Key Question: What happens to energy that is input during a phase change?
HW: Finish 4-2-4 with graph and practice.
In class today: We reviewed and collected 4-2-3, then students worked with the table group to complete 4-2-4 – collecting data every minute for about 25-30 minutes. We will resume TCAP reviews tomorrow.
Challenge question: What happens when antibiotics are overprescribed or used improperly?
HW: 1) Finish Sali 52, 2) Take cell model home by Thursday, 3) Unit C tests and vocab due on Friday.
In class today: We reviewed and collected Sali 51, after students wrote a conclusion that answered the key question, including a claim, their evidence and reasoning. Students then worked with their table group to read, discuss, takes notes on and answer the analysis questions for Sali 52, Miracle Drug or Not. Most students finished during class. We then reviewed for the Unit C test on Friday (see link:Unit CReviewforTest _ForSrudents ).
Key Question: What happens when a warmer object is near (but not touching) a colder object?
HW: Finish 4-2-3 with practice AND set up your paper for 4-2-4 with key question, we think, and data table to 30 minutes.
In class today: We began with our last warm ups for reviewing TCAP (#37 and 38 – see below). Next we reviewed and collected 4-2-2. We then did 4-2-3, which included watching a video clip that uses regular camera and infrared camera. Most students finished the classwork, some finished the practice too.
Warm ups: #37: 1. Define both Kinetic & Potential Energy and explain how they are related. 2. Compare and contrast light and heat. 3. Describe at least six different forms of energy.
#38: You measure the mass of a beaker containing water and ice cubes. You let the ice melt and re-measure the beaker. Will the mass be higher, lower, or the same? Write an explanation to answer this questions, stating your claim and your reasoning.
Challenge question: Why is it important to take an antibiotic as prescribed?
HW: Finish Sali 51, with data table, graph and all analysis questions. Take home your cell model by Thursday; test over unit C and vocab due on Friday.
In class today: Mrs. Du Houx explained how to complete this lesson that involved a model of bacteria growing and being removed by antibiotics. Students then worked with their partner to roll the dice and eliminate and add the three different strains of bacteria. They recorded their data on the data sheet (see link: C51_StSheetPopData ), most students had to add additional rows before they could get rid of all the bacteria. They then plotted the data on the graph provided (see link: C51_StShtGraph) and answered analysis questions. Almost all students were able to complete this lesson during class.
In class today:
Key Question: Does an interaction occur when warm and cold objects touch each other?
HW: Finish 4-2-2 with practice.
In class today: We began with warm up # 36 – see below. We then did CSAP/TCAP review # 4. Students worked with their table groups to collect data for 4-2-2, most had set up their papers with the We Think and data table last week so that they were ready to start right in with the experiment. All groups finished collecting data, but not everyone finished the Think it Over questions, and only a handfull of students got to the practice before class time was over.
Warm up#36: 1. Name and describe the different states of matter. 2. Compare and contrast weight and mass.
Challenge question: How was the first antibiotic discovered?
HW: none
In class today: We did a review of the Disease Reports – students responding to four prompts (see below). Then we did a modified version of Sali 50: Fighting Back. This lesson involved students taking notes about Alexander Fleming and the 19 person Oxford team and the discovery of the first antibiotic. Instead of the book’s questions, students answered the following: 1. What would have happened if Alexander Fleming had been thorough in his cleaning up the petri dishes before leaving town? 2. In your opinion, should scientists only “do science” if they are using the “Traditional Scientific Method”? Explain. 3. How do scientists/people make new discoveries? – At your table, brain storm a list of at least 10 different ways people find out new things.
Disease Report Summary: 1. List at least five (5) different biological causes of diseases.
2. Give at least four (4) examples of how diseases can infect humans (not the cause).
3. In your opinion, what three (3) symptoms of a disease are most troubling? Explain why.
4. Which disease did you find most interesting? Disgusting? Bothersome?
Key Questions: 1. Can matter be created from something? 2. Can matter be destroyed into nothing.
HW: Prepare your paper – with heading, key question, We Think, and data table for -4-2-2 for Monday.
In class today: We did two warm ups, # 34 and 35. Next we did our third CSAP (TCAP) REview of released questions from the state, still on standard 4, earth science. Both of these TCAP preparation activities took most of the class period. We briefly shared the 4-2-1 group “posters” then students had the remaining 5+ minutes to preview and set up for 4-2-2 on Monday.
Warm ups: #34: 1. Compare and contrast chemical and physical properties. 2. Give at least five examples of each of these properties. 3. Describe the difference between chemical and physical properties versus (vs) chemical and physical changes.
#35: What are the metric units used for each of the following: Temperature (give both); Mass (give 2 or more); Volume (give both for liquids and solids); Length (give 2 or more); Force; Density; Speed
Challenge question: What causes different diseases?
HW: All late and missing work for this term are due today.
In class today: We finished presentations of disease reports – all students who were present this week had the opportunity to share what they had learned about their disease.
Key Questions: 1. Can energy be created out of nothing? 2. Can energy be destroyed into nothing?
HW: Read and choice notes SL p 80-88 AND Finish 4-2-1 with group “poster”, if you did not finish during class.
