuesday, September 25 (A-Day) and Wednesday, September 26 (B-Day)

    • We went over the test and the pyramid grading
    • Students then took notes on molecules Click here for student and teacher version of the notes 
    • After the notes students had time in class to complete the HW assignment
    • HW:
      • Log onto www.DiscoveryEducation.com website
      • Click into the new assignment titled: "What are the building blicks of everything?"
      • Read and do the activities on ONLY two pages of the chapter: The "Engage" page and "Explore Page 1"
      • When done with Discovery Ed, students must write definitions and give examples for the 4 new vocab terms: 1. Atom 2. Element 3. Molecule 4. Compound
        • There should be a title written onto page 42: Molecule Vocab
        • Definitions can come from the notes taken today or the Disc Ed website. Do NOT use google to get the definitions. 
        • Examples can be words, formulas and pictures. They do not need to be colored


    Friday, Septemeber 21 (A-Day) and Monday, September 24 (B-Day)

    • Pyramids were collected
    • Phase Craze worksheet was corrected
    • Test was taken on States of Matter
    • We then completed the first SINQ notebook check of the year (for points)
    • Absent students will have to make up the test and the notebook check next class.
    • There is no HW!!! :-)


    Tuesday, September 18 (A-Day) and Thursday, September 20 (B-Day)

    • Thursday, September 20 is the LAST DAY to sign up for the Catalina Field Trip!
    • Students received a simplified list of all 18 vocab words and a "Phase Craze" worksheet. Both are to help them study for the test that will happen next class. Vocab List  Phase Craze Worksheet
    • We then went over the answers to the two graphing/chart worksheets from last class. 
    • Students then had the entire rest of class to complete the Phase Craze worksheet and to make a State of Matter Pyramid.
    • Students had about an hour to make a "Pyramid" to help them review for the test. Pyramid Instruction Packet Here. Pyramids must include definitions for solid, liquid and gas. They must also correctly label the phase change that happens between each state of matter, include a particle drawing and 2 examples for each. Pyramids are due next class although most students had enough time to finish and turn in today. 
    • HW: 
      • Finish the Phase Craze and Pryamid if not done in class. 
      • Test is NEXT CLASS Everything in the notebook pages 27 - 40 is fair game to be on the test. No new info was taught today, it was all review. Click here for the study guide passed out weeks ago!Here are some things to help you focus your studying:
      • KNOW all 18 vocab terms and their definitions. All 18 will be on the test as matching problems. 

        Re-read the notes part 1 and part 2. The notes go over every vocab term and give lots of details.

        Be able to identify a solid, liquid and a gas from looking at particle drawings. 

        Know that a solid always has the lowest temperatures for a substance, liquids moderate temps, and gases have the highest temps for that substance. 

        Be able to look at a phase change temperature chart and identify when it is a solid, liquid or gas. Also be able to identify the melting/freezing points and the boiling/condensing points on those graphs. 

        Given a table of actual melting/freezing points and the boiling/condensing points, be able to identify when that substance will be a solid, liquid or gas. (Like on today's warm up worksheet)

        Be able to describe the energy level and particle movement of substances in each state of matter (ex: solids only vibrate in place, have the lowest kinetic energy, etc.)

        Know which phase changes happen when energy is added to a substance (melting, vaporization, sublimation) and which happen when energy is taken away (condensation, freezing)

        Basically, just look through pages 44 to 55 and make sure you understand the info. :-)

        Test will mostly be multiple choice or matching


    Friday, September 14 (A-Day) and Monday, September 17 (B-Day)

