Monday 04 March, 2019

Click the link below to access the virtual heat transfer activity. Be sure to write a CER of your findings.

Too Hot To Handle

Tuesday, 26 February, 2018

Sun

Tuesday, 5 February, 2019

Link for scientists

Friday, 4 May, 2018

Link for page with Endocrine System movies

Endocrine System Disorder Movies

Friday, 19 January, 2018

ESSENTIAL QUESTION: How do we perform a field study?

LEARNING TARGET: Perform a field study for local lizards and birds..

BENCHMARKS:  SC.8.N.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Conduct a series of point counts and "Lizards on the Loose" surveys at your school to see if areas with large trees and areas with only small shrubs differ in their ability to support avian and lizard populations. 

-Record your data and create illustrated field journals documenting your observations.

BELL RINGER: SC.8.N.1.1 The Nature of Science

VOCABULARY: carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis, respiration, greenhouse gas, bacteria, producers, consumers, decomposers, carbon cycle, oxygen, energy

HOME LEARNING: complete poster

AGENDA

WHOLE GROUP

Students completed a bell ringer on the nature of science.

We reviewed unit 4 assessment.

Students began the Fairchild Challenge Shade Our Schools. The challenge consists of surveying areas of the school and counting lizards and birds and writing a field journal.

Wednesday, 17 January, 2018

ESSENTIAL QUESTION: How does matter cycle on Earth?

LEARNING TARGET: Analyze models that show the transfer of matter in the carbon cycle.

BENCHMARKS:  SC.8.L.18.3

LEARNING OBJECTIVES:  Students will be able to:

-Identify and describe where in the Earth the carbon cycle occurs.

-Explain the role of carbon and the effects on carbon reservoirs.

-Explain how the element carbon cycles through living and nonliving things.

Unit 4 Assessment make-up/correction

BELL RINGER: read directions for poster

VOCABULARY: carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis, respiration, greenhouse gas, bacteria, producers, consumers, decomposers, carbon cycle, oxygen, energy

HOME LEARNING: complete poster

AGENDA

WHOLE GROUP

Students received directions to make a carbon cycle poster and read those as their bell ringer.

Students corrected unit assessment 4 or made up the exam.

Students then worked on their posters in class, which traced the flow of carbon through the spheres of earth and included one human interaction.

Friday, 12 January, 2018

ESSENTIAL QUESTION: How does matter cycle on Earth?

LEARNING TARGET: Analyze models that show the transfer of matter in the carbon cycle.

BENCHMARKS:  SC.8.L.18.3

LEARNING OBJECTIVES:  Students will be able to:

-Identify and describe where in the Earth the carbon cycle occurs.

-Explain the role of carbon and the effects on carbon reservoirs.

-Explain how the element carbon cycles through living and nonliving things.
-Assessment 4

BELL RINGER: questions about the cell.

VOCABULARY: carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis, respiration, greenhouse gas, bacteria, producers, consumers, decomposers, carbon cycle, oxygen, energy

HOME LEARNING: study for assessment 4

AGENDA

WHOLE GROUP

Students answered questions about the cell as their bell ringer.

Home learning 6 was collected and reviewed.
Students took Unit Assessment 4.

Students continued to work on the Gizmo Carbon Cycle.

Monday, 9 January, 2018

ESSENTIAL QUESTION: How does matter cycle on Earth?

LEARNING TARGET: Analyze models that show the transfer of matter in the carbon cycle.

BENCHMARKS:  SC.8.L.18.3

LEARNING OBJECTIVES:  Students will be able to:

-Identify and describe where in the Earth the carbon cycle occurs.

-Explain the role of carbon and the effects on carbon reservoirs.

-Explain how the element carbon cycles through living and nonliving things.

BELL RINGER: questions cellular respiration

VOCABULARY: carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis, respiration, greenhouse gas, bacteria, producers, consumers, decomposers, carbon cycle, oxygen, energy

HOME LEARNING: HL 6: Carbon Cycle, study for assessment 4

AGENDA

WHOLE GROUP

Students answered teacher directed questions about cellular respiration for the bell ringer.

We then watched a Study Jam on the Carbon Cycle and did the quiz. You can find the activity at the link below.

Study Jams The Carbon Cycle

Students received HL 6, which is due next class period.

Students worked on the Gizmo Carbon Cycle. You can find the activity and the handouts there. Look in your notebook for the website and your username and password.

Tuesday and Thursday, 19 and 21 December, 2017

ESSENTIAL QUESTION: How does matter cycle on Earth?

LEARNING TARGET: Analyze models that show the transfer of matter in the carbon cycle.

BENCHMARKS:  SC.8.L.18.3

LEARNING OBJECTIVES:  Students will be able to:

-Identify and describe where in the Earth the carbon cycle occurs.

