Ms.+Lee

7th grade science power standards: []

8th grade science power standards: []


 * Student Led Conferences**: April 18 & 19
 * Semester Ends**: June 18th, 2013


 * **7th grade Earth Science** || **8th Grade Physical Science** ||
 * // We are currently working on our Astronomy Unit, focusing on planets. // || // We are currently working on our Electricity & Magnetism Unit. // ||
 * **Students began their Planet Projects on 5/29. Each student will be responsible for researching one planet, creating a presentation (on 5/31 to 6/3) and finally presenting the information to their classmates (on 6/4 and 6/5). **


 * *If students are not passing or need to make up work, please have them talk with Ms. Lee as soon as possible. **


 * 3/12 **
 * Review Finding Clues to Rock Layers
 * Who’s on first (turn in answers to questions)
 * Quiz on fossils
 * 3/8 **
 * Read 4-2 and take notes
 * Finding clues to Rock Layers in the textbook pg. 118 (turn in answers to questions)


 * 3/6 **
 * Finish Notes
 * Great Fossil Find
 * OUT: Trace fossil worksheet
 * 3/4 **
 * Quiz on types of landforms
 * Silently read and take notes on 4.1 on Fossils
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review notes on fossils, show types of fossils


 * <span style="font-family: Arial,Helvetica,sans-serif;">2/28 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Study Guide pg. 102 #1-15
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jeopardy


 * <span style="font-family: Arial,Helvetica,sans-serif;">2/26 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read and take notes on 3.5
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read and take notes on 3.6


 * <span style="font-family: Arial,Helvetica,sans-serif;">2/22 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read and take notes on 3.3
 * <span style="font-family: Arial,Helvetica,sans-serif;">Science and Society p. 84 - Protecting Homes in flood plains
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read and take notes on 3.4

Read and take notes on 2.1 (Rocks and Weathering). Write up and complete a lab (Research Question: How does the amount of shaking (abrasion) affect the mass of the rocks?). On Demand: Read page 48 in your textbook and respond the the following prompt: Identify the difficulties in preserving stone monuments and make a plan on how you could preserve a national monument. Provide at least two details that support your plan. Read and take notes on 3.1 (Changing Earth's Surface), 3.2 (Water Erosion). Write up and complete a lab. (Research Question: How does the amount of meanders affect the amount of erosion?) || === 5/30 - Read and takes notes on pages 14-21, then review the power point presentation. ===
 * 2/10-2/20:**

Balloon Cars Project: [[file:Balloon Car Project.doc]]

 * <span style="font-family: Arial,Helvetica,sans-serif;">*If students are not passing or need to make up work, please have them talk with Ms. Lee as soon as possible. **

Station 4
[|Newton's Laws of Motion Interactive : Science Channel][|Newton's 3 Laws of Motion]

Station 10
[|Interactives . The Rock Cycle . Introduction]

Station 15
[|Evolution: Online Lessons for Students: Lesson 6] [|Evolution: Online Lessons for Students: Activity 4- Activity Title][|Evolution: Online Lessons for Students: Activity 2- Evidence for Evolution WebQuest][|Evolution: What Killed the Dinosaurs?]

Station 9
[|Biology4Kids.com: Plants]

**Station 7**

[|Human Body - Kids Konnect] [|Human Anatomy: Explore the Human Body with our Interactive Guide] [|allsystems.swf (application/x-shockwave-flash Object)]

Station 3
[|Exploring Ecosystems | My Capstone Library]

Station 16
[|A Crash Course in Forces and Motion | My Capstone Library]

[|The Phases of the Moon - YouTube]
MSP Review Stations start right after spring break.