    • Catalina Reminders: Students have until next Thursday, September 20 to sign up for the trip to Catalina. The two main permission slips and donation need to be given to the student window by the end of that day. If a student will be taking medicine on the trip, the third form, signed by a doctor, is due a week before the trip. 
    • Catalina Chaperones: I am looking for more FEMALE chaperones. If interested, please send me an email and I can let you know the details of what is required. Click here to email Ms. O'Hagan
    • Students completed the "Molecules on the Move" worksheet for a warm-up while I checked in the vocab 1-9 homework. Click here for Molecules on the Move
    • We then corrected that worksheet AND corrected the Matter Phase Changes worksheet (last nights HW)
    • Then we FINALLY finished the States of Matter Notes! Yippee! During this presentation, I went into great detail about how to read/analyze phase change graphs and temperature charts. 
    • Students then completed two practice worksheets to test their skills at reading these graphs/charts. Worksheet 1  Worksheet 2
    • HW: Finish the rest of vocab (Definition, picture that is colored and labeled) and the practice worksheets if not done in class. *All classes except A1/2 had around 30 minutes to work on HW during class. A1/2 had work time cut down due to the emergency drill. MOST STUDENTS, NOT IN A1/2 FINISHED HW IN CLASS...


    Wednesday, September 12 (A-Day) and Thursday, September 13 (B-Day)

    • Catalina Reminders: Students have until next Thursday, September 20 to sign up for the trip to Catalina. The two main permission slips and donation need to be given to the student window by the end of that day. If a student will be taking medicine on the trip, the third form, signed by a doctor, is due a week before the trip. 
    • Catalina Chaperones: I am looking for more FEMALE chaperones. If interested, please send me an email and I can let you know the details of what is required. Click here to email Ms. O'Hagan
    • Today in class I reminded everyone about the deadline for the Catalina trip, then checked in the "Comparing Solids, Liquids and Gas" worksheet they did for HW. We then went over the answers to the chart. If you want to check answers, open the link as there is a key inside the document: click here for the comparison chart
    • Then we competed a little more of the States of Matter Notes. We did not finish them completely, but are on the last page having stopped after the term "Deposition" click here for the notes
    • I then had students join my Google classroom. If absent, ask me for the add code for your class so you can also join. 
    • I then showed students the www.DiscoveryEducation.com website that we will be using as an on-line, interactive textbook. To log-on, students just need to be signed into a computer with their school email account, then go to www.DiscoveryEducation.com  Once there, click the "sign in with Google" button. Every student has their own account linked to their school account. 
    • Students can use the "interactive glossary" to look up the vocabulary terms they need to research for homework. In addition to writing the definition for the term, they will also need to draw, color and LABEL a picture to go with each term. 
    • HW:

    Friday, September 7 (A-Day) and Tuesday, September 11 (B-day) 

    • Class started with discussing the temperature lab done last class
    • Period A1/2 had some time to make changes/additions to their lab conclusions and then turned them in for me to grade.
    • All of my other classes used a rubric to self-grade their lab conclusions. The rubric had them looking for the items listed in the previous class (did they re-state the claim, etc)
    • Students then completed the Part 1 of the States of Matter Notes. Part 2 will happen next class click here for the notes
      • HW: Complete the "Comparing Solids, Liquids and Gases" table on page 31. Students should use their new notes and the reference pictures on page 30 to help them fill in the chart. click here for the comparison chart
      • Absent students should just wait until they come back to get all the handouts and notes. The worksheets should be left in the class folders for you to pick up- look for them when you come back into the class


    Wednesday, September 5 (A-Day) and Thursday, September 6 (B-Day)

    • I passed back the variables quiz so students could see their scores and double check where things may have gone wrong. They did not get to take the quiz home however as there are other classes that will be taking very similar quizzes this quarter. 
    • Students also got to see the grade they earned on the Lego Lab. 
    • Students then got to design an experiment to prove thier claim that the molecules in warmer water must move faster than molecules in colder water. Working with a partner, they identified all appropriate variables and controls for the experiment. They then wrote out a materials list and a step-by-step procedure. Once this document got my teacher approval, they actually performed the experiment as written. Data was collected and the intial results reported on the "team" lab-write up. The team packet was collected in class. 
    • For HW, students need to individually complete the lab conclusion page. The lab conclusions are due next class. Here are some tips for the conclusion:
      • For the "New Definition of Temperature" they need to write a definition that includes a statment about how temperature is related to the movement of particles in an object
      • The Lab Conclusion sections needs to have the following to get full credit
        • written in paragraph form
        • re-statement of the claim made in the lab
        • A statement as to if their claim was proved right or wrong
        • Evidence from the lab to back up the statements about their claims being right or wrong. This evidence needs to include the actual temperatures for the water and the actual times it took for the dye to spread at each temperature. (It's your data chart in sentence form)
        • A statement or two about any problems you may have encountered while doing the lab that may cuase your results to not be reliable
        • A statement or two that makes suggestions for future labs (what you would do differently if you could do it again)
      • Click here for a copy of the lab packet, including the conclusion sheet


