Thursday, 5 October, 2017

ESSENTIAL QUESTION: Why are physical and chemical properties useful?

BENCHMARKS:  SC.8.P.9.2

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast physical and chemical changes

-Explain that adding heat to or removing heat from a substance may result in a temperature change and possibly a change of state.

-Explain that mass is conserved when substances undergo physical and/or chemical changes according of the Law of Conservation of Mass. 

BELL RINGER: Hot and Cold Balloons

VOCABULARY: matter, substance, solid, liquid, gas, fluid, temperature, thermal energy, heat, melting point, freezing, vaporization, evaporation, boiling, point, condensation, particle, Law of Conservation of Mass

HOME LEARNING: HL 6 Law of conservation of Mass

AGENDA

WHOLE GROUP

Students completed the bell ringer Hot and Cold Balloons, by writing their answer on the white board paddles and sharing with their classmates.

Students received HL 6, which can be found above. Students should write on the handout and return. I will make a copy.

Students received the information for the project infograph, which can be found below. We will use part of next class period to work on research for the infograph.

Students watched the BrainPop on Conservation of Mass. Unfortunately, the video is not available for free online. However, you can go to YouTube and watch any video on the Law of Conservation of Mass.

Students took notes on physical and chemical changes of matter and the law of conservation of matter. You can find a movie of the power point below.

Students then did an experiment to determine the conservation of mass. While the experimental portion was completed, students will complete the write up in their lab notebooks next class.

Tuesday, 03 October, 2017

Students took the Topic 1 assessment, after a short study period. Students should prepare to take Topic assessment 2 next week.

Thursday, 28 September, 2017

ESSENTIAL QUESTION: What is density?

BENCHMARKS: SC.8.P.8.4

LEARNING OBJECTIVES:  Students will be able to:

-Describe density and/or calculate and compare the densities of regular and irregular objects using material’s masses and volumes. 

BELL RINGER: Density problem: Copy and solve: A block of aluminum occupies a volume of 15.0 mL and weighs 40.5 g. What is its density?

VOCABULARY: solid, liquid, gas, property, physical property, chemical property, mass, density, volume, matter, thermal, energy, temperature, heat, melting, solubility, conductivity, solute, solvent, saturation, law of conservation of mass

HOME LEARNING: Study for exam 

AGENDA

WHOLE GROUP

Students began a new Cornell notes section in their notebook. For the inside section, they copied and solved the above bell ringer question.

Students then submitted and reviewed HL 5.

Students took notes on density. You can find the powerpoint in video form below.

I forgot to show the BrainPop mov on density, so I will show it next class.

Students then added all handouts to this section. They are to update their notebook on their own.

Students are to study for an exam on: laboratory safety, the scientific method (including identifying variables), properties of matter, and density.

Tuesday, 26 September, 2017

ESSENTIAL QUESTION: What is density?

BENCHMARKS: SC.8.P.8.4

LEARNING OBJECTIVES:  Students will be able to:

-Describe density and/or calculate and compare the densities of regular and irregular objects using material’s masses and volumes. 

BELL RINGER: Complete Cornell Notes page for Topic 3

VOCABULARY: solid, liquid, gas, property, physical property, chemical property, mass, density, volume, matter, thermal, energy, temperature, heat, melting, solubility, conductivity, solute, solvent, saturation, law of conservation of mass

HOME LEARNING: HL 5 Calculating Density 

AGENDA

WHOLE GROUP

Students completed the Cornell notes page for Topic 3 as their bell ringer.

Students then reviewed HL 4 and received HL 5, seen above. I will copy and give back to you once graded.

Students then put together the remaining pages in their notebook, which consisted of pages:

5: the log to record scores on major District exams, for each benchmark.

6: individual independent assignment log

7: year at a glance

8: major projects/papers for the year

a: Costa's leveled questions for the left hand column of the Cornell notes.

b. examples of quality questions for the left hand column

c and d: standards that will be tested during the 8th grade Science FCAT. This includes all the big ideas taught in 8th grade and the     annually accessed standards from 6th, 7th, and 8th grade that will be included on the test.

inside back cover: contact information/password log

Students spent the remainder of the period in independent remediation.

They summarized the topic 3 notes as their exit ticket.

Friday, 22 September, 2017

ESSENTIAL QUESTION: What are the properties of matter?

BENCHMARKS: SC.8.P.8.4

LEARNING OBJECTIVES:  Students will be able to:

-Distinguish between intrinsic and extrinsic properties of matter.

-Classify substances on the basis of their physical characteristics.

-State the law of conservation of mass.

