Welcome to Science on the Valor Team.

How to use this site:

  1. My site will have a weekly update message posted here.

  2. Homework and Classwork assignments will be posted on the tabs on the left and updated weekly. If you are absent it is your responsibility to check this website for what you missed. 

  3. Other resources and course information will be permanently located on the left tabs as needed.

Check the Valor calendar located on the left tab for all due dates and quiz/test dates.

Quarter 4: Week 8

5/22- Firecracker- If Nikki travels a distance of 10 meters in 5 seconds, then what would be Nikki’s speed?

  • Testing Tutorials

  • Testing Info PowerPoint

Day 1 & 2 Tuesday & Wednesday : Physics- Firecracker- If Jose pushes a box with a force of 10 N to the left and Kyle pushes the same box with a force of 7 meters to the right, what is the net force of the box and what direction will the box move?

  • Set up Review Book!

  • Study Book Page

  • Physics NCFE Review [1761735]

  • Whiteboard Review Pictionary with vocabulary

Day 3 Thursday : Cells and Body Systems- Firecracker- Explain the functions of the two organelles that plant cells have that animal cells do NOT.

  • Study Book Pages

  • Cells NCFE Review [1760860]

  • Hierarchy and Human Body [1760929]

  • Kahoot & Around the World Vocabulary (extra)

Day 4: Friday- Genetics- Firecracker-  Which of these terms can be associated with sexual reproduction? Which can be associated with asexual reproduction? (Terms: Budding, Mitosis, Cloning, Fertilization, Meiosis)

Day 5: Tuesday- Weather- Firecracker-  Identify the genotype of the mother, if the father’s genotype is Bb and the possible offspring could be: BB, Bb, BB, Bb.

Day 6: Testing Days (Wednesday & Thursday)-Firecracker- Where does the most amount of evaporation occur? Why does it occur here?

Quarter 4: Week 7

5/15- Monday- Firecracker-  List a day by day plan of how you will assemble your structures.

  • Building structures Day #1- Base built for tornado on 1st day

5/16- Tuesday- Firecracker- What is one problem you encountered in your building yesterday and how can you overcome it?

  • Building structures Day #2

5/17- Wednesday- Firecracker- Create a step by step list of what you need to do per structure.

  • Building structures Day #3

5/18- Thursday- Delayed Opening- Firecracker- How will your structure survive a storm surge?

  • May’s class-Tornado Shelter Testing Day

  • Thompson’s class- Hurricane House Testing

5/19- Friday- Firecracker- How will your structure survive high winds?

  • May’s class- Hurricane House Testing Day

  • Thompson’s class- Tornado Shelter Testing Day

  • Project Reflection

    • How would you revise your design based on our testing?

Quarter 4: Week 6

5/8- Monday- Firecracker- What are 4 words that come to mind when you hear the word “storms”

  • KWL on Storms- Fill in K&W columns

  • Tornadoes vs. Hurricanes Information

  • End class: Fill in Learn Section of KWL

5/9- Tuesday- Firecracker-Compare and contrast the safety precautions taken during a tornado vs. a hurricane.

  • Introduce Severe Weather Building Project- Show blueprint instructions

  • Students begin developing Blueprints for tornado & hurricane structures (Completed on Graph Paper)

  • Handout HW Contract- Due Thursday 5/11

5/10-Wednesday- Holocaust Day- NO class!

5/11-Thursday- Firecracker-Identify one part of your tornado shelter design that would help your shelter survive a tornado. Explain why it would be helpful.

  • HW Contract Due! (2 points)

  • Students finish structure blueprints

  • Gallery Walk & Discussion of Blueprints

  • Handout rubric

  • Student write up- Paragraph- Based on your knowledge of tornadoes and hurricanes,

    • 1) identify the dangers associated with tornadoes and hurricanes

    • 2) explain why your shelters would be able to survive tornadoes and hurricanes (Be sure to discuss your design!)

5/12- Friday- Firecracker- Identify one part of your hurricane house design that would help your house survive a hurricane. Explain why it would be helpful.

  • Firecracker Check!

