Mon 9:
Target: I can explain how how the work of Dalton, Thomson, Rutherford and Bohr lead to the modern theory of the atom
activity: 1. Receive and write your name on the elevate Siience book read pages 6-12 of new science books . honors: also do pag 13.
assessment: exit: If an atom has 6 protons, how many electrons will it have?
Tue 10:
Target: I can explain what information is provided by the periodic table.
activity: complete Brain pop activity
assessment: Define Period and Group in your log under what did you do/learn today.
Wed 11:
Target: I can explain how the peridic table was developed.
activity: 1. read pages 16-21. 2. complete all questions .
assessment:
Thurs 12:
Target: I can explain how the properites of elements are used to group them on the periodic table.
activity: read pages 22-24 and complete all questions
assessment: what do all member of the metal group have in common
Fri 13:
Target: i can review my knowledge of the structure of the atom and the periodic table.
activity: review brainpop, and the book material that we completed this week. 2. play kahoot!
assessment: what are the three subatomic particles and where are they found on the atom?
Mon 2:
Target: I can work in a group to design an experiment to provide evidence to answer the question: "does nitrogen fertilizer cause algal blooms?
vocabulary: Algal bloom, fertilizer, abiotic factor, independent variable, dependent variable.
Do Now: write the target above in your log.
1. observe the picture of presented on the screen and complete I observe/I wonder graphic organizer, write as many things as you can for each column. 2. Each group: Discuss the best two questions to share with the class.
2. Share out as your table is called.
- What happened and why?
- What would you think about swimming in this?
- What do you think about eating that fish?
- What do you think caused all that algae to grow?
4. review the steps of the scientific method using PowerPoint presentation.
Scientific Method power Point https://docs.google.com/presentation/d/1_Y36iOiv7KEnHdZ2_VnXC5Is468Hh94qGxJTPWegPm0/edit?usp=sharing
Worksheet: https://docs.google.com/document/d/1yBGKUjOEW1Zim_kN4KWcUk_01-rk5mytPYWMcoIwOHA/edit?usp=sharing
5. presentation of available material. water bottles, graduated cyclinder, fertilizer solution,
6. With your table discuss the hypothesis. If we (do this)_________________, then _____ (this will happen)
7. write the steps you will follow to conduct your experiment. Make sure the independent variable and the dependent variable are clearly identified and explained.
Assessment: the Hypothesis and steps to conduct experiment worksheet
Tue 3: I can set up my experiment and begin to record Data
activity: Review your experimental design . Set up your experiment and record your first observation
assessment: set of the experiment according to experimental design
Wed 4: I can explore the periodic table to identify the properties of various elements
1. watch video of sodium in water and complete observation sheet
2. introduction to periodic table
3. complete integrating crosscutting concepts into assessment
assessment completion of crosscutting workhseet
Thur 5: I can explore the periodic table to identify the properties of various elements .
1. review definitions of : atom, element, nucleus, electron, proton
2. complete exploration of the periodic table worksheet
assessment: completion of worksheet
Fri 6: I can interpret the symbols on the periodic table
1. define: atomic number, atomic mass, atomic symbol,
2. complete the atomic structure worksheet
3. complet Brainpop assignmnet: the Periodic table.
assessment: completion of assignments.
Mon 24
Target : I can define Vocabulary from the nitrogen cycle and the Carbon Cycle.
activity:
Review and complete nitrogen cycle Brain Pop (See BP Dashboard)
1. Review the words on the quizlet link on Googleclassroom
https://quizlet.com/483381840/edit#addRow Nitrogen Cycle
https://quizlet.com/481851468/carbon-cycle-flash-cards/
2. MAKE A FLIPBOOK OF THE WORDS. FLIP BOOK MUST HAVE SKETCHES THAT HELP DEFINE THE WORD. YOU MAY USE FLIPBOARD ON TEST!!!
assessment: exit slip: HOW DOES NITROGEN FROM THE AIR GET TO THE SOIL FOR PLANTS TO USE?
Tue 25
Target : I can use my observations of my biobottle to describe the water, nitrogen, and carbon cycles.
activity: 1. REVIEW THE CYCLES.
The Nitrogen Cycle video https://www.youtube.com/watch?v=K5EOZenSSB8
The Carbon cycle: https://www.youtube.com/watch?v=r75NL3gN5yU
2. COMPLETE THE WORKSHEET PROVIDED "CYCLES IN THE BIOBOTTLE. 3. COMPLETE FLIPBOARD PROJECT.
assessment: the complete biobottle worksheet
Wed 26
Target : I can identify the proper terms to explain the concepts of ecology that I have learned.
activity: 1. review test questions. play kahoot and Quizlet Live
assessment: Participation in review activities
Thurs 27
Target : I can take a test on ecology.
activity: test on ecology
assessment: answer to test questions.
