Thursday/Friday, 18/19 October, 2012

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

-review changes in matter.

Students answered the following questions in their bell ringer folder:

Living and nonliving things are made up of matter. Which of the following statements is true about matter? 

A. Nonliving and living things can be made up of combined elements.
B. Living things are composed of carbon, hydrogen, and oxygen only.
C. Living things are made up of elements, and nonliving things are made up of minerals.
D. Nonliving things are composed of pure substances, while living things are made of more complex units.

Jonah is completing the table shown below. What are the best headings for Columns A and Columns B?

A.Column A: Atoms; Column B: Mixtures
B. Column A: Molecules; Column B: Atoms
C. Column A: Elements; Column B: Compounds
D. Column A: Atoms; Column B: Elements

         Column A                          Column B

Na	N
Ca	CaCl2
Fe	Fe2O3
Pb	PbN6

Students reviewed combining atoms to make the different types of mixtures and compounds, elements, and molecules. 

Students then did the Have A Ball lab. Students not completing the data should go home to complete data so that group data can be shared on Monday in class.

Home learning 17 can be found at the top of this blog. In addition, students are to practice their reading strategy, by reading the closed captioning information from a science show. The handout should be signed by a parent or guardian.

Wednesday, 17 October, 2012

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

There was no bell ringer.

Students completed the Activity A for the GIZMO Element Builder. You can use your username and password to sign in at home. The lesson materials are listed under the lesson info tab. Click to find the handouts if you've misplaced your own. 

Students also visited the pHet Build An Atom site, from Zone.Dr. Gayden's Science Zone. Students should try constructing several atoms and then play the game by clicking the correct tab.

Home learning 17 is to read pages 342-349 and to answer the Interactive Art particles In An Atom on page 348 on your own paper. Be sure to head the paper correctly.

If you finish ALL of the work on atoms, feel free to begin research for the atomic model project. Visit the Chemical Elements.com site to begin recording the information for your atom project.

Finally, visit the pearsonsuccess.net site, grade 8, and complete any assignments listed for your name.

Monday/Tuesday, 15/16 October, 2012

 Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

-review reliability of evidence.

Students answered the following as bell ringers:

1. What is the independent variable in this experiment?

A. group number                               C. plant height

B. amount of plant hormone added      D. type of plant used in the experiment.

2. What is the dependent variable in this experiment?

A. plant group                                   C. average height

B. amount of plant hormone added      D. type of plant used in the experiment

3. How may experimental groups were included in this experiment?

A. 7     B. 6     C. 3     De. 2

4. Which group represents the control group in this experiment?

A. group 1      B. group 2      C. group 6     D. group 7

Students submitted and reviewed HL 14. They also submitted the reading strategy handout.

Students were shown a model Lithium and reviewed the necessary requirements of the atomic model project.

Students received the directions for the science fair project, to be completed and submitted on or before December 5. You can find the directions at the top of this blog.

Students reviewed reliability of evidence.

Students also began studying the atomic structure by watching a BrainPop movie on atomic models. To see the movie, click the link for, BrainPop and scroll down to the movie Atomic Model.

Students broke into small groups to review scientific investigations/experimental design.

Home learning 15 is  read pages 314-323 in the text, completing all portions, and answering the questions for Interactive Art Periodic Table on a correctly headed sheet of loose leaf paper.

Students began notes on atoms, but did not complete them due to lack of time.

Students completed the laboratory write up for What are solids, liquids, and gases?

Thursday/Friday, 11/12 October, 2012

These are the directions for Project 1. Be sure to follow all directions and meet the deadline.

This is HL 14. Follow the directions. Answers only on a correctly headed loose leaf  page.

Students will be able to:

-determine how matter changes.

Students completed the following bell ringer questions using the collaborative structure "showdown":

1. When a candle is lit, the wick burns, the wax melts, the candle 

changes shape, and the air around the candle heats up. Which of 

the following is an example of a chemical change? 

A. the wick burning      C. the candle changing shape

B. the wax melting       D. the air around the candle heating up

2. Matthew has six cubes of different materials. Each cube has a 

mass of 10 grams (g). Matthew sorts the cubes into two groups 

using one physical property. 

Group 1 Cubes	Group 2 Cubes
Aluminum	Glass
Copper	Plastic
Steel	Wood

Which physical property did Matthew most likely use to sort the cubes into two

groups?

A. density

B. magnetism

C. melting point

D. electrical conductivity

Students received HL 14, which can be found at the top of this blog.

Students also will complete a reading strategy called closed caption. They will watch a
science television show with the volume muted but the closed caption on. They will
then write a five sentence summary of the show. The show must be a science show.
Also include the name of the show, the channel, and the date and time of the show.
The parent or guardian must sign to show that the assignment has been completed
accurately.

Students received the directions for the first grading period project, which is to build a 
model of one of the elements. The handout can be found at the top of this blog.

Students participated in the ETO mini lesson on properties and changes of matter.
Students began the official write up of the speed lab. We will complete the handout on 
Monday.

Wednesday, 10 October, 2012

This is HL 13. Use complete sentences to answer the questions on your own correctly headed paper.

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

Students answered the following bell ringer:

Can liquid water exist in outer space? Why or why not?