INs and OUTs for stations are here:


 * [|Details]
 * [[file:kilo6thgrade/INs OUTs for Stations.docx|Download]]
 * 26 KB


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Monday, April 8 and Tuesday, April 9 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;"> Introduce stations/first IN for stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: First 2 stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;"> First OUT for stations


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Wednesday, April 10 and Thursday, April 11 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Friday, April 12 and Monday, April 15 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Tuesday, April 16 and Wednesday, April 17 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * __<span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 21.33px;">SLCs are April 17-19. No school Thursday and Friday __ **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Monday, April 22 and Tuesday, April 23 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: In the library for online review tests


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Wednesday, April 24 and Thursday, April 25 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Friday, April 26 and Monday, April 29 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Tuesday, April 30 and Wednesday, May 1 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations; **<span style="background-color: #ffffff; color: #7030a0; font-family: Arial,sans-serif; font-size: 21.33px;">8th grade reading MSP test- Tuesday only **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * <span style="background-color: #ffffff; color: #943634; font-family: Arial,sans-serif; font-size: 18.66px;">Thursday, May 2 **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">IN: **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">THROUGH **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">: Next 2 stations; **<span style="background-color: #ffffff; color: #7030a0; font-family: Arial,sans-serif; font-size: 21.33px;">8th grade math MSP test **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 16px;">OUT: **


 * __<span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 21.33px;">NO SCHOOL – May 3 __ ** ||

1st Semester // We are finishing our Inside Earth Unit. Students should all have a textbook checked out at home. // || **8th Grade - Physical Science** // We are starting our Motion, Forces and Energy Unit. Students should all have a textbook checked out at home by 1/11. // || Students will read about how coral reef can contribute to landforms and forming rocks and write a reflection. Students then took the information they learned from their peers and put it together in the rock cycle to show how one rock can turn into another type of rock. Students were taken to the computer lab to revisit and test themselves on the rock cycle and characteristics of rocks. To prepare for the test, students will go to page 172-173 and complete problem #2, 4-11, 13-15, 17-20. On 1/25-1/28, students will take a test on the rocks. || **1/23-1/30:** <span style="font-family: Arial,Helvetica,sans-serif;">1. Students finished and presented scientist projects and checked out their new Motion, Forces and Energy Textbooks. <span style="font-family: Arial,Helvetica,sans-serif;">2. Students set up and performed a lab: <span style="font-family: Arial,Helvetica,sans-serif;">RQ: How does the walking speed affect the time it takes to walk 5 meters? <span style="font-family: Arial,Helvetica,sans-serif;">3. Read and take notes section 1-1. Do practice problems in book <span style="font-family: Arial,Helvetica,sans-serif;">4. Students set up and performed a lab: <span style="font-family: Arial,Helvetica,sans-serif;">RQ: How does the walking speed affect how far someone can travel in 5 seconds? <span style="font-family: Arial,Helvetica,sans-serif;">5. Speed Practice 6. <span style="font-family: Arial,Helvetica,sans-serif;">Read and take notes on Acceleration, CFA
 * **7th Grade - Earth Science**
 * **1/17-1/30:**
 * **1/17-1/30:**