Fri 28
Target : I can design a lab to answer the question: How does nitrogen fertilizers effect algal growth rate?
activity: 1. Class review of the nitrogen cycle. Why is nitrogen needed by living things. 2, given the material available
assessment: completion of lab design worksheet
Mon 17: President's Day No School
Tue 18: Teacher Professional Development No School
Wed 19:
Target: H: I can explain the importance of cycles and symbiotic relationships
Activity:
1. complete log entry
2. Complete the fill-in blank worksheet using below information .
- Nitrogen is needed by cells to build proteins and DNA.
- carbon is needed by cells to build cell membrane and organelles.
- the food web shows how energy flows in the ecosystem
- parasitism controls the population in an ecosystem
- mutualism is one way organisms interact with one another to help each other exist in an ecosystem.
- communalism one way organisms interact in an ecosystem.
3. Complete Gallary walk and answer question in packet distributed in class.
ecology walkthrough questions:
ttps://docs.google.com/document/d/1Y9NYJGjFzBHZ9lelBIzdM64AEwIMLrNghmZ1Uvtv-Bc/edit?usp=sharing
4. complete learning log and clean your area
Assessment: Log response: What did you learn?
Thurs 20:
Target: H: I can explain the various steps of the nitrogen cycle and using proper vocabulary.
Activity: 1. In small groups meet with Mr. Izadi for instruction: Review the vocabulary.
Assessment: Log response: What did you learn?
Fri 21:
Target: I can explain the various forms of symbiotic relationships.
Activity: 1. In Small groups: meet with Mr. Izadi for instruction: 2. review symbiosis vocabulary 3. complete symbiosis worksheet
Assessment: Log response: What did you learn?
Mon 10
Note: Quiz on Ecology Vocabulary on Friday 2/14 (see handout and quizlet link on Google Classroom)
Target: I can identify vocabulary essential for answering my Claim that my topic is important to the ecosystem.
Topics: Carbon Cycle, nitrogen cycle, water cycle, food web, parasites, predator-Prey, Commensalism, Mutualism
Activity:
1. Write Target 2. review Ecology vocab with class. 3. review Ecology Poster Project Rubric with class. 4.
Continue working on your assigned topic with your group 5. give examples of vocabulary learned in your Log.
6. Put chromebooks back, clean area, push-in chairs.
Assessment: class performance and response to target in daily log.
Tue 11
Target:
I can discuss and illustrate the cycling of matter through the ecosystem (if your project is the carbon or nitrogen cycle)
I can illustrate and explain the symbiotic relationship (parasitism, predator-prey, commensalism, or mutualism) that my group has been assigned.
Activity: 1. complete the do-now (define vocab) 2. review the rubrics for the poster project 3. Finish working on your assigned topic with your group Put chromebooks back, clean area, push-in chairs.
Assessment: self-assessment of class performance and response to target in daily log.
Wed 12
I can take an NGSS practice test.
activity: follow instructions in class
assessment: class performance
Thurs 13
Target: I can explain my poster project to the class
Activity: present your group project to the class. 2. complete worksheet related to the presentations.
Assessment: completion of the worksheets from the presentation. Entry into daily log.
Fri 14: Happy Valentines Day
Target: I can take a quiz on the ecology Vocabulary
I can present my poster project to the class
Activity: 1. take Quiz 2. present your group project to the class 3. complete worksheets related to presentations.
Assessment: completion of the worksheets from the presentation
Ecology Poster Topics:
Carbon Cycle
nitrogen cycle
water cycle
food web
parasites
predator prey
commensalism
Group roles : Manager, recorder, presenter, reflector
Poster must have text that answer Questions: What, where, how, when, who, why
Make a claim: my project is important To the ecosystem because _____________________
Must be:
accurate, attractive, group effort, presented to class.
mon 3
target: I can work in a group to make a poster of my assigned topic
activity: Class review of Ecosystem Slide show. Discuss your topic with your group. Review the ecoslides as a group. Design your poster by drawing sketches on copy paper.
assessment: class performance
tue 4
target: Same as yesterday
activity: continue working on your poster project. record data on bottle ecosystem
assessment: class performance
wed 5
target: I can take an NGSS practice test.
activity: follow instructions in class
assessment: class performance
thurs 6
Due today: Ecology Slide Show questions
target:continue working on poster project
activity:
assessment:
fri 7
target: Continue working on poster project.
activity:
assessment:
Bundle G7u2BL1
https://docs.google.com/document/d/11z50xVeQkrdddIFkHbpcB2SVkajyyrzzN5Ufukw3fxo/edit?usp=sharing
Driving question: “How can I design and construct a successful biobottle that once sealed will last a significant amount of Time? What are the constraints to make a successful biobottle?”