Students submitted home learning 12 and received home learning 13, which can be found at the top of this blog.

Students completed the GIZMO Phases of Water and submitted it. 

Students also submitted their science journals to be graded.

Monday/Tuesday, 8/9 October, 2012

This is HL 12. Answers only on your own correctly headed paper.

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

-review scientific thinking.

Students answered the following bell ringers:

1.Jules wanted to know whether the eating behavior of goldfish is affected by music. He set up a fish tank. Everyday, Jules played music for the fish and measured how much the fish ate.

What is Jules missing from this experiment?                        
A. a control group
B. a measurable result
C. different types of fish
D. an outcome variable (dependent variable)

2.

  
3.



Students did a GIZMO on germination to review scientific thinking.

Students took notes on Changes in States, pasting in old home learnings and completing the Cornell notes on the topic.

Home learning 12 can be found at the top of this blog.

Thursday/Friday, 4/5 October, 2012

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

Students completed the following bell ringer:

Gina slid her tennis shoes across the floor, and the bottom of her shoes became warm. What happens to the kinetic energy of Gina and her shoes as she slides across the floor?

A. The kinetic energy is converted to light energy.

B. The kinetic energy is converted to thermal energy.

C. The kinetic energy is converted to potential energy.

D. The kinetic energy is converted to chemical energy.

Students updated their interactive notebook by pasting in pages a - k in the back of the notebook.

Students then completed the write up for the lab Melting Ice. Since we did not complete the conclusions, we will complete them, along with notes of phases of matter, on Monday or Tuesday.

Notebooks will be collected Monday or Tuesday, after we complete the notes.

Wednesday, 3 October, 2012

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

-describe the different forms of energy. 

-identify ways that energy is converted from one form to another.

Students completed the following bell ringer:

Students completed Activity B from the GIZMO Energy Conversions.

Students worked independently on the GIZMO Phases of Water. To access the GIZMO,

use the username and password assigned to you.  Go to www.explorelearning.com

and click the link to launch the GIZMO.

HL 11 is States of Matter-page 283 Lesson Two #5-9

The exit strategy was to answer the following: Where in real life does the following

energy conversion occur? (Chemical to light to thermal.) 

Monday/Tuesday, 1/2 October, 2012

This is HL 10. Follow directions. Be sure to place all answers on a sheet of correctly headed loose leaf paper. Be sure to put HL10 and the title States of Matter at the top of your page.

Students will be able to:

-compare and contrast the properties of solids, liquids, and gases.

-describe the motion of particles in solids, liquids, and/or gases.

-label and identify all the states of matter.

-describe the different forms of energy. 

         -identify ways that energy is converted from one form to another.

           Students completed the following bell ringer:

1. Which energy transformation occurs when a match is lit?

a. Chemical energy to heat energy 

b. Heat energy to potential energy

c. Electrical energy to heat energy

d. Kinetic energy to potential energy

Students received HL 10 on States of Matter. It can be found at

the top of this blog. Be sure to follow all printed directions.

Students began a mini-lesson on Energy Conversions, ( the benchmark SC.7.P.11.2). We did the beginning of the GIZMO Energy Conversions, Activity A. This should be placed in your notebook with today's date. Be sure to paste in so that you can place the remaining sheet under it. If you missed class and need the handouts, sign in to GIZMO (http://www.explorelearning.com) with the username and password given to you by Dr.Gayden.  Then, click the link for lesson info. Once the page opens, under LESSON MATERIALS, Click the PDF link under Students Exploration Sheet. Complete the sheet as you do the activity.

Students then were assigned by groups to read about solids, liquids, or gases. They were to discuss the information and be ready to present it to the remainder of the class. This will happen on Thursday/Friday, when we will take notes and paste the appropriate home learnings in our notebook.

Students then were grouped by their scores on the baseline exam for benchmark SC.7.P.11.2. They worked with me or with their group mates to complete handouts to develop, reinforce, or enrich the energy transformation benchmark.

The exit slip should be done on one of the phone. Students should answer the questions: What would life be like on the Earth without the Sun?

Thursday/Friday, 27/28 September, 2012

Students will be able to:

-differentiate between physical and chemical properties.

-differentiate between physical and chemical changes.

Students completed the following bell ringer:

Randy is observing an experiment on heat flow. He has three objects at differing temperatures, as shown in the table below. Randy places the objects in a beaker of water that has been heated to 100 degrees Celsius (°C).

Which of the following correctly describes the flow of heat in this system?

Temperature            Object A    Object B    Object C

in degrees Celsius      0                   10                99

A. Heat from the water moves into Objects A, B, and C.

B. Heat from Object C moves into the water and into Objects A and B.

C. Heat from the water moves into Object A, but not Objects B and C.

D. Heat from the water moves into Objects A and B, but not Object C.

Students completed notes from sections 8-2 and 8-3 of their text. Be sure to include your 3 Costa leveled questions, correlated to the answers by highlighter and your summary. Also, include some drawing on the page. Be sure you have completed the KWL chart. For the vocabulary, paste in the flip flap book, with the words, definitions and pictures. Also paste in home learnings 7 and 8.

There was no additional home learning assigned.