  • Finish paragraph

  • Discuss and show Building Instructions

    • Material List

Quarter 4: Week 5

Monday- Firecracker- When watching a weather forecast on the news, what information do the meteorologists typically include?

Tuesday- Firecracker- What type of weather is associated with each of the following clouds: cirrus, stratus, and cumulus clouds?

Wednesday- Firecracker- How do meteorologists forecast the weather? (What technologies do they use?)

Thursday- Firecracker- Draw the weather map symbols for each type of front (4 fronts total).

  • Quiz  (Google Form & Forecast Map)

  • Weather Technology Video (maybe use this)

Friday- Firecracker- List as many 7th grade science vocabulary words that you remember.

Quarter 4: Week 4

Monday- Firecracker- How is convection present underneath the Earth’s surface?

  • Introduce the question and hypothesize- How do you think convection affects Earth above the surface?

  • Actively Learn Reading on Air Masses and Air Circulation

  • Exit activity- Write ONE sentence that uses all three of these words properly- convection, wind, air mass

Tuesday- Firecracker- When would be the best time to go out the beach to fly a kite if you wanted the kite to fly out over the ocean? Explain why?

Wednesday- Firecracker- Why does the wind blow out towards the ocean (land breeze) during nighttime?

  • Introduce the question and hypothesize-How did Christopher Columbus end up near the Bahamas instead of reaching Asia? What influenced his travel route?

  • Global Wind G.O. & Jet Stream

  • Coriolis Effect and Ocean current videos

  • Answer the question above and discuss!

Thursday- Firecracker- Why can you not sail straight across the Atlantic from Europe or Africa to get to North America?

Friday- Firecracker-  How is weather influenced by convection? How is weather affected by the jet stream?

Quarter 4: Week 3

Monday- Firecracker- If you were to travel through the stratosphere, then what type of clothing would you need to pack?

Tuesday- Firecracker-What sites would you see traveling through the Troposphere?

  • Continue making itinerary and add pictures if time allows

  • Start developing sales pitch (note card) and/or draw advertisement (copy paper)

Wednesday- Firecracker- How would your travel through the Mesosphere be hazardous?

  • Watch what a good pitch looks like.

  • Continue creating sales pitch (note card) and/or draw advertisement (copy paper)

Thursday- Delayed Opening- Firecracker-Why is the temperature higher in the Thermosphere?

  • Practice presentations of sales pitch & itineraries

Friday- Firecracker-When you reach the Exosphere you have arrived here _________.

  • Presentations of Tours to small group- group vote

  • Finalists present to whole class

  • Class Vote to determine winning trip

Quarter 4: Week 2

Monday- Firecracker- What gases make up our atmosphere?

Tuesday- Firecracker-How do plants and animals affect the gas composition in the atmosphere? (Hint: Think of breathing and photosynthesis)

Wednesday- Firecracker- Rank all 5 layers of the atmosphere from the layer with the lowest pressure to the layer with the highest pressure.

  • Jigsaw and de-brief Layers of the Atmosphere- Whiteboards or Chart Paper

  • Revisit Temperature vs. Pressure Graph Observations

  • Turn in Homework

Thursday- Firecracker- How does temperature change as you travel from the troposphere through the stratosphere?

  • Firecracker Check #1!

  • Complete Post-Assessment

  • Go over Homework

  • Illustrate and describe what life will be like on the three Homework planets

Friday- No School!

Quarter 4: Week 1

Monday 4/3 Firecracker- What was one thing you did well with last quarter in science class? What is one goal you’d like to set for the 4th quarter in science class?

Tuesday 4/4- Firecracker- What are the 3 main types of clouds?

Wednesday 4/5- Firecracker- How do the sun and the oceans interact in the water cycle?

Thursday 4/6- Firecracker- Compare and contrast climate and weather.

Friday 4/7- Firecracker- High air pressure indicates ______________ weather, low air pressure indicates ___________ weather. Low humidity indicates __________________ weather, high humidity indicates ___________ weather. (Look at your weather prediction lab data!)

Quarter 3: Week 9

Monday 3/20- Firecracker- None

  • Paideia Discussion on Designer Babies

Tuesday 3/21- Firecracker- On a scale of 1 to 10 (1-awful to 10-great) how do you think the seminar went? Why?

