Monday, October 14 (B-Day) and Tuesday, October 15 (A-Day)
- First half of class was spent going over the packing list and details for the upcoming Catalina trip. Click here for the packing list!
- Parent info meeting for Catalina is this Thursday, October 17 in the gym at pm. This meeting is not mandatory, just informative for Parents.
- The rest of class was spent going over the test given last week, and finishing up the last parts of the chapter on Organism Interactions.
- No new HW. Just make sure you have the 13 new vocab terms done by next class. See Oct 10/11 for details.
Thursday, October 10, (B-Day) and Friday, October 11 (A-Day)
- We reviewed a little before the test.
- Test! Absent students will have to make up the test early next week as this is the last grade that goes onto Quarter 1's final grade. (Quarter ends on 10/11)
- HW: Write down definiens and draw, label and color examples for the 13 vocab terms for the next chapter. Write the terms and the examples directly onto notebook pages 56-58. Use Stemscopes Picture vocab and visual glossary to get the definitions.click here to see the vocab terms
Monday, October 7 (B-Day) and Tuesday, October 8 (A-Day)
- Students took the vocab quiz. It was graded in class. Absent students will make it up next class
- I then checked in the Neighborhood Observations HW from last class.
- We then used the observations as evidence in a practice CER. Absent students can go into Google Classroom and access the CER assignment from there. Turn it in to Google classroom.
- I then discussed what would be on the chapter test. Test is next class (Thursday or Friday- we don't have school on Wednesday). Make sure you really understand how to read all the graphs we did in the chapter. Also make sure you really read the Stemscopedia because 3 test questions come from that reading (focus on the graphs)! Click here for the study guide
- Students then got time in class to study and/or ask me questions.
- HW: Study for the test
- Catalina update: This Friday, October 11 will be the day for my students to sign up for partners for the Catalina trip. Come at lunch on Friday, WITH THE PEOPLE YOU WANT TO BE IN A GROUP WITH. No more than 4 students to a group!
Thursday, October 3 (B-Day) and Friday, October 4 (A-Day)
- Students were given a study guide to help them prepare for the chapter test next week. Click here for the study guide
- We then debriefed the Ecosystem Interactions activity from last class and went over the answers.
- Students then watched a video about Wolves being re-introduced to Yellowstone and the changes to the ecosystem that resulted. Click here to watch the video After the video, we had a discussion and then started a graphing activity in StemScopes that showed actual data of the wolf and elk populations in Yellowstone. Absent students should watch the video, then log into StemScopes and complete the "Explore 3: Tuva- Wolves and Elk" assignment.
- HW is to complete the "Stemscopedia" reading assignment (test questions come from this Reading!) and fill in the "One-word-notes" worksheet as you read.
- The other part of homework is to complete the "Neighborhood Observations" assignment. This HAS to be done by next class or you will not be able to write a CER next class. Click here for HW worksheet
- Vocab quiz is next class.
- Test on chapter is end of next week
Tuesday, October 1 (B-Day) and Wednesday, October 2 (A-Day)
- Class started by identifying the biotic and abiotic elements in a picture of a pond. Students then identified the "interactions" that happen between the bitotic and abiotic elements. Notes were taken on page 47 of your notebook. Absent students can borrow their lab partners notes when they return.
- We then did an activity about Ecosystem Interactions. Students first sorted cards into food webs of 4 different ecosystems. After the ecosystem food web is in place, students are given scenarios about an environmental disaster effecting the different ecosystem (volcanic eruptions, droughts, floods, etc). Students must answer questions thoughtfully regarding each scenario and ecosystem. Absent student can get the worksheet when they return to class.
- HW is to log-in to StemScopes and look up vocabulary terms. Please use both the assigned "Picture Vocabulary" as well as the "Visual Glossary" to define the terms. Use notebook pages 49 and 50 to write out the vocab. Each term needs a definintion and an example picture that is colored and labeled. Here are the 8 terms required for the chapter "Organism Interactions"
- Food Chain
Thursday, September 26 (B-Day) and Friday, September 27 (A-Day)
- We passed back the test from last class and went over the answers. I also discussed test taking strategies to help them on future tests.
