Monday, April 8th & Tuesday, April 9th
Learning Target:
- I can use a model to describe the function of a cell.
Bell Ringer:
- Read through the instructions for the children's book on Google Classroom.
Agenda:
- This week, we are going to be creating a children's book based on what we've learned about cells. Please read through the directions and jot down any questions you have. We'll discuss and answer questions before we start. Remember, it's a children's book, so think about how you are going to address your audience!
- Cells Children's Book
Thursday, April 4th & Friday, April 5th
Learning Target:
- I can use a model to describe the function of a cell.
Agenda:
Wednesday, April 3rd
Learning Target:
- I can use a model to describe the function of a cell.
Agenda:
- Plan & work on your cell model
Monday, April 1st & Tuesday, April 2nd
Learning Target:
- I can use a model to describe the function of a cell.
Bell Ringer:
Agenda:
- Cell City, begin brainstorming ideas for a model, then begin to plan out your model.
Thursday, Mar. 28th & Friday, Mar. 29th
Learning Target:
- I can describe the ways the parts of cells contribute to the function of the whole cell.
Bell Ringer:
- Practice Quizizz on cells
Agenda:
- Cell quiz
- Cell City Analogy
Wednesday, Mar. 27th
Learning Target:
- I can describe the ways the parts of cells contribute to the function of the whole cell.
Bell Ringer:
- Finish coloring your cell organelle sheet.
Agenda:
- 5 major organelles - using the articles provided, find what the function is of each of the 5 major organelles within the cell: nucleus, cell membrane, mitochondria, cell wall, and chloroplasts.
Monday, Mar. 25th & Tuesday, Mar. 26th
Learning Target:
- I can identify the parts of a cell.
Bell Ringer:
- Look back at one of your cell drawings. Do you notice parts? What do you think those parts are for?
Agenda:
Tuesday - Friday, Mar. 19-22
Learning Target:
- I can identify key differences between plant and animal cells.
Agenda:
Monday, Mar. 18th (TESTING WEEK)
Learning Target:
- I can explain the difference between unicellular and multicellular organisms.
Agenda:
- Blendspace - look through the resources on the Blendspace in Google Classroom - create a t-chart or Venn diagram to show similarities and differences between unicellular and multicellular organisms.
Thursday, Mar. 14th & Friday, Mar. 15th
Learning Target:
- I can identify whether an object is living or nonliving by observing whether or not it contains cells.
Agenda:
- Cell slides - look at slides of living and nonliving things
- Research the question, what are cells, and, are all living things made of the same amount/types of cells?
Wednesday, Mar. 13th
Learning Target:
- I can explain the importance of the microscope.
Agenda:
- Cell Theory & Big Idea - All living things have cells.
Monday, Mar. 11th & Tuesday, Mar. 12th
Learning Target:
- How do scientists use tools to help them learn about the world around them?
Bell Ringer:
Agenda
- Cell video - generate questions
- Letter Lab - learn how to use a microscope
Monday, Feb. 18th & Tuesday, Feb. 19th
Learning Target:
- I can explain what causes an airbag in a car to inflate.
- I can determine how much of a reactant I will need to form a successful product.
Bell Ringer:
- How does thermal energy affect reactants? What happens to the molecules in the reactants/products?
Agenda:
- How Does An Airbag work article and study guide
- It’s a Crash Test, Dummy experiment
Thursday, Feb. 14th & Friday, Feb. 15th
Learning Target:
- I can explain what causes an airbag in a car to inflate.
Bell Ringer:
- Why is it important for a scientifically literate person to understand that things have melting points, boiling points, etc.
Agenda:
- Exploding Bag (teacher demo)
Wednesday, Feb. 13th
Learning Target:
- I can identify signs of a chemical change.
Agenda:
- Physical/Chemical Change Doodle Notes
Monday, Feb. 11th & Tuesday, Feb. 12th
Learning Target:
- I can observe characteristic physical and chemical properties and identify how they change before and after an interaction.
Bell Ringer:
- Research & Journal - What are the characteristic physical and chemical properties?
Agenda:
Thursday, Feb. 7th & Friday, Feb. 8th
Learning Target:
- I can identify the differences between physical and chemical properties.
Bell Ringer:
Agenda:
- Physical and chemical change sort
- Pre-Assessment
Wednesday, Feb. 6th
Learning Target:
- I can create a model to show how adding and removing energy changes states of matter
Agenda:
- Assessment - freezing hair during polar vortex video - draw a model to explain phenomenon, include temperature change, thermal energy, particle motion, kinetic energy, phase change
Monday, Jan. 28th & Tuesday, Jan. 29th
Learning Target:
- I can identify the differences between kinetic and potential energy.