Wednesday 3/22- Firecracker- What was your favorite part of our Genetics unit? Why?


Thursday 3/23- Firecracker- One thing you are looking forward to doing over Spring Break?

  • Firecracker Check

Friday 3/24

  • 3rd Quarter Celebration!

Quarter 3: Week 8

Monday 3/13- Firecracker- Rank the following organisms from 1- most genetically modified to 3- least genetically modified: cotton, corn, and soybeans

Tuesday 3/14- Firecracker- What word(s) come to mind when you think of the term “designer babies”?

Wednesday- 3/15 Firecracker -How do you backup information that you discuss?

Thursday 3/16- Firecracker- Why are some people against changing the DNA of babies?

Did I allow others to speak as much as myself?

Did I listen as much as I spoke?

Did I speak up when I had a question?

Did I ask a good question?

I didn’t blurt out when others were talking

Friday 3/17 - Firecracker- What is CRISPR? How is it used?

Quarter 3: Week 7

Monday 3/6: Firecracker- How can you have an effective presentation using your Slides, Piktochart, or Thinglink?

  • Groups 1-7 PRESENT to class, Groups 8-12 AUDIENCE

  • Take notes on presentations

Tuesday 3/7- OUT FOR IFL- Firecracker- What is one glow and one grow from the first day of presentations?

  • Read GMO Article (1) & GMO Article (2)

  • Fill in C,E, R Organizer-

    • Define- Genetically Modified Food

    • Claim, Evidence, Reasoning Argument- “Should humans be able to genetically modify foods?”

      • Use 3 pieces of evidence to support claim and cite which article the evidence came from

  • Draw an advertisement showing your side- Pro-Genetically Modified Food or Against Genetically Modified Food

Wednesday 3/8 - NO SCHOOL

Thursday 3/9- Firecracker- How does food get genetically modified?

  • Groups 8-12 PRESENT to class, Groups 1-7 AUDIENCE

  • Take notes on presentations

Friday 3/10 - Firecracker- What was the text structure for each GMO Article? What was the author’s purpose for each GMO article?

Identify the text structure of gmo article 1 and gmo article 2:  Problem & Solution, Cause & Effect, Compare & Contrast, Sequence & Chronological, Description.  Now identify the author’s purpose for each article.  

  • Go over CER Argument

  • GMO Video Analysis- Talk about Video’s Purpose & Techniques used (Inform, Persuade, Entertain)

  • Summarizing Strategy- Create a Newspaper Headline  & vote on Best Headline

Quarter 3: Week 6

Monday 2/27:  Firecracker- What are 3 words that come to mind when you hear the words “genetic disease”? How can we relate the words “pedigree” and “genetic diseases” together?

  • Database Training & Review- Introduce Project (Ms. Steele)

  • Assign Disease Projects (groups of 2)

  • Requirements of Disease Project- Rubric:  Thinglink, Piktochart, Google Slides

Tuesday 2/28:  Firecracker- What is one question you have about the Genetic Disease Project?

Wednesday 3/1:   Firecracker- What is the difference between the words symptom and diagnosed?

Thursday 3/2:  Firecracker- Is your genetic disease inherited? If so, how? If not, how do you get it?

Friday 3/3:  Firecracker- How are genetic diseases affecting the lives of those diagnosed?

  • Finish Google Slides, Thinglink, or Piktochart

  • Turn in BOTH to Google Classroom by the end of class

Quarter 4: Week 5

Monday 2/20- Firecracker- What is a purpose of a family tree?

Tuesday 2/21- Firecracker- What does a horizontal versus a vertical line on a pedigree represent?

Wednesday 2/22- Firecracker-Draw a Punnett Square and a pedigree that shows all of the possible offspring for two heterozygous carrier parents (Hint: 4 kids).

Thursday 2/23- TEST- NO Firecracker!

  • Test

Friday 2/24- Firecracker-  What are some facial traits that make celebrities famous?

Quarter 4: Week 4

Monday 2/13- Firecracker-Both parents are homozygous recessive. What is the % probability the offspring can be heterozygous?