-Explain the role of carbon and the effects on carbon reservoirs.

-Explain how the element carbon cycles through living and nonliving things.

BELL RINGER: questions cellular respiration

VOCABULARY: carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis, respiration, greenhouse gas, bacteria, producers, consumers, decomposers, carbon cycle, oxygen, energy

HOME LEARNING: study for assessment 4

AGENDA

WHOLE GROUP

Students answers general questions on cellular respiration as their bell ringer.

Home learning 5 on photosynthesis and cellular respiration was collected and reviewed.

We then viewed the BrainPop movie on the Carbon Cycle. You can watch the video by clicking the link below and signing in with the username amsbartow and the password ams13.

Carbon Cycle

We then worked on the Gizmo Carbon Cycle. Students should complete the assessment quiz at the end.

Wednesday and Friday, 13 and 15 December, 2017

ESSENTIAL QUESTION: How do plants get food?

LEARNING TARGET: Break down the process of photosynthesis.

BENCHMARKS:  SC.8.L.18.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the factors and requirements needed for photosynthesis.

-Explain the role o light, carbon dioxide, water and chlorophyl in the process and products of photosynthesis.

BELL RINGER: probe Apple Tree

VOCABULARY: light, carbon dioxide, water, chloroplast, cell, glucose, oxygen, ecosystem, photosynthesis, autotroph, heterotroph, chlorophyll, cellular respiration, oxygen, energy

HOME LEARNING: HL 5

AGENDA

WHOLE GROUP

Students completed the probe Apple Tree as their bell ringer and discussed their answers.

Students received HL 5 on Photosynthesis. You can find the handouts above. All answers are to be on your own paper.

We did the activity Where does the energy come from using a solar powered calculator and answering the questions:

1. Describe how the number display changed as you followed steps 3-5.

2. Based on your observations, what can you infer about the energy that powers the calculator?

We watched the BrainPop movie Photosynthesis. You can watch the video by clicking the link below:

Photosynthesis

Log in using the user name: amsbartow and the password ams13

We then took guided notes on photosynthesis. You can find the handout for notes below. The movie of the powerpoint is also included below.

Monday, 11 December, 2017

ESSENTIAL QUESTION: How are plant and animal cells alike and different?

LEARNING TARGET: Describe the function of organelles in plant and animal cells.

BENCHMARKS:  SC.6.L.14.4

LEARNING OBJECTIVES:  Students will be able to:

-Learn the names and functions of cell organelles. 

-Identify organelles on a diagram of an animal or a plant cell. 

-Explain how plant cells are different from animal cells.

- Data chat

BELL RINGER: Prior knowledge questions on Gizmo

VOCABULARY: light, carbon dioxide, water, chloroplast, cell, glucose, oxygen, ecosystem, photosynthesis, autotroph, heterotroph, chlorophyll, cellular respiration, oxygen, energy, cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles.

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students completed the prior knowledge questions on the Cells Gizmo.

We worked on the Cell Structure Gizmo for the remainder of the class period.

Students had time to visit Edgenuity to review lowest benchmarks.

Thursday, 8 December, 2017

ESSENTIAL QUESTION: How are plant and animal cells alike and different?

LEARNING TARGET: Describe the function of organelles in plant and animal cells.

BENCHMARKS:  SC.6.L.14.4

LEARNING OBJECTIVES:  Students will be able to:

-Learn the names and functions of cell organelles. 

-Identify organelles on a diagram of an animal or a plant cell. 

-Explain how plant cells are different from animal cells.

- Data chat

BELL RINGER: Prior knowledge questions on Gizmo

VOCABULARY: light, carbon dioxide, water, chloroplast, cell, glucose, oxygen, ecosystem, photosynthesis, autotroph, heterotroph, chlorophyll, cellular respiration, oxygen, energy, cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles.

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students answered the prior knowledge questions on the Gizmo Cell Structure as their bell ringer.

They then completed the Element Builder Gizmo.

Tuesday, 6 December, 2017

ESSENTIAL QUESTION: How are plant and animal cells alike and different?

LEARNING TARGET: Describe the function of organelles in plant and animal cells.

BENCHMARKS:  SC.6.L.14.4

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast the different organelles found in plant and animal cells and describe their roles and processes.

- Data chat

BELL RINGER: Eureka! It’s Alive! probe

VOCABULARY: light, carbon dioxide, water, chloroplast, cell, glucose, oxygen, ecosystem, photosynthesis, autotroph, heterotroph, chlorophyll, cellular respiration, oxygen, energy, cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles.

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students completed the probe above, Eureka! It's Alive!

Students then watched BrainPops on Cells and Cell Structure. You can watch the video on Cells by signing in to BrainPop with the username ams bartow and the password ams 13.