Bell Ringer:
- Watch video and draw the molecules of the 3 states of matter - review and discuss
Agenda:
- How do roller coasters work?
- Roller coaster simulator - notices/wonders
- Text set - what is the difference between kinetic and potential energy
Monday, Jan. 14th & Tuesday, Jan. 15th
Learning Target
- I can explain the attraction between different types of molecules.
Bell Ringer
- What is a molecule? How does it bond? Draw a water molecule.
Agenda
- Practice building molecules
- Milk & dish soap experiment
Thursday, Jan. 3rd & Friday, Jan. 4th
Learning Target:
Bell Ringer:
- Share good news from break!
Agenda:
- Picture/Word card sort
- 'Is it matter' probe
- Generate questions about the big idea, Everything is made of matter.
Monday, December 17th & Tuesday, December 18th
Learning Target:
- I can describe what type of damage happens in areas of tornadoes and safety precautions taken to lessen the effects of a tornado.
Bell Ringer:
- Sort pictures of destruction from tornadoes & discuss categories
Agenda:
- Create infographic using Google Drawing, Canva, or Piktochart
- Things to include: Categories of tornadoes and types of destruction they can cause, safety precautions/technologies used to help lessen the effects of a tornado. You may also research a specific (famous) tornado or two to include in your infographic. Include what category tornado it was and other facts about it - injuries/fatalities/damages/etc.
Thursday, December 13th & Friday, December 14th
Learning Target:
- I can analyze the number of tornadoes that affect each state.
- I can describe what type of damage happens in areas of tornadoes and safety precautions taken to lessen the effects of a tornado.
Bell Ringer:
- Finish tornado alley activity - discuss
Agenda:
- Tornado Predictability Assessment
- Sort pictures of destruction from tornadoes. Discuss categories of tornadoes.
Wednesday, December 12th
Learning Target:
- I can analyze the number of tornadoes that affect each state.
Bell Ringer:
- Where do you think tornado alley is?
Agenda:
Monday, December 10th & Tuesday, December 11th
Learning Target:
- I can describe how tornadoes are formed and how they can be predicted.
Bell Ringer:
Agenda:
- Graphic organizer - guiding questions with resources to generate a claim on the question, 'can tornadoes be predicted and forecasted based on patterns?'
Monday, December 3rd & Tuesday, December 4th
Learning Target:
- I can construct an explanation for how the uneven distribution of Earth's resources are the result of past and current geoscience processes.
Bell Ringer:
- Read over the performance assessment - what questions do you have?
Agenda:
- Natural Resource Performance Assessment
Monday, November 26th & Tuesday, November 27th
Learning Target:
- Why is oil unevenly distributed?
Bell Ringer:
- Reread Wonderopolis article, 'What are Fossil Fuels?' and answer question in Google Classroom
Agenda:
Monday, November 19th & Tuesday, November 20th
Learning Target:
- Why are natural resources unevenly distributed?
Bell Ringer:
- Research a nonrenewable resource to find out how it's distributed and why.
Agenda:
- Distribution of nonrenewable resources
- First Thanksgiving Myths
HAPPY THANKSGIVING!!!
Wednesday, November 14th
Learning Target:
- Why are copper deposits unevenly distributed?
Bell Ringer:
- Classroom Climate Survey - Google Classroom
Agenda
- Survey
- Distribution of copper deposits (nonrenewable resources)
Monday, November 12th & Tuesday, November 13th
Learning Target:
- I can explain why natural resources are unevenly distributed.
Bell Ringer:
Agenda:
- Continue research to find out how cell phones are made, and what that might mean for us in the future
- Distribution of natural resources
Thursday, November 8th & Friday, November 9th
Learning Target:
- I can explain why natural resources are unevenly distributed.
Bell Ringer:
- Get in groups from yesterday and continue negotiations around the probe using your homework as more evidence.
Agenda:
- Focus question: What are cell phones made of? Use resources to fill in your graphic organizer about important/confusing information that will help you make a claim.
Wednesday, November 7th
Learning Target:
- I can explain the difference between renewable and nonrenewable resources.
Bell Ringer:
- Probe - Renewable or Nonrenewable?
Agenda:
- Negotiations around probe
Monday, November 5th & Tuesday, November 6th
Learning Target:
- I can use the Question Formulation Technique (QFT) to generate questions on a phenomenon.