- We then discussed the "Mission" that all students are on for this unit: Being able to analyze soil samples from a "distant planet"
- Students were given 3 "Mission Log" handouts. This mission log will be added to after every chapter as we build the knowledge necessary to analyze the soil samples. Today, we only answered the 2 questions that went with the Competition in Ecosystems chapter. The rest of the worksheets we will finish as we complete more chapters. Absent students should just wait to get the papers when they return to class. Your lab partner can help you answer the 2 questions based on the class discussions that were had.
- Next I checked in the HW sheets from last class and went over the answers.
- We then started our new chapter: Organism Interactions in Ecosystems. There was a questions about Venus fly traps and a worksheet on interpreting two different bar graphs.
- Absent students should wait till they return to class to get caught up on these. Please check the folder in the back of the room for all handouts, then check in with your lab partner for help with the answers. You can also speak to Ms. O'Hagan for help in getting caught up. It may seem like a lot, but it was really not much that you missed.
- No HW. Enjoy the three-day weekend!
Tuesday, September 24 (B-Day) and Wednesday, September 25 (A-Day)
- I showed two videos that review the concept of invasive species.
- Students then turned to page 32 of their notebooks and completed the worksheet they had started asking why invasive species might be more successful in a new environment.
- Then came the test/quiz on Competition in Ecosystems. Absent students should expect to take the test as soon as they return to class.
- I then showed a YouTube video from the Amoeba Sisters about Ecological Relationships: Click here to view video. There is a 2-page worksheet to go with the video: Click here for the Amoeba Sisters worksheet.
- I also gave out a worksheet to practice reading predator/prey population graphs: Click here for graph worksheet
- HW is to finish both worksheets by the start of next class.
- Absent students should be able to use the links above to complete BOTH assignments BEFORE they return to class. Absent students should also be prepared to take the test.
- FYI- some classes finished early enough to watch a Bill Nye video. :-)
Friday, September 20 (B-Day) and Monday, September 23 (A-Day)
- We held a class discussion to review before the test next class. During that discussion, students added 3 vocab terms to their vocab for the chapter: Invasive Species, Intraspecies Competition and Interspecific Competition.
- Students spent the remainder of the class playing a game called "Competition Concentration" where they competed as organisms trying to survive by getting all the resources they needed to live before they got eaten by a predator or lose to an invasive species.
- HW is to finish the 15 conclusion questions that went with the game.
- HW is also to study for the test next class. Students should use the study guide given out last class and the review games inside StemScopes to help them study.
Wednesday, September 18 (B-Day) and Thursday, September 19 (A-Day)
- Students took the vocab quiz on competition in ecosystems. Absent students should plan on taking the quiz as soon as the next class starts.
- I then passed out the study guide for the quiz/test "Quest" for this chapter. Click here for the study guide
- We then graded the CER statements written last class. Absent students will need to show me tier CER's so they can get graded.
- Next students completed part 1 of a game about competition in ecosystems. Absent students will not need to make this up- they can just hop into the game play next class.
- HW is to log into StemScopes.com and complete the "StemScopepedia" assignment. (This is like "reading the chapter" for this unit)
- The quiz/test for this chapter is next week: B-day students take the quiz on Tuesday, Sept 24 and A-Day students take the quiz on Wednesday, Sept 25.
Monday, September 16 (B-Day) and Tuesday, September 17 (A-Day)
- Class started by going over the graded data chart presentations students made a week ago.
- I then checked in the vocab that was HW from last class.
- Students then worked in pairs to complete an Ecosystems Event Activity. Students rolled dice for organisms and factors that could affect the organism. They had to determine if the factor was biotic or abiotic, and if the interaction between it an the organism was competitive, dependent or neither.