BELL RINGER: Ice cubes in a bag

VOCABULARY: solid, liquid, gas, property, physical property, chemical property, mass, density, volume, matter, thermal, energy, temperature, heat, melting, solubility, conductivity, solute, solvent, saturation, law of conservation of mass

HOME LEARNING: HL 4 Density 

AGENDA

WHOLE GROUP

Students complete the bell ringer ice cubes in a bag.

Students submitted HL 3, which was reviewed. They also received HL 4, which can be found above in the HL section of this blog. Students should answer all questions on this handout. Write darkly. I will make you a copy for your notebook.

Students conducted an investigation in the properties of matter by examining and observing various types of matter. They looked at properties such as ability to be poured, change shape, to be attracted to a magnet, and hardness.

Once students completed observations, they took notes on matter. You can find the information in the movie below.

Students spent the remainder of the period reviewing information on mass and weight before completing an exit ticket on changing matter.

Tuesday, 19 September, 2017

Students took the baseline Comprehensive 3 science exam.

Students also received HL 3, which can be found below.

Tuesday, 05 September, 2017

Students took the Eighth Grade Baseline Exam in Science. The exam will be continued next class.

Thursday, 31 August, 2017

ESSENTIAL QUESTION: What are the properties of matter?

BENCHMARK: SC.8.P.8.4

LEARNING OBJECTIVES:  Students will be able to:

-Distinguish between intrinsic and extrinsic properties of matter.

-Classify substances on the basis of their physical characteristics

BELL RINGER:  variables quiz

VOCABULARY: solid, liquid, gas, property, physical property, chemical property, mass, density, volume, matter, thermal, energy, temperature, heat, melting, solubility, conductivity, solute, solvent, saturation

HOME LEARNING: HL 2 

AGENDA

WHOLE GROUP

Students took the scientific method quiz on variables.

We then completed the bell ringer Is it Matter?

The topic of matter was introduced by watching the BrainPop movies States of Matter and Matter Changing States. You can watch the BrainPop video on States of Matter by clicking the link below:

States of Matter

You can watch the BrainPop video on Matter Changing States by clicking on the link below.

Matter Changing States

Due to attending the Student Orientation, we did not complete any other items in class.

Tuesday, 29 August, 2017

Tuesday, 29 August, 2017

Benchmark: SC.8.N.1.1

Essential Question: How can we use the scientific method to solve problems?

Learning Objectives: By the end of this lesson, I should be able to:

-Evaluate a scientific investigation using evidence of scientific thinking and problem solving.

-Differentiate between replication and repetition and evaluate the use and need for each in a scientific investigation.

Bell Ringer: None

VOCABULARY: observations, systematic observations, experiment, test (independent variable), outcome (dependent variable), data, empirical evidence, predict, hypothesis, trials, repetition, replication, control group, conclusion

Home Learning: notebook update

AGENDA

WHOLE GROUP

-update notebook, including Costa's leveled questions, color, and summary. 

-Question 1-What are the steps of the scientific method?

-Question 2-Compare and contrast independent and dependent variables.

-Question 3-Design an experiment that uses the scientific method to solve a problem.

Be sure to color coordinate the questions and answers. Use a different highlighter for each question. See me if you have any questions.

Also, place a summary on the bottom of page 11. It should read:

The scientific method is a way to solve problems. The steps include asking a question, doing research, forming a hypothesis, doing an experiment, making observations and gathering data, analyzing results, drawing conclusions and sharing findings.

SMALL GROUP/INDEPENDENT PRACTICE/DI

-drops on a penny lab. Use the scientific method to investigate how the difference of the sides of the penny affects the number of drops that can fit.

You should have:

Drops on a Penny

Problem: Which side of a penny holds the most drops of water?

Hypothesis: If drops of water are placed on a penny, then the  (heads/tail) side will hold the most drops because.....)

Materials: cup, water, dropper, penny, paper towel

Procedures:

1) Fill a dropper with water.

2) Place a penny heads up on a table.

3) Add water to the surface of the penny. Count each drop as it is added. Be sure NOT to touch the tip of the dropper to the growing dome of water on the penny. STOP adding when the water spills off the penny.

4) Repeat for the tails side of the penny.

Variables;

Independent Variable: Side of the penny

Dependent Variable: Number of drops added

Constants: same penny, same dropper, same liquid

Data and Observations

Results: The _________ side of the penny held more water.

Conclusions:

Claim: The _________ side of the penny held the most drops of water.

Evidence: The heads side held  ______ drops of water. The tails side held _____ drops of water. This was a difference of _______ drops.

Reasoning: Surface tension is the ability of water molecules to stick to each other. Since the penny is made of the same material on both sides, the surface tension should be equal on both sides. The difference in the number of drops added, if any, cold be due to errors in experimentation.

Exit Strategy - Orally review one thing you learned today in class. 

