Daily Work

Hello and Welcome!

On this page, you will find the daily agenda as well as what you will be doing for the week. If there is ever a time that you lose a document or need something, all documents (not copyrighted) will be added to this page under the day it was assigned. If the document is copyrighted (many of my lessons are), you can find them on your student google classroom account.

Scroll down for the daily agenda!

November 27 - 30

Looking for more than Porridge

Students are looking at celestial objects to determine ways in which they would determine if a planet or celestial object was a planet. On Tuesday, Students drew out the solar system using prior knowledge and answered questions about their solar system.

Wednesday - Students watched videos about the Kepler mission and discussed criteria NASA uses to determine if a planet in our solar system and outside our solar system is earth-like. Students began working on collecting data about the celestial bodies.

Thursday - Students finished collecting data on the celestial bodies. Once finished, they worked with partners to develop new criteria of their own.

Friday - Students compare their chosen criteria with those around them. Once finished, students are asked to determine the sorting of the solar system objects and how this grouping helps to explain why earth can sustain life.

The links students need to complete data collection is as follows. Students should also be collecting data about a planet of their choice for an assignment next Wednesday that requires they create a brochure to encourage visitors to visit their planet.

The following two documents are being used in class.

Looking For More Than Porridge - MS-ESS1-3
Planets Data

October 24- For my guest teacher: Please open this google slide deck and show the videos within it. You can show them right in the slide deck or click on each one and open them to be larger.

October 24

Unit Phenomena:

Students are working to answer the following question:

Watch the following video. This is the phenomena students are wondering about.

Question: Why is it that the magnet doesn't follow the rules of gravitational force?

October 19, 2018

Large white paper cognitive marking. Students will read an article about magnetism and will use cognitive marking on the paper to demonstrate mastery of cognitive reading. The large white paper will have an article on it and the students can circulate the room adding to different articles. (There will be three available) They will be required to participate throughout the room and the will be required to write a paragraph about what they learned about the articles based on the cognitive marking they added and what others added to the papers they also marked.

Attached is one of the articles we will be using. If a student is absent, this is the article they should use followed by the assignment attached.

If this website does not work, please use the following document. https://docs.google.com/document/d/1TwGZ1MngEtQ991UuzZ_keB2-DrLHjkrx45_AOWJaK_8/edit?usp=sharing

You will need to create a free account with NEWSELA in order to read this article.

October 18, 2018

Students will be taking the test over forces and motion. When finished with the test, students will be expected to read a book or complete work from another class. Students with testing accommodations will be removed from the class and read to. The test will be on scan-tron and test retakes will be offered for those who receive a 60 percent or below - ONLY if they come in on Friday or Monday to get help with their understanding of forces and motion.

Once all students are finished, the class will read aloud the articles they will be using on Friday. Reading through the articles as a class ensures students know the articles prior to cognitive marking. The cognitive marking is completed individually.

October 17, 2018

Students will be completing their study guide over forces and motion. Students will be guided through the study guide. Initially, students will be asked to work on their own, then ask their partners questions, and then as a whole class. The study guide may be used for some students.

Force and friction study guide

October 16, 2018

Today, the students will be going over the arguments students created from Monday. On Monday, the students hung their arguments around the room. After watching this video, the students will evaluate the evaulation of the arguments they created on Monday. For this evaluation, I will ask them to discuss if there is valid evidence, if the scientific reasoning is apparent and if their argument is valid. Some students will be given sentence frames to guide their answers.

Once finished, students will begin working on their study guide for the exam on Thursday. Study guide answers will be covered on Wednesday.

October 15, 2018

Students read the Explanation about the horse and cart and then analyzed in their own writing the argument between the farmer and the horse. Once they analyzed the argument, they wrote out how this applied to Newton's 3 laws. Notes were given on Newton's three laws. The terms covered were as follows:

  • Forces can be a push or a pull
  • Forces come in pairs
  • Newton's first law is the law of inertia and it says that an object at rest stays at rest and an object in motion stays in motion UNLESS an outside force acts upon it.
  • Some forces include Gravity, friction, and magnetism. We will be covering all three before Thanksgiving.
  • Newton's 2nd Law is the Law of Force = M times Acceleration. A demonstration was made whereas I walked a constant acceleration around the room but if I wanted to go faster, I needed to apply more force (since my mass stayed the same)
  • Acceleration can be one of three things positive, negative, or changing directions.
  • Speed is distance divided by time
  • Friction does three things, slow stuff down, make it stop or change its direction.
  • Newton's third law is the law of action/reaction. We discussed the horse and cart action/reaction pairs and why the horse is able to move the cart.
  • Please read the following scenario to understand what I am saying. Horse and Cart

October 11 and 12, 2018 SCIENCE CLASS

Students will take notes from the two videos labeled Newton's Law 2 and Newton's Law 3. Students should turn to their notebooks where they began writing about Newton's first law. While watching the four short videos they shall take notes. Once finished, students will work on the 3 paragraph essay at the end of their egg car project. For this essay, the students are required to write three paragraphs about how the egg car lab related to Newton's three laws. Students who need help will be given prompts for their essay. Co-teacher will be available. Students will work alone on the essay and while taking notes. Materials required: pencil/pen/paper/videos/computer/projector.