- Once done with the activity worksheet, students wrote a CER to answer the following question: "What is the relationship between organisms and the factors they depend on for life"
- These CER's will be graded in class, next class. Students were given the rubric for how they will be graded when they got the assignment.
- HW is to finish the CER if not done in class (most students finished) and to study the 13 vocab terms.
- Quiz on the vocab will be next class.
Thursday, September 12 (B-Day) and Friday, September 13 (A-Day)
- Today we started our new unit on Competition in Ecosystems.
- Six different worksheets were handed out in class. Absent students should just wait until you get back to class to pick these up.
- We did several activities that looked at resources needed for an organism to survive, and started talking about the idea of competition for those resources.
- HW is to finish the 13 vocab terms handed out in the two vocab worksheets. Each terms needs the definition as given in Stemscopes, as well as a drawing (in color, with labels) that represents each term. Students had time in class to start the assignment.
- Students can access the vocabulary terms in StemScopes by going to this webpage: Click here for StemScopes Login Page
- Username is the students full email address (ex: email@example.com)
- Password is the same password they use to get into all school accounts and computers
- Once in, look for the "Picture Vocabulary" Assignment. This should take you to a slide show that shows all of the vocab terms.
- (The "visual glossary" is missing some of the terms you need. The assignment given to you should have all of the terms)
Tuesday, September 10 (B-Day) and Wednesday, September 11 (A-Day)
- We passed back and went over the variables quiz from last week
- We then discussed the Marshmallow Engineering Challenge from last week, watched a video about the challenge, and went over your graded reflection worksheets
- We then did our first notebook check of the school year for points. ABSENT STUDENTS NEED TO SHOW THEIR NOTEBOOKS TO THE TEACHER NEXT CLASS SO THEY CAN GET GRADED
- Students then worked in groups to do a vocabulary word sort. The directions for this assignment are in Google Classroom. Absent students will be excused.
- HW is to go into Google Classroom and do the HW assignment that goes with the word sort that was done in class. Absent students will not have to do this either as they do not have access to all the vocab terms.
Friday, September 6 (B-Day) and Monday, September 9 (A-Day)
- Students worked in pairs to practice interpreting different types of data by answering questions in a packet.
- The same pair of students then researched 6 different types of graphs and charts to find out what type of data is best displayed in them.
- Once research was done, the team then made a presentation sharing the info they found while researching. The presentation could be in a Google Slide show, or done on a poster paper. The research/presentation was due at the end of class.
- Details on the entire assignment can be found in Google Classroom.
- Absent students can just check in with me next class to see what they need to make-up
- No HW
Wednesday, September 4 (B-Day) and Thursday, September 5 (A-Day)
- We corrected the HW worksheet from last class
- Students then competed in an Engineering Design Challenge to see which team could build the tallest tower out of spaghetti and then place a marshmallow on top.
- We then watched a video on engineering called Dream Big
- HW is to finish the write-up from the Design Challenge. Students should write in complete sentences and give me very thoughtful answers! Click here for the reflection questions
Friday, August 30 (B-Day) and Tuesday, September 3 (B-Day)
- Students took the quiz on variables
- They then completed a worksheet to introduce them to the Engineering Design Process. CLick here for worksheet (we only did the first 2 of the 3 pages in that document)
- We discussed the intro worksheet, then payed a video that equated the Engineering Design Process to hosting a Taco party. Click here for Taco Party and Bangladesh worksheet
- Students then had to identify the steps of the Engineering Design Process shown watching a video about creating a water treatment system in Bangladesh.
- HW is to try and answer a practice worksheet about identifying the steps of the Engineering Click here for practice HW worksheetDesign Process. Worksheet will be hard for them, they should just try. It is graded for completion, not accuracy.
Wednesday, August 28 (B-Day) and Thursday, August 29 (A-Day)
- We graded the final draft of the PB & J Procedures in class.