Cells

You can watch the video Cell Structures by clicking the links below.

Cell Structures

We then did the analogy a cell is like a school, learning the function of each cell organelle as we reviewed each part of the analogy.

Students then made their own analogy and drew a representation of it.

Friday, 01 December, 2017

Note: Due to Academy Meetings this period, class was only 20 minutes long. We used this time to review HL 4 on the Martian periodic table and to have a data chat.

Wednesday, 29 November, 2017

ESSENTIAL QUESTION: How do atoms combine?

LEARNING TARGET: Analyze the properties of substances to determine if they are mixtures or pure substances.

BENCHMARKS: SC.8.P.8.5

LEARNING OBJECTIVES:  Students will be able to:

-Analyze the properties of substances to determine if they are mixtures or pure substances.

-Differentiate among pure substances, mixtures, and solutions.

-Utilize the pH scale to measure acids and bases.

-Take the Unit 3 Assessment

- Data chat

BELL RINGER: Correct most missed top questions

VOCABULARY: pure substance, mixture, heterogeneous mixture, homogeneous mixture, solution, solvent, solute, colloid, colloidal suspension, dilute suspension, concentrated solution, solubility, saturated solution

HOME LEARNING: HL 4 Martian Periodic Table

AGENDA

WHOLE GROUP

Absent students took the Unit 3 assessment, while other students corrected their exams.

We then reviewed the top most missed questions.

Home learning 4, the Martian periodic table was explained. You can find a copy of the home learning above.

Students then worked independently on their lowest benchmarks.

Monday, 27 November, 2017

ESSENTIAL QUESTION: How do atoms combine?

LEARNING TARGET: Analyze the properties of substances to determine if they are mixtures or pure substances.

BENCHMARKS: SC.8.P.8.5

LEARNING OBJECTIVES:  Students will be able to:

-Analyze the properties of substances to determine if they are mixtures or pure substances.

-Differentiate among pure substances, mixtures, and solutions.

-Utilize the pH scale to measure acids and bases.

-Take the Unit 3 Assessment

- Data chat

BELL RINGER: Study Session

VOCABULARY: pure substance, mixture, heterogeneous mixture, homogeneous mixture, solution, solvent, solute, colloid, colloidal suspension, dilute suspension, concentrated solution, solubility, saturated solution

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

We reviewed information for the Unit 3 assessment. You can find a movie of the information below.

Students then took the Unit 3 Assessment.

Monday, 20 November, 2017

ESSENTIAL QUESTION: How do atoms combine?

LEARNING TARGET: Analyze the properties of substances to determine if they are mixtures or pure substances.

BENCHMARKS:  SC.8.P.8.5

LEARNING OBJECTIVES:  Students will be able to:

-Analyze the properties of substances to determine if they are mixtures or pure substances.

-Differentiate among pure substances, mixtures, and solutions.

-Utilize the pH scale to measure acids and bases.

-Take the Unit 3 Assessment

BELL RINGER: Study Session

VOCABULARY: pure substance, mixture, heterogeneous mixture, homogeneous mixture, solution, solvent, solute, colloid, colloidal suspension, dilute suspension, concentrated solution, solubility, saturated solution

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

We collected and reviewed HL 3.

We conducted a study session prior to the exam. You can find the reviewed content in the movie below.

Students then took Unit Assessment 3 on Atoms and the Atomic Theory, The Periodic Table, and pH.

Thursday, 16 November, 2017

ESSENTIAL QUESTION: How do atoms combine?

LEARNING TARGET: Analyze the properties of substances to determine if they are mixtures or pure substances.

BENCHMARKS:  SC.8.P.8.5

LEARNING OBJECTIVES:  Students will be able to:

-Analyze the properties of substances to determine if they are mixtures or pure substances.

-Differentiate among pure substances, mixtures, and solutions.

-Utilize the pH scale to measure acids and bases.

BELL RINGER: Probe Sugar Water

VOCABULARY: pure substance, mixture, heterogeneous mixture, homogeneous mixture, solution, solvent, solute, colloid, colloidal suspension, dilute suspension, concentrated solution, solubility, saturated solution

HL 3: pH

AGENDA

WHOLE GROUP

The students completed the Sugar Water handout as their bell ringer.

We then did a demonstration by dissolving sugar in warm water to solidify the concepts mentioned in the bell ringer.

Students then watched a BrainPop on Compounds and Mixtures. You can watch the video by clicking on the link below and signing in with the UN amsbartow and the password ams13.

Compounds and Mixtures

We completed the quiz at the end of the BrainPop whole class.

Students then took notes of compounds and pH. You can find a movie of the slide show presentation below.

Students then used red and blue litmus paper and pH paper to test the acidity and basicity of several solutions.