Tuesday 2/14- IFL Day Firecracker-  Draw a Punnett square. Divide the Punnett square into four equal parts. Shade in 75% of the Punnett square.

Wednesday 2/15- Firecracker- Create a Punnett square showing a cross of two HETEROZYGOUS parents. What is the probability of each genotype?

Thursday 2/16- Firecracker- How can a dog be considered a purebred dog?

Friday 2/17- FIrecracker- True or False- Heterozygous genotypes are considered to be purebred.

Quarter 3: Week 3

Monday 2/6- Firecracker- How can recessive traits be found in high numbers in a population? Article

Tuesday 2/7- Firecracker-  Identify a trait and the phenotype for the leaves of the class plant.

  • Continue Baby Making Lab

Wednesday 2/8- Firecracker- How does flipping a coin represent probability in the Baby Making Lab?

Thursday 2/9- Firecracker- What are the 10 levels of the hierarchy of multi-celled organisms from largest to smallest in size (without looking at your notes!)?

Friday 2/10- Firecracker- Identify one question you still have about inherited traits.

Quarter 3: Week 2

Tuesday 1/31- Firecracker- A lung cell has 46 chromosomes and an egg cell has 23 chromosomes, why do they have different numbers of chromosomes?

  • Project Repopulate Humanity continues

  • Hand out Homework- Trait Inventory- Due Thursday 2/2

  • Begin discussion of traits- inherited vs. acquired

    • Trait- a characteristic or feature

    • Inherited- to receive a trait from one’s family

    • Acquired- to learn or develop for yourself

    • Genetics- the study of how traits are passed down to offspring

Wednesday 2/1- Firecracker- Describe a trait of this animal.

  • Finish Repopulate Humanity Activity

  • Complete Trait Organizer- pg 2

  • Create a hangman clue & play with partner

Thursday-Delayed Opening- 2/2- Firecracker- Long hair is dominant to short. What is the genotype of a heterozygous organism?

  • Collect & discuss Trait Inventory HW-

  • Complete Classroom Traits Table

  • Create a Newspaper Headline Summary based on classroom data

Friday 2/3- Firecracker- How can two short haired cats have a long haired kitten?

Quarter 3: Week 1

Monday 1/23- Firecracker- What is an organelle? Give an example of an organelle. (Possible answers Mitochondria, Cell Wall, Cell Membrane, and Nucleus

  • Show Base Pairs Video:  

    • Turn on screen monitor with remote (blue button)

    • Make sure you keep the 3.5mm plug-in the headphones jack to have sound. Adjust on computer as needed.

  • Use book pages: C74-75, C102-103 & the video for help

    • Before they glue it down check to make sure they are in the correct location (see key)

    • Use Glue sticks and scissors as needed

Tuesday 1/24 & Wednesday 1/25- Firecracker- Without looking at your notes, identify as many of the functions of the skeletal system as possible?

  • Benchmark testing 1-3 periods

    • Tuesday Reading

Wednesday Math

  • Skeletal/ Muscular Crossword Puzzle

  • Done Early: Body System Challenge  

    • Tues, Jan 24: 1-3 (LA Testing), 4, 5, 6, 7, 8

    • Wed, Jan 25: 1-3 (Math Testing), 4 (outside), 5, 6, 3, 1

Thursday 1/26- Firecracker- Identify the matching sequence for this strand of DNA: AGGCTAACCGAT (remember base pair rules!)

  • Base Pair Message Decoding Try all three messages. Students will write their answers on their own paper

  • Bead Base Pair:  Use sheet as reference and every student will pick one animal on the back and follow directions.  Each student will need 2 pipe cleaners each.  You will have one bag of each color per class.  Use 4 Dixie cups per table and put some of each bead color in the cups.  You might need to write the color code on the board. Students can take home the band.

    • A- Green, T- Dark Blue,  G- Red, C- Light Blue

Friday 1/27- Firecracker-Fill in the blank- In order to for the human race to survive, humans must: reproduce.