- We corrected SpongeBob and talked about what would be on the quiz next class
- Then told students about the 7th grade trip to Catalina, and went over the two permission slips that need to be turned in to be able to go. Signed permission slips get turned into the student window. Donations to cover the trip expenses can be given in a check made out to MCMS-OPUSD or paid on-line via Parent Square.
- If your child will need to take medicine on the trip, there is a THIRD permission slip that will need to be signed my a doctor!!!! Not every student went home with this third form. Please ask for it if you want your child to take any sort of daily med. This includes allergy pills, vitamins, pro-biotics, anti-sea sickness meds, etc.
- Here is a link the the paperwork for Catalina: Click here to get the Catalina documents
- HW is to give Catalina paperwork to parents and to study for the quiz on variables.
Monday, August 26 (B-Day) and Tuesday, August 27 (A-Day)
- We started class by correcting the 4 "Spongebob" variable problems that was given for HW
- Then I checked in the PB & J HW and did a live demo of following various students procedures. Most students were not detailed enough to have written proficient procedures. Students will be writing a final draft for HW tonight that will be graded next class.
- Students were given a study guide to help them prepare for the quiz on identifying experimental variables. Click here to view the study guide
- Students got more practice writing procedures in class while they did the "Lego Lab." Absent students will not have to make up this lab.
- HW Due Next Class:
- Write a final draft of your PB & J materials and procedures. This MUST BE DONE ON A NEW, SEPARATE PIECE OF PAPER. The new paper will get taped on to page 22 as a "flip" over the original, first draft. This will be graded next class using the following rubric: click here to view the grading rubric
- Finish the last 4 problems in the Spongebob packet.
- Start studying for the quiz on variables:
- The quiz on identifying the types of experimental variables will be on Friday, August 30 for the B-Day students and on Tuesday, September 3 for the A-Day students.
Thursday, August 22 (B-Day) and Friday, August 23 (A-Day)
- I checked to see if students did the variables HW from last class, then we corrected the entire worksheet together.
- We then finished the "How to Design An Experiment" notes started last class. Click here for How to Design An Experiment Notes This link has the completed version of the notes in it for absent students.
- Students then got 20-30 minutes in class to get started on their HW. (Efficient students should have been able to complete the HW in class)
- HW Part 1: complete questions 1-4 in the "Spongebob Packet" (this is more practice identifying variables in an experiment and recognizing good experiment design). Absent students should just wait to pick up the packet as my printed copies are formatted to fit into your notebooks, and the digital version will be hard to tape in...
- HW Part 2: on page 22 of your science notebook write the title: "How to Make a PB & J Sandwich." Students must then write out a materials list and step-by-step procedures instructing someone on how to make that sandwich. Please reference the tips on how to write procedures in the notes.
- The quiz on how to design an experiment and on identifying the types of experimental variables will be on Friday, August 30 for the B-Day students and on Tuesday, September 3 for the A-Day students.
Tuesday, August 20 (B-day) and Wednesday, August 21 (A-Day)
- I checked in the SINQ Cover Pages assigned for homework last class.
- Students were handed back their graded Graduated Cylinder Labs and the CER #3 done last class. We went over these as well as the quiz from last class. (Students are not allowed to take the quiz home. I keep them on file in the classroom)
- We then started a new set of notes: How to Design an Experiment. We made it to the bottom of the third page of notes, and will finish the rest next class. Absent students can open the following link to get a student version of the notes as well as a filled in "Teacher Version" with the answers in it. Click here for How to Design An Experiment Notes
- HW is to complete most of a worksheet handed out that has students identify experimental variables. Students need to do 1-9 on the first side, and only the first 2 problems on the side with 4 problems. Use the notes taken in class to help you! (HW will be checked for completion, not accuracy, so try your best on all of them) Click here for the variables HW worksheet
Friday, August 16 (B-Day) and Monday, August 19 (A-Day)
- Students wrote down the HW and updated their Table of Contents in the science notebooks (SINQs)
- Quiz on the Think Like a Scientist Notes. Absent students should be prepared to take the quiz as soon as they return to class.