Newton's 2 and 3

October 11, 2018 MENTORSHIP CLASS

Please show the following videos and the images that follow as inspiration for the masks the students will be coloring today.

Day of the Dead Presentation

October 5, 8-10 2018

Students are beginning the egg car lab. For homework, the students will be completing the egg car lab information. They must have their designs ready to go for Monday. Students will be working in groups of 2 or three on this lab. They will be required to develop a car made of recycled materials and then crash the car on the final day while testing its ability to survive the crash. Newton's three laws will be understood in complexity in order to fully master this assignment. The final project will be raced down the incline on Wednesday. Project in completion is due on the 11th.

Egg_Car - Copy.docx

October 4, 2018

Students were tested last Friday over their understanding of friction, forces, net force, and speed. Because of the results of this test, the students need additional time to understand the reason for their egg car and how it functions in the system. Once the students have mastered this material, we can begin working on the egg car. Students are to rephrase the questions in their own words. calculators can be used for the equations. These questions can be answered in groups of two only. For some classes, the answers will be gone over as a full class for credit.

Speed, Friction, Gravity, Force written responses

October 3, 2018

Students will be working on a friction/motion phet lab. Students are presented with different scenarios and required to use the Phet to answer a series of questions. This is an individual assignment however some classes may require teacher guidance by walking through the scenario while the students record the results. The assignment is attached. Calculators and timers will be used as well as pencil paper computer and phet simulation. In this phet, students will be learning about balanced and unbalanced forces and how that affects the motion of an object. Additionally, students will practice changing mass and friction while looking at the motion of an object.

Balanced Unbalanced Net Forces Simulation (1).docx

October 2, 2018

Respect Week Activity

Students were asked to come up with two rival teams of their own. Some examples could be Broncos and the Raiders or the Yankees and the Cubs. Once all students decided upon their rivaling group, they were added to a bag. Teacher picked one rival group and then separated the class into two groups (representing one of each of the rivaling group.) Next, students wrote down likes and dislikes for a list of different items including food, vacation spot, clothing, sports team, etc. Once finished, the groups got into their two groups on opposite sides of the room and a spokesperson called out their likes while the other team (students) came forward towards that speaking team. Eventually all students ended up on the opposite side of the room. A discussion was begun about stereotypes and how we can prevent stereotyping one another. Students told examples of stereotypes they have used and how they could have done better. Finally, a class discussion about where everyone was born and the languages spoke personally and in their home. The follows is the class activity. This is an all-group activity.

Stereotypes_respect_week _18

October 1, 2018

The following two slide shows were presented to students. Students should be able to use this information to further understand what their future egg car will need in order to be successful.

Notes on Friction.pptx
Intro to Forces

September 10-14, 2018

Monday, Tuesday, Wednesday: Students begin "The Bouncy Ball Lab" (The Ball Drop Lab). For this lab, the students determine what happens to the energy of their balls as they fall downwards and bounce back up. Students will have the option of type of ball they use and then will share this information with the other classes through the use of large butcher paper.

Thursday and Friday: "What affects a marbles total energy?" This activity requires students to use mathematics to answer the question of Kinetic Energy vs. mass. The idea for this specific activity is for the students to understand the different variables related to Kinetic energy and how the variables do change the results or action of an object in motion.

September 4-7, 2018

Tuesday: Students read for meaning and answer a prompt about plastic straws in restaurants. Students were to read two articles, answer 4 multiple choice questions about each article and then answer the following prompt:

Do you think straws should be eliminated in restaurants? Why or why not?

Provide evidence from the articles to support your explanation. Must be in two or three sentences and must include the science behind the straws.

Wednesday: Great Balls of Fire. Students drew diagrams about change of energy from GPE to KE to EPE to KE and ending with PE. The diagrams were based on the Happy Ball, Sad Ball explanation. Then, students completed a card sort explaining the different forms of energy.

Thursday: Students will take a quiz over the energy transference and will then experience a burn in their paper from two colliding metal balls. Once the burn has been made in the paper, the students will explain the energy transformations that occurred in order to make that happen.

Friday: Students created a KWLS chart as a class that was shared and added to throughout the day. Next, students read a NEWSELA article about energy. After reading the article aloud, students must annotate the article using metacognitive markers and a description of the markers as they add them to the article reading. This is due today.

Daily Journal