  • Write an ACES using the question from the cellular graphic organizer on the back or bottom of paper.  How do cells make new cells? (TURN IN THIS ASSIGNMENT)


Quarter 2: Week 9

Thursday 1/12- Firecracker- Do you learn best by seeing, writing, doing, or hearing?

  • Introduce Thinglink- Science Commons

    • Create Account- Link with Google Student Account

    • Add Background Image, Tag/label images, Add Videos & Web Links

  • Show LiveBinder Sites- Link on Google Classroom

  • Assign System & Handout Rubric

  • Project Contract- Due Friday 1/13

Friday 1/13- Firecracker- What are some factors to keep in mind when choosing your background body system image today?

  • Firecracker Check

  • Students begin Body Systems ThingLink:

    • Show LiveBinder

    • Find Background Image for ThingLink- must be an image of JUST your system & its parts without labels

    • Label AT LEAST 3 parts of system using the tags

    • Add a specific picture that shows each part on the labeled tag

  • Project Contract Due!

Monday 1/16- MLK Day- No school!

Tuesday 1/17- May Out- Firecracker- On a scale of 1-10 (1-too easy, 10- impossible ), how easy is it to create a Thinglink? Why did you choose that rating?

  • Students continue work on Thinglink:

    • Find overview Video of System

    • Link a website that shares common disease that affect this system

Wednesday 1/18- Firecracker- Identify the five levels in the hierarchy of multi-celled organisms.

  • Students continue Thinglink:

    • Use 3 pictures to illustrate hierarchy of your system (see example)

    • Link a website showing additional resources related to your system

  • If finished early:

    • Add additional tags to Thinglink-parts,  interesting facts, additional resources, links to more videos of how the system works

    • Practice presenting Thinglink

  • ALL students will turn in Thinglinks to Google Classroom- Click Share, copy & paste link on Google Classroom

Thursday 1/19- Firecracker- How can you determine if someone has given a terrific presentation?

  • WIN Registration

  • View same system Thinglink’s choose 1 person for each category: best video, best tags and information, and best disease information- each student will present their chosen part of their Thinglink to a small group

  • Students will present Thinglinks to classmates (Integumentary &  Lymphatic Groups)

Friday 1/20- Firecracker- How can you be an attentive audience?

  • Finish presentations (Circulatory, Nervous, Respiratory, Skeletal, Muscular, & Digestive Groups)

Quarter 2: Week 8

Tuesday 1/3- Firecracker- What is one New Year’s resolution you should make for science for the rest of the year?

Wednesday 1/4- Firecracker- How is a poem, song, or body map helpful to review about the body systems?

Thursday 1/5- Firecracker- Give an example of a specialized cell within the body. What system does it belong to?

  • Hierarchy Simulation

    • 1 organism (2)

    • 3 systems (6)

    • 5-7 Tissues (14)

    • 9-15- Cells (30)

  • Re-ordering of Hierarchy on Graphic Organizer (flow chart)

  • Assign Body Systems & Rough Draft of Hierarchy

Friday 1/6- Firecracker- How did we apply the structures and functions of various body systems in order to reflect the hierarchy of multi-celled organisms?

  • Final charting of Body Systems Hierarchy

  • Present Hierarchy Chart to classmates

Quarter 2: Week 7

Monday 12/19- Firecracker- How did you hypothesize what disease your patient from Friday had?

  • Finish Word Searches & Swap

  • Introduce Patient Case Studies Assignment- Assign groups their patient( #3-8!

    • First Visit Information

Tuesday 12/20-  Firecracker- What other information will you need about your patient in order to make the diagnosis?

  • Patient’s 2nd Visit Information

    • Add information to chart

  • Make the Diagnosis & Present Patient- symptoms, systems affected, diagnosis

  • Swap patients and derive alternative diagnosis- must be able to defend diagnosis

Wednesday 12/21- Firecracker- In general, what are some treatment options doctors can use to treat certain conditions or diseases?

  • Confirm Disease- Research and Create Treatment Plan

  • Put plan on- Google Slides (5 slides,1 title, 4 info)

Thursday 12/22- Firecracker- What is one thing you are looking forward to doing over your holiday break?

  • Firecracker Check!