Friday, 25 August, 2017

Benchmark: SC.8.N.1.1

Essential Question: How can we use the scientific method to solve problems?

Learning Objectives: By the end of this lesson, I should be able to:

-Evaluate a scientific investigation using evidence of scientific thinking and problem solving.

-Differentiate between replication and repetition and evaluate the use and need for each in a scientific investigation.

Bell Ringer: Observation vs Inference handout.

VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower: observations, systematic observations, experiment, test (independent variable), outcome (dependent variable), data, empirical evidence, predict, hypothesis, trials, repetition, replication, control group, conclusion

Home Learning: notebook update

AGENDA

WHOLE GROUP

-Bell Ringer - Observation vs Inference handout  

-add table of contents/assignment sheets/Zombie notes to notebook/add Costa's leveled questions, color, and summary 

-scientific method and variables/repetition and replication/experimental design handouts and notes:

You can find the notes in movie form below;

SMALL GROUP/INDEPENDENT PRACTICE/DI

-drops on a penny lab. Use the scientific method to investigate how the difference of the sides of the penny affects the number of drops that can fit.

Exit Strategy - summarize your notes. 

Wednesday, 23 August, 2017

Benchmark:  SC.8.N.1.1

Essential Question: What makes a science lab safe?

Learning Objectives:
Students will be able to:

-Determine the five basic rules of lab safety.

-Identify do’s and don’t that make a laboratory activity safe or unsafe.

BELL RINGER- join.quizizz.com for review quiz on lab safety.

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector

VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower

HOME LEARNING: notebook update
  

AGENDA

WHOLE GROUP

-Bell Ringer - lab safety quiz on join.quizizz.com 10 min

-I do - collect and review HL 1 Analyzing elements of the scientific method and the vocabulary sheet 5 min

-we do - place all of table of contents pages and the assignment recorder pages in the notebook; complete the table of contents for the safety lesson, and add HL 1 to page 1 list of assignments. See me for these handouts. 30 min

-we do - add minion to the center portion of the notes and write a caption for the picture. 5 min

-I do/we do - place Zombie lab safety notes on page 10 of notebook, and ask Costa leveled questions, using highlighters to correspond the questions with the answers. 20 min

The questions are as follows:
1) What are the five rules of lab safety?
2) Compare and contrast the chemical safety rules do's and don'ts.
3) What hazards might result if lab safety is not maintained?

You should be able to find the answers for questions 1 and 2 directly on the handout. Question 3 should be answered as a paragraph. You can write it on the Zombie page if you run out of space.

See me to determine how a completed Cornell notes page should look.

SMALL GROUP/INDEPENDENT PRACTICE/DI

notebook construction

-you do - exit ticket - summarize lab safety notes 5 min

This is the minion handout that goes in your notebook.

Monday, 21 August, 2017

Welcome to Comprehensive Science 3!

Benchmark:  SC.8.N.1.1

Essential Question: What makes a science lab safe?

Learning Objectives:
Students will be able to:

-Determine the five basic rules of lab safety.

-Identify do’s and don’t that make a laboratory activity safe or unsafe.

BELL RINGER- Following Directions Handout 5 minutes

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector

VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower

HOME LEARNING: HL 1 Analyzing Elements of the Scientific Method-Use the supplied vocabulary to answer A-F on your own paper.  

AGENDA

WHOLE GROUP

-Bell Ringer - Following directions handout 5 min

-I do - introduction of self/motivational talk 5 min

-I do - review: vision statement, schedule, syllabus, rules, expectations, fire/code red/code yellow drills. 20 min

-I do - distribute and explain HL 1 Analyzing elements of the scientific method and the vocabulary sheet 2 min

-we do - set up notebooks so that we can begin placing pages in the notebook. 20 min

-we do - Zombie College The 5 rules of lab safety video /handout10 min

-we do - review lab safety contract 

SMALL GROUP/INDEPENDENT PRACTICE/DI

-you do - visit website to find the SWAY on Lab Safety and complete the game portion. 10 min

-you do - exit ticket - write to explain the importance of one of the 5 rules of lab safety. 5 min

Today, we will explore Lab Safety. Use your phone to log into your Office 365 site. Visit the sway listing for you.

If you cannot find the link, click on the one listed below:

Laboratory Safety

If you did not get a syllabus, see me. Also, be sure to get a copy of the receipt of syllabus, which must be signed by both you and your parent/guardian.

Additionally, see me to pick up a copy of the lab safety contract.

Below, find a copy of the home learning, the vocabulary supplement, and the Zombie College Lab Safety handout. All of these will be placed in your interactive notebook.

Today, we will explore Lab Safety. Use your phone to log into your Office 365 site. Visit the sway listing for you.

If you cannot find the link, click on the one listed below:

Laboratory Safety