Bell Ringer:
- Look at the No More Cell Phones picture (phenomenon) and start to generate questions you have about it.
Agenda:
- Question Formulation Technique using a phenomenon
- Develop focus question
- Research to develop a claim
Thursday, November 1st & Friday, November 2nd
Learning Target:
- I can provide evidence of past plate movement.
Bell Ringer: With a partner, review the 8th continent article. Do you think scientists have sufficient evidence to prove that there really is a hidden continent? What do you think are their strongest pieces of evidence?
Agenda:
- Finish seafloor spreading investigation
- Assessment on History of Earth and Earth's changes
Wednesday, October 31st
Learning Target:
- I can provide evidence of past plate movement through seafloor spreading.
Bell Ringer: Google Classroom - What is the author's claim in the article, 'Clues from the Seafloor?'
Agenda:
- Initial claims to answer our focus question
- Seafloor spreading investigation
Monday, October 29th, & Tuesday, October 30th
Learning Target:
- I can provide evidence of past plate movement through seafloor spreading.
Bell Ringer: Google Classroom - Diving Between Continents pictures...
- Generate questions around pictures
Agenda:
- Questioning process
- Closed vs. open questions
- Read article, 'Clues from the Seafloor'
- What is the author's claim?
- What data does the author present to support that claim
Thursday, October 25th & Friday, October 26th
Learning Target:
- I can provide evidence to support the Theory of Continental Drift.
Bell Ringer: Google Classroom - List one accurate and one inaccurate detail from the video in comparison to the real continental drift.
Agenda:
- Ice Age: Continental Drift & questions - compare movie version to what we know is accurate about the Theory of Continental Drift.
Wednesday, October 24th
Learning Target:
- I can provide evidence to support the Theory of Continental Drift.
Bell Ringer: Journal & Table Talk - What do you think is the best piece of evidence that supports the Theory of Continental Drift? Why?
Agenda:
- Ice Age: Continental Drift & questions
Monday, October 22nd & Tuesday, October 23rd
Learning Target:
- I can analyze data to prove past plate movements.
Bell Ringer: Journal - What do you know about continental drift?
Agenda:
- Continental Drift video
- Maps - what patterns do you see that can prove plates have and are still moving?
Thursday, October 18 & Friday, October 19th
Learning Target:
- I can provide evidence proving tectonic plates have moved in the past.
Bell Ringer: Finish magazine article about Earth's changes
Agenda:
- Finish magazine article
- Pangaea lab
Monday, October 15th & Tuesday, October 16th
Learning Target:
- I can thoroughly explain how Earth's surface has changed over time.
Bell Ringer: List a couple of examples of how the Earth has changed over time. Share in your small groups and be ready to share whole group.
Agenda:
- Earth changes magazine article - Performance Assessment (instructions on Google Classroom)
Thursday, October 11th
Learning Target:
- I can identify specific plate boundaries and their effects.
- I can identify gradual changes the Earth goes through.
Bell Ringer: Practice Quizizz on plate boundaries
Agenda:
Wednesday, October 10th
Learning Target: I can identify gradual changes the Earth goes through.
Bell Ringer: Journal - Are Earth's tectonic plates moving? Explain your answer.
Agenda:
- Loess Hill Investigation
- Research the Loess Hills of Iowa to find out how and when they were formed and how they are still changing.
Monday, October 8th and Tuesday, October 9th
Learning Target: I can identify gradual changes the Earth has gone through.
Bell Ringer: Identify gradual vs. rapid changes the Earth has gone through. Do you think the formation of the Loess Hill was gradual or rapid?
Agenda:
- Grand Canyon video - create timeline to show how the Grand Canyon was formed and how long it took
- Loess Hill - research how they were formed
Thursday, October 4th and Friday, October 5th
Learning Target: I can identify gradual changes the Earth has gone through.
Bell Ringer: Can you think of any gradual changes the Earth has gone through.
Agenda:
- Finish tectonic plates foldable
- Grand Canyon video - How is was made
- Create timeline to show gradual changes the Grand Canyon went through
Wednesday, October 3rd
Learning Target: I can identify specific plate boundaries and their effects.
Bell Ringer: What are the 3 types of plate boundaries?
Agenda:
- Tectonic Plates foldable
- Quiz
Monday, October 1st and Tuesday, October 2nd
Learning Target: I can identify specific plate boundaries and their effects.
Bell Ringer: In your Science journal, respond to the following question: Where do you think tectonic plates are located?
Agenda:
- Probe - Where do you find Earth's Plates?
- Plate Boundary Investigation