  • Present Patient’s Symptoms, Systems Affected, Diagnosis, & Treatment Plan to the Class- Google Slides

Friday 12/23- OUT for Holiday break!

Quarter 2: Week 6

Monday 12/12- Firecracker- Besides bones, what else makes up our skeletal system?

Tuesday 12/13-  Firecracker- How does our skeletal system connect to our circulatory system?

  • Creating a Body Systems Word Map (chart paper)

Wednesday 12/14- Firecracker- Of the 7 systems we have discussed, identify the functions (jobs) of AT LEAST 3 of those systems.

  • Body Systems Flipbook Due!

  • Test Review- Jeopardy

Thursday 12/15- Firecracker- Test- No Firecracker!

Friday 12/16- Firecracker- How do doctor’s diagnose patients with certain conditions or illnesses? (Diagnose: to identify an illness or problem)

Quarter 2: Week 5

Monday 12/5- Firecracker- What are some of the systems that keep our body functioning?

Tuesday 12/6-  Firecracker- How does your circulatory system help you breathe?

Wednesday 12/7- Firecracker- What will happen if you breathe and swallow food at the same time?

Thursday 12/8- Delayed Opening- Firecracker- What is a concussion? How do you get a concussion?

  • Create Test Question Nervous System

Friday 12/9- Firecracker- Why is your brain important to the circulatory, respiratory, and digestive systems?

Quarter 2: Week 4

Library- Monday 11/28- Firecracker- In 5 words or less, how could you describe malaria?

  • Introduce the EQ- discuss key words

  • Infographic Intro- Piktochart- Mr. Bales

Library-Tuesday 11/29- Firecracker- What should be your main priority when creating an INFOgraphic?

Library- Wednesday 11/30-

Firecracker-How do amoebas and euglena differ? A. Amoebas have cilia and euglena have pseudopods B. Amoebas have pseudopods and Euglena have flagellum.C. Amoebas have flagellum and euglena have cilia D. Amoebas have flagella and Euglena have pseudopods. (Google Form)

  • Continue Infographic- Information Only

Classroom- Thursday 12/1-SUB PLANS OUT FOR IFL- Firecracker- Which categories on your fact sheet could you provide pictures for when you have finished adding your information?

Classroom- Friday 12/2- Firecracker-How can an infographic be generated to support and illustrate the impact of single-celled parasites on human lives?

  • Turn in infographic and link on Google Classroom

  • Practice giving constructive feedback using an example infographic

    • 2 Glows & 1 Grow- MUST BE SPECIFIC!

  • Share Infographics and give constructive feedback to peers


Quarter 2: Week 3

Monday 11/21- Firecracker- Give an example of how to use accountable talk to discuss YOUR argument.

  • Paideia Discussion

  • Discussion reflection

Tuesday 11/22- Firecracker- What is one thing you are looking forward to doing on your break?

Monday 11/14- Firecracker-True or False- An organism that is made up of only one cell can lead to the death of a human.

Tuesday 11/15- Firecracker- Compare and contrast how amoebas and paramecium get food.

Wednesday 11/16- Identify a special structure in each of the 4 single-celled organisms?

  • Continue Text Organizer & Fact Sheet on B.E.A. & Malaria

  • One-minute summaries & one-sentence summary of each article

Thursday 11/17- Firecracker- How does brain eating amoeba infect a person? (Be specific)

  • Check HW Flipbook

  • Begin constructing C,E,R Argument- Question- Which single-celled organism (Brain Eating Amoeba or Malaria Plasmodium) has had a greater impact on human life?

Friday 11/18- Firecracker- How does the treatment of malaria differ from the treatment of a brain eating amoeba? What factors can a person look at when determining the impact of a parasite on humans?


Quarter 2: Week 2

Monday 11/7- Firecracker- What process do plants undergo that animals do not? Why do plants need to complete this process?

Tuesday 11/8- NO SCHOOL- Parent-Teacher Conferences!

Wednesday 11/9- Firecracker- Which organelles do plant cells have that animal cells do not? Why do plant cells need these organelles?

