WEEK OF 11/12-11/16
 MONDAYTLW take a District Assessment Test on Chemical Reactions.
 TUESDAYTLW finish District Assessment Test.

TLW research why marathon runners carb load before a big event.
https://www.youtube.com/watch?v=mDQDTPWNcQ0
 WEDNESDAYTLW research structural organization of organisms and create two foldables.https://www.youtube.com/watch?v=EtWknf1gzKo&index=3&t=0s&list=PLA32zwxpXD65z9T8C0CcVXpW5_piV3Ity
 THURSDAY    TLW conduct cutaneous sensations labs to detect nerve sensations. TLW collect data and analyze results.https://www.youtube.com/watch?v=9HCQLNDMMDE&list=PLA32zwxpXD65z9T8C0CcVXpW5_piV3Ity&index=3
https://www.youtube.com/watch?v=MRosXcIyNG4&list=PLA32zwxpXD65z9T8C0CcVXpW5_piV3Ity&index=4
 FRIDAYTLW research the nervous, endocrine, and exocrine systems. 
HOMEWORK &
IMPORTANT 
NOTES
Check agendas for grades and sign for an easy homework grade!! 

Study notebook pages daily! Next test will be on 12/3!

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRAD
E!

 

WEEK OF 11/5-11/9
 MONDAYTLW conduct a SNAPS lab on photosynthesis and take notes on cellular respiration.  Grades being placed in agendas. Get signed for an easy homework grade!

https://www.youtube.com/watch?v=4Eo7JtRA7lg&index=3&list=PLA32zwxpXD64zr52SJcc_6GBFf0RVoPPC&t=0s
 TUESDAYTLW create a foldable to compare and contrast photosynthesis and respiration. Students will make connections back to related phenomena. 
 WEDNESDAYTLW draw initial models of they think carbon and oxygen flow through organisms and their environment.

Groups will research different aspects of the carbon cycle to define their role in the cycle.

 THURSDAY    TLW present their role in the carbon oxygen cycle to the class. TLW create a checklist of elements that should be included in the carbon oxygen cycle model.

TLW illustrate the carbon oxygen cycle using the checklist created in class (This will count as a quiz grade.)
https://www.youtube.com/watch?v=NHqEthRCqQ4&index=5&list=PLA32zwxpXD64zr52SJcc_6GBFf0RVoPPC&t=0s
 FRIDAYTLW connect all content learned in the unit back to the related phenomena.

TLW review for their unit test on Monday! 

HOMEWORK &
IMPORTANT 
NOTES
Check agendas for grades and sign for an easy homework grade!! 

Study model trackers and notebook pages daily!

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRAD
E!

 

WEEK OF 10/29-11/2
 MONDAYTLW conduct a SNAPS lab on the law of conservation of energy. 
 TUESDAYQUIZ ON CHEMICAL REACTIONS
TLW investigate the red tide and algal blooms (investigative phenomena).
 WEDNESDAYTLW complete a SNAPS lab on photosynthesis.https://www.youtube.com/watch?v=uixA8ZXx0KU&index=4&list=PLA32zwxpXD64zr52SJcc_6GBFf0RVoPPC&t=0s
 THURSDAY    TLW continue SNAPS labs on photosynthesis.
 FRIDAYTLW take notes on cellular respiration. 
HOMEWORK &
IMPORTANT 
NOTES
Quiz on Chemical Reactions on Tuesday!!

Study model trackers daily!

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRAD
E!

 

WEEK OF 10/22-10/26
 MONDAYTLW investigate the anchor phenomena for our new unit on Chemical Reactions, the Corpse flower.https://www.youtube.com/watch?v=6NkhET9hgNo 
https://www.youtube.com/watch?v=EbKOVv5GII0 
https://www.youtube.com/watch?v=l-uK5ulLBr8&t=9s
 TUESDAYTLW investigate chemical reactions and identify products and reactants.
 WEDNESDAYTLW review chemical properties and learn to balance chemical reactions.
 THURSDAY    TLW conduct a SNAPS lab on balancing equations.
 FRIDAYTLW conduct a SNAPS lab on the law of conservation of energy. 
HOMEWORK &
IMPORTANT 
NOTES
Study model trackers daily!

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRAD
E!

 

WEEK OF 10/15-10/19
 MONDAYTLW plan their cup designs individually to bring back to their groups.     Mrs. Martin will be out for jury duty.
 TUESDAYTLW review design criteria and constraints for Cold Cup Challenge. Building on the requirement for keeping cold water cool at room temperature, the Heat Lamp Challenge provides students the opportunity to test the ecacy of their designs under warmer, “sunnier” conditions.  Students use a Design Tracker to propose revisions to their cup designs. 
 WEDNESDAYStudents will use a Design Tracker to build their cup designs. 
 THURSDAY    Students test the ecacy of their cup designs for both Cold Cup and Heat  Lamp Challenges. TTW remind students that they will be looking at the data they collected to assess how their cup satisfied the Cold Cup and Heat Lamp Challenges. 

Students use data to assess the ecacy of their designs and propose  modifications to their designs. 