    Friday, August 31 (A-Day) and Tuesday, September 4 (B-Day)

    • Quiz on variables in experiments
    • Notes: What are things in the world made of? Click here for the notes
    • Absent students should look at the notes before they return to class. Your classmates took notes on the smaller sized papers though, so you don't have to print them out...
    • HW:
      • Technically there is no HW
      • BUT: next class, students will be designing an experiment from scratch. It is recommended that they review the "How to Design An Experiment Notes" on pages 18 & 19 so they are comfortable with all the variables to consider in making a reliable experiment. 


    Wednesday, August 29 (A-Day) and Thursday, August 30 (B-Day)

    • First order of business was to correct your revised PB & J procedures for accuracy and having followed directions on how to write a good procedure. 
    • Then we went over the answers to the Spongebob packet.
    • Study guides for the quiz on variables were passed out. Click here for study guide
      • Students know to study the vocab terms on the guide as they will need to match definitions to the terms
      • They will also have to identify the different variables in an example experiment (similar to what they have been doing in the Spongebob packet)
    • NExt was the Lego Lab! Students worked with a partner to build a structure out of legos and write a set of procedures for another group to be able to use the same set of legos to make an exact replica of their structure. Once done, students tried to build another groups legos. students had time to discuss their building experiences with the group that wrote the procedures and give feedback on what was good about the procedures and where improvements could have been made. Groups then had to answer some questions about the lab. Lab sheets were due in class! 
    • HW:
      • Study for the quiz on variables. The quiz is next class. If you have been doing your work all along, you should not have spend much time reviewing for the quiz. If you are still confused, re-read the notes, make vocab flashcards from the notes on Pages 18 & 19 and review the Spongebob packet. 


    Monday, August 27 (A-Day) and Tuesday, August 28 (B-Day)

    • Students received information for how to sign up for the Catalina Trip, October 29- October 31. An info letter and 2+ permission slips went home today. I have added a "Catalina" link on the left sidebar that has some of the info on what to do/expect for the trip. Here are some of the specifics:
      • Students that want to attend MUST return the completed CIMI Student Health Form and the Field Trip Authorization Form to the student window BEFORE Sept. 20
      • Students that will need to take any form of medicine while on the trip will need to return a 3rd form that needs to be signed by parents AND a medical doctor to allow school staff to administer medicine to students while on the trip. (This includes anti-sea-sickness meds for the boat ride home)
      • Donations of $384 are asked for each student attending. This can be paid on-line or via a check made out to MCMS-OPUSD (turn in at the student window with the permission slips). If your family would like to inquire about a scholarship, payment plan or other options for the donation amount, please contact Mrs. Gottlieb: click here to email Mrs. Gottlieb
      • Here is the link to the MCMS page that has all the trip forms on it: Click here for the Catalina Info Webpage
    • We then corrected the Spongebob HW problems. 
    • I then used students PB & J write ups to demo how precise students need to be when writing procedures. 
    • HW
      • If needed, students can use page 23 to re-write their procedures as needed. Most students need to add a title and be very specific about measurements to get a passing grade
      • Finish the last 4 questions in the Spongebob packet
    • Announcement: There will be a short quiz on Friday, August 31 (A-day) and Tuesday, Sept 4 (B-day) on the variables in an experiment. We will have plenty of practice with variables between now and then to prepare for the quiz! They should not have to spend time actually studying very hard before it. The vocab has a matching word bank and there is only one problem where they have to identify the variables in an example experiment. If you can do the Spongebob packet, you can pass this quiz! Click on this link to see a study guide that narrows down exactly which variables/terminology you need to know: Click here for study guide