As a class, we read how scientists classify rocks based on their texture and grains. Students identified the different types of grains in different rocks. Students were then split into groups to become experts on one type of rock (igneous, sedimentary or metamorphic). They made posters and will present them to the rest of the class to teach them about their rock. Presentations will be on 1/15-1/16. All students will need to know about each type of rock and will be tested on their understanding of each rock on 1/25-1/28. If students need additional help understanding other rocks, the information can be found in chapter 5 of their textbook. || **1/14:** We will be exchanging our chemical interactions books for Motion, Forces and Energy textbooks. We will be working on this unit for the next couple of months. Students will take a pre-assessment to check for current understanding about the topics of speed, friction, motion, and energy. || Students read books on Mt. St. Helens, then wrote an explanation on how life returned to the volcano through colonizers and survivers. Students read a section in the textbook that explained the characteristics of volcanoes and the different types of eruptions. || **12/21-1/10:** Students picked a scientist to research and created a powerpoint presentation, poster, or essay to demonstrate what they had discovered about the scientist to the rest of the class. Presentations took place on 1/10. || Students worked on 5 different stations in class to demonstrate different aspect of how an earthquake occurs. Students were given a landform from the Pacific Northwest to research. Students made a powerpoint presentation including at least the following information: Students are presenting their powerpoints on 12/18 and 12/19. Since these presentations are saved to the student's folders, if they do not present, I cannot give them a grade because I do not now what information was included. || 12/6-12/17: We started a new unit on Earthquakes. We read pages 54-61, took notes and filled out the front side of our vocabulary matrix (where students wrote definitions, drew pictures and used the word in a sentence). We read a book that described how we categorize earthquakes and showed the after effects of various earthquakes, then we watched a video on the March 2011 Earthquake that devastated Japan and wrote a reflection based on the following questions: Lastly, we had stations around the room which modeled different aspects of earthquakes. 11/26-11/29: 11/20-11/21: Students also read pages 33-39 about sea-floor spreading and took notes/completed a worksheet about the reading. Students will do an activity similar to that on page 40 of their textbook. After completing the activity, students will answer questions to demonstrate their understanding of the activity and sea-floor spreading in general. 11/6-11/7: Pangaea directions: 1. label continents 2. cut out continents 3. draw evidence (fossils, landforms, and climate) 4. make a key 5. put Pangaea together and glue on their blue piece of paper. || **11/29:** Students read and took notes about energy in chemical reactions (pages 32-37 of their chemical interactions textbook). The students followed the reading with a lab activity that demonstrated an endothermic reaction (with the help of ammonium nitrate). Students will create models of different compounds and mixtures and be able to identify the elements, atoms, molecules, and whether it is a compound or mixture and explain why. Students will read and take notes on pages 32-37 and answer the checkpoint question on page 37 to show their understanding of the reading. A special presentation will be made for all 8th grade science students on November 21st by SubZero. If students cannot be respectful of the presenter, students will be placed in an alternate location with an additional assignment. || 10/31-11/1: **Students will learn more about convection currents and how they work inside the Earth’s mantle, then will go through 5 stations throughout the classroom each focusing on the layers of the Earth, pressure, density and conclusion writing.** Directions for the 3D model Earth: On Disc 1, students should have the continents and oceans labeled. Continents should be colored green and oceans should be colored blue. On Disc 2, students should have the continents and oceans labeled. Continents should be colored green and oceans should be colored blue. Student should also have the inner core, outer core, mantle, and crust labeled. The inner core should be colored yellow, outer core should be colored orange, mantle should be colored red, and crust is a color of your choice. On Disc 3, students should have inner core should be colored yellow, outer core should be colored orange, mantle should be colored red, and crust colored the same as on disc 2. Students should also have //at least 3 facts// written on **//each//** layer of the Earth. Facts can be found in the student's interactive notebooks, or on pages 20-23 of their textbooks. || 11/13-11/19: **Students will also be introduced to and have the week to work on their next project. Students will have to research a type of medicine, make a power point presentation and present it to their peers. They will have 2 days in class to research their medication and create their power point. Some work may need to be completed at home or after school.** Presentations will be on November 19th. **// No late presentations will be accepted as one of the learning targets being assessed is to present their research. //** Week of 11/5: **Students will read and take notes on pages 24-31. In class, students will be able to identify the number of atoms and elements in various compounds made out of LEGOs.** , Students will watch a demo performed in front of the class and explain how all three states of matter are present; take a quiz on molecules, atoms, elements, compounds, mixtures, objective summary vs. inference, results vs. conclusions and the states of matter; then read and take notes on pages 24-31 of their textbooks. Students will also have a half a day in class to finish or retake any tests that they have taken so far this year. ||