 FRIDAYStudents share their models of their cup design and use data to explain their design choices. Students conduct a gallery walk to view details of designs. Discuss students’ revisions to their cup designs and proposed revisions. Students do an exit ticket to identify top characteristics they would look for in a new water bottle.  
HOMEWORK &
IMPORTANT 
NOTES
Prototype Design Tracker and Finalized Design Trackers from this week are due Friday after presentations for a Test Grade.

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRAD
E!

 

WEEK OF 10/1-10/5
 MONDAYTLW share their designs with their class. TLW discuss common elements within each design and new ideas that were raised.   
 TUESDAYTLW review the materials they found to be effective and ineffective in the first design challenge and sort the materials based on their performance.

TLW examine various materials and macro photography and scanning electron microscope images to make observations of materials.  

TLW generate patterns from their observations of materials that make best performers different from the worst performers.
 WEDNESDAYTLW collect data from a demonstration showing that even when you hold outside temperature constant, the rate of warming the drink inside the cup differs depending on the state of matter outside the cup.  

TTW ask students to develop individual models explaining energy transfer differences between different states of matter. TTW have students share their models and look for similarities and differences. 

 THURSDAY    TTW have students share similarities and differences in their models and come to consensus. TLW update the model tracker to represent the idea that the rate of energy transfer is influenced partly by the state of matter.

TTW prepare students to revisit double-wall devices to figure out why an air layer. TTW revisit the DQB to take stock and recognize new understanding about the phenomenon.   

 FRIDAYTTW lead an initial discussion by asking students what the problem is in our model. TTW lead a discussion driven by students’ experiences with warming up without touching to develop the idea that energy can transfer between two things that are not touching through radiation.  

TTW lead a brief demonstration of radiation by letting a student feel the warmth from a light on her or his hand from a safe distance. TTW use an analogy map to help students see that sunlight reaching us through the vacuum of space is an example of radiation moving without air.  

TLW develop a set of procedures in their groups to test their predictions about what materials will block nergy transfer through radiation. 

HOMEWORK &
IMPORTANT 
NOTES
Review notebook daily. Tentative Test Date is 10/11.

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!
 

WEEK OF 9/24-9/28
 MONDAYTLW analyze the class data from the Follow the Energy Lab to determine patterns in the flow of energy.   

TLW add the idea that energy flows from hot object to cold objects through particle collisions.     

TLW model how particle collisions transfer energy into a cold drink. They will share their models in small groups to get feedback.  
 TUESDAYTLW and TTW develop a consensus model explaining energy transfer into the regular cup and the new cup.   

TLW model energy transfer through particle collisions (conduction) when they experience something hot and something cold.     
 WEDNESDAYTLW review what they’ve learned about energy transfer that they need to think about when designing their cups.

Students will brainstorm what data they might collect to test the efficacy of their designs.  Students will use a design tracker to document proposed revisions to initial cup design and their rationales

 THURSDAY    Students will build cups and collect data supporting the efficacy of their designs. 
 FRIDAYTLW construct a model of their initial designs to explain how design helps to keep drink cooler. TLW share their designs with their class. TLW discuss common elements within each design and new ideas that were raised.   
HOMEWORK &
IMPORTANT 
NOTES
Review notebook daily. Tentative Test Date is 10/12.

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!
 

WEEK OF 9/17-9/21
 MONDAYTLW take a quiz on particle motion (kinetic energy) and temperature.    Mrs. Martin will be out for a meeting.
 TUESDAYTLW complete a review packet. This will be counted as a homework grade.     Mrs. Martin will be out for a meeting. 
 WEDNESDAYTLW build on their understanding of particle collisions by playing a game to simulate two particles colliding and discover two model ideas about energy transfer into the cup.  

TLW add model ideas about the role of particle collisions in the transfer of energy.   

 THURSDAY    TLW design an investigation to test the investigation question. Students will get each type of cup and complete the investigation they designed.   
 FRIDAYTLW analyze the class data from the Follow the Energy Lab to determine patterns in the flow of energy.   

TLW model how particle collisions transfer energy into a cold drink. They will share their models in small groups to get feedback.  

HOMEWORK &
IMPORTANT 
NOTES
Review notebook daily. Tentative Test Date is 10/12.

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!
 

WEEK OF 9/10-9/14
 MONDAYTLW sketch an initial design for a cup.

TTW construct the Driving Question Board around students’ questions.

TTW create an Ideas for Investigations poster and record the class’ thoughts on how we can figure out the answers to our initial questions as we move forward.   

 TUESDAYTLW complete a lab exploring how food coloring interacts with cold and warm water.

TLW generate initial explanations to explain the food coloring lab, then they view a visualization of particles in cold and warm water. They add particle drawings to their diagrams.

 WEDNESDAYTLW individually, and then collaboratively, construct a time series model explaining how particles change as a drink warms up.

TLW view a second simulation and identify particle movement that confirms our model ideas and also identify a few new observations that make us wonder about the different speeds of particles and where energy comes from. 

 THURSDAY    TLW make observations from a simulation showing particle collisions and energy transfer.

