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.

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.