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.

Monday, 30 October, 2017

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

LEARNING TARGET: Why do theories change?

BENCHMARKS:  SC.8.P.8.7

LEARNING OBJECTIVES:  Students will be able to:

-Explain why theories (such as atomic theory) may be modified but rarely discarded).

-Explain the atomic theory and how it has been modified over time. 

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

-Review quarter 1 progress.

BELL RINGER: Continue Gizmo on Phase Changes

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

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

HOME LEARNING: notebook update

RESOURCES: Mr. Spiegel will do small group DI with reading resources; Coach book, GIZMO 

AGENDA

WHOLE GROUP

Students continued to complete the Gizmo on Phase Changes

Students engaged in a data chat on progress from first grading period.

Wednesday, 25 October, 2017

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

LEARNING TARGET: Why do theories change?

BENCHMARKS:  SC.8.P.8.7

LEARNING OBJECTIVES:  Students will be able to:

-Describe and illustrate the modern model of the atom and why it has changed over time.

-Explain why theories (such as atomic theory) may be modified but rarely discarded).

-Explain the atomic theory and how it has been modified over time. 

-Research information for the Infograph project on Florida Everglades

BELL RINGER: Prior knowledge questions on Gizmo Phase Changes

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 began with a notebook review. We spent time reviewing past concepts and topics via the interactive composition notebook. Students must be sure to include all necessary handouts and notes in each topic.

We completed activity A from the Gizmo Phase Changes.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students were given time to work on the Activity B segment of the Gizmo on their own.

Monday, 23 October, 2017

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

LEARNING TARGET: Why do theories change?

BENCHMARKS:  SC.8.P.8.7

LEARNING OBJECTIVES:  Students will be able to:

-Describe and illustrate the modern model of the atom and why it has changed over time.

-Explain why theories (such as atomic theory) may be modified but rarely discarded).

-Explain the atomic theory and how it has been modified over time. 

-Research information for the Infograph project on Florida Everglades

BELL RINGER: Prior knowledge questions on Gizmo Phase Changes

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 prior knowledge questions for the Gizmo Phase Changes. You can find the handout by logging into your GIZMO account and looking for the link lesson info. Then, click the student exploration sheet link.

Students completed the notes on the Atomic Theory. The video of the notes can be found in the blog for October 17.

We then worked whole class on Activity A of the Gizmo.

Home learning is to update the science notebook.

Thursday, 19 October, 2017

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

LEARNING TARGET: Why do theories change?

NGSSS:  SC.8.P.8.7

BENCHMARKS:

-Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons).

LEARNING OBJECTIVES:  Students will be able to:

-Describe and illustrate the modern model of the atom and why it has changed over time.

-Explain why theories (such as atomic theory) may be modified but rarely discarded).

-Explain the atomic theory and how it has been modified over time. 

-Research information for the Infograph project on Florida Everglades

BELL RINGER: Answer and justify. SC.8.N.3.2 The Role of Theories, Laws, Hypotheses, and Models

Scientists create both scientific theories and scientific laws as they make observations and conduct experiments about the natural world. Which of the following statements most accurately compares the difference between scientific theories and scientific laws?

A.     Scientific laws are based on evidence, while scientific theories are not.

B.     Scientific theories involve only biology, while laws involve all types of science.

C.    Scientific theories involve mathematical equations, while scientific laws are based on observations.

D.    Scientific theories are ideas that explain natural events, while scientific laws more reliably predict natural events.

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

HOME LEARNING: work on infograph

AGENDA

WHOLE GROUP

Students completed and shared their answers to the bell ringer.

Students then did independent work. Those that had to complete the topic 2 assessment did so and those who needed to work on their infograph did so. All infographs are due in class on Monday.