    Thursday, August 23 (A-day) and Friday, August 24 (B-day)

    • The Graduated Cylinder Lab Write-Ups were passed back today. Students to do not need to put them into their notebooks. However, they can be used as a reference to help with the formatting of tonights PB&J HW.
    • We then finished the "How to Design An Experiment Notes." During the notes we practiced the first Spongebob Variable question together in class.  Click here for Experiment Design Notes Absent students can get the answers to the notes in this document. 
    • Students then received a reference worksheet they can use to help them write good procedures when writing an experiment. This reference sheet goes onto page 21 of the notebook. Everyone should read through it before starting HW. Click here for the Procedure Reference Sheet
    • HW:
      • Complete the rest of PART 1 of Spongebob Packet (questions 2- Slimotosis, 3- Marshmallow Muscles, and 4- Microwave Miracle). Do NOT finish the entire packet, just the next 3 questions. We will complete part 2 next class. (Come in to get a new packet if you lost one. The PDF is not in the same order as the one I printed out)
      • Write a materials list and a set of procedures for "How to Make A PB & J Sandwich" onto page 22 of the notebook. Please use pencil so you can easily make changes as needed...
        • Must include a step-by-step NUMBERED list of directions
        • Should be detailed enough so that a person who has never seen a PB&J sandwich can successfully make one following your steps. 
    • Next Quiz: there will be a quiz on the Types of Variables and experimental design on Friday, August 31 (A-Day) and Tuesday, September 4 (B-Day). We will have plenty of practice with variables between now and then to prepare for the quiz! They should not have to spend time actually studying very hard before it. By then, they either know it or not! :-)


    Tuesday, August 21 (A-Day) and Wednesday, August 22 (B-Day)

    • We corrected the second graduated cylinder worksheet together. It was not counted for points. 
    • Students then took the quiz on the Think Like a Scientist Notes and reading graduated cylinders. 
    • We then spent a few minutes reviewing the Claim Evidence Reasoning worksheets from last class. Click here for the Can You SOlve a Puzzle Notes  Click here for the CER Study Guide that will be referenced all year
    • Class ended by starting to learn how to design a science experiment. No classes finished the notes. Absent students can downoad the notes and read through the first 2 pages. Click here for Experiment Design Notes
    • Some classes were handed out the "Spongebob Packet" to tape into their notebooks on page 20. However, no class got far enough in the notes to actually begin the packet. 
    • Friday, August 17 (A-Day) and Monday, August, 20 (B-day)

      • I checked in the SINQ cover pages while students did a warm-up activity sorting questions into "Testable Questions" vs "Broad Research Questions"
      • We then (finally) finished the "Think Like a Scientist" notes. The quiz next class is based on these notes.
      • Students were then introduced to the concept of using evidence and reasoning to back up a claim. We did this by having them solve a number logic puzzle and then look at the evidence of a crime scene. 
      • HW:
        • Complete the second graduated cylinder worksheet. 
        • Study for the quiz next class:
          • Quiz will be multiple choice, matching and true/false.
          • Students need to know the definitions of the following 5 terms: Observing, quantitative observation, qualitative observation, model and scale model. 
          • They will also need to be able to identify examples of all 5 terms listed above.
          • There will also be 4 graduated cylinders that they will need to write the correct volume of, including the correct units. 


    Wednesday, August 15 (A-Day) and Thursday, August 16 (B-Day)