TLW build an explanation for temperature in terms of average kinetic energy using evidence from the simulations

 FRIDAYTLW build on their understanding of particle collisions by playing a game to simulate two particles colliding and discover two model ideas about energy transfer into the cup.

 TLW develop a set of procedures to test their ideas about whether energy is transferring into or out of the cup.  

HOMEWORK &
IMPORTANT 
NOTES
Review notebook daily. Tentative Test Date is 10/12.

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!
 

WEEK OF 9/3-9/7
 MONDAYNO SCHOOL!
 TUESDAYNO SCHOOL!
 WEDNESDAYFinish District Assessment Test.

Turn in Notebook (Worth 3 Grades!)

 THURSDAY    Investigative Phenomena: Why is the new cup better than the regular cup?

Students will conduct a test to determine which cup works best and design a model to justify results. 
This begins our pilot unit. Be patient and expect some changes in the way you learn science
 FRIDAYStudents will review data from previous day.

Students will compare models and decide on a class consensus model.

Students will find related phenomena.

HOMEWORK &
IMPORTANT 
NOTES
Review notebook daily. Tentative Test Date is 10/12.

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!
 

WEEK OF 8/27-8/31
 MONDAYStudents will do a unit study on phase changes.


Mrs. Martin will be out for a meeting.
 TUESDAYTLW visit a phet lab to simulate how pressure can also cause matter to change states. TLW write their observations.

TLW create a flow chart to depict the phase changes of matter. 
States of Matter: https://www.youtube.com/watch?v=KCL8zqjXbME&index=7&list=PLA32zwxpXD65zgS30AIa1E5QYWZEAIRan&t=219s 

States of Matter: https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
 WEDNESDAYScience Skills Station for chemical and physical changes. TTW complete an investigation whole class.

TTW and TLW complete the Summary Questions for the activity

TLW complete the Narrative Station for chemical and physical changes.  
Chemical Changes:   https://www.youtube.com/watch?v=37pir0ej_SE
 THURSDAY    TTW revisit the brinicle model lists to add anything they may need to successfully develop a model of how the brinicle forms.

 TLW work in groups to create their brinicle models.

 TLW use their models to answer a prompt on how brinicles form. This will be used as an assessment.  

 FRIDAYUnit 1 District Assessment 
HOMEWORK &
IMPORTANT 
NOTES
Test 8/31

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!

WEEK OF 8/20-8/22
 MONDAYStudents will investigate states of matter and how temperature effects it using a simulation. States of Matter: https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
 TUESDAYScience Skills Station: Students will study and      categorize quantitative and qualitative physical properties of matter.            They will also describe physical properties of a solid and liquid substance. Students will make measurements such as mass and volume. They will make qualitative observations of the substances as well.TLW watch a video on Properties:  https://www.youtube.com/watch?v=YCQXDegwnoE&index=5&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O
 WEDNESDAYNarrative Station: At this station, students will read an informational text about chemical and physical properties of matter and how they are important to identifying and describing substances. Students will also read about quantitative and            qualitative (physical) properties of matter and the tools that help us determine these properties.
 THURSDAY    Science Skills Station:  Students will determine the chemical properties      of three different substances at this station. They will determine the pH, reactivity, toxicity and flammability of the substances.Chemical Properties:  https://www.youtube.com/watch?v=zD7W5O0BH7g  
 FRIDAYNarrative Station: At this station, students will read an informational text about chemical and physical properties of matter and how they are important to identifying and describing substances. Students will also read an informational text about important chemical properties of matter.  
HOMEWORK &
IMPORTANT 
NOTES
Test 8/31

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!

WEEK OF 8/13-8/17
 MONDAYEngineering Design Process
10 Second Tower
Design Process: https://www.youtube.com/watch?v=fxJWin195kU&index=4&list=PLA32zwxpXD677o0Obsxy9-UDAlgEhY8c-&t=0s 

Structural Engineer: https://www.youtube.com/watch?v=oqpp8L4J4ek&index=2&list=PLA32zwxpXD677o0Obsxy9-UDAlgEhY8c-&t=2s
 TUESDAYAnchor Phenomena: Brinicles

Students will begin to research what causes brinicles to form and where they are found. 
Brinicles: https://www.youtube.com/watch?v=lAupJzH31tc
Brinicles: https://www.youtube.com/watch?v=RngtRPMinG8
 WEDNESDAYContinue research on brinicles. 

Students will create questions to design investigations to discover why brinicles exist. 

 THURSDAY    Investigative Phenomena: Great Lakes Freeze in 2014

Students will develop a model to describe how molecules in the Great Lakes move relative to one another in the winter when the lakes are solid. 
Great Lakes Freeze: https://www.youtube.com/watch?v=NEqQf_4g-_o
 FRIDAYInvestigate States of Matter using a simulation.

Students will complete a data collection sheet to describe the differences between solids, liquids, and gases.
States of Matter: https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
HOMEWORK &
IMPORTANT 
NOTES
Test 8/30

**Daily class activities are compiled as an interactive notebook. All activities are items to be studied are to be turned in at the end of the unit for a GRADE!