Thursday 11/10- Firecracker- How could you tell the difference between a plant or an animal cell when looking at the cell with a microscope?

Friday 11/11- NO SCHOOL- Veterans day!


Quarter 2: Week 1

Monday 10/31- Firecracker- How old is too old to dress up and go trick-o-treating?

  • Final Candyland Competitions

  • Breakdown Projects

Tuesday 11/1- Firecracker- What functions must humans perform in order to survive? What must humans do in order to survive?

Wednesday 11/2- Firecracker- How have microscopes changed science? Explain.

  • Continue labeling Microscope Diagram

  • View slides on Eyepiece Microscope vs. Digital Microscope

  • Comparing Microscopes Activity

Thursday 11/3- Math Benchmark Testing during 3rd & 4th period- GRADES due! Firecracker- If your microscope specimen is unclear how could you troubleshoot the problem?

  • 1st, 7th, 8th- Additional Microscope Slide Practice

Friday 11/4- Bouncing Bulldogs Performance- 7th & 8th Period-Firecracker- What steps would you need to take in order to view a slide with a digital microscope under the highest power?

  • Check HW

  • Finish Comparing Microscopes Activity

  • Plant vs. Animal Cell Arguments


Week 9: 10/24-10/28

Monday 10/24- Firecracker- What are the two main parts of this project’s test grade? How many points is each part worth?

  • Redesign marshmallow proposal

  • Start construction of simple machine

Tuesday 10/25- Firecracker- What are YOU having to calculate or create for your individual part of the project?

  • Contract due!

  • Continue construction

  • Begin 1st trial test (private)

Wednesday 10/26- Firecracker- How can you measure the mechanical advantage of your machine? (Hint: What is mechanical advantage?)

Thursday 10/27-Firecracker- What energies are acting on your marshmallow to get it to launch?

Friday 10/28- End of the 1st Quarter- Firecracker- On a scale of 1 (poorly) to 10 (very well), how well did you think your group worked together? Why?

  • Grade Firecracker

  • Finish Written Reflection on Google Classroom

  • Start Olympic Competitions


Week 8: 10/17-10/21

Monday 10/17- Firecracker- Draw an example of a machine you use in your daily life. Why are machines helpful in our daily lives?

Tuesday 10/18- Firecracker- What was one new thing you learned about Forces and Motion this quarter? Explain with detail.

Wednesday 10/19- Firecracker- What is one question you still have about Forces and Motion? What resources could you use in order to find the answer to this question?

  • Introduce and create a labeled proposal/diagram (notebook paper, then chart paper) for a mini marshmallow device (PPT: Candyland Olympics)

  • (Rubric) for proposal/diagram/discussion

Thursday 10/20 Delayed Opening- Firecracker- How could you incorporate at least one simple machine into your device?

  • Present proposal diagram and gallery walk

  • Discussion based on different groups proposals

Friday 10/21- Firecracker-How can you make your device launch your object further?

  • Give students specific guidelines (Rubric)

  • Assign Contract Homework (2 points)- Due Tuesday 10/25

  • Redesign marshmallow proposal

  • Start construction of simple machine


Week 7: 10/10-10/15

Monday 10/10- Firecracker - Explain how a pot of water is heated on a stove. (Use the term energy)

Tuesday 10/11- (Teachers out!) Firecracker- Who does more work: Person 1-200N for 2m or Person 2-50N for 10m. Why?

Wednesday 10/12- Firecracker- Create a work calculation word problem. Must be able to be solved!

  • Homework Study Guide Due!

  • Discuss and debrief Work & Pay Activity

Thursday 10/13- Firecracker- Who has more power: Person 1-500J for 5 seconds or Person 2-250J for 8 seconds?

Friday 10/14- Firecracker- How can I generate more power in my step-ups and push-ups?

Week 6: 10/4-10/8

Monday 10/3- Firecracker- Teacher Work Day No School

Tuesday 10/4 -Firecracker- Which will fall faster, a bowling ball or a soccer ball? (support your claim with evidence) Hammer & Feather Video: https://www.youtube.com/watch?v=5C5_dOEyAfk

Transition to PE & KE - PE when holding the hammer in hand, KE after released

  • Types of Energy G.O.