Mon 27:
Target: I can review, revise, and reflect on my bottle ecosystem.
Activity:
1. complete the the 3 R sheet. The anchor phenomenon is the biobottle article. explain how plants can survive in a glass jar for so many years without the need to add food and water to the model. What is the one resource that is needed from outside the bottle?
assessment: completion of 3R Sheet and daily learning log
Tue 28:
Target:
How does a seed become a tree? Where does all of the extra mass come from?
https://docs.google.com/presentation/d/11EEizRQZ_yCnqlhtgD66wX1IcFuRHUBw_tNHXQamqKY/edit?usp=sharing
Where does a tree get its mass from?
https://www.youtube.com/watch?v=2KZb2_vcNTg
Activity: Make a poster of your model that can be displayed. complete the questions below:
1. describe your biobottle ecosystem.
u learned 2. watch the carbon cycle video on brainpop. complete assignments
3. describe the carbon cycle in your ecosystem using what you learned from brainpop
assessment:
Wed 29: evening conferences
Target: I can identify the problem to be solved about why a recreational area is closed.
Activity: 1.view image:
https://docs.google.com/presentation/d/1yGTY7cyzBA0Y0fEFpqZ4Q9qSD3XZzFVHJErjKIGE7Es/edit?usp=sharing
2. complete worksheet
https://docs.google.com/document/d/1E3TB-C7W2yALUIf4uHEixB8Rxs4ElxuHLEVYoKjng-k/edit?usp=sharing
3. make bottle observations
Thur 30: early dismissal
Target: I can close read an article about pollution on a beach.
Activity: read the article provided by the teacher and close read using annotations
make observations on bottles.
assessment: What would happen to the oxygen in the water if a fish is allowed to decay?
Fri 31:
- Students will identify the problem to be solved about why a recreational area is closed.
Target: I can define Ecosystem vocabulary
Activity: 1.
using chromebooks, access the ecology slide show. Define the vocabulary provided.
assessment: completion of vocabulary
Ecosystems: Interactions, Energy and Dynamics
MS-LS 2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS 1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Mon 20 MLK no school
Tue 21 : I can build a model of a self contained ecosytem
activity: 1. review meaning of ecosytem what do we know? vocabulary: Aquatic, terrestrial, biotic, abiotic, food chain, producer, consumer. Watch Brainpop movie
2. draw a sketch of your ecosytem using material in class: small fish and crickets will be provided when ready.
Wed 22: Continue from Tuesday
Form your group of 3-4,
make design.
make a list of material based on your design,
make necessary cuts.
in your group make a list of 5-10 questions that you can ask and answer by making observations. ex. can a model of a moss garden keep a meal worm alive? can the fish live in an aquatic environment with algae as its source of oxygen and food? How fast a bean plant grow?
Thurs 23: I can describe the relationships between the biotic organisms in an ecosystem
vocabulary: competitive, predatory, mutually beneficial, parasitic,
Fri 24:
MSMS-LS 1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Week 3 February 3-7
MS-LS 1-6 : Construct a scientific explanation based on evidence for the role of photosynthesi in the cycling of matter and flow of energy into and out of organsms
Week 4 Feb 10- 14
Week 7 Oct 14-18
Mon 14:
Target: I can explain the difference between a physical change and a chemical change
Activity: 1. read pages 22- 272. complete guided reading
assessment: The completed guided reading worksheet
Tue 15:
- Target: I can explain the difference between physical and chemical change.
Activity:
- 1. Define physical and chemical change (notes)
- Discover Activity: 1. observe and record the properties of a piece of chalk. 2. crush the chalk and describe the change that occurs. 3. place 8 drops of vinegar on the chalk. Describe the change that occurs.
assessment: Exit slip: was a new substance formed when you crushed the chalk? Support your answer, 2. Do you think a new substance was formed when you added vinegar? Support your answer.
Wed 16:
- Target: I can explain the law of conservation of mass.
Activity: Watch:
1. Conservation of mass TedTalk: https://www.youtube.com/watch?v=2S6e11NBwiw;
2. Crash Course Kids: https://www.youtube.com/watch?v=3lHHOiTdmK4
Complete law conservation of mass worksheet :
assessment: completed worksheet
Thurs 17:
- Target: I can close read the law of conservation of mass
Activity:
close read article
https://www.ck12.org/chemistry/law-of-conservation-of-mass/lesson/Conservation-of-Mass-MS-PS/
complete worksheet questions
assessment: Answers to worksheet
Fri 18 :
- Target: I can explain how changes in matter are related to changes in energy
Activity: 1. define energy , thermal energy, endothermic change, exothermic change.
2. demonstration of an endothermic and exothermic reaction.
3. complete questions on pg. 27 "Analyzing Data"
assessment: Exit Slip: Compare and contrast endothermic and exothermic reactions.