In class today: We began with warm up # 33 (see below). Next we finished CSAP (TCAP) Review #1 (sample test questions from Colorado Dept of Education website) and reviewed it. Studsents then completed Review #2, and we reviewed it before students put both papers in the vocab section of their science binder. Students worked with their table group to read the purpose, answer the two “We Think” questions on notebook paper and make a group “poster” with their results on a blank piece of paper. We will review these tomorrow.
Warm up #33: an example of how each is used: Magnetism; pH; Density; Solubility
Challenge question: What causes the different diseases students presented in their disease report?
HW: All late / missing work must be turned in by tomorrow Thursday. NOTE: All assignments from this week – including the disease report and PSA – will be counted for next term.
In class today: We began by passing back papers (see link:7thSciBinder_22Feb2012 ). Students then began presenting information about the disease they studied – including the name of the disease, the cause, and interesting information about it, and their PSA. Students took notes on each presentation: name of student the their topic disease, three facts and two questions. We will finish presentations tomorrow.
Key question: – none, test day.
Homework: 1) All late / missing work must be turned in by tomorrow (Thursday) to be counted for this term; NOTE: all assignments from this week will count for next term.; 2) Finish Learning Journal #20, Conservation of Mass (see link: 20_ConservationMass ).
In class today: We began with Warm Up #32 (see below). Next students took the Unit 4, Cycle 1 test – several students also took retakes on the elements quiz and metric prefixes. After completing the test(s), students worked on Learning Journal #20 on Conservation of Mass. If they finished this entry, they then worked on TCAP Review #1 – some students finished during class, some did not yet start, we will review these practice test questions tomorrow.
Warm up #22: Define, compare, and contrast the following terms: Element; Compound; Mixture.
Challenge question: What is the role of a vector in spreading disease?
HW: Disease Report due Wednesday.
In class today: We reviewed and collected modified Sali 37 from yesterday. We then discussed Pasteur and Redi’s experiments to disprove the theory of spontaneous generation. Students were given a worksheet where the EDD had been completed for Pasteur, they worked with their table group to complete an EDD for Redi’s experiment (see link:Sali37_ Redi_Pasteur modifeid Sali 37_ForStudents ). After discussing this, students put the two EDDs in the lab section of their science binder. We then did lesson 33: From one to another, which included a video clip from “Matters of Life and Death” about the two bubonic plague out breaks in San Francisco in 1900 and 1906. We discussed the answers to the analysis questions and students turned in this paper.
NOTE regarding 8th grade boy behavior at lunch and recess yesterday: In the cafeteria, some 8th grade boys started a food fight with a few 7th grade boys. The para on duty (the administrator had stepped out of the room for a few minutes) did not know the names of the boys involved. Students were dismissed to recess, and three boys made poor choices on behavior and this same para sent them to the wall. The three boys on the wall were very disrespectful to the para. At least four other 8th grade boys decided to show disrespect too, and sat down with the three – kicking an empty bottle around and general messing around. The 3 boys on the wall were disciplined – but the ones who joined in were not – even though they too were extremely disrespectful.
Key question: How do you evaluate an experiment?
HW: Finish the practice for 4-1-5 and classwork and practice for 4-1-6 and prepare for the cycle test on Wednesday (see link for review sheet: Study Guide U4C1_Promethean).
In class today: We began with warm up #31 – see below. Papers were passed back so that students had all their papers they may need to prepared for Wednesday’s test. We reviewed – but did not collect 4-1-4 on volume. We went over the review sheet for the test. As a class we worked through the problems for 4-1-6. Here are the solutions for the first question:
Analyze: *The system includes a dry silver coin. *The mass input is the water from melted snow. *There is not mass output. *The system is an open system.
Explain: *The silver dollar is an open system because water from the melted snow is added to the system. *In the open system, the mass of the system changes during the interaction. *For this reason, the mass of the silver dollar increases.
Warm up #31: Draw and describe the parts of the atom. Include the names for the main parts and their charges.
Challenge question: How did the germ theory of disease develop?
HW: Finish taking notes on each scientists (name, date, location, what they did to contribute to our understanding about cells or disease), timeline, and analysis questions 1-3.
In class today: We began by answering questions about the Disease Report and PSA that is due next Wednesday. We reviewed and collected yesterday’s lesson on How infectious diseases are spread (modified Sali 30). The classwork for today was working with other students to read Sali 37, take notes and answer the analysis questions.
Key Question: In a closed system, can interactions cause the volume to change?
HW: Finish 4-1-4 (most did during class) and Unit 4 Cycle 1 test next Wednesday the 22nd (see link for review: Study Guide U4C1_Promethean).
In class today: We began with two warm ups, #29 and 30. Next we reviewed and collected 4-1-3. We did 4-1-4 on Keeping Track of Volume in a closed system as a class since the tubing that the district supplied is deformed and difficult to use. Students found that volume may change in a closed system. Most students finished both the lesson and the practice during class.
Warm up #29: 1. Describe how and why a child inherits half of its genes from one parent and half from the other. 2. Predict and explain the sex of an unborn baby whether or not the sex of the siblings is known. 3. Explain the relationship between cells, chromosomes, and genes. 4. Distinguish between dominant and recessive genes.
Warm up #30: 1. Explain the difference between the terms extinct and endangered. 2. Name at least three (3) organisms that lived at the time of the dinosaurs & still exist today. 3. Describe how organisms have changed over time based on the fossil records.