- We then took notes on a CER (Claim, Evidence, Reasoning). Students practiced identify parts of pre-written CERs, and practiced writing them together as a class.
- Students were then given a prompt, and had to write one themselves.
- Click here for the student version of the notes and worksheets (I did not type out a completed version of the notes. Absent students or students looking to double check their notes can view the actual slide show by clicking below.
- Click here to view the CER Presentation Slides
- HW is to finish that third CER if not done and turned in during class. Students must also make a cover page for their science notebooks:
- Highly recommended to make the cover page on a blank sheet of printer paper, then tape it onto page 1 of the notebook.
- Must have your full name, and the period you have science
- Must include 3 drawings of a science item, in color. (rockets, chemistry equipment, volcanoes, planets, animals, as long as it is appropriate and related to science you are good)
Wednesday, August 14 (B-Day) and Thursday, August 15 (A-Day)
- I checked the graduated cylinder HW for completion, then we corrected it together in class.
- We then spent time in class building our Science Notebooks for the year. From here on out, students need to bring it to class EVERY DAY!!! Absent students will need to come ask me how to set it up since they missed the in-class directions.
- We then finished the notes for Think Like a Scientist. Click here for the notes Absent students can click on the link to get the missing parts of the notes
- HW is to study for the quiz on the notes that will happen next class. Students must
- Know the Definitions the following terms: Observing, Quantitative Observation, Qualitative Observation, Scientific Question, Model, and Scale Model
- Be able to identify examples of the vocab terms listed above. (Just like we did in class)
- Be able to read the volume of liquid in a graduated cylinder.
- Students do NOT need to know the "Science and Engineering Practices of All Scientists" at the start of the notes. Those 8 items are NOT on the quiz.
Monday, August 12 (B-Day) and Tuesday, August 13 (A-Day)
- Class started by reviewing the lab from last class, then collecting the lab write-ups. These will be graded for the quality of answers.
- Students then took the true/false quiz on class policies. These were graded in class. Absent students will take the quiz when they return to class.
- We then started our first notes of the year: Thinking Like a Scientist. Students are responsible for filling in the blanks as well as for writing extra examples into the notes. Absent students can download the student version, and filled in version of the notes by clicking on the link. It is possible to fill in the notes before you return to class! Click here for the notes
- HW is to complete a worksheet on reading measurements in graduated cylinders. Click here for page 1 of worksheet Click here for second page of worksheet
- Next class we will start building and using our science composition notebooks. If you are using a notebook you purchased, you MUST bring it next class. Otherwise, I will provide one for you. It will help if you bring your own scotch tape to class this day!
Thursday, August 8 (B-Day) and Friday, August 9 (A-Day)
- Students were assigned seats
- We then collected the signed class contracts that were HW from the last class. (Students that did not bring the contracts need to do so next class)
- There was a little discussion regarding class grading policy, participation points, etc. I then handed out the class passes for students to use if they need a one-class extension on a HW or project that is due. Students only get ONE set of class passes for the entire school year. If they loose them, I will not replace them.
- Students then completed a lab using graduated cylinders. HW is to complete the conclusion questions from the lab. Lab write-ups are due at the beginning of next class. Click here for a copy of the lab conclusion questions
- The quiz on class policies will also be next class. (16 questions, all true/false)
Tuesday, August 6 (B-Day) and Wednesday, August 7 (A-Day)
- Students made name tags and introduced themselves to each other
- We then played a "human bingo" game so students could get to know each other better
- I then took students on a tour of the room, and started going over some class expectations.
- At the end of class, students completed a teambuilding game to work on communication and problem solving skills.
- HW: Read the class policies packet. Students and parent both need to sign the class contract after reviewing the class policies/rules/expectations. Signed contract is due next class. Students need to bring the packet to the next few classes as we will be continuing to review the expectations. There will be an (easy) quiz on the policies next week. Click here for the policies packet and contract