  • Exit Slip- Draw an example of an object when it has potential energy. Draw the same object showing it having kinetic energy.

Wednesday 10/5- Firecracker- Does a net force of 0N imply that there is no energy present?

Thursday 10/6-Firecracker- How can energy be transformed from PE to KE?

Friday 10/7- STUDENTS IN LIBRARY- Firecracker-List some examples of energy transfer that can be used for power resources.

Students edit and watch Transfer of Energy Video with Mr. Bales in the Library


Week 5: 9/26-9/30

Monday 9/26- Firecracker- How do we define motion? What formula do we use to measure motion?

Tuesday 9/27 -Firecracker- How is the motion of an object affected by forces?

Wednesday 9/28- Firecracker- Draw a speed graph that shows a bicycle traveling 10 miles per hour for 2 hours, resting for 1 hour, and then continuing on at a speed of 10 miles per hour.

Thursday 9/29

  • Forces and Motion Test

Friday 9/30- Firecracker- If every person on Earth jumped at the same time, do you think it would affect the motion of the Earth? Why or Why not?


Week 4: 9/19-9/23

Monday 9/19- Firecracker- How do you make objects move?

Tuesday 9/20- Firecracker- What is the net force acting on a box pushed 300 N to the right and pulled 350 N to the left. Draw a diagram and the forces acting on the box.

  • Practice Calculating Net Force Problems (worksheet)

  • Add Friction and Gravity to the Balanced and Unbalanced Force GO

    • Complete Net Force Calculations with Friction and Gravity

Wednesday 9/21- Firecracker- What does it mean when a tug of war match is at a standstill?

Thursday 9/22- Delayed Opening-Firecracker- Why is it hard to walk on ice?

  • Collect B & U Force Homework

Friday 9/23-Firecracker- Why do some athletes use spikes on their shoes?


Week 3: 9/12-9/16

Monday- Firecracker- What elements make up a line graph?

Tuesday- (J&M out)- Firecracker- Draw a motion graph that illustrates a school bus moving at a constant speed of 2 meters per second for 4 seconds.

Wednesday- Firecracker- Draw a motion graph that shows a runner who ran at a constant speed for 20 seconds before taking a rest for 10 seconds.

Thursday- Firecracker- How would you have to change your ramp in order to make your car move at a quicker speed?

  • Check & Review Speed Graph Homework

  • Car Speed Lab

    • Build 2nd Ramp and Sketch

    • Graphing each ramp

Friday- Firecracker- Which travels faster a Peregrine Falcon (bird) or a Cheetah?


Week 2: 9/6-9/9

Tuesday 9/6- Firecracker- How can you tell if an object is moving?

Wednesday 9/7-  Firecracker- How fast is a person walking if they cover a distance of 20 km in 4 hours?

Thursday 9/8-  Firecracker- How long will it take for a boat to travel to Key West, FL from Wilmington, NC (667 nautical miles) if the boat moves at a constant speed of 45 nautical mph?

Friday 9/9-  Firecracker- How do we know if an object is in motion and how is motion measured?),

  • Check and go over Speed Problems HW

  • Add yourself to Mr. Thompson's Google Classroom Site: 1st period Code-k08sc7; 3rd period-3wfiqr; 4th period-p7aqyvt; 7th period-2bp9lj; 8th period-qw8999z

  • Traffic Jam Lab ACES conclusion on Google Classroom- Due Friday 9/9 by 11:59 PM


Week 1: 8/26-9/2

Monday- Set up Firecracker Sheet (Introduce beginning class routine)-

Tuesday- Firecracker- What is your definition of respect?

  • Establish Classroom Norms following REACH for 1. Start of class 2. How to be recognized 3. Group work 4. Other Procedures

  • Answer any Exit Slip Questions

Wednesday- Firecracker- List 6 hobbies that you have.

Thursday- Firecracker- How would you exit this room in a fire drill?

  • Lab Safety Contract Due

  • Introduce Mystery Box Activity

Friday- Firecracker (Firecracker Check)- What is a step that a scientist takes in order to solve a problem?