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.

Tuesday, 14 November, 2017

ESSENTIAL QUESTION: How is the periodic table arranged?

LEARNING TARGET: Analyze how elements are grouped in the Periodic Table of Elements according to similar properties and determine how they combine to produce compounds.

BENCHMARKS: SC.8.P.8.6

LEARNING OBJECTIVES:  Students will be able to:

-Describe how the periodic table is arranged as groups (columns) and periods (rows).

-Compare and contrast the properties of elements based on their families and grouping. (Elements are grouped in the periodic table according to similarities of their properties.)

BELL RINGER: Write to describe an atom to a pre-kindergarten child.

VOCABULARY: periodic table, atomic number, chemical symbol, period, group, meal, thermal conductivity, electrical conductivity, reactivity, alkali metal, alkaline earth metal, transition metal, nonmetal, halogen, noble gas, metalloid, mass number

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students completed the bell ringer above.

Student then took notes on the periodic table and its arrangement. You can find both the handouts for taking notes and the movie of the powerpoint notes below.

Thursday, 9 November, 2017

ESSENTIAL QUESTION: Why and how has the atomic theory changed over time?

LEARNING TARGET: What makes up an atom?

BENCHMARKS: SC.8.P.8.6

LEARNING OBJECTIVES:  Students will be able to:

-Describe how phase changes in substances are affected by temperature.

-Describe the parts of an atom.

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

Answer and justify.

VOCABULARY: matter, chemistry, substance, element, atom, Atomic mass, periodic table, nucleus, proton, atomic number, neutron, electron, mass number

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students completed the bell ringer above.

There was a special presentation by the nurse from Miami-Dade College on poison control.

Students then practiced atomic structure identification via Jefferson Lab.

Tuesday, 7 November, 2017

ESSENTIAL QUESTION: Why and how has the atomic theory changed over time?

LEARNING TARGET: What makes up an atom?

BENCHMARKS: SC.8.P.8.6

LEARNING OBJECTIVES:  Students will be able to:

-Describe how phase changes in substances are affected by temperature.

-Describe the parts of an atom.

-Review quarter 1 progress.

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

Answer and justify.

Kyra is studying the different factors that can affect the growth of a plant. Based on her research, she thinks that the amount of water, the exposure to sunlight and the type of fertilizer may contribute to the growth of the plant.
What should Kyra do to test the effect of sunlight and get accurate result in her experiment?

A. Change the amount of water and keep the type of fertilizer and the amount of sunlight the same. 


B. Change the type of fertilizer and the amount of water at the same time and keep the amount of sunlight the same. 


C. Change the amount of sunlight by placing the plants in different locations and keep the amount of water and the type of fertilizer the same. 


D. Change the type of fertilizer, the amount of water, and the amount of sunlight at the same time. 


VOCABULARY: matter, chemistry, substance, element, atom, Atomic mass, periodic table, nucleus, proton, atomic number, neutron, electron, mass number

HOME LEARNING: HL 2 Atomic Short Story

Write a short story using the following words correctly in context: element, atom, atomic mass, periodic table, nucleus, proton, atomic number, neutron, electron, mass number. Your story must be fictional and NOT be about a known element. You can set your story anywhere you wish and include any events that you wish. The only thing that MUST be true is the rules about protons, neutrons, and electrons, and atomic mass and atomic number! Your story may be hand written, but it MUST be in blue or black ink only , on ONE side of the paper. You must have a minimum of 200 words!

AGENDA

WHOLE GROUP

Studnents completed the bell ringer above.

We then reviewed HL 1 and explained HL 2, which is to write a short story on the atomic structure. See the rubrics above.

Students then updated their notebooks.

Students worked on completing the Gizmo on Phase Changes.

Friday, 03 Novmber, 2017

ESSENTIAL QUESTION: Why and how has the atomic theory changed over time?

LEARNING TARGET: What makes up an atom?

BENCHMARKS:  SC.8.P.8.6

LEARNING OBJECTIVES:  Students will be able to:

-Describe how phase changes in substances are affected by temperature.

-Describe the parts of an atom.

BELL RINGER: FCAT Practice: SC.8.N.1.3 The Practice of Science

Before 1896, many scientists concluded that light could not pass through black paper. In 1896, Henri Becquerel observed that uranium salts could cause a plate covered by black paper to react as if light had reached it.

How did this observation affect conclusions about light passing through black paper?

A. Scientists ignored Becquerel’s evidence because uranium is dangerous to use, so his study was not valid.

B. Scientists repeated Becquerel’s experiment until it no longer worked and reported that his conclusions were not valid.

C. Scientists had to revise their earlier conclusion because evidence from Becquerel did not support the original conclusion.

D. Scientists stood behind the earlier conclusion that black paper blocks light because it was already an accepted conclusion. 

VOCABULARY: matter, chemistry, substance, element, atom, Atomic mass, periodic table, nucleus, proton, atomic number, neutron, electron, mass number

HOME LEARNING: HL 1 Atomic Structure

AGENDA

WHOLE GROUP

Students reviewed the Practice of Science by completing and discussing the bell ringer above.

Students watched a BrainPop on the Periodic Table and wrote a question from the video that other class members had to answer. You can watch the BrainPop video by visiting the site at: BrainPop Periodic Table. Once on the site, use the user name and password:

Username: amsbartow Pasword: ams13

We then completed the notes/handout on atoms and their parts. You can find the handout below.

Home learning 1, which can be found above, was explained. It is due next class period.

Students also had data chats. Students had the opportunity to work on Edgenuity.

Wednesday, 01 November, 2017

ESSENTIAL QUESTION: Why and how has the atomic theory changed over time?

LEARNING TARGET: What makes up an atom?

BENCHMARKS: SC.8.P.8.6

LEARNING OBJECTIVES:  Students will be able to:

-Describe how phase changes in substances are affected by temperature.

-Describe the parts of an atom.

-Review quarter 1 progress.

BELL RINGER: FCAT Practice: SC.8.N.1.3 The Practice of Science

VOCABULARY: matter, chemistry, substance, element, atom, Atomic mass, periodic table, nucleus, proton, atomic number, neutron, electron, mass number

HOME LEARNING: HL 1 Atomic Structure

AGENDA

WHOLE GROUP

Students had a data chat to inform them of progress in class.

Students then went on Edgenuity to remediate lowest scores on last topic assessment.