    • I checked the Graduated Cylinder worksheet in for completion, then we corrected it together in class. When we have the next test, there will be a couple of questions that ask students to correctly read the fluid levels in different graduated cylinders.
    • Next we spent a good portion of class putting together our science notebooks. These will now be called "SINQ's" as they are science interactive notebooks of inQuiry... Absent students will need to schedule a time with me to help them set up their own composition notebooks. As it is, students should now have pages 1-14 numbered, titled and/or have worksheets on them. 
    • If a student ever needs to know what paper goes on which page, please know you can always check my "Notebook Table of Contents" webpage found on my website. Here is the link: Click here for the Table of Contents webpage
    •  We then made a tiny bit of headway on the Think Like A Scientist Notes started last class. We will finish them next class. Absent students can just copy missed notes from their lab partner when they get back as we really didnt get that far...
    • HW:
      • Make a cover page for your new Science Notebook (SINQ)
        • Cut a blank piece of paper down to the correct size for your notebook
        • Write your first AND last name on the page
        • Include "O'Hagan Period ____" on the page so we know which class it belongs to
        • Draw and color three appropriate "science" drawings of your choice. Feel free to be creative. 
        • I prefer students to draw and color their pictures, but students may use a computer to compile the cover page if they wish. It does still need to be in color though, so print it out on a color printer if you choose this method
        • When done, use tape to secure it to page one of the notebook. 


    Monday, August 13 (A-Day) and Tuesday, August 14 (B-Day)

    • First order of business was to go over the graduated cylinder lab results from last class then turn in the lab write-ups. Students who were absent for the lab will have to make it up Wednesday at Lunch. 
    • After the labs were collected, I then reviewed some class policies not yet discussed. 
    • Class pass papers were given out. Absent students will need to get them from me as I only pass them out once a year for the entire year. They can be used to get an extension on assignments and/or get extra credit for the final quarter grade if not previoiusly used that quarter. 
    • Next, students took a quiz on class policies. It was 16 true/false questions worth one point each. Absent students will take the quiz during the next class they are present for. 
    • After the quiz, we started our first set of notes on the topic of "Thinking Like A Scientist." We did not complete the notes today, we only got through the two types of observations. Absent students can download the notes and use the "teacher version" in the document to fill in the missing blanks. Click here for the Think Like a Scientist Notes
    • HW:
      • Complete the graduated cylinder worksheet given out in class. Absent students or students that have lost the paper can get the worksheet here: Click here for the graduated cylinder worksheet
      • You MUST bring a composition notebook, tape and glue to the next class! If you need help getting the supplies you must let me know BEFORE the next class or I will consider your hw to be late. I will be happy to get supplies for students that need help, but prior notice must be given. 


    Thursday, August 9 (A-Day) and Friday, August 10 (B-Day)

    • Students were assigned seats today, then the signed class contracts were collected. 
    • We then went over all of the 14 lab safety rules printed in the class policies packet. 
    • Students then got a quick lesson on some of the chemistry lab equipment and on how to read a graduated cylinder. 
    • Students then performed their first lab of the year, which had them practice making measurements using graduated cylinders. The lab write-up has two sides to it. Please write in complete senentences and give me thoughtful answers to the questions. This is your first real assignment- show me what you can do! :-)
    • Absent students will have to make up this lab next Wednesday, August 15 at lunch. 
    • HW:
      • Study for the true/false quiz on the entire class policies packet. Click here for the class policies packet
      • Complete BOTH sides of the lab paper. It is due at the beginning ofour next class.
      • Remember to bring your composition notebook to class next Wednesday (A-Day) or Thursday (B-Day) so we can start putting it together

    Tuesday, August 7 (A-day) and Wednesday, August 8 (B-day)

    • First day of class! Welcome to 7th grade science!
    • We made nametags, did some welcome activities and took a tour of the room
    • We then went over the supplies needed for science: 
      • Composition notebook. 
      • pens, pencils, colored pencils, erasers
      • Tape, glue, scissors (everyday in class! Crucial to keeping an interactive notebook)
      • The composition notebook, glue/tape need to be in class by Thursday, Aug 16. That is the day we begin building the interactive notebook.
    • Started discussing classroom policies then played a teambuilding game to work on communication and problem solving
    • HOMEWORK: read the Class Policies Packet. Students and parents must sign the class contract page. Contracts are due next class. Download the packet here if you lost yours: Click here for the class policies packet
    • There will be a quiz on the class policies on Monday, 8/13 (A-day) and Tuesday, 8/14 (B-day). Quiz is true/false so just have a basic understanding of class policies- don't memorize every single point!