 * 1/16-1/22:** Students completed a lab and read about motion. Students should know the difference between constant speed and average speeand how to graph speed (time on the x-axis, distance on the y-axis). ||
 * **1/9-1/16:**
 * **12/20-1/8:**
 * **12/10-12/19:**
 * Describe your landform
 * Include pictures of the landform
 * Describe the type of event that created the landform
 * Describe how scientist hypothesize the landform was created from that event
 * Explain if the event was something that built up (constructive) the land or wore away (destructive) the land (15.1)
 * Describe evidence that scientists see that made them think their hypothesis was correct
 * Include pictures of the evidences
 * Site your websites where you found the information
 * Students continued studying different types of characteristic properties including solubility, density, and magnetism. After studying each characteristic property, students were given a hands on activity to visually see and practice what each property was.**
 * On 12/13, students were given a bag of 4 different substances that each had different characteristic properties. Students were expected to use their knowledge of the characteristic properties that we have studied to separate the 4 substances. The students had to come up with a plan (procedure) as to how they were going to separate the substances, then actually test to see if their plan was successful.**
 * On 12/17, students will have 11 mystery substances (chemicals) that they will have to test to figure out what the chemicals actually are based on the characteristic properties each chemical. Students should review their vocabulary from the unit in order to be successful with this lab.** ||
 * 11/30-12/7:**
 * What are your feelings about living in this area? What do you know about earthquakes that give you these feelings?
 * What type of boundary do we live on? What type of boundary is Japan on?
 * What could we learn from the earthquake in Japan?
 * What could we do to protect ourselves while living in this area?
 * Do we just have to worry about the earthquake and the shaking? If not, what else do we have to worry about?
 * Students who have completed their homework (study guide for chapter 1) will play Jeopardy as a review of the material. // On Wednesday/Thursday, students will take their first test on Inside Earth. // Students will not be able to use their interactive notebooks during the test, but rather should use them to study prior to the test.**
 * Students will read about Plate Tectonics on pages 42-47 of their textbook and take notes in their INB. Students will also recieve a study guide for** their next test which will occur on Nov. 28th and Nov. 29th. __ || 12/3-12/5:
 * Students did two more lab activities to demonstrate energy in reactions. (Calcium Chloride + water and Phenol Red Solution + Baking Soda + Calcium Chloride).**
 * During a discussion with their group, students should have been able to identify if a physical or chemical change has occurred, if it was an endothermic or exothermic reaction and why. They were also given an example of how these chemicals and reactions are used in their everyday lives and should have also been able to think of other examples and explain how they are used.**
 * After students completed their labs and discussions, I realized that students were not understanding the concept of a characteristic property. Therefore, we took a few notes on the definition, gave examples, and performed a lab demonstrating the melting points and boiling points of various solutions. Each group of students received similar data, showing that no matter how much, where it is located or when it happens, the melting and boiling points for those solutions will always be the same** ||
 * **11/13-11/19:** We reviewed all notes in class and watched a video emphasizing the important aspects of continental drift. The video also gave us some insight as to why continental drift is important and what we are going to study next. While watching the video, students were to answer 9 questions.
 * Students are working on finishing their station worksheet[[file:Stations Ch1.docx]], reading and taking notes on pages 28-31 about drifting continents, making a model of Pangaea with evidence. //__ All assignments are due 11/13 or 11/14 in class. __//
 * 11/21:**
 * 11/2-11/5: **We will be preparing for SLC, reflecting on how well we have been performing in class and working in stations to demonstrate pressure, density, convection currents, conclusion practice, and modeling similarities between a hard boiled egg and the Earth.**
 * 10/29-10/30:**
 * // The 3d model Earth is due. //**Students will read and take notes on pages 25-27 of their textbook and watch a video about Earth’s crust.[[file:model earth.pdf]]
 * Week of 10/29**
 * *Students who were absent or did not complete any test can do so on Wednesday and Thursday at after school learning. Students will have to inform Ms. Lee that they are going so their test will be waiting for them.
 * //Students can also come to math and science club every other Wednesday for additional help or to make up work.//** || *Students who were absent or did not complete any test can do so at GEAR UP after school learning. Students will have to inform Ms. Lee that they are going so their test will be waiting for them.
 * //Students can also come to math and science club every other Wednesday for additional help or to make up work//** ||